Matter and Materials: Grade 7 – Pure Substances and Mixtures · PDF fileOECTA Teacher Resources Introduction Science and Technology, Matter and Materials Grade 7 AT A GLANCE Matter

OECTA Teacher Resources IntroductionScience and Technology, Matter and MaterialsGrade 7

AT A GLANCE

Matter and Materials: Grade 7 – Pure Substances and Mixtures

By exploring the distinction between pure substances (e.g., copper, sugar) and mechanicalmixtues and solutions, students will come to recognize that most matter is either a solutionor a mechanical mixture – including most foods and drinks, many medicines, cosmetics,building their uses and importance in daily life. Introduction of a scientific model (theparticle theory) used to describe the particulate nature of matter will provide a conceptualbasis for students’ learning in this area

- reprinted from The Ontario Curriculum Grade, 1-8:Science and Technology, 1998, page 46

Moral and Ethical Connections

The Matter and Materials strand of the Science and Technology Curriculum provides awonderful opportunity to authentically integrate a Catholic perspective into the curriculumat two levels.

First, the strand permits ethical issues to be raised concerning the nature and purpose ofcreation and the created order. This includes concepts such as the essential goodness ofcreation, with its attendant human virtues of responsible stewardship and respect; and thenatural world as the common legacy of all humanity, with our consequent obligation toensure the common good and promote distributive justice. The Catholic tradition providesus with these crucial “first principles” concerning the natural world which enable us tocritically assess ethical issues within the subject strand.

Second, the strand permits ethical issues to be raised concerning the use of creation andthe limits and conditions of human use of a God-created environment. Issues such as theuse/misuse to technology; the relationship between consumerism and environmentalism;and the relationship between the economy and human communities are appropriate entrypoints for “case study” discussion.


LIST OF SUB TASKS

SubTask Title Description

1 Mechanical Mixtures and Solutions Creation and Identification (Lab)

2 Demonstration of Useful Solutions Observation and Discussion

3 Qualitative vs.Quantitative Describe Concentrations (Lab)

4 Effect of Temperature on Solubility Particle Size vs. Solubility (Lab)

5 Effect of Particle Size on Solubility Particle Size vs. Solubility (Lab)

6 Effect of Stirringon Solubility Stirring vs. Solubility (Lab)

7 Effect of Solventon Solubility Type of Solvent vs. Solubility (Lab)

8 Filtration Filter a Variety of Mixtures (Lab)

9 Saturation andSupersaturation Saturated and Supersaturated (Demo)

10 A WaterTaste Test Taste Test (Lab)

11 Discussion onWater Pollution

Small Group Information Sharing andDiscussion

CulminatingTask

IndependentProject

Research and PresentationStudents will participate in an independentresearch project which may be presented in avariety of fashions.


ONTARIO MINISTRY OF EDUCATION AND TRAININGSCIENCE AND TECHNOLOGY EXPECTATIONS

OVERALL EXPECTATIONS 1 2 3 4 5 6 7 8 9 10 11 TaskMM1 demonstrate an understanding of the characteristics of

mechanical mixtures (heterogeneous) and solutions(homogeneous) and describe these characteristicsusing a scientific model (the particle theory)

• • • • • • • • • • •MM2 investigate properties of different kinds of mechanical

mixtures and solutions that make them useful inmanufacturing products for particular purposes

• • • • • • • • • • •MM3 identify human uses of mixtures and solutions in

everyday life, and evaluate the environmental impactof some of these uses

• • • • • • •SPECIFIC EXPECTATIONSUnderstanding Basic Concepts (know)MM4 distinguish between mechanical mixtures and

solutions • • • •MM5 describe the concentration of a solution in qualitative

terms (e.g., dilute, concentrated) and in quantitativeterms (e.g., grams of solute per 100mL)

• •MM6 recognize that, according to the particle theory,

particles have an attraction for each other and that theattraction between the particles of solute and solventkeeps them in solution

• • • •MM7 distinguish between pure substances and mixtures

using the particle theory (e.g., pure substances haveidentical particles whereas mixtures have differentparticles)

• • • • •MM8 identify factors that affect solubility and the rate at

which substances dissolve (e.g., temperature, type ofsolute or solvent, particle size, stirring)

• • • • • •MM9 describe, through observation, the difference between

saturated and unsaturated solutions • •MM10 identify solutes and solvents in various kinds of

solutions (e.g., gold and copper in gold rings; iodineand alcohol in iodine solutions; oxygen and nitrogenin air)

• • • • • • •Developing Skills of Inquiry, Design and Communications (skills)MM11 formulate questions about and identify needs and

problems related to the characteristics of mixturesand solutions, and explore possible answers andways of meeting these needs (e.g., design a fair testto determine the amount of solute required to forma saturated solution with a fixed amount of solventwhose temperature is varied)

• • • • •

MM12 plan investigations for some of these answers andsolutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions

• • • •MM13 use appropriate vocabulary, including correct science

and technology terminology, to communicate ideas,procedures, and results (e.g., define the termsmixture, mechanical mixture, solution, solute, solvent,mass concentration, dissolve, soluble, insoluble,saturated, supersaturated, unsaturated, dilute)

• • • • • • • • • •


MM14 compile qualitative and quantitative data gatheredthrough investigation in order to record and presentresults, using diagrams, flow charts, frequency tables,bar graphs, line graphs, and stem-and-leaf plotsproduced by hand or with a computer (e.g.,use adatabase to record and display results showing theamount of solute used in given amounts of solvent)

• • •

MM15 communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, written notes anddescriptions, charts, graphs, drawings, and oralpresentations (e.g., use drawings to illustrate theprocess of manufacturing a product from the collectingof raw materials to the end use of the product and itsdisposal)

• • • • • • • • • • • •

Relating Science and Technology to the World Outside the School (Apply)MM16 follow safe work procedures (e.g., wash hands after

handling chemicals; seal containers of unusedchemicals promptly after use; recognize and take noteof WHMIS warning symbols) and use appropriatetools, materials, and equipment

• • • • • • • • • • •

MM17 identify solutions that exist as solids (e.g., alloys suchas bronze, brass, gold rings, solder, sterling silver),liquids (e.g., soda pop, nail polish remover), andgases (e.g., air)

• •MM18 differentiate between raw materials (e.g., wood, coal,

natural gas) and processed materials (e.g., plastic,glass, ceramic)

•MM19 describe how raw materials are collected and

processed to produce different materials (e.g., howiron and coal become steel; how sand, soda ash, andlimestone become glass)

• •MM20 demonstrate different methods of separating the

components of mixtures (e.g., evaporation, sifting,filtration, distillation, magnetism) and describe someindustrial applications of these methods (e.g., use ofevaporation in the production of maple syrup; use ofdifferent sizes of sieves to separate wheat grains inthe production of white bread; use of filtration in waterpurification; use of fractional distillation in refiningcrude oil; use of magnets in scrap metal yards)

• •

MM21 identify a variety of manufactured products made frommixtures or solutions and explain their functions (e.g.,medicines, cleaning solutions, salad dressings)

• •MM22 identify the sources and characteristics of pollutants

that result from manufacturing and agriculturalsystems

• • •MM23 describe the effects of some solvents on the

environment, and identify regulations that arein place to ensure their safe use and disposal

• • •MM24 demonstrate the use of water as a solvent and as a

chemical reactant • • • • •


SAFETY PRECAUTIONS1. Students are to wear safety goggles at all times. Other safety equipment should be

worn when indicated by your teacher.2. Bunsen burners and hot plates are not to be left unattended when in operation.3. Students must be aware of lab safety equipment including the location of eye baths,

safety showers, fire blankets, fire extinguishers, fire alarm, closest telephone.4. Horseplay, practical jokes and running must not take place in the laboratory.5. Eating and drinking are strictly forbidden in the laboratory.6. All accidents (even minor ones) must be reported to your science teacher immediately.

If you feel dizzy at any time during the laboratory experiment, you must report it to theteacher.

7. Dispose of all specimens, chemicals and glass as indicated by your science teacher.8. Read all experiments before you perform them, and be aware of all safety precautions.9. Wash hands after all experiments with soap and water. Also wash down the lab bench

with soap and water.10. Never perform an experiment unsupervised or perform an unauthorized experiment.11. Never taste, touch or smell substances in the laboratory, unless told to do so by your

teacher.12. Shoes must be worn in the laboratory.13. Hair and loose clothing must be tied back when working on a laboratory. Bracelets,

watches and coats/ jackets should be removed.14. To smell gases, cup your hand over the container and wave your hand towards your

nose. Never smell directly from a sample as it could result in permanent damage to themucous membranes of the nostrils, throat and lungs.

15. When heating test tubes, never point them at another person.16. When pouring a liquid into a test tube it must be trickled down the side of the test tube

to avoid splashes.17. When shaking test tubes use proper technique. Place a rubber stopper in the test tube,

hold test tube in your fist and place the thumb over the rubber stopper. Swirl the testtube with your wrist.

18. Students must not transport dangerous materials throughout the lab (concentrated acidsor bases).

19. Never return anything to the reagent bottles to prevent contamination.20. Report any breakage or spills to your teacher immediately.


SCIENCE AND TECHNOLOGY REFERENCES

Glossary of Terms

atom - particles which cannot be broken down during normal physical or chemicalchanges. Also called an element.

boiling - the change of state when a liquid turns into a vapour.

colloid - particles of one substance that are suspended in another molecule.

compound - a substance that can be broken down into two or more simpler substancesby means of a chemical change. It is made up of identical molecules.

concentrated - a solution that contains a large amount of solute in a solvent. A strongsolution.

condensation - the change of state from the vapour phase to the liquid state.

density - mass per unit volume.

dilute - a weak solution.

dissolve - to go into solution.

distillation - process of evaporating a liquid to a gas and then condensing it back into aliquid to purify a substance or to separate two substances.

element - see atom.

emulsion - a mixture of two liquids that do not remain mixed. e.g., oil and water.

filter - paper or other substance that is used to separate the particles in a mixture.

filtrate - the liquid once it has passed through the filter during filtration.

heterogeneous - more than one substance is visible in the mixture.

homogenous - only one substance is visible in the mixture.

hypothesis - a tentative explanation put forward to explain certain observations. Aneducated guess.

insoluble- will not dissolve.


ion - an atom or molecule that has lost or gained electrons thereby carrying either apositive or negative charge.

mass - the measure of the amount of matter in an object.

mass concentration - the number of grams of solute in a 100 g of solvent.

matter - anything that has mass and takes up space.

mechanical mixture - two or more substances that have been combined and in most casesthey can be separated.

melting - the change of state where a solid turns into a liquid.

mixtures - a group of matter that includes solutions, suspensions, colloids, emulsions andmechanical mixtures.

molecule - two or more atoms joined together in a fixed ratio by mass and which haveunique physical and chemical properties.

plasma - a phase of matter in which an electrically neutral gas contains positive ions andelectrons. The surface of the Sun is believed to be in the plasma state.

potable - drinkable.

pure substance - homogeneous matter with each particle identical.

residue - the particles that are trapped in the filter during filtration.

saturated - to completely dissolve the greatest amount of solute possible in a fixed amountof solvent at a given temperature.

solidification - the change of state where a liquid becomes a solid.

soluble - will dissolve.

solute - a substance that is dissolved in a solvent.

solution - a mixture that is evenly mixed and is made up of a solute (is dissolved) and asolvent (does the dissolving).

solvent - substance that does the dissolving.

states of matter - all matter exists as either a solid, liquid gas or plasma, depending on thetemperature.


sublimation - the change of state where a solid passes directly to the gaseous state (orvice-versa).

supersaturated - to add more solute to a solvent than can be dissolved at the giventemperature.

suspension - a mixture of a solid and a liquid that can be separated through filtration andsettle when mixed.

unsaturated - more solute can still be dissolved in the solvent at the given temperature.

volume - the space that matter occupies.

WHMIS - Workplace Hazardous Materials Information and Safety.

Background Information

Physical Properties of Matter or Physical ChangesThese are properties that do not involve the formation of a new substance; i.e., colour,odour, lustre, texture, boiling point, melting point, hardness, shape.

Chemical Properties of Matter or Chemical ChangesInvolve the formation of a new substance with new characteristics. It describes how asubstance reacts with other substances.

e.g., sodium - a silver metal, highly reactive in water reacts with chlorine - a poisonousgreen gas to form sodium chloride (table salt) an edible compoundthat is necessary for our life processes.

A qualitative observation is vague and non-scientific. It cannot be preciselyreproduced. Colour is a common qualitative indicator but, is red always red? Red can, infact, describe a variety of shades. Look around the room at all the red items. Are they allexactly the same colour? You might describe some as being paler while others are darker.Other words that convey a similar meaning are: weak vs. strong or diluted vs.concentrated.

A quantitative observation involves numbers. It can be exactly reproduced. Examples ofquantitative descriptions of solutions are:- number of grams solute per 100 mL solvent (1 gram sugar per 100 mL water)- number of mL solute per 100 mL solvent (2 mL milk per 100 mL coffee)


States of Matter

Comparing Solid, Liquid and Gaseous States

PROPERTY SOLID LIQUID GAS/VAPOUR

Shape DefiniteIndefinite - Takesshape of container

Indefinite - Takesshape of container

Volume Definite Definite Indefinite

Effect ofCompression on

VolumeNo effect,cannotbe compressed

No effect,cannot becompressed

Can be compressed

Effect of Heat onVolume

Expands,volumeincreases

Expands,volumeincreases

Expands, Volumeincreases

Mass Definite Definite Definite

Changes of State

Sublimation

Melting/Liquefaction Evaporation/Boiling SOLID LIQUID VAPOUR

Freezing/Solidification Condensation

Sublimation


The Particle Theory of Matter1. All matter is made up of small particles or atoms.

2. All particles of the same substance are identical; e.g., a particle of ice, a particle ofliquid water and a particle of water vapour are all the same. They are just in differentstates.

3. The particles in matter attract one another. These “attractive forces” get stronger asparticles get closer together. They are strongest in solid matter as these particles areclosest together and weakest in gases where the particles are farthest apart. Astemperature increases, the attractive forces become weaker and as temperaturedecreases, the attractive forces increase.

4. The spaces between the particles are large compared to the size of the particlesthemselves. The space is smallest in solids and largest in a gas. As temperatureincreases, the space between the particles increases.

5. The particles of matter are always in motion. Solids particles move the slowest and gasparticles move the fastest. As temperature increases, the speed of the particlesincreases. As temperature decreases, the speed of the particles decreases.

Matter is organized according to a classification system. This system does not sortout matter according to its state or appearance. It uses composition instead. Thecomposition of a substance depends upon the kind of particle of which it is made.The chart below, shows the classification of matter.

Matter(all substances)

Pure Substances(constant composition)

Mixtures(variable composition)

• homogeneous• identical atoms

• homogeneous• identical molecules• particles chemically bonded

• homogeneous• uniform appearance• particles dissolved

• homogeneous• uniform appearance• particles suspended

• hetergeneous• non-uniform appearance• particles separate

{

{

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{

{

Elements

Compounds

Solutions

Colloids

Mechanicalmixtures


ElementsThey are homogeneous and contain identical atoms.An element is matter that can no longer be divided or broken down into simplersubstances and still remain matter. Elements are the building blocks of matter. Examplesof elements are iron (Fe), sulfur (S), oxygen (O2), helium (He), neon (Ne), carbon (C),calcium (Ca).

CompoundsThey are homogeneous and contain identical molecules. They are formed throughchemical bonds. They can be broken down into simpler substances – either into newmolecules or into elements. Compounds always combine in a fixed ratio by mass.Examples of compounds are carbon dioxide (CO2), ammonia (NH3), sodium chloride(NcCl), ethanol (CH3CH2OH), sugar (C12H22O11) and water (H2O).

MixturesMixtures contain two or more pure substances that are not chemically combined. The puresubstances can vary in their amount. When substances form a mixture, they do notchemically react. They maintain their chemical characteristics but their physical propertiesmay change. For instance, when you dissolve drink crystals into water they retain theirflavour.

Types of Mixtures1. Mechanical Mixtures -They are heterogeneous (have two or more visible parts).

The two different types of substances are easy to see and can be easily separated.a) Mechanical mixtures - two solids mixed together; e.g., sand and rocks, wood chips

and beads.b) Suspensions - a solid and a liquid which mix but settle upon standing;

e.g., silt and water.c) Emulsions - two liquids, which mix but separate upon standing; e.g., oil and water.

An emulsion can be permanently mixed by adding an emulsifying agent.Mayonnaise added to an oil and vinegar salad dressing will stay mixed.

2. Colloids - are homogeneous mixtures that are made of particles of one substancesuspended into another. The suspended particles get stuck in the spaces of the otherparticles. This allows them to scatter light. Colloids will show the Tyndall Effect.Examples of colloids are: butter, mayonnaise, steam, clouds, fog, egg white, paint,smoke, whipped cream, shaving cream, gel, hair mousse, homogenized milk.

Tyndall Effect - Some mixtures that appear to be solutions may prove not to be solutionsafter all. If the path of a bright light shining through a mixture can easily be seen, then thatmixture is not a solution. A non-solution contains particles large enough to scatteror reflect light, showing the path of light as it passes through the mixture. This scatteringof light is called the Tyndall Effect. True solutions do not show the Tyndall Effect.


Demonstration1. Set up as follows: use two closed clean and dry jars and place in front of a dark

background.2. Open one jar and place a burning splint into the jar. Replace the cover.3. Once the jar is full of smoke, shine a flashlight through each jar. The Tyndall effect

should be seen in the smoke filled jar but not the “empty” jar. The empty jar is full of atrue solution - air.

Other examples which demonstrate the effect of the Tyndall Effect:a) When one can see the dust in a sunbeam coming through a window.b) How the stream of light of the movie projector can be seen in a movie theatre.c) How the headlight beams can be seen on a foggy night.

1. SolutionsThese are homogeneous mixtures. They look like pure substances and contain at leasttwo different kinds of particles. The particles are dissolved in one another. Recall thatparticles have large spaces. When two substances mix to form a solution, the solventor substance that does the dissolving has large spaces. The solute or substance that isdissolved has smaller spaces compared to the solvent. When the two mix, their spacescombine, like a zipper. The solute “hides” in the solvent. Dissolving is the processwhereby a solute separates into particles that spread evenly through a solvent.Diffusion is the spontaneous movement of a substance from an area of highconcentration to an area of low concentration to establish equilibrium.

Types of Solutions

SOLUTE SOLVENT EXAMPLESGas Gas Air, hydrogen in oxygen

Gas Liquid Carbon dioxide in water (pop)

Liquid Liquid Alcohol in water (antifreeze)Vinegar (acetic acid in water)

Liquid Solid Dental fillingsAmalgams

Solid Liquid Salt in water, sugar in water

Solid SolidCopper in zinc (brass)Tin in lead (solder)SteelAlloys

Separation of MixturesSolutions and mechanical mixtures can be separated in many ways.1. Evaporation: the liquid evaporates and a solid (residue) is left behind.

This is used in the production of maple syrup.2. Distillation: a two step process that:

i) heats a solution to change one part into a gas and then;ii) cools the gas/vapour to liquid form and collects it.


3. Filtration: The use of a funnel and filter paper to separate a solid from a liquid.The liquid passes through the filter paper and is called the filtrate. The solid remainsin the filter paper and is called the residue.

4. Sifting: Using a sieve, different sized substances can be separated.5. Magnetism: A magnet can be used to remove metal from non-metallic substances.

SolubilityA substance is soluble if it disappears in the solvent; e.g., it has dissolved completely(sugar in water). A substance is not very soluble if some of it is still visible in thesolvent; only some of it has dissolved (bouillon cubes in water, baking soda in water).A substance is insoluble if none of it disappears in the solvent; none of it has dissolved(constarch in water, flour in water, pepper in water). Factors that affect the ability todissolve in a solvent are time, temperature, solute size, stirring and amount of the soluteand solvent.

Solubility is the amount of a substance that can dissolve in 100 g of solvent at a giventemperature.

Sap is a dilute sugar solution and maple syrup is a more concentrated sugar solution. Asolution with more solute in it is concentrated solution. A solution with less solute is adilute solution. Note that the amount of solvent has not changed, nor has the temperature.A saturated solution is one that has dissolved all the solute it can hold at a giventemperature. Solubility graphs can be used to compare the solubility of a substance atvarious temperatures. The line on the graph indicates the saturation point for a substanceat a specific temperature.

NaClSugarKCICaCl

0 10 20 30 40 50 60 70 80 90 100

Temperature °C

600

500

400

300

200

100

0

Solubility Graph

Solu

bilit

y (g/

100g

wat

er)


For some solutions solubility increases as temperature increases. That is the pointof saturation increases at a higher temperature; it can dissolve more solute. Anyconcentration under the line is called an unsaturated solution. An unsaturated solutioncan hold any amount of solute as long as the amount is less than the saturation point forthat temperature. A supersaturated solution contains more solute than can normally bedissolved in the solvent at that temperature. Heating a solution to a new temperatureand adding more solute to create a saturated solution for that temperature formssupersaturated solutions. When the solution is cooled, the excess solute should settleout of solution. Sometimes this does not occur, resulting in a supersaturated solution.

Concentrated and dilute are relative terms. The contents of all household solutions arelisted in order of quantity on their labels. This is true for both consumable and non-consumable products. The first item on the list is the one of which the solution containsthe most; the last item on the list is the one of which there is the least.

Water has unique dissolving properties. Due to its characteristics it is the most usedsolvent in chemistry. It is as near to being the universal solvent that chemists have foundto date. Unfortunately, humans have been slow to grasp the significance of this property ofwater. People continue to dump waste into the water system. When civilizations werebeing set up, there was a need to be near water. Many of the largest cities and theirindustries are located on the shores of the Great Lakes – Thunder Bay, Sault Ste. Marie,Chicago, Toronto, Windsor, Detroit, Buffalo, Hamilton…the list is long. Althoughsignificant improvement has been made in the amount of municipal and industrial wastebeing dumped into the lakes, too much pollution remains.

Many students are not aware that the composition of water is generally not pureand that the lack of uniformity makes samples from different sources vary in taste.Small differences in taste can be recognized if the sense of smell is used in conjunctionwith taste.

Scientists around the world are trying to learn more about the vast amounts of chemicalsthat are dumped or washed into our rivers, lakes and oceans. There are many questionsto which they must find answers. For example, many chemicals are dangerous only whenthey reach a certain concentration. What is the dangerous concentration for eachchemical? From where do the chemicals come? How can we reduce the amounts ofthe dangerous chemicals that enter our lakes, rivers and oceans?

This research along with increasing public awareness is resulting in a reduction in theamount of waste being dumped into some water systems. Many countries are aware of theeffect of pollution on our clean drinking water and have regulations in place to ensure thesafe use and disposal of toxic pollution.

While there are many ways that human activities pollute water, there are also many waysthat we can prevent water pollution, not just for ourselves but also for the many otherorganisms that require clean water to live.


For Additional InformationThe resources listed below are a compilation of lists submitted by teachers, boards andpublishers. Therefore, they are not necessarily recommended or endorsed by OECTA,but constitute a survey of existing materials.

Print ResourcesAldridge, Bill, Science Interactions - Course 1, Whitby, ON: Glencoe, McGraw-Hill,1995. ISBN - 0-02826752-4Andrews, William A. (Editor), Science 9: An Introductory Study, Scarborough, ON:Prentice-Hall Canada Inc. 1987Beatie, R., et al. Super Science Activities, Addison-Wesley Longman.ISBN 0866514457Brinckerhoff, Richard F., One-Minute Readings: Issues in Science, Technology, andSociety, Student’s Edition Addison-Wesley Longman. ISBN 0201231573 (144pp.); ISBN0201818183 (Pkg. of 10); Teacher’s Manual ISBN 020123159XCarleton, Roman Catholic School Board (Editor), Science: What’s the Solution?Grade 8, Module 2, Carleton Roman Catholic School Board, Secondary School ProgramDepartment, 10 Bowhill Avenue, Nepean, ONCook, Nancy, In the Pharmacy, Addison-Wesley Longman, ISBN 0201861232Cooper, Christopher, Matter. ISBN 0773726152Gems Lawrence Hall of Science.

Of Cabbages and Chemistry, Addison-Wesley Longman. ISBN 0912511508Vitamin C Testing, Addison-Wesley Longman. ISBN 0912511702Chemical Reactions, Addison-Wesley Longman. ISBN 0912511133Discovering Density, Addison-Wesley Longman. ISBN 0912511176

Gibb, Ted, Solutions, Scarborough, ON, ITP Nelson, 1997Gibb, Ted, Solutions: Teacher’s Resource, Scarborough, ON, ITP Nelson, 1997Gold, Carol, The Jumbo Book of Science: 136 of the best experiments from theOntario Science Centre, Kids Can Press. ISBN 1550741977Heat and Temperature Student Text, ITP Nelson. ISBN 17605782XLowery, Lawrence F., The Everyday Science Sourcebook, Addison-Wesley Longman.ISBN 0866512608Matter, Eyewitness Science Series, Stoddard. ISBN 773726152Mellett, Peter, Liquids in Action. ISBN 0531142353Miller, Lucy, KidTech: Hands-On Problem Solving Using Design Technology,Addison-Wesley, Longman. ISBN 1572325410Morgan, Sally, Materials. ISBN 0816029857Morrison, Earl S., Scienceplus, Technology and Society - Level Red, Toronto, ON: Holt,Rinehart and Winston, 1997Nelson Science and Technology 7 Text, ITP Nelson

Hard Cover Student Text (5 Units). ISBN 0176074953Teacher’s Resource (5 Units). ISBN 0176120580Colour Transparencies (5 units). ISBN 0176120386Computerized Assessment Bank - WINDOWS (5 Units)Video Series (5 Units ). ISBN 0176120645Value Pack (Save 25%). ISBN 0176120513


Nelson ScienceSolutions Student Text, ITP Nelson. ISBN 0176057773Properties of Matter Student Text, ITP Nelson. ISBN 0176057730Properties of Matter Teacher’s Resource, ITP Nelson. ISBN 0176065474Properties of Matter Electronic Resource Package, ITP Nelson.ISBN 0176065490

Newmark, Ann, Chemistry. ISBN 0773726179Physical Science Concepts On-Line Series:

Heat and Phases of Matter, Steck-Vaughan, Gage.ISBN 1574701290 (Macintosh) ISBN 1574701282 (DOS)Properties of Matter, Steck-Vaughan, Gage.ISBN 1574700839 (Macintosh) ISBN 1574700820 (DOS)The Structure and Nature of Matter, Steck-Vaughan, Gage.ISBN 1574700871 (Macintosh) ISBN 1574700863 (DOS)Heat and Phases of Matter. Steck-Vaughan, Gage.ISBN 1574701312 (Macintosh) ISBN 1574701304 (DOS)

Popular Science MagazinesProjects Science, ITP NelsonPure Substances and Mixtures, ITP Nelson

Student Resource. ISBN 0176120017Teacher’s Resource. ISBN 0176120114Colour Transparencies. ISBN 0176120343Value Pack (Save 25%). ISBN 0176120475

Science and Technology Skills Handbook, ITP Nelson. ISBN 0176120203Science Teacher MagazinesScience Express: An Ontario Science Centre Book of Experiments, Kids Can Press.ISBN 1550740156 or ISBN 1550740172Soby, Ed., Inventing Stuff, Addison-Wesley Longman. ISBN 0866519378Strongin, Herb, Science on a Shoestring, Addison-Wesley Longman. ISBN 0201257602VanCleave, Janice, Janice VanCleave’s Guide to the Best Science Fair Projects,John Wiley and Sons, Inc. ISBN 0471148024VanCleave, Janice, Janice VanCleave’s A+ Projects in Chemistry, John Wiley andSons, Inc. ISBN 0471586307VanCleave, Janice, Janice VanCleave’s Chemistry for Every Kid, John Wiley andSons, Inc. ISBN 0471620858Wyatt/Cupples, The Science Book for Girls and Other Intelligent Beings, Kids CanPress. ISBN 1550741136

Kits and MediaInteractive Science Encylopedia Steck-Vaughan, Gage CD-ROM 817239456The Great Lakes (video)Watershed (video)Science & Technology Video Series, Glencoe, McGraw-Hill. ISBN -0-02-826149-6


Internet SitesLike all Internet sites, these addresses may change at any time. However, the newaddresses can often be found again very easily. This can be done by searching forthe full name of the site, as it appears here, on a web browser that allows the userto “Search by Phrase.”

Lessons: Solids and Fluidshttp://www-sci.lib.uci.edu/SEP/physical.html#7Dozens of brief lesson plans for students to investigate. This includes a huge collectionof Smithsonian gem and mineral photos (about 100 pictures) to accompany lessons onsolids. Comparing photos of different crystal types can accompany a lesson on opaque,translucent and transparent materials.

Oobleck and Glurch -Learning about Solids and Liquidshttp://student.biology.arizona.edu/sciconn/oobleck/oobleck.htmlStudents make a non-Newtonian fluid and a polymer to learn about the characteristicsof solids and liquids. Includes recipes for both.

Properties of Matterhttp://ericir.syr.edu/Virtual/Lessons/Science/Physical/PHY0057.htmlStudents manipulate three states of matter to determine that solids maintain shape andvolume, liquids maintain volume but not shape, and gases do not maintain their shapeor volume. Three activities are provided: Funnel Activity, Manipulative Activity,Ziploc/Icecube Activity.

Architecture Through the Ageshttp://library.advanced.org/10098/This is a Think Quest site and a very informative one, but you do have to overlooka few minor problems in grammar. Learn about the building (and sometimes the culture)of a half dozen early civilizations including Egyptian, Greek, and Aztec. The style isstraightforward and should be easy for middle and even elementary school studentsto comprehend.

Cardboard Boat Challengehttp://www.crpc.rice.edu/CRPC/GT/pschweig/boatchallenge.htmlHave you ever wondered how something as heavy as an oil-filled supertanker can float?Students apply Archimedes’ Principle to find an answer to this question. They designand build cardboard boats capable of paddling across a pool.

Architectonicshttp://darkwing.uoregon.edu/~struct/The word architectonics is an old English term with its roots in ancient Greek. It is looselydefined as the science of architecture. This site is dedicated as a place to explore structureand the concepts surrounding architecture. There is a wealth of information here that goesinto depth for those who are interested.


Science Homework: A physics experimenthttp://www.lanl.gov/temp/Education/KitchenCupboard/WaterDrop/waterdrop.htmlDoes a water drop have skin? Why are bubbles always round? An experiment thatexamines surface tension will answer those questions. Send your students here for sciencework they can do away from the classroom, or sample experiments yourself for use inyour classroom.

ProTeacher!http://www.proteacher.com/110015.shtmlThis site includes lesson plans for elementary school teachers including electricity, light,and chemistry, activities, programs, and thematic units, simple machines, sound, and spaceskills curriculum resources.

Weather Undergroundhttp://groundhog.sprl.umich.edu/SEMCOG/K-5/A great list of activities and lessons dealing with air and ozone.

Mount St. Helenshttp://volcano.und.nodak.edu/vwdocs/msh/msh.htmlMount St. Helens Web site contains activities and lessons for Grades 4-12 about thefamous 1980 Mount St. Helens volcanic eruption. Along with the lessons, there is a list ofclassroom supplements containing word puzzles, worksheets, and resources for studentsand teachers. In addition, the site includes movies, spectacular pictures, and informationabout Mount St. Helens.

Hands-on Activities in Physical Sciencehttp://webpages.marshall.edu/~bady/RICK/CATEGOR.HTMLContains a large collection of practical demos and experiments for a variety physics topicsin Grades 2-8. These include large units on physical properties, chemical properties andforces.

HAZ-ED: Classroom Activities for Understanding Hazardous Wastehttp://www.epa.gov/superfund/students/clas_act/haz-ed/pdf_indx.htmContains a collection of warm-up exercises, classroom activities, and fact flashes toteach students about hazardous waste in junior grades.

Forces, Structure and Architecturehttp://www.eduzone.com/Tips/preface.htmThis is a monthly 20-day science unit contains a variety of lesson plans on the entitledsubjects. Although the lessons are written for Grades 5 and 6, the hands-on activities canbe easily adapted for Grades 7 and 8.

Crystal Growinghttp://ericir.syr.edu/Virtual/Lessons/Science/Physical/PHY0010.htmlStudents will make mini-crystal gardens using waterglass and water-soluble minerals,timing and measuring growth of stalactites and stalagmites. They will graph this growth.


Afterwards, students will distinguish whether crystals are living or non-living bydeveloping a comparison chart of characteristics.

Little Shop of Physicshttp://129.82.166.181/Provides a collection of online science experiments for students in Grades K-12.In addition, there are hands-on physics experiments that use everyday things found aroundthe home.

Bad Science Home Pagehttp://www.ems.psu. edu /~fraser/BadScience.htmlCan warm air hold more water vapour than cold air? Do ice skaters slip along the icebecause their blades melt the ice and reduce friction? Does sound travel better throughsolids? You can find the real answers to these questions in the Bad Science Home Page.

Lesson Plans in Sciencehttp://www.bway.net/~starlite/science.htmFor Grades K-12, this site features plans for a variety of topics including air pressure,and inertia.

Garbagehttp://www.learner.org/exhibits/garbage/This exhibit studies the accumulation of garbage in our society. Learn about recycling,hazardous waste, global efforts, and the outlook for the future.

Investigating Density: Heavy Icehttp://ousdmail.ousd.k12.ca.us/~codypren/Heavy_Ice.htmlStudent interest is engaged with different combinations of objects and liquids of variousdensities. They end up learning the formula for density and calculate the densities ofvarious materials, and predict if they will sink or float. Five days worth of lessons areprovided.

Fettucini Physicshttp://www.crpc.rice.edu/CRPC/GT/pschweig/lessons/BridgeProject/pastacontest/page4.htmlIs it possible to build a “bridge” out of dry pasta and tape that can support the weight of abook? This hands-on activity allows students to discover how structures can bear weightusing improbable materials.

Tower of Strawshttp://www.crpc.rice.edu/CRPC/GT/pschweig/towerchallenge.htmlThe Leaning Tower of Pisa seems to defy gravity. When is it going to fall? This projectlets students discover the answer to this question.


Densityhttp://ericir.syr.edu/Virtual/Lessons/Science/Physical/PHY0052.htmlA lesson challenging students to explain why different liquids settle in distinct layers, whythe different liquids do not mix together and to predict where an object will settle when ithas a different density than the liquids it will be placed in.

Structure of Matterhttp://youth.net/cec/cecsci/cecsci.36.txtA site helping students learn about mixtures, including solutions and suspensions.

Bill Nye the Science Guy.http://nyelabs.kcts.org/openNyeLabs.htmlQuick. Simple. Direct. And inexpensive. What more can you ask of a hands-on scienceexperiment? Bill Nye, the host of Public Television’s popular TV program, offers up abunch of easy-to-do experiments, using household items. Every time you visit this URL,you’ll get a new experiment.

Egg Drop Contesthttp://www.crpc.rice.edu/CRPC/GT/pschweig/eggdrop.htmlCan you design a container that will prevent an egg from breaking or cracking whendropped from the ceiling? Let’s make it more challenging – let’s use three eggs.And...let’s restrict your volume. Now can you do it?

Blubbergopher://ericir.syr.edu:70/00/Lesson/Science/Auburn/blubberYoung scientists in Grades 1-3 will enjoy this science lesson that utilizes shorteningin a ziploc bag to demonstrate how whales stay warm.

Air... What Gives?http://ericir.syr.edu/Virtual/Lessons/Science/Physical/PHY0001.htmlThe students will demonstrate the ability to investigate what air is like and where it isfound. The children will sense that air is real capturing it, squeezing it, carrying it, andfeeling its weight.

MicroWorlds: Exploring the Structure of Materialshttp://www.lbl.gov/MicroWorlds/An interactive tour of current research in the materials sciences at Lawrence BerkeleyNational Laboratory’s Advanced Light Source. To take the tour, click on contents whereyou will find a collection of online lessons for students. Among these are “A Tool forSolving the Mysteries of Materials,” “The Bright & The Busy,” “Exploring the MaterialWorld,” “Kevlar-The Wonder Material,” and “Selenium: A Window on Wetlands,”Definitely for late Junior and Intermediate level students.


Reily’s Water Activitieshttp://www.sd68.nanaimo.bc.ca/schools/coal/reilly.htmFeatures a list of lessons with experiments about the physical properties of waterfor Grades 1-6.

Hot Air Tissue Paper Balloonshttp://ericir.syr.edu/Virtual/Lessons/Science/Physical/PHY0017.htmlStudents construct a hot air balloon and learn about hot air balloon flight.

Ounce of Preventionhttp://cygnus-group.com/NSTA.htmlProvide 15 curricular activities for the study of waste prevention and management inGrades 6-8. Students learn that it is better not to create something (source reduction)than to have to deal with its disposal later.

Science Resource Toolkitshttp://cse.ssl.berkeley.edu/sol/toolkits.htmlSix packed toolkits (Weather, Earth, Light, Space, Cycles and the Solar System), fullof lessons, photos and Internet links.

The World of Materialshttp://www-dmse.mit.edu/wom/Information packed site containing dozens of photos and descriptions. All different kindsof materials, from metals to ceramics, are presented here for J/I level students. This is aperfect research site for students to use during computer periods.

K-12 Weather Curriculumhttp://groundhog.sprl.umich.edu/curriculum/Contains online lessons and activities for weather, hurricanes, and smog.

Hydrosphere Activitieshttp://www.csun.edu/~vceed009/lesson.htmlDivided by difficulty levels, this site features online lessons for Grades 5-8 in whichstudents investigate the properties of water.

El Nino Theme Pageshttp://www.pme l.n oaa.gov/toga-tao/el-nino/home.htmlEl Nino, a disruption of the ocean-atmosphere system in the tropical Pacific, causesweather changes around the globe. See the latest data and learn the latest theories aboutthis fascinating phenomenon from National Oceanic and Atmospheric Administrationscientists.

Big Sky Science Gopher Menugopher://bvsd.k12.co.us:70/11/Educational_Resources/Lesson_Plans/Big%20Sky/science(note that this site address does not begin with the usual http:// prefix) Over 200 sciencelesson plans for Grades K-12, listed by name. Simply skim through the massive list, click


on a title that interests you, and you will be provided with a 1-2 page summary lessonplan. Among the topics are plenty of lessons dealing with colour and colour mixing.

Air Quality Lesson Planshttp://www.tnrcc.state.tx.us/air/monops/lessons/lessonplans.htmlA monstrous list of one-click lesson plans that involve student in all aspects ofatmospheric science. Lessons are available for all elementary levels.

Model Rocketry for Educatorshttp://members.aol.com/voraze/toc.htmlAn online unit of study for students and teachers in Grades 6-8. The unit consists of lessonplans including student handouts, background information, a glossary of rocketry terms,and links to related sites.

Online Ballooninghttp://sunsite.unc.edu:80/ballooning/With nice weather finally here, your students will be itching to get outside. Go to yourcomputer first and get some information on a great outdoor activity - ballooning. This all-in-one page will bring history, weather, science and current events into the discussion.

Great Lakes Natural Resource Centrehttp://gopher.great-lakes.net:2200/Are fish from the Great Lakes safe to eat? What are hormone copycat chemicals and whyshould you be worried about them? This informative Web site, sponsored by the GreatLakes Information Network will bring science, ecology and environmental news to yourstudents that they can’t get anywhere else. (Visiting this nicely managed site also willteach them a little geography!) Updated frequently, so check often.

Project Primary: Chemistryhttp://www.owu.edu/~mggrote/pp/chemistry/f_chemistry.html(Intermediate+) Experiments and demonstrations with polymers, molecules, colouredsolutions, pH, and taste buds.

Documents

Matter and Materials: Grade 7 – Pure Substances and Mixtures · PDF fileOECTA Teacher Resources Introduction Science and Technology, Matter and Materials Grade 7 AT A GLANCE Matter