Starter 10/3

1 / 30

# Starter 10/3 - PowerPoint PPT Presentation

Starter 10/3. Classifying Items

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## Starter 10/3

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Starter 10/3

Classifying Items

People organize or classify objects for different reasons. Classifying foods into groups, such as grains, vegetables, and fruits helps people plan meals that maintain a healthy diet. Biologists classify organisms into groups that have similar characteristics, which makes the relationships among organisms easier to see.

1. Devise a classification system for the following items: orange, lime, plum, apple, pear, rose, violet, daisy, gold, and silver.

2. Explain what criteria you used to place items into each category of your classification system.

Matter – anything that has mass or takes up space.

Are these matter?

- you, desk, water, dust, air

Properties
• Properties – characteristics used to describe an object
• Ex. Mass, volume, color

Mass- is a measure of the amount of matter in anobject.UNITS – grams (g) or kilograms (kg).Volume – is a measure of how much space matter takes up.UNITS- cm3 & m3 OR mL & L

Volume of an irregularly shaped solid object
• You can not measure an irregularly shaped solid object by using

volume= length x width x height

• You can measure its volume by measuring the volume of water the object displaces.
• The volume of water displaced by the object is equal to it’s volume.

1 ml = 1cm3

Matter can be classified into two categories.
• 1. Pure Substances:
• Element
• Compound
• 2. Mixture
Pure Substance
• Matter that ALWAYS has the same composition and properties.
• Ex. Every pinch of sugar will be equally sweet as the pinch before. Salt is another example.
• (Composition= how something is put together)
Elements
• Made of only one type of atom
• CAN NOT be broken down
• Can be solid, liquid or gas
• Ex. Hydrogen (H), Neon (Ne)
Compounds
• Two or more elements CHEMICALLYcombined in a specific ratio
• CAN be broken down
• Items in a compound take on new properties
• Ex. Salt (NaCl) Water (H2O)
Classifying Matter
• Mixture
• two or more elements PHYSICALLY combined with no specific ratio
• No specific properties or distribution of parts
• NOT A PURE SUBSTANCE
Starter 10/4
• What is the formula for calculating volume ?
• 2. In 1-2 lines, explain what can you infer from the information given on the chart and how you know.
• 3. Calculate the volume of one item.
Classified by how well it is mixed
• HOMOGENEOUS- very well mixed, can’t pick out the parts
• ex. Iced tea, ocean water
• HETEROGENEOUS- not well mixed, easily notice different parts
• Ex. Salad, chex mix, sand
• Transparent
• Kool aid, tap water, chlorine
• Suspension- heterogeneous mixture that separates over time
• salad dressing, oil and water
Starter 10/5

MATTER

PURE SUBSTANCE

MIXTURE

Starter 10/6
• Combinations of elements can be compounds OR mixtures
• In 1-2 lines, describe the difference between compounds & mixtures
• 2. Make an inference: which combination could be a mixture? Why?
Starter 10/7
• Create two practice quiz questions using your flip book or notes.
• Make sure to write out the question and write the answer too.
PHYSICAL PROPERTIES
• Can be used to identify a material
• Can be observed without measuring or changing the item’s composition
Viscosity –
• tendency of a liquid to keep from flowing
• Higher = slower moving, thick
• Lower = faster moving, thin/runny

- Heat decreases viscosity

• Hardness-
• testing the strength by scratching it against something
Conductivity
• allows heat or electricity through it
• Metals are good conductors
• Malleability
• Ability to hammer (mallet) out without breaking
• Opposite = brittle

Density: d= m/v

• amount of mass inside an object’s shape
• Unit – g/cm3
• Dense objects feel heavier because they have lots of matter tightly packed in their shape
• The density of water is1.0 g/cm3
• Objects with density less than 1.0 g/cm3 will float.
FIND THE DENSITY
• The block’s mass is 90 g

Height (2 cm)

Width (3 cm)

Length (5 cm)

Melting Point
• temperature when substances change from Solid  liquid
• Boiling Point
• temperature when substances boil

***changes for each substance***

Chemical Properties
• Chemical Property
• something that leads to a change in composition of matter
Flammability –
• ability to burn when oxygen is present
• Can be a good and bad property (lighter fluid SHOULD be flammable, Carpet is bad to be flammable)
• Solids, liquids or gases.
Reactivity-
• the ability to combine with another substance easily
• Oxygen reacts with most substances
• Causes rusting of metals, allows fire to burn
• Nitrogen is not very reactive and is often added to reduce the other element side effects
Flammability –
• ability to burn when oxygen is present
• Can be a good and bad property (lighter fluid SHOULD be flammable, Carpet is bad to be flammable)
• Solids, liquids or gases.
Reactivity-
• the ability to combine with another substance easily
• Oxygen reacts with most substances
• Causes rusting of metals, allows fire to burn
• Nitrogen is not very reactive and is often added to reduce the other element side effects
Starter 10/9
• Which is the MOST dense item?
• Which is the LEAST dense item?
• Which items will float?
• Draw a diagram of what a beaker might look like if you put water, oil and a cork in it.
Starter 10/11

Creating and Interpreting Graphs

Many people have pets. One survey of pet owners showed the following breakdown of the type of pets owned: 35% dogs; 35% cats; 10% birds; 5% hamsters, gerbils, mice, rats; 5% reptiles; and 10% other.

1. Copy the incomplete circle graph below on your paper. Complete the graph using the survey data. Estimate the angle of each section of your completed circle graph. Give your graph a title and label what each section of the graph represents.

2. In 1-2 lines, explain how viewing a graph

might be easier for the reader