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Making Iron Sulfide

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Metals and non metals

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Questioning

Good questioning is really important and is not as simple as it first may seem. It can help you develop good relationships with your students, it can help your students to organise their thoughts and therefore help them to learn, and it can provide you with valuable insights into their thinking. Good questions can promote thought, encourage enquiry and help with assessment.

By thinking carefully about the sorts of questions that you can ask, you will improve your teaching.

It is helpful to think of questions as being 'open' or 'closed' and 'person' or 'subject-centred'.

Closed questions have a single correct answer. They can reassure students and help you to find out what they remember. But too many closed questions can limit the opportunities to explore thinking and develop understanding. They are often undemanding and can be quite threatening if the student lacks confidence.

Open questions have no right answer, or several right answers. They give you opportunity to find out what your students are thinking, and can be less threatening for some students.

Subject-centred questions ask things like 'what goes into a plant?' and 'what sort of rock is this?'

Person-centred questions focus on the student and are less threatening and more learner-friendly: 'What do you think goes into the plant?' 'What do you notice about the rock?'

A committee of educators chaired by Benjamin Bloom devised a taxonomy of types of questions in which they identified ' lower order questions' and ' higher order questions'. Research shows that lower order, recall-type questions tend to dominate classrooms. This leads to an emphasis on remembering facts and reduces the opportunities for creativity, thinking and developing understanding (see table).

It is important that you plan your questions appropriately. When you are doing a practical demonstration, for example, or introducing a new topic, write out a list that includes some lower order and some higher order questions. This way, you will be using questions to help your students to learn. Just like every aspect of teaching, you need to practise! You also need to think about how you respond to your students' answers. Try and give them time to think, ask several students the same question or let them discuss the answer before they respond.

Conventionally, students are asked to put their hands up when they answer a question. You probably find that the same students frequently put their hands up and some do so very rarely. It can be very effective to ask specific students to answer your questions and not to ask them to put their hands up. Everyone will have to listen as they know that they might get asked. When you first start doing this, make sure that you direct easy questions at students who you know will find the work difficult. If they can successfully answer some of your questions, they will become more confident.

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compounds and mixtures: view as single page

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Section 1 : Elements, compounds and mixtures

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Questioning Good questioning is really important and is not as simple as it first may seem. It can help you develop good relationships with your students, it can help your students to organise their thoughts and therefore help them to learn, and it can provide you with valuable insights into their thinking.

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Links to some nice images

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https://www.storyboardthat.com/lesson-plans/compounds-and-mixtures

Lesson Plans by Oliver Smith

Find this lesson plan and more like it in our Science Category.

Everything around us is made of atoms: the clothes we wear, the air we breathe, the water we drink, and ourselves. These atoms form roughly 92 naturally occurring elements on Earth, which then form everything we know. The result of these combinations can come in the form of elements, compounds, or mixtures, depending on their atomic makeup. While compounds and mixtures can be separated through a variety of techniques, elements cannot, as they exist in the purest form possible. Introducing students to atoms, elements, compounds, and mixtures will provide them with an important foundation that will help them grasp more complex concepts in chemistry.

Student Activities for Compounds and Mixtures Include:

Matter: Elements, Compounds, and Mixtures

Just about everything on Earth is made from combinations of 92 different types of atoms. Matter can be uncombined substances made from one type of atom, known as elements, or combined as compounds or mixtures.

An element is a substance that is made from one type of atom. The periodic table is a chart that organizes all the known elements. Elements have a wide range of different properties from hydrogen, which is a colorless gas, to mercury, which is a liquid metal at room temperature. Not all elements in the periodic table occur naturally on Earth. Some are created in a lab and only exist for fractions of a second.

A compound is a substance made of two or more types of atoms that are chemically bonded together to form molecules. There are billions and billions of different ways to combine the elements to create compounds. Compounds have a definite composition, which can be described using a chemical formula. For example, carbon dioxide has a chemical formula of CO ₂. This means that each molecule of carbon dioxide is made of one carbon and two oxygen atoms. Unlike mixtures, compounds have a fixed ratio of elements. The bonds in compounds can be difficult to break, and can only be broken through chemical reactions. After a chemical reaction, the molecules of the reactants rearrange to form other substances (products).

A mixture is a combination of substances that are not chemically bonded together. Mixtures can be any combination of elements and/or compounds. Examples of mixtures are sea water, air, powdered iron, powdered sulfur, and most rocks. Mixtures can be separated more easily than compounds. There are many different methods of separating mixtures depending on the properties of the substances in the mixture and whether it is a heterogeneous mixture or a homogeneous mixture like a solution. A solution is a type of mixture that involves a solid/liquid (solute) dissolved in a liquid (solvent). If a substance doesn't dissolve into another, it is known as insoluble. Unlike compounds, mixtures are not necessarily made of fixed ratios of the component parts.

Mixture Separation Methods

Filtering is a process which can separate liquids and insoluble solids, like water and sand. In this process, the mixture is poured through a filter, such as filter paper or a strainer, and the insoluble sand gets separated from the liquid. This happens because of a difference in the particle size; the liquid particles are small enough to pass through the filter paper while the solid particles are too big. The solid left behind is known as the residue, and the liquid that passes through the paper is known as the filtrate. Straining works using the same mechanism as filtering, just for larger particles.

Evaporation is another method for separating soluble solids from a liquid. Table salt mixed with water is an example of a salt solution. In the evaporation process, the solution is heated so the water evaporates, leaving salt crystals in the bottom of the container. Water has a lower boiling point than salt, so the water evaporates first.

Distillation can separate mixtures of liquids that have different boiling points. It works in a similar way to evaporation, but the evaporated vapor is collected and condensed back into a liquid. This method works because of the difference of varying boiling points. This method could be used to separate water and ink. Distillation is used in making some alcoholic drinks like whisky and vodka.

Magnetism can also be employed to remove magnetic material from nonmagnetic material. An example of this is sorting iron from other metals at a recycling plant.

Chromatography is a method used to separate some dissolved substances. It is often used for separating dyes and inks because of their differences in solubility. With simple paper chromatography, a spot of the ink or dye is placed near the bottom of a piece of absorbent paper. The paper is then lowered in a container of solvent so the line of the liquid is underneath the ink spot. As the solvent moves up the paper, it takes some of the colored chemical with it. The different chemicals are spread out by different amounts.

The Next Generation Science Standards push the importance of getting students to develop and use models to understand phenomena. In the real world, scientists will make models to aid their understanding of a system or part of a system. Models are used in Science to make predictions and communicate ideas or data to other people. There are a range of activities in this teacher guide that focus on that particular skill. Students will easily be able to create their own models of elements, compounds, and mixtures using the stick-and-ball smart item. This gives you a great opportunity to discuss the limitations of using models, giving students the opportunity to evaluate and refine them.

Image Attributions

AIR! * Mr Moss * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Door detail * TimShoesUntied * License Attribution (http://creativecommons.org/licenses/by/2.0/)

evaporation * technicolor76 * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Gerty Theresa Radnitz Cori (1896-1957) and Carl Ferdinand Cori (1896-1984) * Smithsonian Institution * License No known copyright restrictions (http://flickr.com/commons/usage/)

Helium Tank * davidgljay * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Image taken from page 269 of 'A treatise on the distillation of Coal-Tar and Ammoniacal Liquor, and the separation from them of valuable products. [Translated from the German.]' * The British Library * License No known copyright restrictions (http://flickr.com/commons/usage/)

Methane * activescience * License Attribution (http://creativecommons.org/licenses/by/2.0/)

oxygen * rick * License Attribution (http://creativecommons.org/licenses/by/2.0/)

pencil * ToolManTimTaylor * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Rings * Elsie esq. * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Rust * AMagill * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Salt * furtwangl * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Sea * rrrtem * License Attribution (http://creativecommons.org/licenses/by/2.0/)

skies * Martin_Duggan * License Attribution (http://creativecommons.org/licenses/by/2.0/)

smartie chromatography * Siyavula Education * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Three * Alexandra E Rust * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Water * rrrtem * License Attribution (http://creativecommons.org/licenses/by/2.0/)

water drops * technicolor76 * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Waters * FoolishMastermind * License Attribution (http://creativecommons.org/licenses/by/2.0/)

Pricing

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* (English) Elements, Compounds, and Mixtures * (Español) Elementos, Compuestos y Mezclas * (Français) Éléments, Composés et Mélanges * (Deutsch) Elemente, Verbindungen und Mischungen * (Italiana) Elementi, Composti e Miscele * (Nederlands) Elementen, Verbindingen en Mengsels * (Português) Elementos, Compostos e Misturas * (עברית) אלמנטים, תרכובות ותערובות * (العَرَبِيَّة) العناصر والمركبات والخلطات * (हिन्दी) तत्व, यौगिकों, और मिश्रण * (ру́сский язы́к) Элементы, Соединения и Смеси * (Dansk) Elementer, Forbindelser og Blandinger * (Svenska) Element, Föreningar och Blandningar * (Suomi) Elementit, Yhdisteet ja Seokset * (Norsk) Elementer, Forbindelser og Blandinger * (Türkçe) Elementler, Bileşenler ve Karışımlar * (Polski) Elementy, Związki i Mieszaniny * (Româna) Elemente, Compuși și Amestecuri * (Ceština) Prvky, Sloučeniny a Směsi * (Slovenský) Prvkov, Zlúčenín a Zmesí * (Magyar) Elemek, Vegyületek és Keverékek * (Hrvatski) Elementi, Spojevi i Smjese * (български) Елементи, Съединения и Смеси * (Lietuvos) Elementai, Junginiai ir Mišiniai * (Slovenščina) Elementi, Spojine in Zmesi * (Latvijas) Elementi, Savienojumi un Maisījumi * (eesti) Elemendid, Ühendid ja Segud

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Elements Compounds and Mixtures Activities | Make Particle Diagrams

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https://www.storyboardthat.com/lesson-plans/compounds-and-mixtures Lesson Plans by Oliver Smith Find this lesson plan and more like it in our Science Category. Everything around us is made of atoms: the clothes we wear, the air we breathe, the water we drink, and ourselves. These atoms form roughly 92 naturally occurring elements on Earth, which then form everything we know.

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Lego Modelling

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Placemat for lego modelling

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LEGO modelling elements compounds mixtures

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Elements, compounds and mixtures

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This has some nice paper activities on sorting and classifying elements and compounds

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Good to stimulate discussion on elements

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Print this on A3 and use as a placemat for students to create models of elements compounds and mixtures

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Modeling Elements_ Compounds and Mixtures

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Cut out and match activity

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Cut out and sort

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Cut out and sort

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Cut out and sort

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Marshmallow molecules

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Molecules

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Background: What have the students already been exposed to before this lesson?

At the beginning of my chemistry unit, students are given this Chemistry Unit Plan and Working Towards Mastery (Student Document).

It is important to note that students in my school district have a chemistry and matter unit in their previous school year. At this point in my unit, I have reviewed the following skills with my students:

1. I can identify and create models that show the smallest component of an element is an atom.

Draw an atom. (Nucleus, proton, neutron, proton)

Identify the mass and how many protons an element has by looking at the Periodic Table. (atomic mass, atomic number)

The smallest form of an element is an atom.

Elements are made up of the same type of atom.

2. I can describe how the elements within the periodic table are organized by similar properties.

When given a periodic table identify highly reactive metals, less reactive metals, highly reactive nonmetals and non reactive gases. (Alkali metals, alkaline earth metals, transition metals, metalloids, non metals, halogens, noble gases)

State that the elements in the periodic tables are put into groups that have similar properties.

Students have completed a few lessons and formative assessments so that I could gauge their level of understanding in these areas. Students have self-assessed themselves on their unit plan on a scale of 1 to 4 (4 being mastery). With each formative assessment and lesson, they have updated their level of learning as their level of mastery has improved. Notice the student below began at what she believed to be a 2 on Skill 1, but over the course of lessons adjusted her score to a 4.

In addition, students have self reported and graphed their scores on all formative assessments in these areas. Students graph their score (I score things on a scale of 1 to 4 (4 being mastery) and then write in at the bottom of the page the concepts or areas that they are still working towards mastery on. For example, the students below write things such as, "Most of the mass of an atom is in the nucleus." and "As you move from right to left on the Periodic Table, the atomic mass increases." These are concepts that these particular students struggled with the first time taught. This list will serve as resource for students to determine "focus areas" that they need extra help in or extra time studying as the unit progresses.

Thus, this lesson is the start of Skill 3 in the unit plan. Self assessment and self reporting of grades is an essential element of this unit and will continue in every lesson. If you are interested, I have included the notes I provide the students for Skill 1 and Skill 2 in the resources section. Each notes page includes a set of True/False Statements. I have included answer keys to those as well. Notice that if a student chooses "False", they must change the word(s) in the sentence that would make the statement true.

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Background: What have the students already been exposed to before this lesson? At the beginning of my chemistry unit, students are given this Chemistry Unit Plan and Working Towards Mastery (Student Document). It is important to note that students in my school district have a chemistry and matter unit in their previous school year.