yr 8 rock paper scissors sg

Project ManagementExecutive Director: Professor Denis Goodrum, FACE (Australian Academy of Science) Director of Curriculum Development: Jef Byrne Director of Professional Learning and Strategic Development: Dr Kerrie Wilde Web and Digital Co-ordinator: Dr Jen Liu Administrative Co-ordinator: Katie RyanAdministrative Officer: Georgina OvinProject Management Co-ordinator: Melissa Smith

This resource was written by: Julie Weber and Dr Kerrie Wilde.

Science by Doing would like to thank Spinks and Suns for the design and development of this resource.

Funding Acknowledgement

Science by Doing is supported by the Australian Government. Stage Two has been funded through Education Services Australia.

DisclaimerThe views expressed herein do not necessarily represent the views of the Australian Government, Department of Education or Education Services Australia.

These materials are intended for education and training only. Every effort is made to ensure the accuracy of the information presented in these materials. We do not assume liability for the accuracy or completeness of the information contained within. The Australian Academy of Science accepts no responsibility for any loss or damage whatsoever suffered as a result of direct or indirect use or application of any of these training materials.

© Australian Academy of Science, 2013

• You may freely use this resource for non-commercial educational purposes but please acknowledge the resource and the Australian Academy of Science as the source. Please note there are third party items in this resource that are outlined. To use these items other than in this resource you must obtain permission from the third party owners.

• Under no circumstances may copies be sold in any form.

ISBN 9780-0-858847-353-9 Published by the Australian Academy of Science GPO Box 783 Canberra ACT 2601 Telephone: 02 6201 9400 Fax: 02 6201 9494 www.science.org.au

http://science.org.au

1

CONTENTSUnit map 2

PART 1: WHY DO WE USE THE MATERIALS WE DO? 3-16Activity 1.1 It’s a material world! 4Activity 1.2 What is the property? 7Activity 1.3 Investigating elements 9Activity 1.4 Atoms, elements and their properties 13Activity 1.5 The periodic table 13Activity 1.6 Elementary fun 13Activity 1.7 Rock to scissors 15Activity 1.8 Do metals matter? 16

PART 2: WHAT IS THE MATTER? 17-33Activity 2.1 Sorting matter 18Activity 2.2 Investigating the properties of solids, liquids

and gases 20Activity 2.3 What is matter? 23Activity 2.4 Testing substances 23Activity 2.5 Tiny particles 24Activity 2.6 Slime – what is its state? 25Activity 2.7 What state is that? 28Activity 2.8 Gas detective 29Activity 2.9 Everything is in a state 31Activity 2.10 Two more states that matter 32Activity 2.11 A classification key for matter 33

PART 3: IS IT PURE OR A MIXTURE? 34-49Activity 3.1 Is it pure or is it a mixture? 35Activity 3.2 Do the powders contain the same particles? 36Activity 3.3 Elements, compounds and mixtures 39Activity 3.4 Compounds and mixtures 42Activity 3.5 Iron - element, compound and mixture 43Activity 3.6 What are alloys? 47Activity 3.7 Separating mixtures 48Activity 3.8 Is it an element, compound or mixture? 49

PART 4: FROM ALCHEMY TO CHEMISTRY – PHYSICAL CHANGES 50-56

Activity 4.1 Observing changes 51Activity 4.2 Observing changes in water 52Activity 4.3 It’s heating up 54Activity 4.4 Modelling changes of state 54Activity 4.5 Can matter skip states? 55Activity 4.6 What is happening to me? 56

PART 5: FROM ALCHEMY TO CHEMISTRY – CHEMICAL CHANGES 57-74

Activity 5.1 Is it physical or chemical? 58Activity 5.2 Observing reactions 61Activity 5.3 Reactants and products 64Activity 5.4 A natural reaction 67Activity 5.5 An unnatural reaction 67Activity 5.6 Rubber: from tree sap to tractor tyre 67Activity 5.7 Investigating some useful reactions 68Activity 5.8 Identifying changes 72

PART 6: PROBLEMS AND SOLUTIONS 75-87Activity 6.1 A rusty problem 76Activity 6.2 A rusty, salty problem 80Activity 6.3 The prevention of rust 81Activity 6.4 Do other metals corrode like iron? 83Activity 6.5 An icy problem 84Activity 6.6 What’s in my cereal? 85Activity 6.7 The problem with particles 86Activity 6.8 Particles reviewed 87

Glossary 88

Icon

Meaning Digital interactive Hands-on inquiry Classroom activity Notebooking Discussion

2

WHY DO WE USE THE

MATERIALS WE DO?

WHAT IS THE

MATTER?

IS IT PURE OR A

MIXTURE?

FROM ALCHEMY TO CHEMISTRY – PHYSICAL CHANGES

PROBLEMS AND

SOLUTIONS

PART 1 PART 2 PART 3 PART 4 PART 6FROM

ALCHEMY TO CHEMISTRY – CHEMICAL CHANGES

PART 5

PART 1: WHY DO WE USE THE MATERIALS WE DO?Activity 1.1 It’s a material world!Activity 1.2 What is the property?Activity 1.3 Investigating elementsActivity 1.4 Atoms, elements and their propertiesActivity 1.5 The periodic tableActivity 1.6 Elementary funActivity 1.7 Rock to scissorsActivity 1.8 Do metals matter?

3ROCK PAPER SCISSORS PART 1

PART

1

What to do:

Step 1Look at each pair of images below and decide which combination would win the game.

Step 2Record the reason for your choice.

Step 3Share your ideas with the class.

Step 4Play the game with your group until you have a winner.

Discussion:

• What are the features of each item, and how do they help you win?

IN THE GAME THE WINNER IS THE

FIRST PERSON TO WIN THREE TIMES.

The features or characteristics of a material are called

PROPERTIES.

Have you ever played the game

"Rock, Paper, Scissors"?

ACTIVITY TYPE

4ROCK PAPER SCISSORS PART 1 WHY DO WE USE THE MATERIALS WE DO?

ACTIVITY 1.1 IT’S A MATERIAL WORLD!

What to do:

Step 1List five materials you see around you.

Step 2Next to each material write down where and how each is being used.

Discussion:

• Select one material from Step 1 and write down the properties that make it useful for its task.

• What are some other uses for this material?

EXAMPLEMetal is used because it is hard and

can be sharpened.

EXAMPLE

Material Use

Metal to make scissors

Paper to write on

How are the properties of materials related to

their use?


ACTIVITY 1.1 IT’S A MATERIAL WORLD! CONTINUED

HOME

provides easy navigation to all of the different sections.

NOTEBOOK PROMPTS

assist you to share your ideas and understandings.

These symbols indicate discussion and notebooking.

PIN ICONS

provide the navigation for each particular section.

HINTS

focus your inquiry and provide questions to help you connect your ideas.

Click here to go to the digital resource and open Activity 1.1 to revise lab safety.

Before you go to the digital resource PART 1: WHY DO WE USE THE MATERIALS

WE DO? familiarise yourself

with the key navigation features.


ACTIVITY 1.1 IT’S A MATERIAL WORLD! CONTINUED

http://sciencebydoing.edu.au/curriculum/student/yr8/rock/digital/act1/act11.html

What to use:

Six collections of materials have been placed about the room.

Each STUDENT will require:

• Science by Doing Notebook.

What to do:

Step 1Move to the collection you have been allocated.

Step 2You have three minutes to examine the materials and list the properties they all share.

Step 3Repeat Steps 1 and 2 until you have explored all six collections.

Discussion:

• What properties can be used to group matter?

Push it, Poke it, Prod it, Shake it, TEST IT!

What properties can be used to group matter?


ACTIVITY TYPE

ACTIVITY 1.2 WHAT IS THE PROPERTY?

What to do:

Step 1Draw a table with the headings "Property", "Description" and "Examples".

Step 2Write each of the scientific words on this page under the heading "Property".

Step 3Under the heading "Description" list the words suggested that best describe each property.

Step 4List some of items you observed for each property under the heading "Examples".

Discussion:

• What have you learned? Identify the property represented by each group of materials in the previous activity.

Property Description Examples

VISCOSITY

ELASTICITY

DUCTILITYLUSTRE

PLASTICITY

MALLEABILITY

HARDNESS

During this activity the class suggested a number of words to describe the properties of each set of materials. There are

also scientific words to describe these properties.


ACTIVITY 1.2 WHAT IS THE PROPERTY? CONTINUED

WE SORT OBJECTS WITH SIMILAR PROPERTIES INTO GROUPS EVERY DAY.

SCIENTISTS SORT OBJECTS BASED ON THEIR PROPERTIES.

Biologists sort living things into groups.

Physicists sort atomic

particles into groups.

Astronomers sort stars

into groups.

Geologists sort rocks into groups.

IGNEOUS ROCKS

SEDIMENTARY ROCKS

METAMORPHIC

ROCKS

VERTEBRATES

INVERTEBRATES


ACTIVITY TYPE

ACTIVITY 1.3 INVESTIGATING ELEMENTS

What to use:

Each GROUP will require:

• 1 set of elements in Petri dishes (Test 1-4).• 1 set of elements in test tubes (Test 5).• power pack.• 3 leads with alligator clips.• a light globe in a globe holder.• a dropper bottle of acid.


• Science by Doing Notebook.• safety glasses.

What to do:

Step 1 Copy the results table shown below into your Notebook.

Step 2Work through each part of the activity and record the results in your table.

In this activity you will observe six different elements

and classify them by their properties.

How do chemists classify matter?

! FOLLOW SAFETY GUIDELINES WHEN

CONDUCTING EXPERIMENTS. SAFETY GLASSES AND PROTECTIVE CLOTHING

SHOULD ALWAYS BE WORN WHEN USING CHEMICALS.

Element What colour is it?

Is it shiny? Does it bend? Does it conduct electricity?

Does it react with acid?

Sulfur

Zinc

Tin

Carbon

Silicon

Copper


ACTIVITY 1.3 INVESTIGATING ELEMENTS CONTINUED

TEST 1 What colour is it?

Step 1Record the colour of each element in your results table.

Step 1Look at each sample.

Step 2Record your results.

Step 1Make up the circuit shown in the diagram on the right. Attach the alligator clips to the sample or touch them to either end. If it conducts electricity the light globe will glow.


If it is shiny we say it has lustre.

If it doesn’t conduct electricity we say it is an insulator.

If it conducts electricity we say it is a conductor.

Step 1Pick up each sample and try to bend it.


If it breaks we say it is brittle.

If it bends we say it is malleable.

TEST 2 Is it shiny?

TEST 3 Does it bend?

TEST 5 Does it react with acid?

TEST 4 Does it conduct

electricity?

! FOLLOW SAFETY GUIDELINES WHEN CONDUCTING EXPERIMENTS. WEAR SAFETY GLASSES AND BE CAREFUL

NOT TO SPLASH ACID.

Step 1A sample of each element has been placed in a test tube.

Step 2Add 15 to 20 drops of acid to each tube.

Step 3Watch each sample carefully for two to three minutes and note any changes. If it reacts with acid you may see bubbles and/or the test tube may feel hot.




Discussion:

• Sort the elements tested into two groups, based on similarities or differences in their physical and chemical properties.

• Which element(s) can be placed in either group? Elements having properties of both metals and non-metals are called metalloids.

• Use the following information to classify each element as a metal, non-metal or metalloid. a) Metals have lustre, are malleable and conduct electricity.b) Many metals react with acids.c) Non-metals are usually dull, brittle and do not conduct electricity.d) Metalloids have properties of both metals and nonmetals.

• You could use a table like the one shown here to classify your elements.

Metals Non-metals Metalloids

Chemists classify elements as either metals or non-metals. Most known elements are

metals. A few are hard to classify as metal or non-metal because they have properties of each.

These elements are called metalloids.

Sn50

Si14

Cu29

Fe26

C6

S16

iron sulfur copper silicon

carbon

tin



Click here to see if you recognise some of the elements listed in the periodic table.

6

C15

P8

O53

I53

I68

Er D

TABLE

THE1

H3

Li4

Be11

Na12

Mg19

K20

Ca37

Rb38

Sr55

Cs

5

B13

Al31

Ga49

In81

Tl

6

C14

Si32

Ge50

Sn82

Pb

7

N15

P33

As51

Sb83

Bi

8

O16

S34

Se52

Te84

Po

9

F17

Cl35

Br53

I85

At

10

Ne

2

He

18

Ar36

Kr54

Xe86

Rn56

Ba87

Fr88

Ra

21

Sc22

Ti39

Y40

Zr57

La72

Hf89

Ac104

Rf

23

V24

Cr41

Nb42

Mo73

Ta74

W105

Db106

Sg

25

Mn26

Fe43

Tc44

Ru75

Re76

Os107

Bh108

Hs

27

Co28

Ni45

Rh46

Pd77

Ir78

Pt109

Mt110

Ds

29

Cu30

Zn47

Ag48

Cd79

Au80

Hg

58

Ce59

Pr90

Th

70

Yb102

No

71

Lu103

Lr91

Pa

60

Nd61

Pm92

U93

Np

62

Sm63

Eu94

Pu95

Am

64

Gd65

Tb96

Cm97

Bk

66

Dy67

Ho98

Cf99

Es

68

Er69

Tm100

Fm101

Md

111

Rg112

Cn113

Uut114

Fl115

Uup116

Lv117

Uus118

Uuo


ACTIVITY TYPE

ACTIVITIES 1.4-1.6

http://www.rsc.org/periodic-table

In the periodic table, the vertical columns are called groups. Elements in the same group have the same number of electrons in their outer shell.

Horizontal rows are called periods, as in periodic table. Elements in the same period have the same number of outer shells to hold the electrons.

By definition, a periodic table incorporates recurring trends. What recurring patterns or trends can you see?

+–

+ +

++

–

–

– –

–

–

The atomic number for carbon is 6. What is

the atomic number for nitrogen and silicon? Can you draw their

atomic configuration? HINT: Look closely at the carbon example.

What charge are the protons and neutrons?

Each element consists of millions of atoms. Atoms are

considered the smallest particles of matter.

Inside each atom is the nucleus (protons and neutrons), while negatively charged electrons move around the nucleus in shells. The inner shell has a

maximum of 2 electrons and the second shell has a maximum of 8.

Click here to go to the digital resource and open

Activities 1.4 to 1.6 to learn more about atoms, elements and

the periodic table.

electron

proton

neutron

6 protons + 6 neutrons

CARBON ATOM

1

H3

Li11

Na19

K20

Ca37

Rb55

Cs

31

Ga

6

C14

Si32

Ge

7

N

33

As34

Se35

Br36

Kr

87

Fr

21

Sc22

Ti23

V24

Cr25

Mn26

Fe27

Co28

Ni29

Cu30

Zn


ACTIVITIES 1.4-1.6 CONTINUED


You have been investigating the properties of materials and

how they relate to uses.

Click here to go to the digital resource and open

Activity 1.7 to learn more about iron; where it is found in Australia and its manufacture

into everyday materials.

Use a flow-chart to illustrate a simple manufacturing process: from rock, to iron, to scissors.

Describe the properties of iron and any changes in its physical

state.

Use dot points in your

flow-chart to summarise

what you have learnt

about each stage.

In your flow-chart you should use the following terms: metal, shiny, mixture, alloy, liquid, solid, boiling point,

mining, hard, malleable, alloy, manufacture, mold.


ACTIVITY TYPE

ACTIVITY 1.7 ROCK TO SCISSORS


ACTIVITY TYPE

Click here to go to the digital resource and open Activity 1.8.


ACTIVITY 1.8 DO METALS MATTER?


PART 2: WHAT IS THE MATTER?Activity 2.1 Sorting matterActivity 2.2 Investigating the properties of solids, liquids and gasesActivity 2.3 What is matter?Activity 2.4 Testing substancesActivity 2.5 Tiny particlesActivity 2.6 Slime – what is its state?Activity 2.7 What state is that?Activity 2.8 Gas detectiveActivity 2.9 Everything is in a stateActivity 2.10 Two more states that matterActivity 2.11 A classification key for matter


PART

2

S16

sulfur

C6

carbonWhat to use:


• a selection of materials • a sheet of blank A3 paper.


• Science by Doing Notebook.

What to do:

Step 1Divide the materials into three groups.

Step 2Divide the paper into three columns and write a corresponding list of materials for each group.

Step 3Once you have finished grouping the materials answer the following questions:

1. Why did you group the materials in this way?

2. What properties did you use to group your materials?

3. Think of a name for each group.

Share your thoughts with

the class.

NOTE: Everyone should agree. If you can’t agree on the classification of a material, leave it out.

Cu29

copperFe

26

ironWhat is another way to sort materials?

In Part 1 you sorted matter into metals and non-metals.

METALS NON-METALSWhat are the properties of

solids, liquids and gases?

18ROCK PAPER SCISSORS PART 2 WHAT IS THE MATTER?

ACTIVITY TYPE

ACTIVITY 2.1 SORTING MATTER

State of matter Properties

Solid

Liquid

Gas

What are the properties of

solids, liquids and gases?

Summarise the class results in the table.

In the next activity you will explore some of these properties.

Copy this table into your Notebook. SCIENTISTS REFER TO SOLIDS, LIQUIDS AND GASES AS THE


ACTIVITY 2.1 SORTING MATTER CONTINUED

What to use:




• wooden block. • 100 mL of water in a measuring

cylinder.• 100 mL beaker.• 250 mL beaker. • syringe.

When you conduct the test you need to record

your observations.

After you have finished the test you need to explain your

observations.

Think about the best way

to display your results in your

Notebook.

In this activity you are going to be conducting

a series of tests on each state of matter – solids, liquids and gases to investigate

their properties.

OBSERVE EXPLAIN

Before you start each test you will need to make

a prediction.

Start by conducting all tests on the solid, then the liquid and

finally the gas. PREDICT


ACTIVITY TYPE

ACTIVITY 2.2 INVESTIGATING THE PROPERTIES OF SOLIDS, LIQUIDS AND GASES

SHAPEShape tells you

something about the dimensions of the

substance.

VOLUMEVolume is the amount of space a substance

takes up.

WHEN CLASSIFYING MATERIALS AS SOLIDS, LIQUIDS OR GASES SCIENTISTS USE THESE PROPERTIES:

COMPRESSIBILITYCompressibility refers to

whether or not a substance can be squeezed into a

smaller space.


ACTIVITY 2.2 INVESTIGATING THE PROPERTIES OF SOLIDS, LIQUIDS AND GASES CONTINUED

What to use:


• 100 mL beaker with “test” matter.• 250 mL beaker.

What to do:

Step 1Predict what you think will happen to the shape of the matter when it is placed into the 250 mL beaker.

Step 2Place the matter in the 250 mL beaker.

Step 3Record your observation.

Step 4Explain your observation.

What to use:


• 100 mL beaker with “test” matter.• syringe.

What to do:

Step 1Predict what you think will happen when you push on the matter with the syringe plunger.

Step 2Remove the plunger from the syringe.

Step 3Replace the plunger.

Step 4Place your finger over the end of the syringe and push the plunger as far as you can.



What to use:


• 100 mL beaker with “test” matter.• 250 mL beaker.

What to do:

Step 1Predict what you think will happen to the volume when you pour the matter into the larger beaker.

Step 2Pour the matter into the beaker.



TEST 1: SHAPE TEST 2: VOLUME TEST 3: COMPRESSIBILITY

Share your thoughts with the class.


ACTIVITY 2.2 INVESTIGATING THE PROPERTIES OF SOLIDS, LIQUIDS AND GASES CONTINUED

Click here to go to the digital resource and open Activities 2.3 and 2.4.


ACTIVITY TYPE

ACTIVITIES 2.3-2.4


The KINETIC THEORY describes matter as small particles which are moving all the time. They only stop moving at a temperature of absolute zero, that’s −273 °C. The addition or removal of energy (heat) leads to changes in the behaviour of the particles and a change in state.

In a small group,

design a skit which demonstrates kinetic theory in terms of the movement of particles

and the impact of heating and

cooling.

In solids, the tiny particles are held in tight structures. When energy is added the particles

vibrate within these structures. In liquids particles

are held less tightly and are able to roll-over one another. In the gaseous state, particles spread out randomly and move more quickly when energy is added.

Click here to go to the digital resource and open Activity 2.5 to explore kinetic theory and the behaviour of particles when they are heated or cooled.

HINT: Make sure you complete the digital interactive first to get some ideas!


ACTIVITY TYPE

ACTIVITY 2.5 TINY PARTICLES


What to use:


• 1 cup of water. • 1 cup of cornflour.• a container.• stirring rod or spoon. • food colouring (optional).



What to do:

Making your slime - Step 1Pour the cornflour into the container.

Making your slime - Step 2If using food colouring add two drops.

Making your slime - Step 3Slowly add water and mix gently. Add water until the mixture thickens.

Observing your slime - Step 1Stir the cornflour slime slowly then quickly using the spoon. Which is harder?

Observing your slime - Step 2Using two fingers, hit the slime very quickly. What happens? Now slowly place your fingers into it. What is different?

Observing your slime - Step 3Pick up a blob of slime and roll it into a ball between your hands. How does it feel? Now stop rolling. How does its behaviour change?

Discussion:

• Is your slime a solid, liquid or gas? Explain your answer.

Record your observations

in your Notebook.

What substance test could you use to help you

classify slime?

What state of matter is

slime?


ACTIVITY TYPE

ACTIVITY 2.6 SLIME – WHAT IS ITS STATE?

Fluids are matter which flow. This means that both gases and liquids are fluids.

What’s

happening?

With just two simple ingredients, you made a slime that is so complicated even the most powerful supercomputers can’t model it.

Cornflour slime is a special type of fluid that doesn’t follow the usual rules of fluid behaviour. When a pressure is applied, its viscosity increases and then it becomes thicker. At a certain point, slime actually seems to lose its flow and behave like a solid.

The cornflour mixture is similar to sand and water. If you run along the beach, it is much easier to run on wet sand than on dry sand. However if you stand still on the wet sand you start to sink.

Where might

you have experienced this in real

life?


ACTIVITY 2.6 SLIME – WHAT IS ITS STATE? CONTINUED

Although there are lots of shear-thinning and shear-thickening fluids, nobody has a really good idea why they behave the way they do. The interactions between atoms in the fluids are so complicated that

even the world’s most powerful supercomputers cannot model what is happening. This can be a real

problem for people who design machinery that involves shear-thinning fluids, because it makes it hard

to ensure that they will work.

Most fluids are Newtonian fluids. Cornflour slime is a non-Newtonian fluid. How do the behaviours of Newtonian and non-Newtonian fluids differ?

FIND OUT MOREUse reference materials to answer the following questions.

What are examples of Newtonian and non-Newtonian fluids? What are shear-thickening and shear-thinning fluids? Give examples of each.


ACTIVITY 2.6 SLIME – WHAT IS ITS STATE? CONTINUED

ACTIVITY TYPE


ACTIVITY 2.7 WHAT STATE IS THAT?



Make a PREDICTION about what you think

will happen.

Record your OBERVATIONS. Was

your prediction correct?

OBSERVE EXPLAINPREDICT Conduct the experiment.

In your group try to EXPLAIN your observations based on the properties of

gases.

INQUIRY 1:BLOWING UP BALOONSCan you blow up a balloon using vinegar and bicarbonate of soda?

INQUIRY 2:WHAT A SMELLIf the lid is left off a bottle of perfume two metres away from you, can you smell it?

INQUIRY 3:BURSTING BALLOONSCan you heat a balloon without bursting it?

INQUIRY 4:EGG IN A BOTTLECan you get the egg inside the bottle?

INQUIRY 5:GETTING BIGGERCan you change the size of a balloon?

FOLLOW SAFETY GUIDELINES WHEN CONDUCTING EXPERIMENTS. DO YOUR OWN RISK ANALYSIS FOR EACH TEST.!In this activity you will conduct five experiments using household items.


ACTIVITY TYPE

ACTIVITY 2.8 GAS DETECTIVE

Methane gas?It’s

animal!

RESEARCHING METHANE GAS

What is it? Where it is found

and what is its role in global

warming? Write a short report

on methane gas.

KITCHEN CHEMISTRYUsing pantry ingredients, research and carry out two small experiments which demonstrate the presence and properties of gases.

DIFFUSION OF GASESUsing everyday products found in your bathroom, write and carry out an experiment to explore the diffusion of gases.

With a partner, continue your

investigation of gases by choosing one of the these

activities to research.

! WHEN EXPERIMENTING AT HOME,

MAKE SURE YOU HAVE PARENT PERMISSION AND ADULT SUPERVISION.


ACTIVITY 2.8 GAS DETECTIVE CONTINUED



ACTIVITY TYPE

ACTIVITY 2.9 EVERYTHING IS IN A STATE


EXTREMELY EXTREMELY

-89.2°CColdest

temperature recorded on Earth Antarctica 1983

-273.15°CABSOLUTE ZERO

HOUSEHOLD THERMOMETER

0°C 100°C56.7°C

Hottest temperature

recorded on Earth California 1913

BEC PLASMASOLID LIQUID GAS

0°C 100°C

ICE

H2O STEAM

What are the coldest and hottest temperatures you have experienced?

What to do:

In your Notebook draw a thermometer similar to the one shown and indicate the following;• Boiling and melting points of water• The temperature range of hot water

at home• The temperature of a lit match• The melting point of a specified non-

metal and metal• The temperature at which dry ice

sublimates• The temperature at which nitrogen

becomes a liquid• An extremely hot and extremely cold

temperature of your choosing.

Click here to go to the digital resource and open Activity 2.10 to learn about two more states of matter; plasma and BEC.

Research how we measure

extreme temperatures.

ACTIVITY TYPE

ACTIVITY 2.10 TWO MORE STATES THAT MATTER



Make sure you test your key to see if it works.

CLASSIFYING LABORATORY EQUIPMENT

Use the properties of matter you discovered in Activities 2.1

to 2.10 to make a classification key for matter.

An example of how you could draw your key.

Can you make a key to classify matter?

Lab equipment for rock paper

scissors

metal non-metal

holding

retort standtripod

bunsen burner wire gauze mat

tongs

conical flask beaker

test tube

evaporating dish

heating glassware (holding)

porcelein (heating)


ACTIVITY TYPE

ACTIVITY 2.11 A CLASSIFICATION KEY FOR MATTER

PART 3: IS IT PURE OR A MIXTURE?Activity 3.1 Is it pure or is it a mixture?Activity 3.2 Do the powders contain the same particles?Activity 3.3 Elements, compounds and mixturesActivity 3.4 Compounds and mixturesActivity 3.5 Iron - element, compound and mixtureActivity 3.6 What are alloys?Activity 3.7 Separating mixturesActivity 3.8 Is it an element, compound or mixture?


PART

3

Can you make

the perfect sand castle?

ACTIVITY TYPE

What to use:

• a large tray or bucket of sand.• polystyrene or plastic cups.• digital scales.

What to do:

Step 1Determine three ratios of sand to water mixtures to test. For example three parts sand to one part water.

Step 2Turn the mixtures into sandcastles using your hands or cups.

Step 3Use a strength test to see which mixture makes the strongest sandcastle.


HINT: There is a limited supply of sand, so

plan the ratios for all three before you start.

STRENGTH TEST: How many coins will your sandcastle hold before it starts to slump?

Research what substances are used in mud bricks, tile grout and cement? How are these mixtures strengthened?

At home, try replicating your sandcastle attempt with flour and baby-oil. Start with a ratio of five parts solid to one part liquid. What third substance from the kitchen could you add to strengthen the mixture? Write up your observations and strength test results in a table. What other household solid-liquid combinations could you try?

Discussion:

• Why are the ratios of substances important?

• How did you determine your ratios - volume or mass?

• What could you do to strengthen your sandcastle?

• Use photos or a diagram and notes to document your findings and compare with the rest of the class. Who made the best sandcastle?

Click here to go to the digital resource and open Activity 3.1 to learn about pure substances and mixtures.

IS SAND PURE? IS WATER PURE? SANDCASTLE MIXTURE

ACTIVITY 3.1 IS IT PURE OR IS IT A MIXTURE?

35ROCK PAPER SCISSORS PART 3 IS IT PURE OR A MIXTURE?

ACTIVITY TYPE


What to use:


• substance A.• substance B. • substance C. • 4 test tubes. • test tube rack.• hand lens or magnifying glass. • 4 rubber stoppers to fit test tubes.• 4 iron nails.• steel wool.• paper towel.• depression tile.• dropper bottle of nitric acid.• small piece of copper.



What to do:

Step 1Label three test tubes – A, B and C.

Step 2Add about 1 cm of substance A to tube A. Do the same for substances B and C.

Step 3Describe the colour of each.

Step 4Examine each substance with a hand lens.

Step 5Describe the crystals in each.

Discussion:

• Does anything about the three substances suggest they might all contain the same kind of particles? Explain. Remember to record

your observations in your Notebook.

substance A: copper sulfate substance B: copper chloride

substance C: copper nitrate

FOLLOW SAFETY GUIDELINES WHEN CONDUCTING EXPERIMENTS. SAFETY GLASSES AND PROTECTIVE CLOTHING SHOULD ALWAYS BE WORN WHEN USING CHEMICALS. ONLY MIX CHEMICALS ACCORDING TO INSTRUCTIONS.!

PART A: DO THEY LOOK THE SAME?In this activity you will conduct a series of tests on three

substances to answer the question: “Do the powders contain the same particles?”

ACTIVITY TYPE


ACTIVITY 3.2 DO THE POWDERS CONTAIN THE SAME PARTICLES?

What to do:

Step 1Half fill all three test tubes with water.

Step 2Put a rubber stopper in each test tube then shake them to dissolve the solids.

Step 3Compare the colour of the three solutions.

Step 4Label a fourth test tube D and half fill it with water.

Step 5Use steel wool to make the nails shiny.

Step 6Hold the test tubes at an angle and slide a nail into each.

Step 7Leave overnight.

Step 8Carefully remove the nails from the tubes and put them on a piece of paper towel to dry. Label the towel so that you know which nail is which.

Discussion:

• Did the solutions react with the nails? Explain.

• What was the purpose of tube D?

• Did the nail coatings come from the nails or the blue substances? Explain your answer.

• Would you say that the substances in the three blue solutions all reacted with the nails in the same way? Suggest a reason for this.

• Are the brownish-red nail coatings all the same?

• Prediction: what do you think the brownish-red substance is?

PART B: HOW DO THE SUBSTANCES REACT WITH IRON NAILS?

Test your prediction in Part C.

substance B in H2O

B substance C in H2O

CH2O

D

stopper

test tube

substance A in H2O

A

What do you think the brownish-red substance is?

WHEN SHAKING THE SOLUTION, MAKE SURE THE TEST TUBE IS SEALED WITH A STOPPER AND TWIRL THE TEST TUBE GENTLY.!

Make a prediction.


ACTIVITY 3.2 DO THE POWDERS CONTAIN THE SAME PARTICLES? CONTINUED

What to do:

Step 1Scrape the coatings from each nail into a separate depression on the tile.

Step 2Label the tile so you know which coating is which.

Step 3Carefully add two drops of nitric acid to each nail depression.

Step 4Record your observations.

Step 5Add a small piece of copper to one of the empty depressions in the tile.

Step 6Add two drops of nitric acid.

Step 7Describe what happened.

Discussion:

• Compare the reactions of the coating with the reaction of the copper.

• What is the substance on the nails? Explain your answer.

• Was your prediction correct?

• Are the nail coatings all the same? Can you know for sure?

PART C: TESTING YOUR PREDICTION

A B C D

iron nail

tileDo the three substances you started with contain the same

kind of particles?

If so, what sort?

FOLLOW SAFETY GUIDELINES WHEN CONDUCTING EXPERIMENTS. WRITE YOUR OWN RISK ASSESSMENT FOR USING ACIDS AND SHARE IT WITH YOUR TEACHER.!


ACTIVITY 3.2 DO THE POWDERS CONTAIN THE SAME PARTICLES? CONTINUED

What to use:


• Elements, Compounds and Mixtures Worksheet.

What to do:

Step 1Identify the number of each element in a molecule of the substance in the last column of the table on your Worksheet.

PART A: IDENTIFYING ELEMENTS IN COMPOUNDS

A molecule contains two or more atoms in a fixed ratio and joined by

chemical bonds.

When we look at a chemical formula for a compound we can identify the elements it contains and the number of each element.

The formula for a molecule of water shows us that water contains

two atoms of hydrogen and one atom of oxygen.

A compound is made up of two or more different kinds

of atoms.

Why is water a

compound?

What elements are in water?

THE CHEMICAL FORMULA FOR WATER IS:

WATER IS A COMPOUND.

H1

H1

O8

ACTIVITY TYPE


ACTIVITY 3.3 ELEMENTS, COMPOUNDS AND MIXTURES

What to use:


• molecular model kit.


• Elements, Compounds and Mixtures Worksheet.

What to do:

Step 1Colour in the key for elements on your Worksheet.

Step 2Use the molecular model kit to make models of the substances in your table.

Step 3Identify the number of each element in a molecule of the substances in the last column of the table.

Discussion:

• Which molecules are pure elements?

• Which molecules are compounds?

• Which is larger, an atom or a molecule? Explain your answer.

• How are oxygen and ozone alike? How are they different?

• All compounds are molecules but not all molecules are compounds. Explain this statement.

PART B: MAKING MOLECULAR MODELS

A model is a way of representing something that is too small to be seen or too large or complicated to be

studied.


ACTIVITY 3.3 ELEMENTS, COMPOUNDS AND MIXTURES CONTINUED

What is different about these two

substances?

A MIXTURE CONTAINS TWO OR MORE SUBSTANCES THAT HAVEN'T BEEN

CHEMICALLY COMBINED. A MIXTURE CAN USUALLY BE SEPARATED BACK INTO ITS

ORIGINAL COMPONENTS.

Write your answer in your Notebook before sharing it with the class.

A

A B C D E F G

B

Are they elements, molecules,

compounds or mixtures?

The diagrams show models of particles in different substances.


ACTIVITY 3.3 ELEMENTS, COMPOUNDS AND MIXTURES CONTINUED



ACTIVITY TYPE

ACTIVITY 3.4 COMPOUNDS AND MIXTURES


Iron is important for the

survival of plants and animals.

Fe26

What does

haemoglobin do?

What do plants use chlorophyll

for?

Iron also helps plants with

transpiration.

What is

transpiration?

A: IRON -AN IMPORTANT ELEMENT FOR LIFE.

Iron is necessary in the production of

haemoglobin.

Iron plays a role in the production of chlorophyll.


ACTIVITY TYPE

ACTIVITY 3.5 IRON - ELEMENT, COMPOUND AND MIXTURE

Too little iron in the body is called

anaemia.

What are the symptoms of

anaemia?

What is sickle cell anaemia?

Recommended daily intake of iron*

*Source: National Health and Medical Research Council

Too much iron in the body is called

haemochromatosis.

What are the symptoms of

haemochromatosis?


ACTIVITY 3.5 IRON - ELEMENT, COMPOUND AND MIXTURE CONTINUED

IRON ORE

B: IRON -A COMPOUND.

In your Notebook identify the elements and ratio of each element in the different ores of

iron.

Fe2O32Fe2O3. 3H2O

Fe3O4FeO(OH)HEMATITE GOETHITE LIMONITE MAGNETITE

Iron oxide provides the red, yellow and brown

pigments of ochres used by Indigenous Australians

for decorating bodies, ceremonial implements

and painting.

Ochre is a coloured

mineral found in rocks.

Making ochre paint.

The ore is ground into a powder and combined with a

binder to help the paint stick.

Some traditional binders are garliwun

(tree resin), bush honey, egg yolks and

kangaroo blood.



CAST IRON STAINLESS STEEL WROUGHT IRON

Mixtures of iron are all around us.

C: IRON -A MIXTURE.

SOME COMMON ALLOYS OF IRON.ALLOY COMPOSITION

Cast iron 93-95% iron, 4.0% carbon, 1-3% silicon

Wrought iron 99.2% iron, 0.2% carbon, 0.1% manganese, 0.1% sulfur, 0.2% phosphorus, 0.2% silicon

Stainless steel 89% iron, 11% chomium

Click here to go to the digital resource and

open Activity 3.6 to learn more about alloys.

Mixtures of iron are called

ALLOYS.






ACTIVITY TYPE

ACTIVITY 3.6 WHAT ARE ALLOYS?


Evaporation is used to separate a solute and solvent mixture. At what temperature would water evaporate, leaving behind the crystal solute?

Filtration is used to separate the solids from a liquid-solid mixture. An advantage of filtration is that both the solid and liquid is collected. What are the disadvantages of filtration?

Magnetism is used to separate mixture components which are magnetic from those which are not. What are some examples of using magnetic separation in mining and recycling?

EVAPORATION FILTRATION MAGNETISM

Click here to go to the digital resource and open Activity 3.7 to learn more about separating mixtures.

Distillation is a method used to separate solution

components based on boiling points. An advantage of

distillation over evaporation is that each component is

collected. Research how each component of a solution

is collected using fractional distillation.


ACTIVITY TYPE

ACTIVITY 3.7 SEPARATING MIXTURES


In this activity you are

going to apply what you have learnt

in Part 3.

Sn50

Si14

Fe26

C6

S16

O8

Cu29

H1

H2O

CuSO4

NaClFe2O3

Your teacher will give you a Worksheet to test your understanding of elements, compounds and mixtures.


ACTIVITY TYPE

ACTIVITY 3.8 IS IT AN ELEMENT, COMPOUND OR MIXTURE?


PART

4 – PHYSICAL CHANGESPART 4: FROM ALCHEMY TO CHEMISTRY

Activity 4.1 Observing changesActivity 4.2 Observing changes in waterActivity 4.3 It’s heating upActivity 4.4 Modelling changes of stateActivity 4.5 Can matter skip states?Activity 4.6 What is happening to me?

Complete the following sentences.

Physical changes occur when _______________________________________________.

A chemical change occurs when _______________________________________________.

Your teacher demonstrated a number of changes in materials.

You identified them as either a physical or chemical change.

It is now time to demonstrate what you

have learnt. Don’t forget to record the changes in a table in your Notebook.

Identify the type of change happening in

each situation pictured.

51ROCK PAPER SCISSORS PART 4 FROM ALCHEMY TO CHEMISTRY – PHYSICAL CHANGES

ACTIVITY TYPE

ACTIVITY 4.1 OBSERVING CHANGES

In this activity you will observe the changes that take place when water changes state.

What to use:Each GROUP will require:

• 250 mL beaker half filled with crushed ice.

• thermometer (-10 - +110 oC). • retort stand and clamp.• stirring rod.• Bunsen burner.• tripod.• gauze mat.• safety mat.• stopwatch.


• Science by Doing Notebook.• safety glasses.• graph paper.

What to do:Step 1Copy the results table into your Notebook.

Step 2Set up the equipment as shown.

Step 3Half fill the beaker with crushed ice.

Step 4Measure the temperature of the ice.

Step 5Record the temperature of the ice in your results table for time zero.

Step 6Light the Bunsen burner and start timing.

Step 7Measure the temperature every minute stirring gently before each reading.

Step 8Record the temperature in your results table.

Step 9Continue to measure the temperature every minute until the water has been boiling for three minutes.

Step 10Graph your results.

Discussion:

• At what temperature did the water start to melt?

• At what temperature did the water start to boil?

• On your graph label when the water was a solid, liquid and gas.

Time (min) Temperature (˚C) Time (min) Temperature (˚C)

0 161 172 183 194 205 216 227 238 249 2510 2611 2712 2813 2914 3015

! TAKE CARE WITH HANDLING

THERMOMETERS AND GLASS WARE. ALERT YOUR TEACHER IMMEDIATELY

IF A BREAKAGE OCCURS.

clampthermometer

beaker

tripod

bunsen burner

crushed iceretort stand

heat mat


ACTIVITY TYPE

ACTIVITY 4.2 OBSERVING CHANGES IN WATER

solid liquid gas

Copy and complete the diagram below adding the name of the phase change on the arrows.

What is the name given to what is happening when water changes from

a) a solid to a liquid?

b) a liquid to a gas?

What is the name given to what is happening when water changes from

a) a gas to a liquid?

b) a liquid to a solid?

SUMMARY

Think of another example to illustrate the following:

a) a solid changes to a liquid

b) a liquid changes to a gas

c) a gas changes to a liquid

d) a liquid changes to a solid.


ACTIVITY 4.2 OBSERVING CHANGES IN WATER CONTINUED

Click here to go to the digital resource and open Activities 4.3 and 4.4.


ACTIVITY TYPE

ACTIVITIES 4.3-4.4


Why is the gas white instead of blue in this picture?

Placing dry ice in water (with blue food colouring) actually adds heat, causing the dry ice to sublimate.

What is unique about dry ice? What is it made of?

Your teacher will provide a sample of dry ice.

What happens when it is placed on the desk top?

What happens when it is added to water?

Why do you need to wear gloves when handling dry ice?

Iodine is another substance which, when heated, goes

from a solid to a gas. At what temperature does this take

place? How could we turn iodine gas back to pure iodine crystals?

Draw the phase changes of matter in your Notebooks.

Click here to go to the digital resource and open Activity 4.5 to learn more about changes of states and sublimation.

PHASE CHANGES OF MATTER

freezing

sublimation depicted at

submicroscopic level

melting

condensation

subl

imat

ion

evaporation

depo

sitio

n

SOLID LIQUID

GAS


ACTIVITY TYPE

ACTIVITY 4.5 CAN MATTER SKIP STATES?


Be creative!

You could write a story.

You could draw a comic strip.

Make sure you use

what you have learned about• the properties of the states of

matter;• what happens to the particles as

matter changes state.

Imagine you are a molecule of water in an iceblock. Describe what would happen if you were left in the sun.


ACTIVITY TYPE

ACTIVITY 4.6 WHAT IS HAPPENING TO ME?

Activity 5.1 Is it physical or chemical?Activity 5.2 Observing reactionsActivity 5.3 Reactants and productsActivity 5.4 A natural reactionActivity 5.5 An unnatural reaction Activity 5.6 Rubber: from tree sap to tractor tyreActivity 5.7 Investigating some useful reactionsActivity 5.8 Identifying changes


PART

5 – CHEMICAL CHANGESPART 5: FROM ALCHEMY TO CHEMISTRY

In this activity you will observe some changes and record your observations.

Test Observations

1

2a

2b

2c

3

4

5


CONDUCTING EXPERIMENTS. ALWAYS POINT THE TOP OF TEST TUBES AWAY

FROM YOUR FACE WHEN HEATING, SHAKING OR ADDING CHEMICALS.

What to use:


• test tube.• drinking straw.• limewater.• test-tube rack.



What to do:

Step 1Add about 2 cm of limewater to the test tube.

Step 2Use the straw to gently blow air into the limewater.

Step 3Be careful not to blow too hard or you will splash yourself.

Step 4Record your observations (1).

TEST 1: LIMEWATER TEST

Copy the following table into your Notebook.

Complete each test and record your observations in the table.

straw

test tube

lime water

58ROCK PAPER SCISSORS PART 5 FROM ALCHEMY TO CHEMISTRY – CHEMICAL CHANGES

ACTIVITY TYPE

ACTIVITY 5.1 IS IT PHYSICAL OR CHEMICAL?


• test tube.• copper sulfate powder. • Bunsen burner.• test tube holder.• safety mat. • water in a dropper bottle.• test-tube rack.



What to do:Step 1Add about 1 cm of copper sulfate to the test tube. Step 2Record your observations (2a).Step 3Set up Bunsen burner and heat the copper sulfate until a change takes place. Step 4Record your observations (2b). Step 5Allow the copper sulfate to cool.Step 6Add 10 drops of water to the cooled copper sulfate. Step 7Record your observations (2c).

TEST 3: STARCH TESTTEST 2: HEATING COPPER SULFATE

What to use:


• test tube• starch in a dropper bottle• iodine in a dropper bottle• test-tube rack.



What to do:

Step 1Add 1 cm of starch to the test tube.

Step 2Add a couple of drops of iodine.



CONDUCTING EXPERIMENTS. ALWAYS POINT THE TOP OF TEST TUBES AWAY

FROM YOUR FACE WHEN HEATING, SHAKING OR ADDING CHEMICALS.

copper sulfate

starch

Iodine

eye droppertest tube

test tube holder

bunsen burner


ACTIVITY 5.1 IS IT PHYSICAL OR CHEMICAL? CONTINUED

What to use:


• test tube.• copper sulfate solution.• small piece of steel wool.• test-tube rack.



What to do:

Step 1Half fill the test tube with copper sulfate solution.

Step 2Add the steel wool and leave for about five minutes.


What to use:


• magnet.• steel nail.• iron filings.



What to do:

Step 1Magnetise the nail by rubbing it with one end of the magnet.

Step 2Dip the nail in the iron filings.


TEST 4: STEEL WOOL AND COPPER SULFATE. TEST 5: MAGNETISING A NAIL.

Discussion:

• What are physical changes?

• What is a chemical change?

• Classify each test as a physical or chemical change. Explain your choice.

N

Ssteel nail

magnet


ACTIVITY 5.1 IS IT PHYSICAL OR CHEMICAL? CONTINUED

Test Observations

1

2

3

4

5

In this activity you will investigate evidence of a chemical change.

What to use:


• 250 mL beaker.• copper strip.• zinc strip.• copper sulfate solution.• two electric leads with alligator

clips• LED (light emitting diode).



What to do:

Step 1Half fill the beaker with copper sulfate solution.

Step 2Place the copper and zinc strips in beaker as shown in the diagram.

Step 3Attach electric leads to the strips and LED as shown in the diagram.


TEST 1

Copy the following table into your Notebook.

Complete each test and record your observations in the table.

If nothing happens, switch the leads on the LED. Why

would you try this?

copper strip zinc strip

alligator clip

beaker

copper sulfate solution LED

electric lead


ACTIVITY TYPE

ACTIVITY 5.2 OBSERVING REACTIONS

What to use:


• test tube.• hydrochloric acid in a dropper

bottle.• small piece of magnesium ribbon.



What to do:

Step 1Add a small piece of magnesium ribbon to a test tube.

Step 2Add about 1 cm of dilute hydrochloric acid.


What to use:


• test tube.• dropper bottle of lead nitrate.• dropper bottle of potassium

iodide.



What to do:

Step 1Add about 1 cm of lead nitrate solution to a test tube.

Step 2Add about 1 cm of potassium iodide solution.


What to use:


• test tube.• vinegar in a dropper bottle.• sodium hydrogen carbonate.• iceblock stick.



What to do:

Step 1Place about 0.5 cm of sodium hydrogen carbonate into a test tube.

Step 2Add about six drops of vinegar and stir.

Step 3Feel the base of the test tube.


TEST 2 TEST 3 TEST 4

Sometimes when different liquids are mixed together a solid is formed. This solid is

called a precipitate.

Pb(NO3)2

dropper bottles

hydrogen chloride

sodium hydrogen carbonate

vinegar (acetic acid)

lead nitrate

potassium iodide

magnesium ribbon

KIHCL

NaHCO3 CH3CO2H


ACTIVITY 5.2 OBSERVING REACTIONS CONTINUED

What to use:


• test tube• copper sulfate solution• sodium hydroxide solution.



What to do:

Step 1Add about 1 cm of copper sulfate solution to the test tube.

Step 2Add an equal amount of sodium hydroxide solution.


TEST 5

In this activity several reactions caused chemical changes leading to the formation of new substances.

Identify the five pieces of evidence of a chemical change you observed in this activity.

How can you tell if a chemical change has

taken place?


ACTIVITY 5.2 OBSERVING REACTIONS CONTINUED

WHEN A CHEMICAL CHANGE TAKES PLACE ONE OR MORE NEW SUBSTANCES ARE FORMED.

REACTANTS PRODUCTS

When substances react we say a chemical reaction has happened.

In Activity 5.2 you observed several chemical reactions. To show what has happened in chemical reactions, scientists use a chemical

equation.

When writing chemical equations, scientists use symbols to represent the state of the reactants and products: s = solid l = liquid g = gas aq = aqueous solution.

Lead nitrate (aq) + potassium iodide (aq) ° lead iodide (s) + potassium nitrate (aq)

The substances that you start with before a chemical change takes place are called REACTANTS.

The substances produced are called PRODUCTS.

The arrow is a symbol to represent the word ‘produces’.

Copy the equation into your Notebook and identify the

reactants and products.


ACTIVITY TYPE

ACTIVITY 5.3 REACTANTS AND PRODUCTS

What to use:



bottle.• small piece of magnesium ribbon.• matches.



What to do:

Step 1Add a small piece of magnesium ribbon to a test tube.

Step 2Add about 1 cm of dilute hydrochloric acid.

Step 3Place another test tube on top to collect the gas. Wait until the reaction stops.

Step 4Light the match and hold it under the test tube as shown.


Discussion:

• Do you know what the gas is?

• Rewrite the equation for this reaction and identify the products and reactants.

In Test 2 you produced a gas. What was it?

The ‘pop’ test is used to test the presence of this gas. magnesium (s) + hydrochloric acid (l) magnesium chloride (l) + ? (g)

FOLLOW SAFETY GUIDELINES WHEN CONDUCTING EXPERIMENTS. USE YOUR NOTEBOOK TO WRITE SAFETY DOT POINTS FOR EACH TEST UNDER THE HEADING ACTIVITY 5.3 RISK ASSESSMENT.!

magnesium ribbon

HCl

test tube

inverted test tube

safety match or splint

gas


ACTIVITY 5.3 REACTANTS AND PRODUCTS CONTINUED

What to use:



bottle.• calcium carbonate.



What to do:

Step 1Place about 1 cm of calcium carbonate into a test tube.

Step 2Add six drops of hydrochloric acid.

Step 3Record your observations and write the equation for the reaction.

What to use:



bottle.• granulated zinc.



What to do:

Step 1Place about 1 cm of granulated zinc into a test tube.

Step 2Add six drops of hydrochloric acid.


What to use:


• test tube.• cobalt chloride solution in a

dropper bottle.• sodium carbonate solution in a

dropper bottle.



What to do:

Step 1Add six drops of cobalt chloride solution to a test tube.

Step 2Add six drops of sodium carbonate solution.


TEST 1 TEST 2 TEST 3

Discussion:

• In each equation identify the reactants and products. Don’t forget to indicate the state of each reactant and product.

Conduct these three tests. Record your

observations and write the equations for

the reactions.


ACTIVITY 5.3 REACTANTS AND PRODUCTS CONTINUED

Clouds form

Rainfall

Runoff

Infiltration to ground water

Transpiration

Evaporation

Carbon emissions Photosynthesis

Plant respirationAnimal respiration

Crops

Combustion Microbial respiration

CO2 in atmosphere

Fossil fuels

Decaying plants, animals and animal

waste (organic matter)

WATER CYCLE

CARBON CYCLE

PHOTOSYNTHESIS

Click here to go to the digital resource and open Activities 5.4 to 5.6 to learn more about reactions and changes of state in the natural environment.

OC6 +2 OH6 +22 HC O +6 2126 6ENERGYENERGY IN O


ACTIVITY TYPE

ACTIVITIES 5.4-5.6


What to use:


• 10 mL of latex.• 10 mL syringe.• 100 mL beaker.• glass-stirring rod. • Pasteur pipette.• 2M hydrochloric acid.• metre rule.



What to do:

Step 1Using a syringe put 10 mL of latex into a 100 mL beaker.

Step 2Add a Pasteur pipette full of hydrochloric acid, stirring constantly with the rod (a lump of rubber will form and stick to the glass rod).

Step 3Quickly remove the lump of rubber from the rod and wash it under running water to remove all traces of the excess acid and latex.

Step 4Squeeze the rubber with your fingers into a ball.

Step 5See if the ball will bounce and then measure the distance it rebounds when dropped from a height of one metre.

Discussion:

• How high did your ball rebound when dropped from one metre?

• How does the rubber ball differ in texture to the latex?

• What could make your ball more “bouncy”?

INVESTIGATION 1: MAKE A RUBBER BALL.


ACTIVITY TYPE

ACTIVITY 5.7 INVESTIGATING SOME USEFUL REACTIONS

What to use:


• 50 mL of milk.• 10 mL vinegar.• 10 mL measuring cylinder.• 50 mL measuring cylinder.• 250 mL beaker. • thermometer.• water bath set to 50-70 °C.• glass dropper.• stirring rod.• filter funnel.• filter-funnel stand.• filter paper.• paper towel.



What to do:

Step 1Measure 50 mL of milk into the beaker. Place the thermometer in the milk. What is the temperature?

Step 2Sit the beaker in the water bath until the milk’s temperature reaches 50 °C.

Step 3Remove the beaker and add vinegar drop by drop until the milk separates into a white solid (curd) and a yellow liquid (whey). The white solid is your "rubber".

Step 4Separate the curds and whey using filtration as shown in the diagram.

Step 5Squeeze the filter paper containing the curd to remove as much of the whey as possible. Drop the lump into your hand and rinse the "rubber" with warm water from the tap. Squeeze it and rinse it again. Keep doing this until it becomes elastic.

Step 6Dry the "rubber" in a piece of paper towel, roll it into a ball and test to see if it can bounce.

Discussion:

• How well can your rubber bounce?

• Is your rubber sticky?

INVESTIGATION 2: MAKE A SYNTHETIC RUBBER BALL.

Did you know that you can make a rubbery, bouncy substance from

milk?

clamp

curds

retort stand

beaker

mixture

filter paper

filter funnel

beaker

whey


ACTIVITY 5.7 INVESTIGATING SOME USEFUL REACTIONS CONTINUED

What other use can you think of for this

‘rubber’?

The "rubber" you made is called casein. It is the main protein in milk. Proteins are substances in your food that your body uses for growth and repair.

When the casein dries out it forms a hard plastic.

You might like to make casein plastic by

leaving your casein rubber to dry out.

At one time, this casein was used to make buttons.



What to use:


• two x 250 mL beakers. • 2 teaspoons.• stirring rod.• filter funnel.• filter-funnel stand.• coffee-filter paper.• 2 tablespoons of powdered

non-fat milk. • 20 mL vinegar. • sodium hydrogen carbonate. • set of measuring spoons. • measuring cup. • hot water. • 2 small pieces of paper. • 2 wooden iceblock sticks.



What to do:

Step 1Measure about 50 mL of hot water into a beaker.

Step 2Add six heaped teaspoons of powdered milk to the water and stir until dissolved.

Step 3Add 20 mL of vinegar and stir. You should see the milk begin to separate into curds and whey. Stir until the milk is well separated.

Step 4Separate the curds and whey using filtration as shown in the diagram.

Step 5Squeeze the filter paper containing the curd to remove as much of the whey as possible.

Step 6Drop the lump of curd back into the empty beaker and break it into small pieces with the stirring rod. Breaking the curd is important to make a good glue.

Step 7Add 5 mL of hot water and one quarter teaspoon of sodium hydrogen carbonate to the chopped curd and mix thoroughly. You should see some slight foaming or bubbling. Keep mixing until it becomes smoother and slightly runny. It is now glue.

Step 8Use the glue to stick the two pieces of paper and the two pieces of wood together. Leave overnight.

Discussion:

• How well did your glue stick?

• How could you improve the stickiness of the glue? What fair test could you conduct to trial this?

INVESTIGATION 3: MAKE A RESIN (GLUE).

If your milk does not separate well, add a little more vinegar.

The glue can be covered in plastic wrap and kept in the fridge for up to 48 hours.

clamp

curds

retort stand

beaker

beaker

mixture

whey

filter paper

filter funnel



What to use:


• birthday candle.• candle holder.• matches.



What to do:

Step 1Set up candle in holder as described by your teacher.

Step 2Light the candle.

Step 3Observe the candle as it burns. Record as many observations as you can.

Step 4Blow out your candle. What do you observe?

Step 5Relight the candle and leave it to burn for at least 30 seconds. Blow it out.

Step 6Light the top of the vapour trail. What do you observe?

Discussion:

• Identify the physical and chemical changes that take place when a candle burns.

QUESTION 1

Th

e white vapour is not smoke.


ACTIVITY TYPE

ACTIVITY 5.8 IDENTIFYING CHANGES

QUESTION 2

For each image, identify what is happening as either a physical or chemical change. Explain your choice.


ACTIVITY 5.8 IDENTIFYING CHANGES CONTINUED

What are two useful chemical reactions you have learnt about in Part 5?

How can you tell if a chemical change has taken place?

Write the word equation for a chemical reaction you have learnt about in Part 5. Identify the products and reactants.

List five pieces of evidence that indicate a chemical change has

taken place.

QUESTION 3

QUESTION 4

QUESTION 5


ACTIVITY 5.8 IDENTIFYING CHANGES CONTINUED


PART

6Activity 6.1 A rusty problemActivity 6.2 A rusty, salty problemActivity 6.3 The prevention of rustActivity 6.4 Do other metals corrode like iron?Activity 6.5 An icy problem Activity 6.6 What’s in my cereal?Activity 6.7 The problem with particlesActivity 6.8 Particles reviewed

PART 6: PROBLEMS AND SOLUTIONS

Look at the rusty objects provided by your teacher and those in the pictures.

In your Notebook describe what you observe.

What do all of the objects have in common?

Were any of these on your list?

What causes rusting?

Before you started this activity you were asked to

write in your Notebook where you had seen rust.

76ROCK PAPER SCISSORS PART 6 A RUSTY PROBLEM – A NON-USEFUL REACTION

ACTIVITY TYPE

ACTIVITY 6.1 A RUSTY PROBLEM

What causes rusting?

Did you agree with Katie, Joshua, Olivia or Iggy?

Katie, Joshua, Olivia and Iggy were making a prediction about what causes rusting.

What would you predict? You can use one of the predictions above if you wish.

It is now time to do an experiment to test your prediction.

Katie: If a steel object is left with water on it, it will rust.

Joshua: I have seen a rusty object on land so it must be the

air that causes rust.

Olivia: Maybe it is air and water that cause rust.

Iggy: Maybe it is something else in the air that causes rust.

Just like you, this

group of students

was asked: “What

causes rusting?”

As you can see

they all had

different ideas.

ACTIVITY 6.1 A RUSTY PROBLEM CONTINUED



• 4 test tubes.• 1 stopper to fit test tube.• test-tube rack.• calcium chloride.• 4 small pieces of steel wool.• boiled water.• vegetable oil.



What to do:Step 1Place all the test tubes in the test-tube rack and label them A, B, C and D.

Step 2Test tube A – add a few pieces of calcium chloride and a piece of steel wool and seal with the stopper.

Step 3Test tube B – wet the steel wool, squeeze out the excess water and place it in the test tube.

Step 4Test tube C – add a piece of steel wool to the test tube. Cover with water and then pour a small layer of oil on top of the water.

Step 5Test tube D – add a piece of steel wool to the test tube. Cover with boiled water.

Step 6Observe the pieces of steel wool for the next four or five days. Record your observations.

Discussion:

• In which test tube(s) did the steel wool rust?

• Was your prediction correct?

Calcium chloride removes water from the air.

Boiling the water removes the air dissolved in it.

Air will slowly dissolve into the water.

What variables need to be controlled. Why?

Record your answers in your Notebook.

Investigate the rusting of pieces of steel

wool by varying the amount of air and water.

Name the independent and dependent variables.

The layer of oil provides a barrier stopping the air from entering the water.

calcium chloride

steel wool damp steel wool

test tube

oil

water boiled water

stopper

A B C D



What were Katie, Joshua, Olivia and Iggy’s results?

What is rust?

Discussion:

• How did your results compare to Katie, Joshua, Olivia and Iggy’s?

• What causes rusting?

IT IS THE OXYGEN IN THE AIR THAT REACTS WITH THE IRON AND WATER TO CAUSE RUST.

Iron + water + oxygen rust

The rusting of iron is a very slow chemical reaction.

The red-brown substance formed on iron in the presence of oxygen and water is rust.

Rust is the name given to iron oxides and hydroxides.

Fe2O3

Fe2O3.H2O

Fe(OH)2

Fe(OH)3

Now refer back to the questions you were asked before you started this activity.

How close were your answers? Now answer the questions again using what you have learnt in this activity.

Test tube Conditions Observations

A air only no rusting

B air and water rusting

C water only no rusting

D water and some air some rusting



What to do:

Step 1

Step 2Design your laboratory experiment to see if a salty environment hastens the corrosion of iron.

Step 3Write your aim, hypothesis, method and risk assessment before seeking teacher approval to conduct the experiment.

Step 4Conduct your experiment and complete your Notebook report with a results section, discussion (including comments on the limitations of your experiment) and a concise conclusion.

In Activity 6.1 you conducted an investigation into the causes of rust. In this activity you will learn more about rust and investigate

the impact of a salty environment on the rust process. Which would have the greater impact – exposure time or salt concentration?

HINT: Use the scientific method and the schematic diagram to assist your planning.

Try varying the concentration of salt solution and the exposure time to see if they make a difference.

Exposure time = 3 days

Click here to go to the digital resource and open Activity 6.2 to learn more about rust on our coastal fringe.

iron nail

deionised water

low salt concentration

high salt concentration

calcium chloride

stopper

A B C D


ACTIVITY TYPE

ACTIVITY 6.2 A RUSTY, SALTY PROBLEM


What to use:


• 6 test tubes.• test-tube rack.• salt solution.• 4 iron nails.• 1 nail painted with rust-proof paint.• 1 galvanised nail.• Vaseline.• copper wire.• magnesium ribbon.



What to do:

Step 1Place all test tubes in the rack and label them A, B, C and D.

Step 2Coat one iron nail with Vaseline.

Step 3Twist the copper wire tightly around another nail.

Step 4 Twist the magnesium ribbon tightly around another nail.

Step 5Carefully slide each nail into a test tube as follows

• test-tube A: iron nail• test-tube B: galvanised nail• test-tube C: painted nail• test-tube D: vaseline coated nail • test-tube E: nail wrapped in copper• test-tube F: nail wrapped in

magnesium.

Step 6Observe the test tubes over the next few days, and record your observation in your Notebook.

In this experiment you will investigate different

ways of preventing the corrosion of iron.

NOTE: The solution needs to cover the nail, so

carefully add more solution if required.

copper wire magnesium ribbon

E F

iron nail galvanised nail

painted nail

vaseline nail

A B C D


ACTIVITY TYPE

ACTIVITY 6.3 THE PREVENTION OF RUST

Discussion:

• Was there any difference in the amount of corrosion (rusting) of each nail?

• Did the copper wire corrode?

• Did the magnesium ribbon corrode?

• What was the purpose of test-tube A?

• What is the name scientists give to test-tube A?

• Iron is a cheap and strong metal but it is very reactive. There are many different methods we can use to prevent iron from rusting. What methods have you found?

• Where would you expect iron to rust fastest, in a river or an ocean? Explain your answer.

• What would be the best form(s) of rust protection for cars parked in seaside suburbs?

How do sacrificial anodes work?

How is corrosion managed for the Sydney Harbour Bridge (or a similar large steel structure in your state or territory)?


ACTIVITY 6.3 THE PREVENTION OF RUST CONTINUED

Do other metals corrode

like iron?What to use:


• one strip of aluminium, copper, iron, lead, magnesium and zinc.

• steel wool.



You will be provided with strips of different metals. You will need to decide

what other equipment you require.

Make sure you rub the strips of metal with steel wool to make them shiny.

What is the main reason for doing this?

29

Cu

26

Fe82

Pb

13

Al

12

Mg 30

Zn

In this activity you will design an investigation to answer the question:


ACTIVITY TYPE

ACTIVITY 6.4 DO OTHER METALS CORRODE LIKE IRON?



ACTIVITY TYPE

ACTIVITY 6.5 AN ICY PROBLEM




ACTIVITY TYPE

ACTIVITY 6.6 WHAT’S IN MY CEREAL?




ACTIVITY TYPE

ACTIVITY 6.7 THE PROBLEM WITH PARTICLES


In small groups, use your

creative talent to make a short presentation or video

to help your class learn more about one of the

following:

Start with a proposal drafted in your Notebook.

What are the key concepts you will cover and in what order?

Include a short quiz at the end to see what your class has learned

from your presentation.

PARTICLES IN SOLIDS,

LIQUIDS AND GASES

IRONING OUT Fe

'UNMIXING' MIXTURES

POISONOUS PARTICLES

Fe26


ACTIVITY TYPE

ACTIVITY 6.8 PARTICLES REVIEWED

Glossary

Term Description

Absolute zero The coldest possible temperature for any substance, equal to -273 °C.

Alchemist The first chemists who tried to change metals into gold, and discover the cure for diseases as a way of prolonging life.

Alloy A mixture of metals or metals and non-metals.

Astronomer A scientist who studies the universe and the celestial bodies in it.

Atom The building blocks of all substances. The smallest particle of an element.

Atomic number The number of protons in an atom.

Biologist A scientist who studies the structure, function, growth, evolution and distribution of living things.

Bose-Einstein Conden-sate

A state of matter where atoms cooled to extremely low temperatures behave more like waves than particles, and eventually condense into a single wave-like state of matter.

Brittle Breaks when bent.

Chemical bond A force of attraction holding atoms together.

Chemical change A change that results in a new substance being formed.

Chemical equation A summary of the reactants and products in a chemical reaction.

Chemical formula A shorthand way of showing the elements that make up a substance.

Chemical properties How substances behave in the presence of other substances.

Classify To sort objects into groups based on their properties.

Compound A substance made up of two or more different kinds of atoms joined by chemical bonds.

Compressibility Whether or not a substance can be squashed into a smaller space.

Concentration The strength of a solution as determined by the amount of solute dissolved in the solvent.

Condensation The process of changing from a gas into a liquid.

Conductor A material which allows electricity to pass through.

Control A trial comparison group in an investigation where the factor being tested is not applied.

Controlled variable A variable that is kept constant during an investigation.

Corrosion The process in which a metal reacts with air, water or other substances to form rust.

88ROCK PAPER SCISSORS GLOSSARY

Glossary

Term Description

Density A measure of the mass of an object in a given volume. Usually measured in grams per cubic centimetre.

Dependent variable The variable being measured in an investigation and changes as a result of the independent variable.

Distillation A process of heating and cooling to capture individual components of a solution.

Ductile Able to be stretched into a wire.

Elastic Able to return to its original size and shape after being stretched or squashed.

Electron A tiny negatively charged particle in an atom.

Element A substance made up of only one kind of atom.

Evaporation The process of changing from a liquid to a gas.

Fluid A substance capable of flowing.

Fractional distillation A process by which components in a chemical mixture are separated according to their different boiling points.

Freezing Changing from a liquid to a solid. Also known as solidification.

Geologist A scientist who studies the origin, history and structure of the Earth.

Hardness A measure of how easily a substance can be scratched.

Heterogeneous Used to describe a mixture of dissimilar or non-uniform parts.

Homogeneous Used to describe a mixture of uniform composition.

Independent variable The variable changed or manipulated in an investigation.

Insulator A material which doesn't allow electricity to pass through.

Kinetic theory A scientific theory about the behaviour of particles in solids, liquids and gases.

Lustre A mirror-like shine unique to metals.

Malleable Able to be beaten into another shape without breaking.

Matter Anything that takes up space and has mass.

Metal A substance that has lustre, is malleable, ductile and conducts electricity and heat.

Metalloid An element that has properties of both metals and non-metals.

Mixture A substance containing two or more different substances that haven’t been chemically combined. A mixture can usually be separated into its original substances.


Glossary

Term Description

Model A way of representing something that is too small to be seen or too large or complicated to be studied directly.

Molecule A substance containing two or more atoms in a fixed ratio and joined by chemical bonds. The atoms can be the same or different.

Neutrons Neutrally charged particles found in the nucleus of an atom.

Non-metal A substance that usually is dull, breaks when stretched or bent, and doesn't conduct electricity or heat.

Nucleus The central part of an atom containing positively charged protons and neutral neutrons.

Observation Knowledge received via the senses.

Ochre A coloured mineral found in rocks.

Ore A rock containing minerals.

Periodic table An organised chart of elements.

Photosynthesis A chemical reaction where plants change light energy into chemical energy.

Physical change A reversible change.

Physical properties Properties that relate to a material’s physical make-up or appearance.

Physicist A scientist who studies the natural world, from subatomic particles to the universe.

Plasma A state of matter where the body of positive and negatively charged gaseous particles have an overall neutral charge.

Plastic Materials which may be shaped when soft, then hardened.

Polymer Giant molecules formed when many small molecules are joined together.

Precipitate A solid produced in a chemical reaction.

Prediction An educated guess about the outcome of an event.

Products The substances produced in a chemical reaction.

Property A feature or characteristic of a material.

Protons Positively charged particles found in the nucleus of an atom.

Reactants The substances that you start with before a chemical change takes place.

Resin A type of thermoplastic.


Glossary

Term Description

Respiration A chemical reaction that takes place in living things to produce energy.

Rust The common name for iron oxide.

Sacrificial anode A metal attached to another metal object to inhibit corrosion.

Shape The dimensions of a substance and/or material?

Solidification The process of changing from a liquid to a solid. Also known as freezing.

Sublimation The process of changing from a solid directly to a gas.

Symbol A shorthand way of representing something.

Thermoplastic A type of plastic that is soft when heated and very hard when cooled.

Viscosity A measure of how easily a liquid flows.

Volume The amount of space a substance fills.


Acknowledgements

PeopleProfessor Ken Baldwin, Research School of Physics & Engineering, Australian National UniversityAntony Crisp, Keiran Walters, Andrew Truscott, Aruni Fonseka, Roisin Boadle, Meng Yao Zhany, Carmen Elisabeth Longbottom, Katey Dugdale, Peter Ferman, Ellen Rykers: Australian National University students, CanberraAaqil Shaik, Lubna Nazzal, Matthew Willett, Thomas Darby, Janice Lui, Charlotte Tabi: Burgmann Anglican School, CanberraMatthew Myles

Multimedia100 Greatest Discoveries: Discovery of Plastics: How Stuff Works?, http://science.howstuffworks.com/27863-100-greatest-discoveries-discovery-of-plastics-video.htm, A photo of a pair of metal scissors: Spinks and Suns, A photo of a piece of paper: Spinks and Suns, Air Fresheners: Spinks and Suns, Alchemist (Joseph Leopold Ratinckx Der Alchemist): Joseph Leopold Ratinckx, Wikimedia Commons, CC BY 2.0, ANU group - BEC: Dr Tim Wetherell, ScienceWise Magazine, The Australian National University, Atom: Spinks and Suns, Atoms, Elements and Their Properties: BBC, www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/atoms_elements/activity.shtml , Australian Dollar signs: Spinks and Suns, Australian Mines Atlas: GeoScience Australia, CC BY 3.0 AU, Australia’s mineral wealth, 1934 - asset 18: Education Services Australia, Baking a cake (Pineapple upside down cake): Catherine, Sailor Coruscant, Flickr, CC BY 2.0, Beakers of substances: Spinks and Suns, BEC (Bose-Einstein Condensate): Spinks and Suns, Berzelius (Jöns Jakob Berzelius): Dr. Manuel Benutzer, Wikimedia Commons, CC BY 2.0, Birthday candle: Spinks and Suns, Blown up balloon over a candle: Spinks and Suns, Boat 1 (Fraser Island, The S.S.Maheno): Fabian Chaveriat, Wikimedia Commons, CC BY, Boat 2 (Fraser Island S.S.Maheno Wreck): Majkelx, CCO BY 1.0, Boat 3 (Wreck of the Maheno): Andrew Marr, shbib, Flickr, CC BY-NC 2.0, Boiling to freezing in seconds at Mawson station!: Department of Sustainability, Environment, Water, Population and Communities, Australian Antarctic Division, Bose-Einstein Condensate: Professor Ken Baldwin, The Australian National University, Boy eating cereal: Spinks and Suns, Boy with magnifying glass: Spinks and Suns, Burning logs: Anders Alexander, Andersofsydney, Flickr, CC BY 2.0, Burning paper: Spinks and Suns, Buttons: Laineys Repertoire, Flickr, CC BY 2.0, Carbon (CO2 emissions): Ian Britton, freefotouk, Flickr, CC BY-NC 2.0, Carbon cycle: Spinks and Suns, Cereal boxes: Spinks and Suns, Changes of state: Solid to gas - L9126: Education Services Australia, Changing states: SPICE, University of Western Australia, Changing symbols for elements: Spinks and Suns, Chemistry Lesson Idea: Plastics and Polymers:

TwigWorldFilms, YouTube, http://youtu.be/EoyWY-LlYTs, Chemistry Lesson Idea: Recycling Plastics: TwigWorldFilms, YouTube, http://youtu.be/Vja57dUb8ps, Chemistry lab: Spinks and Suns, Choice article - Breakfast cereal reviews: Choice, 4 October 2012, http://www.choice.com.au/reviews-and-tests/food-and-health/food-and-drink/groceries/breakfast-cereal-review-and-compare.aspx, Choice article - Food and drink: Choice, 4 October 2012, http://www.choice.com.au/reviews-and-tests/food-and-health/food-and-drink.aspx, Chopping progression: Mike Hoff, Crashmaster 007, Flickr, CC BY-NC 2.0, Close up of elephant: Spinks and Suns, Compost heap: Spinks and Suns, Compounds and mixtures: BBC, www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/activity.shtml, Computer window (The desktop): Hobvias Sudoneighm, striatic, Flickr, CC BY 2.0, Copper (The final copper pot): David Lifson, Flickr, CC BY-NC 2.0, Cornflour slime in a container: Spinks and Suns, Cow on toilet cartoon: Spinks and Suns, Deflated balloon on a conical flask: Spinks and Suns, Democritus (Bust of Democritus - Victoria and Albert Museum): Afshin Darian, micronova, Wikimedia Commons, CC BY 2.0, Detective Science cartoon: Spinks and Suns, Dew on grass: Randy Robertson, Randy son of Robert, Flickr, CC BY 2.0, Dig a Million, Make a Million, ‘Lang Hancock discovers iron ore on his doorstep: ABC Splash, Does Australia expose children to unhealthy lead levels?: ABC News, Australian Broadcasting Commission (ABC), Down to Earth: metals matter-L927: Education Services Australia, Drawing of hands with syringe: Spinks and Suns, Dry ice video: Australian Academy of Science, Earth’s crust: Spinks and Suns, Eating: Spinks and Suns, Egg on a bottle: Spinks and Suns, Electrical conductivity: Spinks and Suns, Elephant toothpaste (image): Spinks and Suns, Elephant Toothpaste: Nicole Dupuis, YouTube, http://youtu.be/tnB-uU3w6g8, Ernest Rutherford: Unknown, Wikimedia Commons, CC BY 2.0, Fat Arrow: Spinks and Suns, Fe/Iron (Iron Bridge in Wolcott, Vermont): Larry Lamsa, Larry 1732, Wikimedia Commons, CC BY 2.0, Fire conveyor belts: Antonis Lamnatos, Flickr, CC BY 2.0, Fire syringe: Dr Derek Muller, Veritasium, Flame reaction (Olson Microgravity Flame): NASA, Wikimedia Commons, CC BY 2.0, Flasks on shelf: Spinks and Suns, Footprints in wet sand (Sand footprint): Magnus Franklin, Flickr, CC BY-NC 2.0, Four students - BBQ scene: Spinks and Suns, Fruit boxes (Fruit of the season): Magalie L’Abbé, Flickr, CC BY-NC 2.0, Fuel for thought: Landline, Australian Broadcasting Commission (ABC), Gas: Spinks and Suns, Girl with magnifying glass: Spinks and Suns, Glasses of chocolate milk: Spinks and Suns, Goethite rock sample: Jake Slagle, Flickr, CC BY-NC 2.0, Grapes + Microwave = Plasma: Dr Derek Muller, Veritasium, Grass Roots: Landline, Australian Broadcasting Commission (ABC), Grass Tree (Tates grass tree Xanthorrhoea semiplana tateana): Paul Asman and Jill Lenoble, Paul and Jill, Wikimedia Commons, CC BY 2.0, Green goo: Jay Malone, Lunchbox Photography, Flickr,

CC BY 2.0, Growing glaciers: Catalyst: Australian Broadcasting Commission (ABC), Halifax region testing pre-storm salt spray: Davene Jeffrey, 13 January 2012, Herald News , Hand forming rock, paper, scissors: Spicks and Suns, Hazchem signage: Australian Academy of Science, Hazmat suit: US Navy photo, Wikimedia Commons, CC BY 2.0, Hematite rock sample: Stephanie Clifford, Sdixclifford, Flickr, CC BY 2.0, History of Australia’s Minerals Industry: GeoScience Australia, CC BY 3.0 AU, How Stainless Steel Alloy is Formed: International Stainless Steel Forum, How to make Graphene: Dr Derek Muller, Veritasium, How to make the perfect sandcastle: Scientists reveal the key is to use your hands instead of a bucket and spade: Fiona Macrae, 2 August 2012, Mail Online, HowStuffWorks Show: Episode 10: Vulcanization: How Stuff Works?, http://videos.howstuffworks.com/discovery/35823-howstuffworks-show-episode-10-vulcanization-video.htm, Ice Cores: British Antarctic Survey , Ice Liquid Gas: Spinks and Suns, Ice on the moon: ABC Tasmania, Australian Broadcasting Commission (ABC), Ice-cream melting: Brittany Herbert, Flickr, CC BY-NC 2.0, Igneous rock (Basalt): James St. John, jsj1771, Flickr, CC BY 2.0, Igneous rock (Intrusion): Dru!, Flickr, CC BY-NC 2.0, Igneous rock (Red scoria): James St. John, jsj1771, Flickr, CC BY 2.0, Indoor Air: Catalyst, Australian Broadcasting Commission (ABC), Interpreting changes of state: heating - L9128: Education Services Australia, Invertebrates: Spinks and Suns, Iron (Iron Bridge in Wolcott, Vermont): Larry Lamsa, Wikimedia Commons, CC BY 2.0, JJ Thomson: Benjamin Crowell, Bcrowell, Wikimedia Commons, CC BY 2.0, John Dalton (Dalton’s Element List): ChemistryLand, Wikimedia Commons, CC BY 2.0, John Dalton (John Dalton by Charles Turner): United States Library of Congress, Wikimedia Commons, CC BY-SA 2.0, Kinetic theory: SPICE, University of Western Australia, Lesson materials: Spinks and Suns, Library shelves: Steven Harris, srharris, Flickr, CC BY-NC 2.0, Life After People: The Sydney Harbour: Chris Lizardo, YouTube, http://youtu.be/kR9ZI815vpc, Lighting gas on a stove: Sunshinecity, Flickr, CC BY 2.0, Limonite rock sample (LimoniteUSGOV): US Government, Wikimedia Commons, CC BY 2.0, Machinery (Farm plough): Alex Proimos, Alex E. Proimos, Flickr, CC BY-NC 2.0, Magnetite rock sample (Phalabowra-carbonatite): James St. John, jsj1771, Flickr, , Make ice-cream at home: Imagination Station, http://www.imaginationstationtoledo.org/content/2010/12/make-ice-cream-at-home/, Making an Axe from Iron Ore: Trailer for the film Ore to Axe by Ken Koons: Ken Koons, YouTube, http://youtu.be/vWxs7ZV5Ly8, Making resin: Spinks and Suns, Making sandcastles: Spinks and Suns, Match lighting (Tändsticka): Flickr, brandbild, CC BY 2.0, Matter mess (Plates): Matt Ephraim, Flickr, CC BY-NC 2.0, Measuring cylinder with 50 mL of water: Spinks and Suns, Melting butter: Andrew Malone, Flickr, CC BY 2.0, Melting caramel: Jacqueline, sweetbeetandgreenbean, Flickr, CC BY-NC 2.0, Melting ice cream: Spinks and Suns, Metal

objects: Spinks and Suns, Metalloids: Spinks and Suns, Metals: Spinks and Suns, Metamorphic rock (Cheshire Cat): Mike Beauregard, subarcticmike, Flickr, CC BY 2.0, Metamorphic rock sample1 (slate): Brittgow, Flickr, CC BY-NC 2.0, Mining boom set to turn to bust?: 7.30 Report, Australian Broadcasting Commission (ABC), Mining Truck: Spinks and Suns, Molten iron (Fire conveyor belts): Antonis Lamnatos, Flickr, CC BY 2.0, Montage of images toothpaste, water, milk, paint, nail polish: Spinks and Suns, Moth ball image (Klinzmoth, 1940’s): Roadsidepictures, Flickr, CC BY-NC 2.0, Mount Tom Price: Tom Durnin, Niels Bohr: AB Lagrelius & Westphal, Wikimedia Commons, CC BY-SA 2.0, Non-metals: Spinks and Suns, Particle background (Moving particles): Synthesizers, Flickr, CC BY-NC 2.0, Perfume bottle with the lid off: Spinks and Suns, Periodic Table: Spinks and Suns, Iron ore rock (Eisenerz mandelholz-harz hg): Hannes Grobe, Wikimedia Commons, CC BY 3.0, Photo of a rubber tyre (Henson Tires): Cobalt123, Flickr, CC BY-NC 2.0, Photo of bread dough: Spinks and Suns, Photo of copper saucepan: J Neuberger, Flickr, CC BY 2.0, Photo of copper wire (26 ga Copper Wire): Wormwould, Flickr, CC BY-NC 2.0, Photo of milk: Spinks and Suns, Photo of scissors: Spinks and Suns, Photosynthesis: Spinks and Suns, Plasma: Ontario Science Centre, Plasma: Spinks and Suns, Plastics and Polymers image (Polycaprolactone close2): Steve Jurvetson, Wikimedia Commons, CC BY 2.0, Porcupine grass (Pakiri Beach): Natalia V, itravelnz, Flickr, CC BY 2.0, Recycling Plastics image (plastic bales) (Can and plastic): Michael Kudela, Mkudel, Flickr, CC BY-NC 2.0, Recycling Plastics image (plastic recycling) (Recycling plant, Armenia): United Nations Development Programme in Europe and CIS, Flickr, CC BY-NC 2.0, Red blood cells: Stock Photo © Alexstar #1216582, Red ochre fish: Djulirri 60, Google Art Project, Wikimedia Commons, CC BY 2.0, Reverse timelapse deepseafish icesculpture: Taco Koopmans, TTMedia, Rock (Eisenerz mandelholz-harz hg): Hannes Grobe, Wikimedia Commons, CC BY 3.0, Rock, files, iron: Minerals Council of Australia, CC BY 3.0 AU, Rubber ball: Spinks and Suns, Rubber man: Spinks and Suns, Rust and coastal living (Copy of Builings Gold Coast 067): Michael Dawes, Flickr, CC BY-NC 2.0, Rust and coastal living (Q1: high hopes rust away): Marissa Calligeros, Brisbane Times, 29 April 2011, Rusty bolts (nuts): Paul Moody, paul+photos=moody, Flickr, CC BY-NC 2.0, Rusty bridge (Old Elkton Bridge): Brent Moore, SeeMidTN.com (aka Brent), Flickr, CC BY-NC 2.0, Rusty can (can_llauna_lata_#6): Remigi Buj, Flickr, CC BY-NC 2.0, Rusty car: Stephan Ridgway, sridgway, Flickr, CC BY 2.0, Rusty farm machinery (Springs ‘N Stuff): Arbyreed, Flickr, CC BY-NC 2.0, Rusty ship (Fraser Island S.S.Maheno Wrack): Majkelx, Wikimedia Commons, CC BY 1.0, Sacrificial anode (Do not paint): Askaugset, Flickr, CC BY-NC 2.0, Safework Australia: http://www.safeworkaustralia.gov.au/sites/swa, Salt to melt ice (Ice Cube Trick - Cool Science Experiment): SpanglerScienceTV, YouTube, http://youtu.be/

u9slVq87czg, Sand castle, Cannon Beach: Curt Smith, Wikimedia Commons, CC BY 2.0, Sandcastle with moat: Mike Baird, mikebaird, Flickr, CC BY 2.0, Scissors and mould: Spinks and Suns, Scissors cutting paper: Spinks and Suns, Scissors: James Bowe, Flickr, CC BY 2.0, Scroll - Symbols for Iron: Spinks and Suns, Sedimentary rock sample1 (Sandstone): Brittgow, Flickr, CC BY-NC 2.0, Sedimentry rock: Gone-Walkabout, Flickr, CC BY-NC 2.0, Semi-inflated balloon on a conical flask: Spinks and Suns, Separating curds and whey: Spinks and Suns, Ship’s hull/bridge or jetty with sacrificial anodes (Ship-propeller): Knotnic, Wikimedia Commons, CC BY 2.0, Slicing bread: Tim M, acrotim, Flickr, CC BY-NC 2.0, Snow plough: Derrick Coetzee, Flickr, CC BY 2.0, Sodium (Too Late Now): Domiriel, Flickr, CC BY-NC 2.0, Solid Liquid: Spinks and Suns, Source for the recommended daily intake of iron table: National Health and Medical Research Council, Speciality oils made simple: Kristina Näslund, Nynas, States of Matter: Dr Derek Muller, Veritasium, STEEL: From Start to Finish: AmericanMfg, YouTube, http://youtu.be/9l7JqonyoKA, Strong baby: Spinks and Suns, Substance Test: SPICE, University of Western Australia, Sulfur (Crack an egg): Daniel Novta, pj_vanf, Flickr, CC BY 2.0, Supercooled Water - Explained!: Dr Derek Muller, Veritasium, Supermarket: Mabel I Sez/ Patty M., Elephi Pelephi, Flickr, CC BY-NC 2.0, Temperature gauge: PhET, University of Colorado, The Biggest Chill: Dr Tim Wetherell, ScienceWise Magazine, The Australian National University, The Elements - Sung by Tom Lehrer: Paul Cohen, YouTube, http://youtu.be/6b2Uy1TDAl4, Tin (3D Tin Can Phones): Chris Potter, StockMonkeys.com, Flickr, CC BY 2.0, Toasting bread: Spinks and Suns, Toxic poisoning: 7:30 Tasmania, Australian Broadcasting Commission (ABC), Tractor in bushland: Spinks and Suns, Tractor with rubber tyres: Spinks and Suns, Two Eskimos illustration: Spinks and Suns, Types of Matter: Compounds and mixtures - L5824: Education Services Australia, Types of matter: Pure substances and mixtures - L5822: Education Services Australia, Types of matter: Solids, liquids and gases-L5821: Education Services Australia, Unit thermometer: Spinks and Suns, Vertebrates: Spinks and Suns, Visual Elements Periodic Table (History): The Royal Society of Chemistry as part of their free resources for teachers and students available on Learn Chemistry (www.rsc.org/learn-chemistry), Visual Elements Periodic Table: The Royal Society of Chemistry as part of their free resources for teachers and students available on Learn Chemistry (www.rsc.org/learn-chemistry), Washed and graded iron ore: Peter Craven, CDEGlobal, Flickr, CC BY 2.0, Water Cycle: Commonwealth Scientific and Industrial Research Organisation (CSIRO), Water cycle: Spinks and Suns, Why is ice slippery?: Dr Derek Muller, Veritasium.

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