The Chemistry of Materials - Lab Aids

The Chemistry of MaterialsTEACHER EDITION

THE LAWRENCE HALL OF SCIENCE UNIVERSIT Y OF CALIFORNIA, BERKELEY

T H I R D E D I T I O N

R E D E S I G N E D F O R T H E N G S S

ISSUES AND PHYSICAL SCIENCE

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Published by:

17 Colt CourtRonkonkoma NY 11779 Website: www.lab-aids.com

This book is part of SEPUP’s Issues and Science course sequence. For more information about this sequence, see the SEPUP and Lab-Aids websites.

ISSUES AND EARTH SCIENCE

ISSUES AND LIFE SCIENCE

ISSUES AND PHYSICAL SCIENCE

Additional SEPUP instructional materials include: SEPUP Modules: Grades 6–12 Science and Sustainability: Course for Grades 9–12 Science and Global Issues: Biology: Course for High School Biology

This material is based upon work supported by the National Science Foundation under Grant 0099265. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

The preferred citation format for this book is SEPUP. (2017). Issues and Physical Science: The Chemistry of Materials. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc., Ronkonkoma, NY

Third Edition

Q1 2 3 4 5 6 7 8 9 22 21 20 19 18

© 2018 The Regents of the University of California

ISBN: 978-1-63093-484-2

v1

SEPUP Lawrence Hall of ScienceUniversity of California at BerkeleyBerkeley CA 94720-5200

e-mail: [email protected]: www.sepuplhs.org

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ISSUES & PHYSICAL SCIENCE THIRD EDITION

Director: Barbara Nagle

Co-Director: John Howarth

Coordinator: Janet Bellantoni

AUTHORS

John Howarth, Daniel Seaver, Timothy Hurt, Manisha Hariani, Sara Wilmes

OTHER CONTRIBUTORS

Donna Markey, Susan K. Boudreau

PRODUCTION

Coordination, Design, Photo Research, Composition: Seventeenth Street Studios

Production Coordinator for Lab-Aids: Hethyr Tregerman

Editing: Kerry Ouellet

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FIELD TEST CENTERS

The classroom is SEPUP’s laboratory for development. We are extremely appreciative of the following center directors and teachers who taught the program during the 2003–04 and 2004–05 school years. These teachers and their students contributed significantly to improving the first edition of the course. Since then, Issues and Earth Science has been used in thousands of classrooms across the United States. This third edition is based on what we have learned from teachers and students in those classrooms. It also includes new data and information, so the issues included in the course remain fresh and up-to-date.

ATLANTA, GEORGIA

Geeta Verma, Center Director Felecia Bell, Wanda Ellis, Lillian Harris, Patricia Lewis, Millicent McCaskill, Demetra McCoy, Melanie Robinson, Nicole Satchell

BUFFALO, NEW YORK

Kathaleen Burke, Center Director Delores Anderson, Dianne Johnson, Deborah Kimble, Steven Koch, Corean Lofton

DALY CITY, CALIFORNIA

Andrew Coblentz, Center Director Andrew Coblentz, Ken Klein, Catherine Macay, Benjamin Moser, Lucy Schoening

GREELEY-EVANS, COLORADO

Ray Tschillard, Center Director Joann Angus, Djems Domerson, Nick Durham, Christina Kauffman, Jason McLaughlin, Gemarie Romero, Ruby Sabzevari, Mark Wiegers

LEMON GROVE, CALIFORNIA

Samantha Swann, Center Director Jennifer Bates, Jim Haynes, Linda Schultz, Patti Sherillo, John Tessier

PINELLAS COUNTY, FLORIDA

Dr. Chin-Tang Liu and Nancy Stitt, Center Directors Shirley Green, Lisa Mackey, Jennifer Sinphay, Nancy Stitt

WAKE COUNTY, NORTH CAROLINA

Michael Tally, Kim Gervase, and Catherine Norris, Center Directors James Akins, Jon Corcoran, Karen Farnham, Jennifer Koch, Carla Steger

WINSTON-SALEM/FORSYTH COUNTY, NORTH CAROLINA

Jim Bott, Center Director Amelie Bartolino, Ed Beiles, Mary Kay Bell, John Cardarelli, Megan Clayton, Jennifer Sasser, Barbara Strange, Jane Trace

VISTA, CALIFORNIA

Donna Markey, Center Director Amy Alexander, Melissa Boeche, Nicole Buchanan, Dorothy Jones, Stacy Robe, Zamaria Rocio

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1 ta l k i n g i t o v e r

Exploring Materials 3

2 l a b o r at o r y

Investigating Elements 17


Physical and Chemical Properties of Materials 29


Determining Density 39


Evaluating Properties of Materials 49

6 m o d e l i n g

Modeling Molecules 63

7 r e a d i n g

Structure and Properties of Materials 73


Structure and Properties of Materials 87


Energy and Particle Movement 97


Modeling State Changes 107


Making Polymers 121

12 m o d e l i n g

Modeling Polymers 139

13 r e a d i n g

The Impact of Plastics on Society 155

Contents

The Chemistry of Materials TEACHER EDITION

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ECOLOGY CONTENTS

vi

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CONTENTS ECOLOGY

vii

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The Chemistry of Materials TEACHER EDITION

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MATERIALS 3

1 Exploring Materialsta l k i n g i t o v e r

1 c l a s s s e s s i o n

ACTIVITY OVERVIEWNGSS CONNECTIONS

Students begin to gather and synthesize information about the physical and chemical properties of three materials—glass, aluminum, and plastic. They assess how this information might be used as evidence for making a decision about which material to use for a drink container in relation to the structure and function of that object.

Review the unit overview and assessment chart for a summary of the NGSS taught and assessed in this activity and how the standards are woven together throughout the unit. Decide in advance which assessments you plan to emphasize.

NGSS CORRELATIONS

Performance Expectations

Working towards MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

Disciplinary Core Ideas

MS-PS1.A Structure and Properties of Matter: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information: Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used and describe how they are supported or not supported by evidence.

Asking Questions and Defining Problems:

Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources

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ACTIVITY 1 EXPLORING MATERIALS

4 MATERIALS

and, when appropriate, frame a hypothesis based on observations and scientific principles.

Ask questions to identify and clarify evidence of an argument.

Analyzing and Interpreting Data: Analyze and interpret data to determine similarities and differences in findings.

Crosscutting Concepts

Structure and Function: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology: Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World: The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus, technology use varies from region to region and over time.

Common Core State Standards—ELA/Literacy

WHST.6-8.1: Write arguments focused on discipline-specific content.

WHAT STUDENTS DO

Students brainstorm and discuss what they know about the properties of aluminum, glass, and plastic as materials for producing single-use drink containers. They discuss their current understanding of the advantages and disadvantages of each material and develop a list of questions needed to decide which is better for single-use drink containers. They then examine four graphs of data on the materials to help inform their choices.

MATERIALS AND ADVANCE PREPARATION

■ For the teacher

* 1 plastic drink bottle* 1 glass drink bottle* 1 aluminum can

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EXPLORING MATERIALS ACTIVITY 1

MATERIALS 5

1 Literacy Student Sheet 1, “Keeping a Science Notebook” 1 Literacy Student Sheet 4c, “Writing Frame – Evidence and Trade-offs”

(optional) 1 Scoring Guide: evidence and trade-offs (e&t) (optional)

■ For each student

1 Science Skills Student Sheets 5a and 5b, “Interpreting Graphs” (optional) 1 Literacy Student Sheet 4c, “Writing Frame – Evidence and Trade-offs”

(optional) 1 Scoring Guide: evidence and trade-offs (e&t) (optional)

TEACHING SUMMARY

GET STARTED

1. The class identifies properties that can be used to compare materials.

a. Show the drink containers to the class, and ask students which material—aluminum, glass, or plastic—would make the best single-use drink container.

b. Read the introduction and Guiding Question.

DO THE ACTIVITY

2. If you have not previously done so, introduce the SEPUP model for collaborative work.

a. Introduce SEPUP’s 4-2-1 model for collaborative work.

b. Clarify which situations are appropriate for collaboration and which are appropriate for working independently.

c. Introduce strategies for effective group interaction.

3. Introduce the use of a science notebook and the preparation of lab reports.

4. Students compare properties of glass, aluminum, and plastic.

a. Assist students as needed in setting up their data tables.

b. Distribute Science Skills Student Sheets 5a and 5b, “Interpreting Graphs,” and use them to support students’ skills in analyzing the materials graphs and descriptions.

c. Have students share their materials choices and reasoning for their choices.

d. If you have not previously done so, introduce safety in the science classroom.

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6 MATERIALS

BUILD UNDERSTANDING

5. Introduce crosscutting concepts.

a. Explain that crosscutting concepts bridge disciplines.

b. Give an example that makes sense for students.

c. Introduce the crosscutting concept of structure and function.

d. Relate structure and function to this activity.

6. Introduce evidence and trade-offs.

a. If you have not previously done so, introduce the meaning and use of evidence in science.

b. Distinguish evidence from opinion.

c. Discuss the sources, quality, and quantity of evidence.

d. Introduce the idea that decisions about solutions to scientific and engineering problems often involve trade-offs.

e. Provide an example of trade-offs.

f. Develop some examples of trade-offs in students’ lives.

7. (oec quick check; e&t assessment) If you have not previously done so, introduce the SEPUP Assessment System.

a. Provide an overview of the Scoring Guides.

b. Explain the expectations for student growth over time.

c. (literacy) support student writing with the Writing Frame.

TEACHING STEPSGET STARTED

1. The class identifies properties that can be used to compare materials.

a. Show the drink containers to the class, and ask students which material—aluminum, glass, or plastic—would make the best single-use drink container.

Have students record their initial responses and rationales in their science notebooks. You may wish to pass the containers around the class or leave them somewhere accessible for students to examine during the activity.

b. Read the introduction and Guiding Question.

Read the introduction aloud. Introduce the term properties. When words are formally defined in an activity, they appear in bold type in the Key

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MATERIALS 7

Vocabulary list. Encourage students to use these words when talking or writing about science. During discussions listen for these words to see if students are using them correctly. Decide how you will support students’ understanding of the vocabulary—perhaps by setting up a word wall in the classroom. For more suggestions on ways to develop students’ understanding of and proficiency with scientific vocabulary, see the section on Vocabulary Development in Teacher Resources II, “Diverse Learners.

Have the class suggest which properties glass has that make it appropriate as a single-use drink container material. List the properties on the board for students to refer to later in the activity. Explain that students will work in groups to discuss the properties of aluminum and plastic. They will then examine data on the three materials to evaluate which would be the best choice for making a single-use drink container.

DO THE ACTIVITY

2. If you have not previously done so, introduce the SEPUP model for collaborative work.

a. Introduce SEPUP’s 4-2-1 model for collaborative work.

Explain that many of the activities in this book use the SEPUP 4-2-1 cooperative learning model. Students work in groups of four or in pairs to share, discuss, compare, and revise their ideas and to conduct investigations and activities. In all cases, each individual student is responsible for contributing ideas, listening to others, recording and analyzing their results, and monitoring their own learning.

b. Clarify which situations are appropriate for collaboration and which are appropriate for working independently.

In science, collaboration is essential to the development of new ideas and to a better understanding of scientific concepts. However, scientists must publish only their own work and must give others credit when they build on others’ ideas.

c. Introduce strategies for effective group interaction.

Explain or model what productive group interactions (both agreement and constructive disagreement) look like and sound like. For more information about group work, including two optional Student Sheets to help support students’ interactions, see the Facilitating Group Interactions section of Teacher Resources II, “Diverse Learners.”

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8 MATERIALS

3. Introduce the use of a science notebook and the preparation of lab reports.

Introduce science notebooks.1

Explain your expectations for the type and organization of students’ notebooks. Keeping a science notebook helps students to track data; record predictions, hypotheses, and questions as they investigate; process ideas; build scientific writing skills; and write lab reports. “Keeping a Science Notebook” in Appendix E of the Student Book provides suggested guidelines. For more information about science notebooks, see the Literacy section of Teacher Resources II, “Diverse Learners.”

4. Students compare properties of glass, aluminum, and plastic.2345

a. Assist students as needed in setting up their data tables.

Be sure students discuss the properties of glass from the class discussion and add those to their data tables. If appropriate, have groups briefly share responses with each other when they finish Procedure Step 2 and/or share the questions they list in Procedure Step 3.6

PROCEDURE STEP 2 SAMPLE STUDENT RESPONSE

COMPARING MATERIALS

Type of material Advantages Disadvantages

GlassReusableCan be recycledEasy to see through

Breaks easily Broken glass can be dangerous Heavy

Aluminum

Lightweight Can stack Can be recycled Lots of cans are recycled

One-time use only Cannot reclose an aluminum can after it’s been opened

Plastic Reusable Lightweight Doesn’t break easily

Can’t always be recycled

b. Distribute Science Skills Student Sheets 5a and 5b, “Interpreting Graphs,” and use them to support students’ skills in analyzing the materials graphs and descriptions.

If students are having trouble interpreting the graphs in Part B, you may wish to use the Science Skills Student Sheets 5a and 5b to help with their analysis. For more information and for answers to the Science Skills Student Sheets, see Teacher Resources II, “Diverse Learners.” 78910

1 SELTSN1

2 NGPS1A2

3 NGCCCO1

4 NGCCCO2

5 NGSPAD1

6 NGSPAQ3

7 SESSRG1

8 NGSPAQ1

9 NGSPAQ3

10 NGSPAD1

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MATERIALS 9

c. Have students share their materials choices and reasoning for their choices.

After students have completed their group discussions in Step 5, have one student in each group share the group’s choice with the class for which material they believe to be the best for making a single-use drink container. Make sure they also explain the reasoning behind their choice. This process supports the practice of obtaining, evaluating, and communicating information, which will be expanded on in the Analysis section of this activity and in activities that follow. 11

d. If you have not previously done so, introduce safety in the science classroom.

Explain that students are required to know and understand all classroom expectations for safety. Distribute the safety contract and guidelines you are using and review your expectations for classroom safety. Point out the location of safety gear in the classroom and review when and how to wear all basic safety gear, such as chemical splash goggles and gloves. Demonstrate how to use emergency safety equipment, including the eye-and-face wash. Provide plenty of time for students to ask questions, and then have them sign the safety agreement. Have them take it home for a parent’s or guardian’s signature, and tell them to return the signed agreements before the date you plan to conduct the next activity. Although the element samples in the next activity are generally considered safe to handle, the activity is an opportunity to familiarize students with wearing the protective equipment.

BUILD UNDERSTANDING

5. Introduce crosscutting concepts.

a. Explain that crosscutting concepts bridge disciplines.

They can be a lens or touchstone through which students make sense of phenomena and deepen their understanding of disciplinary core ideas. Refer students to the chart in Student Book Appendix G, “Crosscutting Concepts,” and point out the symbols and definitions provided.

b. Give an example that makes sense for students.

For example, students have almost certainly noticed patterns, such as the predictable pattern of the seasons every year. Earth scientists might study patterns in rock layers; physical scientists might study patterns in the behavior of chemicals; and life scientists might study patterns in the kinds

11 NGSPOE2

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10 MATERIALS

of trees in different climates. Observing, questioning, and trying to explain patterns are things all scientists do. This is why patterns are considered a crosscutting concept.

c. Introduce the crosscutting concept of structure and function.

This crosscutting concept relates to the close relationship between the structure of an object or system and what it does or how it behaves. Review the symbol used for Structure and Function in Appendix G, “Crosscutting Concepts. Structure and function applies from the atomic scale to the astronomical scale. For example, the functions of parts of the human body depend on their structures. An arm has a very different structure and function from the digestive system. Use this or other accessible examples to clarify this crosscutting concept for students. Scientists look at relationships between structure and function to figure out how things work.

d. Relate structure and function to this activity.

In this activity, and in many activities in this unit, students look at the structure and function of an object to determine what materials are best suited to making a particular object. In this activity, students looked at the properties of aluminum, glass, and plastic to determine which of those materials best fits the structure and function of a single-use drink container.

6. Introduce evidence and trade-offs.

a. If you have not previously done so, introduce the meaning and use of evidence in science.

Analysis item 2 provides an opportunity to introduce the definition of evidence provided in the Student Book. Explain that scientists collect information (data) with various tools and strategies, including observation and experimentation. Like scientists, students will use evidence to develop explanations, construct scientific arguments, and recommend solutions to problems.

b. Distinguish evidence from opinion.

Explain that evidence is information that supports a claim. In contrast, an opinion is the view someone takes about a certain issue based on their own judgment. An opinion might not be based on evidence. An informed opinion might be based on evidence; however, another person may have a different opinion based on the same evidence. To distinguish evidence from opinion in science, it is helpful to determine if a statement describes

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MATERIALS 11

information gathered through reliable and appropriate procedures and is likely to be reproducible. The question is: Could someone else gather similar information under similar circumstances? If the answer is yes, the statement is not opinion and is likely to be evidence.

c. Discuss the sources, quality, and quantity of evidence.

When evaluating evidence, scientists consider the source, quality, and quantity of the evidence available. Biased or insufficient evidence compromises the validity of scientific conclusions. Scientific conclusions should logically follow the evidence collected and should not be overly generalized beyond the context of the investigation.

The criteria for quality evidence may vary among the scientific disciplines. However, evidence is generally considered of higher quality if it is obtained through systematic investigation and is reproducible, meaning another investigation under the same set of circumstances would obtain similar data.

Criteria for quantity also vary but might include the sample size or number of trials in an experiment, the number of observations that support a conclusion, or the availability of multiple studies or multiple lines of evidence that lead to the same conclusion.

d. Introduce the idea that decisions about solutions to scientific and engineering problems often involve trade-offs.

This unit includes issues that relate to science and/or engineering and that may lead to decisions about the best solutions or designs for solving problems. One goal of this curriculum is to teach students that

• decisions about possible solutions often involve trade-offs.

• identifying trade-offs involves analyzing evidence.

Explain to students that in this unit, they will make several decisions about choosing materials. In this activity, students look at the trade-offs of aluminum, glass, and plastic as materials for a drink container. In a decision involving trade-offs, something positive (or desirable) is given up to gain another positive (or desirable) outcome. Since many decisions involve trade-offs, students should understand that a perfect choice is often not possible. It is possible, however, to recognize and analyze the trade-offs associated with each decision.

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12 MATERIALS

e. Provide an example of trade-offs.

For example, when asked, “Paper or plastic?” at a store checkout counter, most shoppers make the choice quickly. But there are several trade-offs attached to choosing paper or plastic. A shopper who chooses paper over plastic may do so to avoid generating plastic waste. In requesting the paper bag, though, they are contributing to other environmental problems, such as increased water and energy use, and the higher amounts of solid waste and CO2 emissions associated with making paper bags. Neither choice is ideal, and both choices have a downside. Identifying the trade-offs helps clarify the reasoning that is being applied to make a decision.

f. Develop some examples of trade-offs in students’ lives.

To further explore trade-offs, brainstorm with the class a list of decisions they make every day that involve trade-offs. Choose one, and talk through the associated trade-offs of deciding one way or another. This practice will familiarize students with ways of identifying and considering trade-offs in this and subsequent activities.

7. (oec quick check; e&t assessment) If you have not previously done so, introduce the SEPUP Assessment System.

a. Provide an overview of the Scoring Guides.

Explain that Analysis item 2 is the first assessment in this unit, and you will use it to introduce the SEPUP Assessment System to your students, not as a formal assessment. See Teacher Resources III, “Assessment,” to be sure you are familiar with the overall system.

Before assigning the assessment, distribute the evidence and trade-offs (e&t) Scoring Guide, and use it to model how the system works. Point out the levels in the first column of the Scoring Guide. Tell students these levels are the same for all Scoring Guides and range from 0–4. Then review the descriptions of each level. For example, a Level-4 response is complete and correct in all Scoring Guides. Point out that the scores (0–4) are based on the quality of their responses and do not correspond to letter grades. Allow students to refer to the Scoring Guide as they prepare their answers. Be sure that they understand that the Scoring Guides do not include the specific content students must provide in their responses; rather, they explain the overall expectations for responses at various levels of performance on the task. Note that this Analysis item can also be used as an oec quick check because the practice of obtaining, evaluating,

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MATERIALS 13

and communicating information (oec) is being used in the context of an evidence and trade-offs question. For more information about the Scoring Guides and how you and students can use the system to improve their work, see Teacher Resources III, “Assessment.”12

b. Explain the expectations for student growth over time.

Explain to students that they aren’t expected to always produce complete and correct work on their first attempts. Instead, they should work toward developing consistent Level-3 and Level-4 answers as they become more proficient with the concepts (both disciplinary core ideas and crosscutting concepts) and science and engineering practices being assessed. It is not necessary (or even expected) that an “A” student will always write Level-4 responses, especially at the beginning of the course or when they are introduced to a new Scoring Guide.

c. (literacy) Support student writing with the Writing Frame.

To help students complete Analysis item 2, you may wish to pass out Literacy Student Sheet 4c, “Writing Frame – Evidence and Trade-offs.” This sheet provides a literacy strategy that gives students a structure for communicating their ideas. It helps students organize their ideas into coherent written responses. For more information, see Teacher Resources II, “Diverse Learners.” A sample Level-4 response can be found in the Sample Responses to Analysis, below.13

SAMPLE RESPONSES TO ANALYSIS

1. Did the graphs of the data help you make a decision about the advantages and disadvantages of each material? Explain.

Student responses may vary. One sample response is shown here:

The graphs helped me make a decision about the advantages and disadvantages of glass, metal, and aluminum because I did not know which was recycled the most, which was the most expensive to produce, which one caused the most pollution and waste, and how many containers could be made from each ton of material. That data helped me to choose aluminum as the best material instead of plastic, which I had originally chosen, because the graphs showed that you can make a lot more containers out of one ton of aluminum than you can out of glass or plastic. It is a lot cheaper to make a container out of aluminum, and aluminum is recycled more than glass or plastic. I think this makes aluminum the best choice, even though creating a ton of aluminum creates more waste and pollutants.

12 SEASET1

13 SELTWF3

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14 MATERIALS

2. (oec quick check; e&t assessment) Imagine you are an environmentalist who is concerned with pollution, litter, and problems with a bottle’s impact on the environment. Based on the information from this activity, which material would you claim is the best for making a single-use drink container?141516

Write a letter from an environmentalist’s viewpoint to the president of the drink company describing your recommendation at this time. Support your reasoning with evidence, and identify the trade-offs of your decision. 17

Hint: To write a complete answer, first state your opinion. Provide two or more pieces of evidence that support your opinion. Evidence is factual information or data that support or refute a claim. Then consider all sides of the issue and identify the trade-offs of your decision. A trade-off is an exchange of one outcome for another—giving up something that is a benefit or advantage in exchange for something that may be more desirable.

Student responses may vary based on the material they choose.

SAMPLE LEVEL-4 RESPONSE

There is a lot of discussion about the issue of which material is best for single-use drink containers—glass, aluminum, or plastic. My decision is that the best material is aluminum. My decision is based on the following evidence: First, you can make a lot more aluminum containers from a ton of aluminum than you can glass or plastic; second, aluminum is recycled a lot more than glass or plastic; third, aluminum containers are less expensive to make than glass or plastic containers. People who disagree with my decision might say that glass is better because making a ton of glass does not produce as many pollutants and waste as making a ton of plastic.

REVISIT THE GUIDING QUESTION

What information would help you decide which material is best for making a single-use drink container?

Have students discuss their responses to Analysis item 2 and what information from the activity was helpful in making their decision. Let students know that they will continue to gather information about the three materials—glass, aluminum, and plastic—in the following activities. Over the course of the unit, they will have several opportunities to evaluate which material might be best for different uses, and they will evaluate other materials, their uses, and their impact on society and the environment.

14 NGCCSF2

15 NGCCCO2

16 SEASET1

17 ELWH681

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MATERIALS 15

ACTIVITY RESOURCESKEY VOCABULARY

evidence

material

property

trade-offs

REFERENCES

Alliance for Environmental Innovation. (2001). Environmental reviews of packaging materials: Packaging comparisons. Boston, MA: Alliance for Environmental Innovation.

American Chemistry Council. (2017). Plastic bottle recycling in U.S. tops three billion pounds for first time. Retrieved from https://www.americanchemistry.com/Media/PressReleasesTranscripts/ACC-news-releases/Plastic-Bottle-Recycling-in-US-Tops-Three-Billion-Pounds-for-First-Time.html

Glass Packaging Institute. (2017). Recycling. Retrieved from http://www.gpi.org/recycling/glass-recycling-facts

The Aluminum Association. (2014). Aluminum can recycling holds at historically high levels. Retrieved from http://www.aluminum.org/news/aluminum-can-recycling-holds-historically-high-levels

U. S. Environmental Protection Agency. (1996, June). 1994 toxic release inventory: Public data release. Washington, DC: U.S. Government Printing Office.

U. S. Environmental Protection Agency. (2001). Municipal solid waste in the United States: 1999 facts and figures. Washington, DC: U.S. Government Printing Office.

U. S. Environmental Protection Agency, Office of Air Quality Planning and Standards, Clearinghouse for Inventories and Emission Factors. (2001). AP 42, Fifth edition compilation of air pollutant emission factors, Volume 1: Stationary point and area sources. Retrieved from https://www.epa.gov/air-emissions-factors-and-quantification/ap-42-compilation-air-emission-factors#5thed

U. S. Environmental Protection Agency, Office of Solid Waste. (1998). Macroeconomic importance of recycling and remanufacturing. Retrieved from https://yosemite.epa.gov/ee/epa/ria.nsf/vwAN/S98-27.pdf/$file/S98-27.pdf

U. S. Department of Energy Information Administration. (2000). 1997 residential energy consumption survey: Consumption and expenditures. Retrieved from https://www.eia.gov/consumption/residential/data/1997/index.php?view=consumption

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MATERIALS 17

2 Investigating Elementsl a b o r at o r y

1–2 c l a s s s e s s i o n s

ACTIVITY OVERVIEWNGSS CONNECTIONS

Students carry out an investigation of the physical and chemical properties of a set of elements. They analyze and interpret the data they have collected on these elements and begin to explore how this data can help identify pure substances. Finally, students assess how this new data can be used as evidence to determine if aluminum is a good choice for making a drink container.

NGSS CORRELATIONS

Performance Expectations

Working towards MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.

Working towards MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

Disciplinary Core Ideas

MS-PS1.A Structure and Properties of Matter:

Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information: Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used and describe how they are supported or not supported by evidence.

Planning and Carrying Out Investigations: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.

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ACTIVITY 2 INVESTIGATING ELEMENTS

18 MATERIALS

Analyzing and Interpreting Data: Analyze and interpret data to determine similarities and differences in findings.

Crosscutting Concepts

Structure and Function: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology: Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World: The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus, technology use varies from region to region and over time.

Common Core State Standards—ELA/Literacy

RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

WHAT STUDENTS DO

Students investigate the physical properties of a set of elements. They investigate physical properties including appearance, malleability, density, and solubility in water at room temperature. They are introduced to the concept that each element is composed of a specific type of atom.

MATERIALS AND ADVANCE PREPARATION

■ For the teacher

1 Visual Aid 2.1, “Periodic Table of the Elements”

■ For each group of four students

1 set of 4 elements (aluminum, carbon, copper, iron) 1 plastic cup (9-ounce) 1 stir stick* water* paper towels

DRAFT

INVESTIGATING ELEMENTS ACTIVITY 2

MATERIALS 19

■ For each student

1 Student Sheet 2.1, “Physical Properties of Elements”* 1 pair of chemical splash goggles

*not included in kit

The aluminum strips in this activity can be used again in Activity 3. However, they should only be used once in Activity 3.

SAFETY NOTE

Develop your classroom safety plan. Review any safety materials provided by your district. Select and copy the Safety Guidelines and Safety Agreement that you will use for this course. You may develop your own, use those provided by your district, or use Safety Student Sheet 1, “Guidelines for Safety in the Science Classroom.” See Teacher Resources I, “Course Essentials,” and Appendix B at the back of the Student Book for a copy of Safety Student Sheet 1.

TEACHING SUMMARY

GET STARTED

1. The class discusses what elements are.

Introduce the concept of elements.

DO THE ACTIVITY

2. Students explore select physical properties of eight elements.

a. Identify element samples for students.

b. Review the term property and how to test for properties.

c. Have groups perform the tests and record their results.

BUILD UNDERSTANDING

3. Students analyze experimental results.

a. Have students discuss experimental results.

b. Students complete the Analysis.

DRAFT


20 MATERIALS

TEACHING STEPSGET STARTED

1. The class discusses what elements are.

Introduce the concept of elements.

Have students read the introduction. Write the list of elements they will investigate in the activity on the board (aluminum, carbon, copper, germanium, iron, mercury, nitrogen, and sulfur). Ask students if they know of any other elements, and add those to the list. If students name compounds, make a separate list to refer to in the next activity when compounds are introduced. Do not explain what compounds are; simply tell students that the substance they named is not an element. You may wish to use Visual Aid 2.1, “Periodic Table of the Elements,” to show students the Periodic Table and give them a brief introduction. It will not be covered extensively in this unit, but it may be helpful to point out that approximately 90 of the elements are the building blocks of nearly all materials on Earth, both natural and synthetic. Note that atoms are introduced here, but students do not explore them in detail until later activities.18

DO THE ACTIVITY

2. Students explore select physical properties of eight elements.19

a. Identify element samples for students.

Hand out a set of four element samples to each group and distribute Student Sheet 2.1, “Physical Properties of Elements.” As you identify each of the elements, have students find the corresponding ones in their sets. Stress to students that because they and other classes will be using these materials, they must not break any of them. The carbon breaks easily, so they should not test its malleability.

b. Review the term property and how to test for properties.

Make sure students understand the term property and, if necessary, remind them that a property is a quality or trait that characterizes a material or an object. Scientists frequently distinguish between physical and chemical properties of substances. Physical properties can be determined without a chemical reaction. Chemical properties are determined only by adding another chemical to see if a reaction occurs. Students will be examining only physical properties in this activity. They will explore chemical properties in the next activity.

18 NGPS1A1

19 ELRS683

DRAFT


MATERIALS 21

Tell students that in this activity, they will investigate these physical properties:

• State: Is it a solid, liquid, or gas? (Distinguish this from the more common meaning of the word “state.” If students are familiar with the term phase, as in phases of matter, clarify that it has the same meaning as state.)

• Color: What color do you observe?

• Malleability: Does it bend easily without breaking? (Caution students, again, not to bend the carbon—it will bend but will break easily.)

• Solubility in water: Does it dissolve in water?

• Density: How much matter does it contain? (Does it sink or float in water?)

Review the testing procedures with the class, as explained in the “Testing Physical Properties” table. Some students may need support in reading and following procedures. One way to do this is to model strategies they might use if they struggle while reading a scientific procedure. You may wish to refer students to “Reading Scientific Procedures” in Appendix E in the Student Book, and explain how the strategies might help if students become stuck while performing the investigation. As they practice strategies, students learn to comprehend and follow written procedures independently. For information on supporting students in reading scientific procedures, see the Literacy section of Teacher Resources II, “Diverse Learners.”20

c. Have groups perform the tests and record their results.

Remind students to also include the data from the additional four elements that are presented with photos and data in the Student Book.2122

BUILD UNDERSTANDING

3. Students analyze experimental results.

a. Have students discuss experimental results.

Have students discuss Analysis item 1 as a group prior to answering it. This will allow students to synthesize their data and understand why they collected the data. Students should be able to explain the idea that each element has specific properties that can be used to identify it.

20 SELTRS1

21 NGPS1A2

22 NGSPPI3

DRAFT


22 MATERIALS

b. Students complete the Analysis.

You may want to have students work together to answer some of the Analysis items. Analysis item 5 has students incorporate data from this activity with data from the previous activity to continue exploring the choice of aluminum as a material for making a drink container.

SAMPLE RESPONSES TO ANALYSIS

1. Why do you think it is important for scientists to observe multiple physical properties in order to identify an element? Use examples from the data you collected in this activity to support your ideas.23

If scientists only look at one or two physical properties, they might identify the element incorrectly. Looking at multiple properties means they are more likely to be correct. For example, in this activity, we observed that aluminum is a solid, but so are many other elements. But aluminum also bends more easily than carbon and has a more shiny grey color than carbon or iron.

2. Copy the lists of words below:

element gas metal

iron solid property

carbon liquid malleable

water metal soluble

nitrogen state dense

a. Look for a relationship between the words in each list. Cross out the word that does not belong.

b. Circle the word or phrase that includes all the other words.

c. Explain how the word or phrase you circled is related to the other words in the list.

Each of the words I circled (element, state, and property) are categories that contain the other words in their list. For example, iron, carbon, and nitrogen are all elements so I circled element.

3. Based on the sample of eight elements you have observed so far, and assuming the rest of the elements fit the same pattern, would you expect most elements to be solid, liquid, or gas at room temperature? Explain.24

Most of the elements we observed are solids, so based on that pattern I would expect most elements to be solids.

23 NGPS1A2

24 NGSPAD1

DRAFT


MATERIALS 23

4. When added to water at room temperature, most gases form bubbles that float to the top of the water and release into the air. What does this tell you about the density of gases?25

The pattern that most gases form bubbles that float to the top of the water and go into the air tells me that most gases are less dense than water.

5. Describe what you have learned about the physical properties of aluminum in this activity and the previous activity. What information, if any, from these activities would be helpful in deciding if aluminum would be a good choice for making a drink container?26272829

In this activity, we learned that aluminum is malleable but does not break easily, which would be good for a drink container because you could make it a certain shape and it would not break. However, it also might mean that the container would dent easily.

6. In this activity, you recorded the appearance of each element you observed. Think of and explain two examples from this activity in which appearance does not help identify an element.30

Aluminum and iron are both grey, so the appearance is not very helpful in identifying the material unless you are comparing it to something like sulfur, which is bright yellow.

EXTENSION

To explore more elements using several interactive Periodic Tables, have students see the SEPUP Third Edition Chemistry of Materials page of the SEPUP website at www.sepuplhs.org/middle/third-edition and go to the Investigating Elements links.

REVISIT THE GUIDING QUESTION

How can scientists use physical properties to identify elements?

You may wish to have students share their responses to Analysis items 1 and 6. Be sure students discuss when properties are and are not helpful in identifying elements.

25 NGPS1A2

26 NGCCCO2

27 NGCCSF2

28 NGSPOE2

29 NGCCCO1

30 NGPS1A2

DRAFT


24 MATERIALS

ACTIVITY RESOURCESKEY VOCABULARY

atom

density

dissolve

element

malleability

matter

physical property

property

solubility

state

DRAFT

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Name______________________________________________________________ Date____________

STUDENT SHEET 2.1PHYSICAL PROPERTIES OF ELEMENTS

Element name and symbol

State (solid, liquid, or gas?)

AppearanceMalleability

(flexible?)

Solubility (dissolves in

water?)

Density (sinks or floats?)

Aluminum (Al)

Carbon (C)

Copper (Cu)

Germanium (Ge)

Iron (Fe)

Mercury (Hg)

Nitrogen (N)

Sulfur (S)

DRAFT

Name______________________________________________________________ Date____________

STUDENT SHEET 2.1PHYSICAL PROPERTIES OF ELEMENTS

Element name and symbol

State (solid, liquid, or gas?)

AppearanceMalleability

(flexible?)

Solubility (dissolves in

water?)

Density (sinks or floats?)

Aluminum (Al) Solid Gray Yes No Sinks

Carbon (C) Solid Black No No Sinks

Copper (Cu) SolidReddish-

orangish- brown

Yes No Sinks

Germanium (Ge) Solid Silvery- white No No Sinks

Iron (Fe) Solid Gray Yes No Sinks

Mercury (Hg) Liquid Gray, shiny Yes No Sinks

Nitrogen (N) Gas Colorless Does not apply No Floats

Sulfur (S) Solid Yellow No No Floats

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Sample student response

DRAFT

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VISUAL AID 2.1PERIODIC TABLE

Name Date

Issues and Physical Science • Student Sheet 16.1

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B-55

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

Rb

Sr

Y

Zr

N

b M

o Tc

Ru

Rh

Pd

A

g Cd

In

Sn

Sb

Te

I

Xe

ru

bid

ium

st

ront

ium

yt

triu

m

zirco

nium

ni

obiu

m

moly

bde

num

tech

netiu

m r

uthe

nium

rh

odiu

m

pal

ladi

um

silve

r ca

dmiu

m

indi

um

tin

antim

ony

tellu

rium

io

dine

xe

non

85

.47

87.6

2 88

.91

91.2

2 92

.91

95.9

4 (9

8)

101.1

10

2.9

106.

4 10

7.9

112.4

114

.8

118.7

12

1.8

127.6

12

6.9

131.3

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

K

Ca

Sc

Ti

V

Cr

Mn

Fe

Co

Ni

Cu

Zn

Ga

Ge

As

Se

Br

Kr

pot

assi

um

calci

um

scan

dium

tit

aniu

m

vana

dium

ch

rom

ium

m

anga

nese

iro

n co

bal

t ni

ckel

cop

per

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nc

galli

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germ

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m

arse

nic

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b

rom

ine

kryp

ton

39

.10

40.0

8 44

.96

47.8

7 50

.94

52.0

0 54

.94

55.8

5 58

.93

58.6

9 63

.55

65.3

9 69

.72

72.6

4 74

.92

78.9

6 79

.90

83.8

0

55

56

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

Cs

Ba

Lu

H

f Ta

W

Re

O

s Ir

Pt

A

u H

g Tl

Pb

Bi

Po

A

t Rn

ce

sium

b

ariu

m

lute

tium

ha

fniu

m

tant

alum

tu

ngst

en

rhen

ium

os

miu

m

iridi

um

plat

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go

ld

merc

ury

thal

lium

le

ad

bis

mut

h p

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as

tatin

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13

2.9

137.

3 17

5.0

178.

5 18

0.9

183.

8 18

6.2

190.

2 19

2.2

195.

1 19

7.0

200.

6 20

4.4

207.2

20

9.0

(209

) (2

10)

(222

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87

88

10

3 10

4 10

5 10

6 10

7 10

8 10

9 110

111

112

113

114

115

116

117

118

Fr

Ra

Lr

Rf

D

b Sg

Bh

H

s M

t D

s Rg

Cn

U

ut

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U

up

Uuh

U

us

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m

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m ru

therfo

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m du

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m

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ha

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m

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darm

stad

tium

roen

tgen

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cop

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cium

unun

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m un

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m

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pen

tium

un

unhe

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unun

sep

tium

unun

octiu

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(223

) (2

26)

(262

) (2

67)

(268

) (2

71)

(272

) (2

77)

(276

) (2

81)

(280

) (2

85)

(284

) (2

89)

(288

) (2

93)

( )

(294

)

57

58

59

60

61

62

63

64

65

66

67

68

69

70

La

Ce

Pr

N

d Pm

Sm

Eu

G

d Tb

D

y H

o Er

Tm

Y

b

lant

hanu

m

ceriu

m pr

aseo

dym

ium

neod

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m pro

met

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sam

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m

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m

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liniu

m

terb

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dy

spro

sium

ho

lmiu

m

erb

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th

uliu

m

ytte

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m

138.

9 14

0.1

140.

9 14

4.2

(145)

15

0.4

152.

0 15

7.3

158.

9 16

2.5

164.

9 16

7.3

168.

9 17

3.0

89

90

91

92

93

94

95

96

97

98

99

10

0 10

1 10

2

Ac

Th

Pa

U

Np

Pu

Am

Cm

Bk

Cf

Es

Fm

M

d N

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ium

th

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m

pro

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m

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ne

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(227

) 23

2.0

231.0

23

8.0

(237

) (2

44)

(243

) (2

47)

(247

) (2

51)

(252

) (2

57)

(258

) (2

59)

11

12

13

14

15

16

17

18

Na

Mg

Al

Si

P S

Cl

Ar

so

dium

m

agne

sium

al

umin

um

silic

on

pho

spho

rus

sulfu

r ch

lorin

e ar

gon

22

.99

24.3

1

26

.98

28.0

9 30

.97

32.0

7 35

.45

39.9

5

3

4

5

6 7

8 9

10

Li

Be

B C

N

O

F N

e

lithi

um

ber

ylliu

m

bor

on

carb

on

nitro

gen

oxyg

en

fl uor

ine

neon

6.

941

9.01

2

10

.81

12.0

1 14

.01

16.0

0 19

.00

20.18

2

H

e

heliu

m

4.00

3

1

H

hy

drog

en

1.008

Lanthan

ides

Actinides

Perio

dic

Tabl

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the

Ele

men

ts

solid

at ro

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tem

pera

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liqui

d at r

oom

te

mp

eratu

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gas

at roo

m

tem

pera

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A A ASHA

DIN

G K

EY

2

1

3

4 5

6 7

8 9

10

11 12

13

14

15

16

17

18

DRAFT

The Chemistry of Materials - Lab Aids

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Transcript of The Chemistry of Materials - Lab Aids