TEKS 7.7 B AND C
LET’S GET PHYSICAL WITH SCIENCE!
TAKS Objective 3 – The student will demonstrate an understanding of the
structures and properties of matter.
Learned Science Concepts:
Matter is composed of atoms.
Substances have chemical and physical properties.
Complex interactions occur between matter and energy.
TEKS Science Concepts 7.7
The student knows that substances have chemical and physical properties. The
student is expected to:
(B) describe physical properties of elements and identify how they are
used to position an element on the periodic table; and
(C) recognize that compounds are composed of elements.
TAKS Objective 3
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Science Concept 7.7 B
Overview
The students will first define property and learn to identify physical properties of given
objects. The characteristic physical property of density will be explored. They will then
group given items based on similar physical properties. They will use their knowledge of
properties and organizing objects according to their properties, to examine the
arrangement of the periodic table. Substances on the periodic table will be identified as
pure elements that may be combined to form compounds, the form in which most
substances exist.
Instructional Strategies
Students will identify physical properties by constructing ornaments and identifying their
physical properties. The ornaments constructed will then be organized into categories
according to their physical characteristics. Hands-on activities such as cutting and
pasting, coloring, and making models will also be implemented to teach the arrangement
of the periodic table and the composition of a compound.
Objectives
1. The student will describe the physical properties of an element.
2. The student will demonstrate knowledge of physical properties by making an
ornament and listing five physical properties of that ornament.
3. The student will organize ornaments by similar physical properties.
4. The student will label the periodic table according to groups that contain similar
properties.
5. The student will demonstrate that density is a characteristic property.
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6. The student will explain how properties are used to place elements on the periodic
table.
7. The student will label the periodic table according to groups that contain similar
properties.
8. The student will demonstrate how compounds are composed of elements.
Physical Properties
 For Teacher’s Eyes Only
If we are to examine and explore matter, we must have a way to describe our
observations about matter. We call these observations, “properties”. Properties are
divided into two major groups: chemical and physical.
Physical properties are those that describe what the matter is like (what does it
look like, feel like, taste like, etc.). They are those properties that can be observed with
our senses. Examples of physical properties are: color, size, shape, density, melting
point, boiling point, freezing point, odor, and texture.
Chemical properties describe how matter behaves (what does it do when one type
of matter encounters or reacts with another. They refer to the matter’s ability to change
into another type of matter with different properties. Those properties can only be
observed when matter reacts or doesn’t react. Examples of chemical properties are:
metal’s ability to rust (chemical reactivity), flammability, and combustibility,
A major test of whether or not a property is physical or chemical is whether or not
the property may be observed without changing the identity of the substance. Physical
properties do not change the identity. For example, is you wad up a piece of paper, it has
a different shape, but it is still paper. A chemical property will change the identity of the
matter. A chemical property of paper is that it will burn (flammability is the property) so
when you burn a piece of paper, it is not longer paper. Gases have been released and ash
remains, different substances than the paper.
Student Misconceptions
 Misconception
The characteristic properties of a substance change with the size or amount of the
substance.
 Science Concept
Characteristic properties of a substance are the same regardless of sample size.
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Rebuild Concept
Allow students to calculate the density of a substance such as clay. Divide the
clay in half, then allow them to predict whether or not the density of the clay has
changed. Allow them to calculate the new density.
 Misconception
Real chemicals are found in the chemistry laboratory and not around the house.
 Science Concept
Chemicals that are found around the house are usually more concentrated than
teachers use with the students in lab due to safety issues at school.
Rebuild Concept
Have students look at various cleaners etc. around their house and record the
ingredients in each. Discuss the chemical composition and danger warnings of
those chemicals.
Student Prior Knowledge
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Physical Properties
5 E’s
Engage
Engage 1
Demonstration: Choose several objects. Keep them hidden out of view of the students.
Describe each one using its physical properties as you observe the object inside a paper
bag. Allow students to guess what each object is as you describe it.
Explore
Exploration
Activity: Ornamental Properties
Class Time: 20 minutes
Objective: The student will demonstrate knowledge of physical properties by making an
ornament and listing five physical properties of that ornament.
.
Materials
The student may bring their own materials or use materials provided in class such
as:
Construction paper
Clay
Scissors
Glue
Craft sticks
Balloons
Colored tissue
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Procedure: The students will make ornaments to hang from the ceiling that represent
whatever holiday happens to be close at hand. For example, near Halloween, they would
do “pumpkin properties”. They would make pumpkin ornaments out of any desired
material (weight and size should be limited), then name five physical properties of their
pumpkin. The ornament must be able to be hung from the ceiling and the list of
properties should be written on the back or attached in some way.
Explain
Physical properties are things that can be described about an object or material by
observing it using the five senses. There are characteristic physical properties, such as
density and state of matter, that do not change regardless of how much of the material is
present.
Elaborate
Elaboration 1
Activity: The students will choose 10 of the ornaments that have been made and place
them into categories based on their physical properties.
Class Time: 15 minutes
Objective: The student will organize ornaments by similar physical properties.
Elaboration 2
Activity: Density, a Physical Property
Class Time: 15 minutes
Objective: The student will demonstrate that density is a characteristic property.
Materials:
Student Worksheet – Density, a Physical Property
Water
50 ml graduated cylinder
100 ml graduated cylinder
Balance scale
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Procedure: Students will measure out 50 ml of water then find the mass of 50 ml of
water. They will then calculate the density of the water. Then they will do the same with
100 ml of water. They will then compare the density of different quantities of water to
show that, at the same temperature, no matter how much water you have, the density is
the same. It is a characteristic property of water.
Evaluate
Present students with three items. You may place them on a table or in a sack to be given
to each student. The student must list five physical properties of each item.
Give each student a density chart and an unknown element. Allow them to identify the
element based on its density.
Periodic Table
For Teacher’s Eyes Only
The periodic table with which we are familiar was first organized in the 1860’s by
a Russian chemist named Dmitri Mendeleev (Men-da-‘le-off). He took pieces of paper
and wrote the name of each element and information about each element discovered at
that time on separate pieces of paper. He included properties such as density, appearance,
atomic mass, melting point, and compounds formed from the element. Then he arranged
the papers in different ways hoping to see a pattern. When the elements were arranged in
order of increasing atomic mass, he could see a pattern. Every eighth element had similar
chemical and physical properties.
Mendeleev also predicted elements that had not yet been discovered at that time.
Later gallium was discovered and matched his predictions very well. All of the missing
elements on his table have now been discovered. A few of those elements however, were
not in the correct place according to their properties.
A man named Henry Moseley suggested that arranging the elements in order of
increasing atomic number instead of increasing atomic mass might solve the problem. He
was right. Every element fell into its proper place. In 1914, the periodic chart was thus
revised to list the elements according to his proposal and we still have that arrangement
today.
There are two main groups on the periodic table: metals and nonmetals. The left
side of the table contains elements with the greatest metallic properties. As you move
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from the left to the right, the elements become less metallic with the far right side of the
table consisting of nonmetals. The elements in the middle of the table are called
“transition” elements. A small group whose members touch the zigzag line are called
metalloids because they have both metallic and nonmetallic properties.
The table is also arranged in vertical columns called “groups” or “families” and
horizontal rows called “periods.” Each arrangement is significant. The elements in each
vertical column or group have similar properties. Group 1 elements all have one electron
in their outer shells. This gives them similar properties. Group 2 elements all have 2
electrons in their outer shells. This also gives them similar properties. Not all of the
groups, however, hold true for this pattern. The elements in the first period or row all
have one shell. The elements in period 2 all have 2 shells. The elements in period 3 have
3 shells and so on.
There are a number of major groups with similar properties. They are as follows:
Hydrogen: This element does not match the properties of any other group so it
stands alone. It is placed above group 1 but it is not part of that group. It is a very
reactive, colorless, odorless gas at room temperature. (1 outer level electron)
Group 1: Alkali Metals – These metals are extremely reactive and are never found
in nature in their pure form. They are silver colored and shiny. Their density is
extremely low so that they are soft enough to be cut with a knife. (1 outer level
electron)
Group 2: Alkaline-earth Metals – Slightly less reactive than alkali metals. They
are silver colored and more dense than alkali metals. (2 outer level electrons)
Groups 3 – 12: Transition Metals – These metals have a moderate range of
reactivity and a wide range of properties. In general, they are shiny and good
conductors of heat and electricity. They also have higher densities and melting
points than groups 1 & 2. (1 or 2 outer level electrons)
Lanthanides and Actinides: These are also transition metals that were taken out
and placed at the bottom of the table so the table wouldn’t be so wide. The
elements in each of these two periods share many properties. The lanthanides are
shiny and reactive. The actinides are all radioactive and are therefore unstable.
Elements 95 through 103 do not exist in nature but have been manufactured in the
lab.
Group 13: Boron Group – Contains one metalloid and 4 metals. Reactive.
Aluminum is in this group. It is also the most abundant metal in the earth’s
crust.(3 outer level electrons)
Group 14: Carbon Group – Contains one nonmetal, two metalloids, and two
metals. Varied reactivity. (4 outer level electrons)
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Group 15: Nitrogen Group – Contains two nonmetals, two metalloids, and one
metal. Varied reactivity. (5 outer level electrons)
Group 16: Oxygen Group – Contains three nonmetals, one metalloid, and one
metal. Reactive group. (6 outer level electrons)
Groups 17: Halogens – All nonmetals. Very reactive. Poor conductors of heat and
electricity. Tend to form salts with metals. (7 outer level electrons)
Groups 18: Noble Gases – Unreactive nonmetals. All are colorless, odorless gases
at room temperature. All found in earth’s atmosphere in small amounts. (8 outer
level electrons)
MISCONCEPTIONS
 Misconception
Groupings are clear cut.
 Science Concept
Although clear patterns are shown within each group, there is no distinct division
that places an element clearly in a specific group. Each group must be looked at as
a whole.
Rebuild Concept
Ask students to research elements in two different groups with very similar
qualities. Discuss how the table is arranged and how the elements are chosen to be
in each group.
 Misconception
All the elements in one group have the same properties.
 Science Concept
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Even though each group has similar properties, not every member of the group
has the same properties. There is a lot of variation.
Rebuild Concept
Research and compare elements found in a single group. Discuss how the
elements are different and how the arrangement of the table put them in that
group.
Student Prior Knowledge
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5 E’s
Periodic Table
Engage
Engage (Blackline Master)
Cut apart the cells of the following table. Mix them up and place them in an envelope.
Allow the students to work in small groups to place the cells in order so that they show a
relationship both vertically and horizontally.
Materials:
Envelopes with pieces of paper that contain names of things that can be grouped in
different ways such as modes of transportation (group by passenger capacity and medium
of transport ei. water, land, air), students in the room (group by gender, race, hair color,
height, etc.). The following list is a suggestion or you may allow the students to make up
a list given a topic.
Motorcycle
Fishing boat
Helicopter
Train
Submarine
Hang Glider
Large Airplane
Bicycle
Scooter
Cruise ship
Truck
Car
Skateboard
Paddle boat
Skis
Bus
Procedure:
Students will arrange the words by two groupings: capacity and medium. (You may
allow them to decide the two ways to group them or just tell them two ways.) They will
make a table as follows:
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KEY:
Water
Individual
Paddle boat
Small Group
Fishing boat
Air
Hang Glider
Helicopter
Land
Bicycle
Scooter Skis
Motorcycle
Car Truck
Large Group
Cruise ship
Submarine
Large
Airplane
Train
Bus
GROUP IT! (Blackline Master)
Student Worksheet
Purpose: To demonstrate that things can be classified both vertically and horizontally to
show their properties.
Materials:
Envelope with names of different types of transportation.
Student Worksheet
You have been given an envelope with names of different kinds of transportation.
Arrange each word on the table to reflect two classifications: the medium that type of
transportation uses and its capacity.
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Individual
Small Group
Large Group
Water
Air
Land
Explore
Exploration
Activity: Periodic Parallels (Blackline Master)
Class Time: 30 minutes
Objective: The student will label the periodic table according to groups that contain
similar properties.
Materials: A copy of the Student Information Sheet and the Student Worksheet
“Periodic Parallels”. (See Blackline Masters: Explore – Periodic Parallels)
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Procedure: The students will cut and paste labels on a copy of the periodic table
according to groups with similar properties.
Explain
The periodic table is organized to show relationships vertically and horizontally. The
elements in a vertical column (called group or family) have the same number of electrons
in their outer energy levels. Each element in a particular horizontal row (called a period)
has the same number of energy levels as every other element in that particular row.
Because elements have the same number of outer level electrons, they exhibit similar
properties. Some groups are named because of the properties that they share. For
example, the word “halogen” means “salt-former”. The elements in group 17 tend to
form salts when combined with other non-metals or metals. They are also poor
conductors of electric current, react violently with alkali metals to form salts, and are
never found uncombined with other elements in nature.
Elaborate 1
Student will play the Jeopardy Periodic Table Game. The teacher will use the Jeopardy
Periodic Table PowerPoint on the Xtreem Science Website.
Elaborate 2
Students will do research to find examples of properties shared by each specific group on
the periodic table. For example, alkali metals react violently with water and are soft,
silvery, and shiny. Elements in the actinide period are all radioactive.
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Evaluate
Students will be given a blank copy of the periodic table to fill in with the correct names
of the specific groups. (See Blackline Masters – Evaluate – Periodic Parallels)
TAKS Objective 3
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TAKS Objective 3
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Density, a physical property
Elaboration 2
In this activity, you will find the density of different amount of water to find out whether
or not density is a characteristic property of water.
Problem: Does density change when the amount of water changes?
Hypothesis:
Materials:
Water
50 ml graduated cylinder
100 ml graduated cylinder
Balance scale
Procedure:
1. Place the 50 ml graduated cylinder on the balance scale. Record the mass on the
data table.
2. Measure out 50 ml of water in the 50 ml graduated cylinder and place it on the
balance scale. Record the mass of the cylinder with 50 ml of water in it on the
data table.
3. Subtract the mass of the empty cylinder from the mass of the cylinder with 50 ml
of water in it to find the mass of the 50 ml of water. Record this amount on the
data table.
4. Record the volume of the 50 ml of water on the data table.
5. Divide the mass of the 50 ml of water, by the volume of the 50 ml of water to
obtain the density of the water.
6. Repeat steps 1-5 using the 100 ml cylinder and 100 ml of water.
7. Compare the density of the 50 ml of water to the density of the 100 ml of water.
8. Would you way that density is a characteristic physical property of water? Why
or why not?
Cylinder Mass of
empty
cylinder
Mass of
Cylinder
with water
in it
Mass of
water.
Volume of
water
Density of
water.
50 ml
100 ml
*Mass of water = mass of cylinder with water – mass of empty cylinder
*Density = mass  volume
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GROUP IT!
Engage
*For teacher or students to cut out and place in an envelope.
Motorcycle
Fishing boat
Helicopter
Train
Submarine
Hang Glider
Large Airplane
Bicycle
Scooter
Cruise ship
Truck
Car
Skateboard
Paddle boat
Skis
Bus
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GROUP IT!
Student Worksheet
Purpose: To demonstrate that things can be classified both vertically and horizontally to
show their properties.
Materials:
Envelope with names of different types of transportation. (Cut out names from table)
Student data table
You have been given an envelope with names of different kinds of transportation.
Arrange each word on the table to reflect two classifications: the medium that type of
transportation uses and its capacity.
Individual
Small Group
Water
Air
Land
TAKS Objective 3
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Large Group
Periodic Parallels
Exploration
Cut out the following labels and paste them on the blank periodic table at the appropriate
location.
Metals
Place at letter “A”.
Non-metals
Place at letter “B”.
Metalloids
Place diagonally across letter “C’s”.
Alkali Metals
Place down group 1 ( letter “D’s”).
Alkaline Earth Metals
Place down group 2 (letter “E’s”).
Transition Metals
Place across groups 3-12.
Boron Group
Place down group 13 (near bottom).
Carbon Group
Place down group 14 (near bottom).
Nitrogen Group
Place down group 15 (near bottom).
Oxygen Group
Place down group 16 (near bottom).
Halogens (Salt-Formers)
Place down group 17.
Noble Gases
Place down group 18.
Lanthanides
Place across the first period at the bottom of the table.
Actinides
Place across the second period at the bottom of the table.
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Explore – Periodic Parallels
(Student Worksheet)
1
2
2
D
E
3
D
E
4
D
E
5
1D
2E
D
E
D
E
6
7
18
B
1
13
17
A
3
4
5
6
14
15
16
17
C
7
8
9
10
11
12
C
C
13
TAKS Objective 3
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C
14 C
15 C
16
17
Evaluate – Periodic Parallels
Vertical columns
All elements to the right of the
metalloids.
All elements to the left of the
metalloids.
Horizontal
rows.
1
18
2
13
17
3
4
5
6
7
8
9
TAKS Objective 3
10
11
page 22
12
14
15
16
17
Evaluate – Periodic Parallels Answer Key
Vertical columns
All elements to the right of the
metalloids.
Groups or
Families
Non-metals
All elements to the left of the
metalloids.
Horizontal
rows.
1
18
Metals
2
13
17
Periods
3
4
5
6
7
8
9
10
11
Transition Metals
Lanthanides
Actinides
TAKS Objective 3
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12
14
15
16
17
TEKS 7.7 C
Overview
Students will perform electrolysis experiments and observe decomposition of water into
hydrogen and oxygen. Synthesis experiments with elements such as iron, copper power,
and zinc power will also be performed, and analysis made of the color properties before
and after the chemical reaction. This will help them realize that the properties of
elements are different from the properties of the compounds that they make.
Instructional Strategies
The guessing game will encourage identification of physical properties. Experiments will
be performed using the scientific method. Observation of properties before and after a
chemical reaction will allow students to analyze data and draw conclusions.
Objectives
1.
The student will demonstrate how compounds are composed of elements.
2. The student will conduct a decomposition reaction in which water is broken down
into hydrogen and oxygen and each gas is collected into a separate test tube.
3. The student will combine elements to form compounds.
 For Teachers Eyes Only
Elements are pure substances that cannot be broken down into anything simpler by
physical or chemical means. However, few elements are found in their pure form in
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nature. Most of the time, they are found in combination with other elements, thus
existing as compounds. Elements combine to form compounds. Compounds may be
made up of only two elements or many. When the atoms of different elements combine
chemically, they form one of two types of bonds: ionic or covalent. In a covalent bond,
electrons are shared by the different atoms. In an ionic bond, electrons are donated or
received. In either case, the atoms are held together by atomic forces (charges) and will
not separate by physical means such as breaking the substance, melting it, or dissolving
it. They may, however, disconnect chemically by a chemical reaction. Some chemical
bonds are easy to undo and those will be our focus.
Student Misconceptions
 Misconception
The properties of a compound are the same as the properties of the elements of
which it is composed.
 Science Concept
The properties of elements and the compounds they form are different.
Rebuild Concept
Perform decomposition and synthesis experiments and compare element and
compound properties.
Student Prior Knowledge
TAKS Objective 3
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5 E’s
Engage
Activity: Sugar Burn
Class Time: 2 minutes
Objective: The student will observe sugar as it burns.
Materials:
Evaporating dish
Small package of sugar
alcohol burner and stand
match or other fire source
Procedure:
Place the alcohol burner under the stand and light it. Place the contents of a small
package of sugar (1 teaspoon) in an evaporating dish and place it on top of the alcohol
burner stand. Observe for 1-2 minutes until the sugar turns black. Ask the students,
“What is the black substance?” Carbon which is part of sugar (C12H22O11).
Explore
Exploration
Activity: Electrolysis of Water (Student Worksheet that comes with lab kit)
Class Time: 50 minutes
Objectives:
1. The student will conduct a decomposition reaction in which water is broken down
into hydrogen and oxygen and each gas is collected into a separate test tube.
2. The student will demonstrate how compounds are composed of elements.
TAKS Objective 3
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The students will follow the directions on the student worksheet from NeoScience
Lab Activity #5, “Separating the Compound Water”, in order to separate molecules of
water into hydrogen and oxygen by using an electric current. Positive and negative
electrodes are placed in the mouth of inverted test tubes to collect each gas into a
separate tube. The gases may then be tested with a match to determine their
identities.
To order contact:
NeoScience - http://www.neosci.com/
Kit - “Elements, Compounds, and Mixtures” #20-1673
Phone # - 1-800-526-6689
Explain
Water molecules are composed of the elements, hydrogen and oxygen. Hydrogen
is a positive element so it will be attracted to the anode of the battery while oxygen is a
negative element and will be attracted to the cathode of the battery
Once the system is connected to the battery, a current begins to flow. One
electrode underneath one test tube becomes positive charge and the other electrode
underneath the other test tube becomes negative charge. The pathway from the negative
electrode to the positive electrode is accomplished by an electrolyte solution (a solution
which conducts electricity) such as salt water. The now positive hydrogen ions are
attracted to the negative electrode and the negatively charged oxygen ions are attracted to
the positive electrode. As the gases collect on the electrodes, it is very obvious. Large
bubbles appear on the + electrode (oxygen) and thousands of very tiny bubbles
(hydrogen) appear on the – electrode.
Elaborate
Elaboration 1
Activity: Combining some elements with oxygen. Students will use the Blackline Master
“Compounding the Problem.”
Class Time: 40 minutes
Objective: The students will synthesize compounds from elements.
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The students will heat copper powder, iron powder, and zinc powder to form compound
oxides. They will then identify the properties before and after combining.
Elaboration 2
Dip half of a tarnished penny in a product such as Tarnex® which is available at stores
such as Wal-Mart.
Question: Explain the color change? The dark substance covering the tarnished
penny is copper oxide. Over time, the copper penny combines with oxygen in the air
to produce a dark compound (copper oxide) on the surface of the penny.
Secure a candle in a base of clay. Light the candle. Hold a stainless steel spoon over the
flame for about 10-15 seconds.
Question: What is the black substance on the bottom of the spoon? The candle wax
is a compound containing the elements, hydrogen and carbon. As the candle burns,
some of the carbon from the wax will form “soot” on the spoon, and some of the
carbon will combine with oxygen in the air to form carbon monoxide and carbon
dioxide. The black substance is carbon.
Wash steel wool in soapy water and rinse thoroughly. Then soak in finger nail polish
remover to get rid of any manufacturer residue that might be on the steel wool. Don’t
skip this step! Soak the steel wool overnight in vinegar overnight. Compare the steel
wool soaked in vinegar with steel wool that has not been soaked in vinegar.
Question: What is the dark orange substance on the steel wool? As the iron in the
steel wool combines with oxygen in the air, it forms the compound, iron oxide which
is commonly known as rust.
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Elaboration 3
Set up 5 lab stations for students to observe physical properties of elements. Lay out
cards for each station along with lab station examples. Students will complete the
blackline master, Observing Physical Properties on the Periodic Table.
1. Metals are malleable: Metals can be hammered or beaten into thin sheets without
breaking. The word, malleable means that metals do not break easily. Common examples
are gold, silver, and tin foil.
Lab station examples: Tin foil, picture of gold, silver cup
2. Metals are ductile: Metals can be melted and drawn into thin wires. The term for this
is called ductile. Common examples are silver, copper, aluminum. These wires are highly
ductile and very thin wires can be created from these elements.
Lab station examples: floral wire, copper wire, aluminum wire, paper clip
3. Metals have lustre : Metals generally can be highly polished and therefore have a
shiny appearance. Gold, silver, copper and platinum have good luster.
Lab station examples: Nickel, shiny copper penny, aluminum foil, silver tray. Also
include a nonmetal powder such as sulfur powder.
4. Brittleness: Metals are not brittle and do not break easily with the exception of Zinc.
Lab station examples: Chalk, bolt
5. Metals are sonorous: Metals make a characteristic sound when hit with an object.
Thus metals are sonorous. The sonorousness of metals depends on the temperature and
density.
Lab station examples: gong, aluminum plate
6. Metals are good conductors of heat and electricity: Explore this property by
performing the lab. Connect the materials as follows:
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Evaluate
The students will journal about what they learned concerning the formation of
compounds from elements. They should cite examples learned from the lab experience.
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Compounding the Problem
Problem: Can oxygen be combined with other elements to form compounds?
Materials:
Alcohol burner and stand
Evaporating dish
Copper powder
Zinc power
Iron filings
Evaporating basin
Procedure:
1. Observe the properties of copper powder. Record them in data table #1 on the
next page.
2. Place the evaporating basin on top of the alcohol burner and stand. Place about a
teaspoon of copper power in the evaporating basin. Light the alcohol burner and
heat the powder for about 5 minutes. Make observations during and after
burning and enter them in data table #1 on the next page.
Metal powder
*(Enter your answers to questions 3-7 below in data table #2.)*
3. Let the basin cool and tip out the contents onto a piece of paper. Compare the
copper powder before and after burning. What are the differences?
The chemical equation for this reaction is:
(Products)
(Reactants)
Copper + oxygen = Copper oxide
4.
5.
6.
7.
Where does the oxygen come from?
What elements combined on the left to form the compound on the right?
What compound was formed?
Repeat steps 1-3 with the zinc powder and the iron filings.
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Data Table #1
Substance
Observations before
burning
Observations during
burning
Observations after
burning
Copper
powder
Zinc powder
Iron filings
Data Table #2
Substance
Comparison of
reactants &
products
Oxygen source
Copper powder
Copper oxide
Zinc powder
Zinc oxide
Iron filings
Iron oxide
TAKS Objective 3
page 33
Elements
Combined
Compound
formed
Clean It Up!
1. Dip half of a tarnished penny in a product such as Tarnex®.
Question: Explain the color change?
2. Secure a candle in a base of clay. Light the candle. Hold a stainless steel spoon over the flame for about 10-15 seconds.
Question: What is the black substance on the bottom of the spoon?
3. Wash steel wool in soapy water and rinse thoroughly. Then soak in finger nail polish remover to get rid of any manufacturer
residue that might be on the steel wool. Don’t skip this step! Soak the steel wool overnight in vinegar overnight. Compare the
steel wool soaked in vinegar with steel wool that has not been soaked in vinegar.
Question: What is the dark orange substance on the steel wool?
TAKS Objective 3
page 34
Observing Physical Properties on the Periodic Table
For each lab station, observe the physical properties of the elements and answer the related questions.
Station Physical Property
1
Metals are malleable
Questions
How do you know tin foil is malleable?
2
Name another metal that is ductile.
3
Compare the metals to the nonmetal. How do they differ
in luster?
Compare the strength of the chalk and the bolt. Which is
more brittle? How would you define brittle?
4.
5.
Name at least one instrument that is sonorous.
6.
Perform the lab below. Describe how conductors give
off heat.
Connect the materials as follows:
TAKS Objective 3
page 35