​Significant Concept:

Uses of substances are related to its properties.

Unit Question:

What's in a substance and how to separate what's inside?

Key Vocabulary

matter, states, phases, melting, freezing (solidification), condensing, vapourizing (evaporating), sublimation, solid, liquid, gas
solvent, solute, solution, saturated solution, diluted/concentrated solution, universal solvent, filtration, distillation, crystalization, sedimentation, suspension, floating, chromatography,non-newtonian fluid

Introduction


Vocabulary




Textbook 3.1


Phase Changes of H20 Experiment




Pop Can Implosion Experiment


Hot Ice Experiment




Current Event - A Light Delay


Textbook 3.2




What is it?


Textbook 3.4












































Get Better Gray! - Post a comment to let your friend know you are thinking of him!



6E Astronomer Presentations BulletinBoard



6G Astronomer Presentations BulletinBoard



6P Astronomer Presentation BulletinBoard

Lesson 9 - What is it?? Experiment Conclusion


Lesson 10 - 3.5 Smaller and Bigger


Answer Using Data 1-3
Answer Remember 1-3
Think 1-2

Lesson 11 - 2.1 What's in a Fizzy Drink


Answer Remember and Think Questions

copy vocabulary into notebook

Lesson 12 - Cold, Colder, Coldest Current Event


Current Events Questions


        1. Highlight any words you don't know and try and find a definition that you understand.
        2. What is the author/website and date of this article?
        3. What is the main topic of this article?
        4. Can you identify the different variables of the experiment?
        5. Are there any scientific conclusions in this article? If so, what are they?
        6. Do you believe the conclusions? Why or why not?
        7. Can the information in the article be used for scientific study?
        8. Rate the scientific information 1-5 (5 being excellent information)
In your answers, you should use short quotes from the article to justify your response.


Lesson 13 - 2.2 of Textbook Soft and Separate


Answer Questions Remember, Think and Imagine

Lesson 14 - Crystallization Experiment

In a word document type up your results table and answer the following questions
Email to michaelparsons@ishcmc.edu.vn
Subject: Tiffany 6G - Crystallization Experiment
Answer the following:
  • What are the variables of this experiment?
  • How could you improve this experiment
  • Which soda do you think is regular coke and which do you think is diet? Why? Refer to your collected data.
  • Does a different kind of soda create a different result If so, what does that tell you about the soda and you when you drink it?
  • Describe the product left in the evaporating dish.
  • What happened to the solvent? What was left in the dish?
  • How is it possible to have a solid inside a liquid?


Lesson 15 - Parting Ways 2.3 of textbook


Read 2.3 of textbook

Complete the following worksheets




Lesson 16 - Decanting and Magnetic Separation



Lesson 17 - Memory Material Current Event Article



Current Events Questions
        1. Highlight any words you don't know and try and find a definition that you understand.
        2. What is the author/website and date of this article?
        3. What is the main topic of this article?
        4. Can you identify the different variables of the experiment?
        5. Are there any scientific conclusions in this article? If so, what are they?
        6. Do you believe the conclusions? Why or why not?
        7. Can the information in the article be used for scientific study?
        8. Rate the scientific information 1-5 (5 being excellent information)
In your answers, you should use short quotes from the article to justify your response.


Lesson 18 - Chapter 2.4 of Textbook - Down the S-bend


Answer Questions Remember 1-3 and Think 1-2




Lesson 19 - Separation of Mixture Lab Assessment


Lesson 20 - Water Conservation Poster

Your Assignment:
Criterion A: one world - Maximum 6
Students should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in life and society. Students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political, environmental, cultural and ethical factors.
Assessment tasks should allow students to demonstrate their understanding of the role of science in society through the development of analysis and critical thinking.
Criterion B: communication in science - Maximum 6
Students should be able to demonstrate understanding when communicating scientific information. Students should use appropriate scientific language, a range of communication modes and the most appropriate communication format. Suitable assessment tasks to assess this criterion include scientific investigation reports, research essays, case studies, interdisciplinary projects, and media presentations. Depending on the tasks, students will be expected to acknowledge the sources of information and document these appropriately.
Your task:
  1. To identify a situation in the school, home or public where water is wasted
  2. Create a poster that communicates a way to help conserve water
  3. A3 sheet of paper
  4. Colourful
  5. Clear message - suggest how to conserve water
  6. Clear message - importance to conserve water
  7. Research and site where you got your information
  8. Include scientific information (amount of fresh water, difficulty of desalinization etc.)
Water Conversation Poster
Poster Design
Criterion A - One World
Criterion B - Communication in Science
Poster Message
1-2
The design fills the A-3paper
Student’s name is in large letters in the lower right hand corner.
Student’s class is written under name
Message about how to conserve water is not clear
3-4
The design fills the A-3 paper
Poster is neatly drawn
Images illustrate one way to conserve water
Message is clearly written
Writing is straight and neat
Student’s name and class is in large letters in the lower right hand corner.
Student has shown an understanding about the water problem the Earth is facing and choose 1 way to help conserve water.
Student has attempted to analysis all the information given in class and through some critical thinking discovered that conservation is one way to help the environment.
Used information from a source to help communicate the importance of the posters message
5-6
The design fills the A-3 paper
Poster is colorful
Poster is neatly drawn
Images are large and easy to understand
Images illustrate one way to conserve water
Poster is eye catching and creative
Message is clearly written
Writing is straight
Writing is large enough to see from 1 meter away
Student’s name and class is in large letters in the lower right hand corner.
Student has shown an excellent understanding about the water problem the Earth is facing and choose 1 way to help conserve water.
Student has shown an ability to analysis all the information given in class and through critical thinking discovered that conservation is one way to help the environment.
Used information from a source to help communicate the importance of the posters message
Sited the source on the poster
Research for poster (ie statistics/calculations for poster were correct, pictures related to the posters message were excellent and the information provided was powerful and relevant)