Mixtures: Together but Separate - · PDF fileWord Search ... mulate possible solutions, ......

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Mixtures: Together but SeparateINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING MIXTURES: TOGETHER BUT SEPARATE

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Term Link . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Number Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Solution Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Mixtures: Together but Separate11

OBJECTIVES

Mixtures: Together but SeparateTHEMES

Mixtures: Together but Separate intro-duces students to chemical mixtures,both heterogeneous and homoge-neous. Terms such as solutions,solutes and solvents are explored,and different types of solutions arediscussed, such as saturated, super-saturated, colloids and emulsions.The difference between polar mole-cules and nonpolar molecules is cov-ered, as well as the factors affectingmixtures, including temperature andpressure.

OVERVIEWMixtures are not chemically com-bined like compounds, but ratherphysically mixed together. All compo-nents in a mixture retain their proper-ties and can be easily separated.Another difference between mixturesand compounds is that mixtures canhave variable ratios, while com-pounds have fixed ratios. There aretwo basic types of mixtures.Heterogeneous mixtures, such astrash, are not the same throughout.Homogenous mixtures, such as tapwater, have the same propertiesthroughout. These mixtures are alsoknown as solutions. In this type ofmixture, the substance with the great-est quantity is referred to as the sol-vent , while the substances of lesserquantity are called solutes.

To learn more about the varioustypes of chemical mixtures.

To discuss the difference betweenhomogenous and heterogenousmixtures.

To examine the physical proper-ties saturated and super-satu-rated solutions, colloids andemulsion.

To explore the differencesbetween polar and non-polarmolecules.

To discuss the factors affectingchemical mixtures, such as tem-perature and pressure.

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12© Copyright 1999 AIMS Multimedia Mixtures: Together but Separate

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMChemical mixtures comprise themajority of things around us. The airwe breathe is a chemical mixture.Synthetic fibers in our shoes and jack-ets are man-made mixtures. The foodwe eat is comprised of a variety ofchemical mixtures. Even our blood isa chemical mixture, with propertiesand components that supply us withthe energy we need to live. As welearn about chemical mixtures, howthey are formed and how theybehave, we can better understand theinfinite variety of things which com-prise our world.

INTRODUCTION TOVOCABULARYBefore starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

solute -substance that is dissolved ina solvent

solvent - substance with the great-est quantity in a solution

compound - substance containingtwo or more elements that are chemi-cally combined in fixed proportions

DISCUSSION IDEASAsk students to think about a chemi-cal mixture that they have come intocontact with during the last 24 hours.Was the mixture a solid, liquid orgas? What elements or compoundscomprised the mixture? What werethe properties of the mixture? Did themixture affect them in any way? If so,how?

FOCUSHow do mixtures help us learn moreabout elements and compounds?How does the study of chemical solu-tions enrich our knowledge of theworld? Ask students to keep thesequestions in mind as they being theprogram.


JUMP RIGHT IN

Preparation

Read Mixtures: Together butSeparate Themes, Overview,and Objectives to become famil-iar with program content andexpectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing MIXTURES: TOGETHER BUTSEPARATE

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewMixtures: Together but Separatetogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing MIXTURES:TOGETHER BUT SEPARATE

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE MIXTURES: TOGETHER BUT SEPARATE AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Writing

Ask students to summarize one of the following terms in a 75-word report. For each item,make sure they include a clear definition and at least one example.

colloidemulsionelectrolyteheterogeneous mixturehomogeneous mixturesaturated solutionsuspension

Link to the WorldIndustrial and automobile exhaust fumes contain chemicals known as sulfates. When sulfatemolecules react with water molecules in the upper atmosphere, they form sulfuric acid. Howdoes this process negatively affect the environment? What are some possible solutions?

(Along with water, sulfuric acid condenses in rain clouds and falls to the Earth as acid rain.The acid rain is harmful to plants and trees. Many attempts have been made by world gov-ernments to lower industrial fumes and control the amount of exhaust fumes released by auto-mobiles and other vehicles. Scientists have also experimented with various chemical processesto lessen the effects of acid rain.)

Critical Thinking

Have students ever noticed that salt is hard to shake from a salt shaker on a humid day? Whatcould be reason and how might it relate to a chemical solution?

(Some substances, including salt, can remove water molecules from the air. These substancesare known as hygroscopic. Humid air contains many water molecules. When the air is humid,salt crystals absorb water molecules and clump together.)

60 Minutes

15 Minutes

20 Minutes


Hands On

A solute is a substances that is dissolved in another substance. A solvent is the substance in asolution with the greatest quantity. To illustrate these two principles, perform the followingdemonstration.

Fill a large glass jelly jar with water. Add a 5 tablespoons of Boric acid crystals to the jar ofwater. Screw the lid on the jar and shake it for about 10 seconds. What happens? Ask stu-dents what the reason could be. Which substance is the solute and which is the solvent? Whatkind of mixture has been produced?

(Some Boric acid crystals dissolve, but most of the crystals float to the bottom. The solute, Boricacid, does not dissolve very well in the solvent, water. As a result, only a little Boric acid isrequired to produce a saturated solution.)

Connection to History

Ask students to do a little research to find out where the term Tyndall effect first originated.Who was John Tyndall and what did he do?

(Tyndall was a British physicist and philosopher. He is best known for discovering the Tyndalleffect, which occurs when the path of a light beam is shone through a colloidal suspension,illuminating the particles therein. Tyndall also described the reaction that Penicillim mold hadon the growth of bacteria. This was half a century before the discovery was published byAlexander Fleming.)

Extended Activity

Immiscible substances are those that do not mix well with each other. Miscible substances arethose that mix together easily. To prove this, pour half a cup of water into a glass jar. Color thewater with a few drops of blue food coloring. Very slowly, pour half a cup of oil on top of thewater. Are oil and water immiscible or miscible substances? (Oil and water are immisciblesubstances.)

Next, add a few drops of red food coloring to the oil. The drops will float in the oil. What couldbe the reason? Push the drops down into the water portion of the jar. What happens? Why?

(The food coloring is water-based, therefore it is also immiscible with oil. For this reason, thefood coloring floats in the oil portion of the mixture. When pushed into the water portion, thefood coloring dissolves. Food coloring and water are miscible substances.)

15 Minutes

30 Minutes

HISTORY

20 Minutes


Connection to Science

Polymers are used to make many of the things around us. Because of their molecular structure,polymers like plastic are both strong and moldable. To help students understand the structureof polymers, assist them with the following experiment.

Begin by warming a cup of whole milk over a Bunsen Burner. Do not let the milk boil. Removethe milk from the heat. Add a tablespoon of vinegar to the milk and stir well. A white rubberysubstance will form in the milk. This is a very basic plastic formed from proteins in the milk.Place a piece of fabric over the mouth of a glass jar and secure the fabric over the jar’s lid witha rubber band. Strain the milk mixture into the jar. The solid portions will remain on the fab-ric. Squeeze as much liquid as possible from the plastic substance. Form the plastic into ashape using a mold or cookie cutter. Once the substance dries out completely, it will becomevery hard. Since heat can speed up the process, it will help to leave the plastic in a warm win-dow.

Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are unfamiliar with the meanings.

colloidcompounddistillationelectrolyteemulsion heterogeneous mixturehomogeneous mixtureionsolubilityTyndall Effect

Culminating Activity

Man-made chemical mixtures such as polymers have changed our lives in many ways. Ask stu-dents to find a man-made chemical mixture and bring it to class. The mixture can be a solidor a liquid. Have students study up on the development, production and uses of the mixture.After each presentation, encourage other students to ask questions about the chemical mix-tures.

45 Minutes

SCIENCE

30 Minutes

60 Minutes

Name

VOCABULARY

The following terms are from Mixtures: Together but Separate. Fill in the number of each termnext to its closest definition.

1. colloid2. compound3. distillation4. electrolyte5. emulsion

___ the rate at which a solute dissolves in a solvent

___ any substance which in solution is dissociated into ions and is thus made capable of conducting an electric current

___ substance containing two or more elements that are chemically combined in fixed proportions

___ mixture that contains the same properties throughout

___ heterogeneous mixture made up of small, insoluble particles that remain in suspension in a fluid medium of different matter

___ mixture in which the properties are not the same throughout

___ occurs when the path of a light beam is visible when shone through a colloidal suspension

___ process that separates a substance or substances from a solution through vaporization

___ colloid created by the dispersion of one liquid in another

___ atoms with either a positive or a negative charge


6. heterogeneous mixture7. homogeneous mixture8. ion9. solubility

10. Tyndall Effect


Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Mixtures are not chemically combined like compounds, but rather ___1___ mixed together. All com-ponents in a mixture retain their ___2___ and can be easily ___3___ . Another difference betweenmixtures and compounds is that mixtures can have ___4___ ratios, while compounds have ___5___ratios. There are two basic types of mixtures. ___6___ mixtures, such as trash, are not the samethroughout. ___7___ mixtures, such as tap water, have the same properties throughout. These mix-tures are also known as ___8___ . In this type of mixture, the substance with the greatest quantity isreferred to as the ___9___ , while the substances of lesser quantity are called ___10___ .

1. A. physically B. never C. hypotheticallyD. atomically

2. A. original appearance B. solid form C. physical properties D. average temperature

3. A. ignitedB. meltedC. polarizedD. separated

4. A. variable B. fixedC. stableD. unknown

5. A. variableB. fixed C. stableD. unknown

6. A. Homogeneous B. Polar C. Heterogeneous D. Nonpolar

7. A. Homogeneous B. Polar C. HeterogeneousD. Nonpolar

8. A. compounds B. solutions C. solventsD. solutes

9. A. solvent B. electrolyteC. emulsifier D. solute

10. A. solvents B. solutes C. ionsD. polar molecules

Name

TERM LINK

Write the letter of each term next to the group of words which best describe it.

A. centrifuge B. homogenizationC. mixtureD. non-electrolyteE. polar molecule F. saturated solutionG. soluteH. solventI. super-saturatedJ. suspension

___ describes a solvent which contains more solutes than it would in a saturated state

___ substance which, in a water solution, does not release ions and as a result forms a non-conducting solution

___ substances that are dissolved in the solvent

___ substance containing two or more ingredients where the molecules are physically, not chemically, combined

___ contains as much solute as can be dissolved in the solvent

___ heterogeneous mixture in which particles are dispersed through a fluid but not dissolved in it

___ process of breaking down the larger particles in an emulsion so they do not separate

___ molecule that has positively and negatively charged poles

___ substance with the greatest quantity in a solution

___ machine that separates particles of varying density



Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ The contents of a heterogeneous mixture are distributed evenly throughout the mixture.

2. ___ A homogeneous mixture is also known as a solution.

3. ___ Solvents are dissolved in a primary solute.

4. ___ Dissolved solute particles are either ions or molecules.

5. ___ Vaporization is an example of a liquid dissolving in a gas.

6. ___ The addition of a solute to a liquid solvent causes the boiling point of the solvent to be lowered.

7. ___ The conductivity of a solution is affected by the concentration of solutes.

8. ___ Pure water is an excellent conductor of electricity because it contains no solutes.

9. ___ All atoms have the same attraction toward electrons.

10. ___ A warm solvent dissolves more of a solute than a cold one.

Name

NUMBER CODE

Use the number code to fill in the blanks below.

A = 1B = 2C = 3D = 4E = 5F = 6

1. 7-10-9-7-3 solutes form solutions that conduct electricity when added to water.

_____________________________2. If more solute is added to to a supersaturated solution, the molecules of the solute form

3-12-17-13-14-1-8-13.

_____________________________3. Oil is one substance that is 7-9-13-10-8-15-2-8-5 in water.

_____________________________4. In general, a nonpolar substance will not 4-7-13-13-10-8-16-5 in a polar substance.

_____________________________5. 13-10-8-15-2-7-8-7-14-17 of a gas in a liquid decreases as the temperature of the liquid

increases.

_____________________________6. 11-12-5-13-13-15-12-5 can greatly affect the solubility of a gas.

_____________________________7. Suspensions are made more 13-14-1-2-8-5 by reducing the size of the particles through

homogenization.

_____________________________8. Particles in colloids are able to pass through 6-7-8-14-5-12-13 and do not settle.

_____________________________


I = 7L = 8N = 9O = 10P = 11R = 12

S = 13T = 14U = 15V= 16Y = 17


Name

SOLUTION PUZZLE

Use the clues to fill in each blank in the left-hand column.

S_____________________

O_____________________

L______________________

U_____________________

T______________________

I______________________

O_____________________

N_____________________

A solution that contains as much solute as can be dissolved in the solvent is a ______ solution.

An emulsifying agent can be used to combine water and ______ .

Carbonation occurs when carbon dioxide is dissolved in a ______solvent.

Water is often called the ______ solvent because many materials eas-ily dissolve into it.

A beam of light visible through a colloidal suspension is proof of the______ .

Atoms with a positive or negative charge are known as ______ .

Our atmosphere is a mixture of gases, such as ______ , which retaintheir properties.

When the structure of a molecule will not allow poles to form, the mol-ecules is said to be ______ .

C H S R H F D R A L O P

B O O C X M S Z D L C M

S J L D Z T H G I T O T

O N U L S A N Y S A M Y

L H T M O R S M T K P E

U B E R L I O J I D O M

B L P J V C D P L Q U O

I O N L E J P G L T N Y

L G Q E N L A C S O D L

I M I X T U R E P B K C

T M B G N L S K N E X Q

Y S Q E M U L S I O N Z

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

mixtureionsolubilitycolloidcompounddistillsoluteemulsionpolarsolvent


© Copyright 1999 AIMS Multimedia Mixtures: Together but Separate

Name

TEST

Circle the phrase which best answers each question.

1. In any solution, the substance with the greatest quantity is the:

• ion. • compound solution.• solute.• solvent.

2. Which of the following is removed from water during distillation?

• heat• compounds.• emulsions. • impurities.

3. The properties of a heterogeneous mixture are:

• always the same.• always in equal ratio.• always in unequal ratio.• not the same.

4. Fixed ratios are found in:

• compounds. • mixtures.• colloids.• solvents.

5. Slight variability in charges between atoms in a covalent bond produce:

• ions.• the Tyndall Effect.• polar molecules. • electrolytes.

25

Name

TEST (CONTINUED)

6. A substance’s solubility is the rate at which:

• it melts.• it reaches suspension.• it emulsifies.• a solute dissolves.

7. Trash is an example of what type of mixture?

• soluble• heterogeneous • homogeneous • polar

8. Solutions that conduct electricity when added to water are known as:

• polar molecules.• suspensions.• colloids.• electrolytes.

9. Suspensions, colloids and emulsions are examples of:

• homogeneous mixtures. • heterogeneous mixtures. • non-polar substances.• solubility.

10. What happens to the solubility of gas in a liquid when the temperature is increased?

• it increases• it decreases • it is doubled• it remains the same



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Chemistry Essentials SeriesMatter: Form and Substance in the UniverseCompounds: Electromagnetic Attraction in MoleculesAtomic Structure: Mapping an Invisible WorldReactions: The Chemistry of ChangePeriodic Table: Reactions and Relationships

ANSWER KEY for page 18


VOCABULARY

The following terms are from Mixtures: Together but Separate. Fill in the number of each termnext to its closest definition.

1. colloid2. compound3. distillation4. electrolyte5. emulsion

___ the rate at which a solute dissolves in a solvent

___ any substance which in solution is dissociated into ions and is thus made capable of conducting an electric current

___ substance containing two or more elements that are chemically combined in fixed proportions

___ mixture that contains the same properties throughout

___ heterogeneous mixture made up of small, insoluble particles that remain in suspension in a fluid medium of different matter

___ mixture in which the properties are not the same throughout

___ occurs when the path of a light beam is visible when shone through a colloidal suspension

___ process that separates a substance or substances from a solution through vaporization

___ colloid created by the dispersion of one liquid in another

___ atoms with either a positive or a negative charge

9

4

2

7

1

6

10

3

5

8

6. heterogeneous mixture7. homogeneous mixture8. ion9. solubility

10. Tyndall Effect



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Mixtures are not chemically combined like compounds, but rather ___1___ mixed together. All com-ponents in a mixture retain their ___2___ and can be easily ___3___ . Another difference betweenmixtures and compounds is that mixtures can have ___4___ ratios, while compounds have ___5___ratios. There are two basic types of mixtures. ___6___ mixtures, such as trash, are not the samethroughout. ___7___ mixtures, such as tap water, have the same properties throughout. These mix-tures are also known as ___8___ . In this type of mixture, the substance with the greatest quantity isreferred to as the ___9___ , while the substances of lesser quantity are called ___10___ .

1. A. physically B. never C. hypotheticallyD. atomically

2. A. original appearance B. solid form C. physical properties D. average temperature

3. A. ignitedB. meltedC. polarizedD. separated

4. A. variable B. fixedC. stableD. unknown

5. A. variableB. fixed C. stableD. unknown

6. A. Homogeneous B. Polar C. Heterogeneous D. Nonpolar

7. A. Homogeneous B. Polar C. HeterogeneousD. Nonpolar

8. A. compounds B. solutions C. solventsD. solutes

9. A. solvent B. electrolyteC. emulsifier D. solute

10. A. solvents B. solutes C. ionsD. polar molecules



TERM LINK

Write the letter of each term next to the group of words which best describe it.

A. centrifuge B. homogenizationC. mixtureD. non-electrolyteE. polar molecule F. saturated solutionG. soluteH. solventI. super-saturatedJ. suspension

___ describes a solvent which contains more solutes than it would in a saturated state

___ substance which, in a water solution, does not release ions and as a result forms a non-conducting solution

___ substances that are dissolved in the solvent

___ substance containing two or more ingredients where the molecules are physically, not chemically, combined

___ contains as much solute as can be dissolved in the solvent

___ heterogeneous mixture in which particles are dispersed through a fluid but not dissolved in it

___ process of breaking down the larger particles in an emulsion so they do not separate

___ molecule that has positively and negatively charged poles

___ substance with the greatest quantity in a solution

___ machine that separates particles of varying density

I

D

G

C

F

J

B

E

H

A



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ The contents of a heterogeneous mixture are distributed evenly throughout the mixture.

2. ___ A homogeneous mixture is also known as a solution.

3. ___ Solvents are dissolved in a primary solute.

4. ___ Dissolved solute particles are either ions or molecules.

5. ___ Vaporization is an example of a liquid dissolving in a gas.

6. ___ The addition of a solute to a liquid solvent causes the boiling point of the solvent to be lowered.

7. ___ The conductivity of a solution is affected by the concentration of solutes.

8. ___ Pure water is an excellent conductor of electricity because it contains no solutes.

9. ___ All atoms have the same attraction toward electrons.

10. ___ A warm solvent dissolves more of a solute than a cold one.

F

T

F

T

T

F

T

F

F

T



NUMBER CODE

Use the number code to fill in the blanks below.

A = 1B = 2C = 3D = 4E = 5F = 6

1. 7-10-9-7-3 solutes form solutions that conduct electricity when added to water.

_____________________________2. If more solute is added to to a supersaturated solution, the molecules of the solute form

3-12-17-13-14-1-8-13.

_____________________________3. Oil is one substance that is 7-9-13-10-8-15-2-8-5 in water.

_____________________________4. In general, a nonpolar substance will not 4-7-13-13-10-8-16-5 in a polar substance.

_____________________________5. 13-10-8-15-2-7-8-7-14-17 of a gas in a liquid decreases as the temperature of the liquid

increases.

_____________________________6. 11-12-5-13-13-15-12-5 can greatly affect the solubility of a gas.

_____________________________7. Suspensions are made more 13-14-1-2-8-5 by reducing the size of the particles through

homogenization.

_____________________________8. Particles in colloids are able to pass through 6-7-8-14-5-12-13 and do not settle.

_____________________________

I = 7L = 8N = 9O = 10P = 11R = 12

S = 13T = 14U = 15V= 16Y = 17

ionic

crystals

insoluble

dissolve

solubility

pressure

stable

filters



SOLUTION PUZZLE

Use the clues to fill in each blank in the left-hand column.

S_____________________

O_____________________

L______________________

U_____________________

T______________________

I______________________

O_____________________

N_____________________

A solution that contains as much solute as can be dissolved in the solvent is a ______ solution.

An emulsifying agent can be used to combine water and ______ .

Carbonation occurs when carbon dioxide is dissolved in a ______solvent.

Water is often called the ______ solvent because many materials eas-ily dissolve into it.

A beam of light visible through a colloidal suspension is proof of the______ .

Atoms with a positive or negative charge are known as ______ .

Our atmosphere is a mixture of gases, such as ______ , which retaintheir properties.

When the structure of a molecule will not allow poles to form, the mol-ecules is said to be ______ .

aturated

il

iquid

niversal

yndall Effect

ons

xygen

onpolar



C H S R H F D R A L O P

B O O C X M S Z D L C M

S J L D Z T H G I T O T

O N U L S A N Y S A M Y

L H T M O R S M T K P E

U B E R L I O J I D O M

B L P J V C D P L Q U O

I O N L E J P G L T N Y

L G Q E N L A C S O D L

I M I X T U R E P B K C

T M B G N L S K N E X Q

Y S Q E M U L S I O N Z

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

mixtureionsolubilitycolloidcompounddistillsoluteemulsionpolarsolvent



TEST

Circle the phrase which best answers each question.

1. In any solution, the substance with the greatest quantity is the:

• ion. • compound solution.• solute.• solvent.

2. Which of the following is removed from water during distillation?

• heat• compounds.• emulsions. • impurities.

3. The properties of a heterogeneous mixture are:

• always the same.• always in equal ratio.• always in unequal ratio.• not the same.

4. Fixed ratios are found in:

• compounds. • mixtures.• colloids.• solvents.

5. Slight variability in charges between atoms in a covalent bond produce:

• ions.• the Tyndall Effect.• polar molecules. • electrolytes.



TEST (CONTINUED)

6. A substance’s solubility is the rate at which:

• it melts.• it reaches suspension.• it emulsifies.• a solute dissolves.

7. Trash is an example of what type of mixture?

• soluble• heterogeneous • homogeneous • polar

8. Solutions that conduct electricity when added to water are known as:

• polar molecules.• suspensions.• colloids.• electrolytes.

9. Suspensions, colloids and emulsions are examples of:

• homogeneous mixtures. • heterogeneous mixtures. • non-polar substances.• solubility.

10. What happens to the solubility of gas in a liquid when the temperature is increased?

• it increases• it decreases • it is doubled• it remains the same

Mixtures: Together but Separate - · PDF fileWord Search ... mulate possible solutions, ......

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