What you need - Seameo Qitep In Science

Transcription

PROGRAMME MANAGEMENT
Director: Prof. Dr. Ismunandar (SEAMEO QITEP in Science)
Vice Director: Dr. Indarjani (SEAMEO QITEP in Science)
Writers:
1. Dr. Maman Wijaya, M.Pd. (SEAMEO QITEP in Science)
2. Drs. Kandi, M.A. (SEAMEO QITEP in Science)
3. Reza Setiawan, S.Si., M.T. (SEAMEO QITEP in Science)
4. Eka Danti Agustiani, M.Si. (SEAMEO QITEP in Science)
Translators:
1. Lili Indarti, M.Hum (SEAMEO QITEP in Science)
2. Zuhe Safitra, S.S., M.Pd. (SEAMEO QITEP in Science)
Graphic Designer:
Agus Maulani, S.Sn.
ADVISOR
Prof. Denis Goodrum, Jef Byrne dan Dr. Kerrie Wilde
(Science by Doing Centre, Australian Academy of Science)
Prof. Dr. Sangkot Marzuki
(Indonesian Science Academy (Akademi Ilmu Pengetahuan Indonesia))
Dr. H. Moh. Wahyudin Zarkasyi, Ak.
(Provincial Education Office (Dinas Pendidikan Provinsi Jawa Barat))
GRATITUDES
PRAISE Programme is supported by:
1. The Government of Australia (AusAid dan QUESTACON)
2. The Government of Indonesia (SEAMEO QITEP in Science)
The book is reviewed by the teachers of the following schools:
SMP BPK Penabur Bandung, SMP Istiqomah Bandung, SMP Krida Utama Bandung, SMP Taruna Bakti
Bandung, SMPN 1 Bandung, SMPN 1 Batujajar Bandung Barat, SMPN 1 Cikalongwetan Bandung Barat, SMPN
1 Cipeundeuy Bandung Barat, SMPN 1 Parongpong Bandung Barat, SMPN 2 Gunung Halu Bandung Barat,
SMPN 4 Lembang Bandung Barat, SMPN 6 Bandung, SMPN 12 Bandung, SMPN 13 Bandung.
DECLARATION
This book is duplicated for the trial of PRAISE Programme at 10 targeted schools. It is not allowed to quote,
copy or modify the contents of this book without the written permission of the SEAMEO QITEP in Science.
© SEAMEO QITEP in Science, 2013
Learning Science as Scientists with PRAISE
Learning science is very important for your
future. It is not only for you who will choose
work in science, but also for all citizens of the
world. Science is the important basis when
you decide a lot of things in life. And the most
important thing is that science itself teach
us the scientific method which is one way of
resolving our problems. Therefore, learning
science is not the matter of memorizing the
terms, concepts, and working on difficult
exercises. Through this learning activity, you did
become a scientist. You are learning science by
doing science.
Prof. Dr. Ismunandar
Director of SEAMEO QITEP in Science
Learning the content of this book is the part
of a program called “PRAISE” (Promoting Real
Australian-Indonesian Science Education).
It aims to test a method of learning science
as scientists. This program is a collaboration
project between Indonesia and Australia
conducted by the South East Asian Ministers
of Education Organization (SEAMEO) Quality
Improvement of Teachers and Education
Personnel (QITEP) in Science and Science by
Doing Centre Australian Academy of Science,
with the support of the Australian Questacon,
Australia DIISTRE, Ministry of Education
and Culture of Indonesia and the Provincial
Education Office of West Java.
Hopefully you can enjoy learning science by
doing science. The ultimate goal of this program
is that you can go forward with any field you
choose and collaborate with your colleagues
under the guidance of your teacher. Hopefully
the experience of learning this book will provide
you with a positive experience in your journey
to keep up your achievements.
i
Gratitude and Appreciation
The PRAISE teaching materials could not have been completed without the participation of
the piloting schools involved in the project. Therefore, SEAMEO QITEP in Science would like
to express its sincere gratitude and appreciation to the principals and science teachers of the
piloting schools as follows:
SMP 6 Bandung: Nita Hidawati K., S.Pd, M.M.Pd. (Principal), Ike Fiesta Renny H., M.Pd., Suprapti,
S.Pd., Dra. Lina Karlina, Dedeh Rohaeni, S.Pd., Dedeh Zubaedah, S.Pd.
SMP 13 Bandung: Drs. Bambang Ariyanto, M.Ed. (Principal), Wiwik Prastiwi, S.Pd., M.Sc., Dra. Ida
Juariah, Irma Suyanti, S.Pd., Dra. Tjutju Risnayati, Hj. Rosniawati, S.Pd., M.M.Pd.
SMPN 1 Batujajar: Drs. Jaka H. Surpriatna, M.M.Pd. (Principal), Hj. Heni Rusmiani, S.Pd., Tuti Siti
Fajar, S.Pd., Dra. Siti Chayati, Tati Mulyani, S.Pd., Triyani Andriyani, S.Pd.
SMPN 1 Cikalongwetan: Drs. Siswondo, M.M.Pd. (Principal), Dra. Neti Kurniati, Agus Suherman,
S.Pd., Ade Herdiana, S.Pd., Rochmat Koswara, S.Pd.
SMPN 1 Cipeundeuy: Drs. Dede Junaedi, M.Si. (Principal), Suhari, S.Pd., Laela Jumiati, S.Pd.,
M.M., Neni Nuraeni, S.Pd., Euis Helawati, S.Pd., Entin Suprihatni, S.Pd., M.M.
SMPN 1 Parongpong: Drs. H. Bobon Roswandi, M.M. (Principal), Yeyet Srihayati, Hj. Lilian Suryati,
S.Pd., Hj. Intan Setiawati, M.Pd., Eli Suhartini, S.Pd., Mia Muliantini, S.Pd., Etty Kusmiati, S.Pd.
SMP 2 Gunung Halu: Drs. H. Supaman (Principal), Nana Supriatna, S.Pd., Nursaadah, M.Pd., Susi
Susilawati, S.Pd. , Shifa Mount Sinai , S.Pd. , Mahdar Suhendar, S.Pd.
SMP 4 Lembang: Dr. Hj. Nita Isaeni, S.Ip., M.Ed. (Principal), Hasna Nuraeni, S.Pd., Ati Karnati,
S.Pd., Ema Sukaesih, S.Pd., Iyam Siti Mariam, S.Pd., Handani, S.Pd.
SMP Krida Utama: R. Deni Akhmad K., M.M.Pd. (Principal), Dede Rohaeni, S.Pd., Erna Gustina,
S.Pd., Deden Sodikin, S.Pd., Ella Mustika N., S.Pd.
SMP Taruna Bakti Bandung: Insan Waluyo, S.Pd. (Principal), Taryono, S.Pd., Mochamman Iffan
Noviana, S.Pd., Renie Novia Damayanti, S.Pd., Sri Yusmalinar, M.Si., Ade Nugraha, S.Pd.
ii
Table of Content
Page
Learning Science as Scientists with PRAISE
Gratitude And Appreciation
Table of Content
What are the contents?
How do we deal with this book?
How you will read the pages
i
ii
iii
iv
v
vii
Unit 1 : WHAT IS THE COMPOSITION OF A SUBSTANCE?
Activity 1.1 We and the chemicals
Activity 1.2 Can it be smaller?
Activity 1.3 Let’s get to know the elements!
Activity 1.4 Periodic Table of Elements
Activity 1.5 Ion
Activity 1.6 Hydrogen and oxygen make water
Activity 1.7 Let’s create a molecule!
1
2
4
8
10
14
16
18
Unit 2 : HOW DO THE BUILDING BLOCKS INFLUENCE THE PROPERTIES OF
THE DAILY CHEMICALS?
Activity 2.1 What can deliver electricity?
Activity 2.2 How can we ionize substance?
Activity 2.3 Can substance mixed with any other substance?
Activity 2.4 How are the molecule structure of solid, liquid and gas?
Activity 2.5 If a solid substance is heated up or cooled down, what will happen
to its molecules position?
Activity 2.6 If a liquid substance is heated up or cooled down, what will happen
Activity 2.7 If a gas substance is heated up or cooled down, what will happen
23
24
26
28
30
34
36
40
Unit 3 : WHAT ARE THE BENEFITS AND SIDE EFFECTS OF HOUSEHOLD
CHEMICALS?
Activity 3.1 Household chemical classification
Activity 3.2 Identification of household chemical hazards
Activity 3.3 Is the cleaning agent safe?
Activity 3.4 Is it natural or artificial dye?
Activity 3.5 The impact of detergent on the growth of a mung bean
43
44
46
48
52
56
SUMATIF TEST
Glosarium
Atachment PERIODIC TABLE OF ELEMENTS
Atachment ATOM BOARD
59
60
62
64
iii
What are the contents?
The book consist of three
big questions.
Unit
1
Unit
2
Unit
3
iv
How do we deal with
this book?
Matter or substance is the
constituent of all things,
the natural or the
artificial ones, we
can find or use in our
daily life. They various
advantages, which in
fact have something to
do with their constituent
substances. By learning
the characteristics,
properties of the
substances, we can create
many useful things that
enable and make us easier
to things. That is why we
do not put on clothes made
of iron or our mothers do
not cook using pans made
of paper. The topic in this book
is the substances including their
properties and their impacts in
daily life.
v
Most part of this book is the
guidance for students. It is
expected that you will learn
science better and more
joyful when you look for
answers of questions by
observing, predicting,
trying, concluding and
communicating your ideas
of the topic. In education
term, it is called Inquiry
Model. It takes you
closer to what scientists
do when they analyze
things.
The theory used is so
light to you. However,
you will find the concept
deeper by activities you will do
here.
vi
How you will read the pages
?
What
d
you nee
In each activity, you will find parts with different signs,
which is the way of how you should read the pages:
1. Big Question Mark (in pink circle)
It represents the initial questions that you have to
answer in the series of activities.
2.What You Need (in blue circle)
It informs you about the materials and apparatus you
need in the activity.
W
you hat
do
Discussio
n
3. What you Do (in red circle)
It consists of steps of activity you will do. Remember to
keep your record of important things you find, will you!
It is very important in scientific processes.
4.Discussion (in green circle)
It will lead you to do things in your group. You have to
keep record of your discussion result in your own book.
The first four signs are the path of reading this book
systematically. Start to read the book from number 1 to 4.
5. Exclaiming Speaker (in yellow circle)
It provides information on activity you do.
QUIZ
6.Quiz (in yellow square)
Some activities is punctuated by questions or exercises
to help you find out how deep is your understanding on
the topic you learn.
vii
Learning science actively will improve
your positive behaviors, which are:
P Curiosity: is eager to find out more
of something.
P Creativity: is willing to solve
problems.
P Honesty: to lead people, a scientist
is not allowed to change the result of
observation or experiment.
P Objectivity: to decide things based
on data and facts, not prediction.
P Open Mind: a scientist has to be
able to share knowledge and able to
receive people’s idea based on data
and facts.
P Responsibility: Good scientist cares
for people and his surroundings.
Well, use this student book to do
scientific activities so that you will
learn important concepts of matter
or substance sharply. Hopefully
you will enjoy the activities as the
writers enjoyed the writing process
of this book. Be a Scientist
with those positive behaviors
mentioned in you!
Enjoy your learning!
viii
Unit
1
it
What is The Composition
of a Substance?
Consists of
Un
1
Activity 1.1
We and the chemicals
Activity 1.2
Can it be smaller?
Activity 1.3
Let’s get to know the elements!
Activity 1.4
Periodic Table of elements
Activity 1.5
Ion
Activity 1.6
Hydrogen and oxygen make water
Activity 1.7
Let’s create a molecule!
of a Substance?
1
Activity 1.1
We and the chemicals
Watch the video “Living
without Chemistry”
(included in the CD)!
If you can’t watch the
video, imagine that you are
in the classroom, garden,
living room, and kitchen.
?
What chemicals can you
find in those places?
What would happen if we
lived without chemicals?
Could we live without
chemicals?
2
of a Substance?
Unit
1
What d
you nee
Each GROUP needs:
• 20 pieces of paper with
the dimensions of 6 x 8
cm.
Each STUDENT needs:
What is the form
and smell of the
chemical products
that you know?
Is it possible for
us to live without
chemicals?
Object:
Form:
tificial:
Natural or ar
Colour:
Smell:
• Pen or pencil.
Step 2
• Notebook.
Write down the
names of the
chemical products that
you found on the pieces
of paper, as well as their
properties, i.e. form (solid,
liquid, gas), artificial or
natural, colour, smell,
and use. Each piece of
paper should contain one
chemical product.
Wh
you at
do
Step 1
After watching the video or
observing the environment,
answer the following
questions (you may discuss
them in your group):
What is a chemical?
What is a natural chemical?
What is an artificial
chemical or chemical
product?
Step 3
Classify the chemical
products written on the
paper according to their
form, natural or artificial,
color, and aroma. In your
opinion, what factor
makes those chemicals are
different from each other?
Discussion
(Write in your notebook!)
Did you also find nonchemical objects? If you
did, specify their names
and their types, and then
explain why they are
considered as non-chemical
objects.
How many chemical
products do you know?
of a Substance?
3
Activity 1.2
Can it be smaller?
What are the
materials that
compose an
object?
?
t
Whaeed
n
you
Each STUDENT needs:
• Scissors.
• Paper with the
• Pen.
dimensions of 28 cm x 10 • Notebook.
cm.
Wh
you at
do
Step 1
• Cut the paper into two
equal parts.
Step 2
• Take one half of the
paper and cut it again
into two equal parts.
4
Discussion
• Do you predict that the
paper could continue to
be divided into smaller
pieces? Explain!
Step 3
• Continue to cut the
paper into equal halves
as many times as you
can.
Step 4
• Write in the notebook
how many times you can
cut the paper.
of a Substance?
• Do you think other
objects such as wood,
metal, plastic etc. could
be cut in the same way?
Explain!
• Do you think we
could divide the paper
continuously or do you
think there is a limit?
Explain!
Unit
1
The table below shows the comparison of the paper size
with a comparable object.
No. of
cuts
Length
1
14,0 cm
Child’s hand
2
7,0 cm
Fingers, Ears
3
3,5 cm
Watch, Mushroom, Eye
4
1,75 cm
Insects
8
1 mm
10
0,25 mm
Still cutting? Most have quit by now
12
0,06 mm
Human hair
14
0,015 mm
Paper thickness
18
1 micron
Bacteria
19
0,5 micron
24
0,015 micron
31
0,0001 micron
The Comparable Object
Congratulations if you’re still in!
Visible light waves
Membranes
The size of an atom!
(source: http://www.miamisci.org/af/sln/phantom/papercutting.html )
of a Substance?
5
ABOUT ATOMS
An atom is the smallest
part of an object that still
has its original properties.
Our body is also made up
of atoms. We are not able
to see an atom with our
naked eyes, even with an
ordinary microscope that
we see in the laboratory
because of its size, which is
about 20,000 times smaller
than the diameter of a
strand of hair. We can see
atoms with an instrument
called a Scanning Electron
Microscope (SEM).
An atom consists of three
sub-atomic particles:
the proton, electron and
neutron.
The graphite surface of a carbon atom
viewed by using an STM.
(source: http://de.wikipedia.org/wiki/Datei:Graphite_
ambient_STM.jpg )
electron
neutron
proton
electron orbit
Bohr Atomic Models
6
of a Substance?
Unit
1
The History of Atoms
Greek Philosopher Democritus
(born 460 BCE)
“Matter could not be divided into smaller and smaller
pieces forever, eventually the smallest possible piece would
be obtained.”
John Dalton (1766-1844)
“All atoms of a given element are identical in mass and
properties.”
JJ Thomson (1856-1940)
“An atom consists of a sphere of positive charge with a
negatively charged electron embedded in it.”
Ernest Rutherford (1871-1937)
“The atom must have almost all of its mass concentrated
at its center, in a nucleus, with the vast majority of the
atom consisting chiefly of empty space.”
Niels Bohr (1885-1962)
“Electrons orbit the nucleus without losing energy.”
“Electrons could move only in fixed orbits of specific
energies.”
“Electrons with low energy would orbit closer to the
nucleus while electrons with high energy orbit further from
the nucleus.”
(refined Rutherford’s model)
of a Substance?
7
Activity 1.3
Let’s get to know the elements!
Are all objects
composed
of the same
atoms?
?
What
you need
Each GROUP needs:
• Two objects or more
composed of different
materials that have the
same size and volume,
such as: iron, copper,
alluminum, etc.
Each STUDENT needs:
• Pen or pencil.
• Notebook.
8
of a Substance?
Unit
Whato
you d
Step 1
You have several objects
that have the same volume
but are made of different
materials. Try to predict
whether these objects have
the same mass? Explain!
Step 2
See the illustration below!
The alluminum cube is
composed of alluminum
atoms and the copper
cube is composed of
copper atoms. Based
on the illustration, find
the differences between
the two atoms and the
arrangement of the atoms
in each cube. Write about
the differences in your
notebook.
Step 3
Following on from Step 1,
explain why an object is
heavier than the others,
even though they have the
same shape and volume.
1
Step 4
The density of an object is
determined by the mass
of the object divided by its
volume. Among the objects
that you are using in this
experiment, which one has
the highest density? How
did you determine it?
Discu
ssion
The density of an object
depends on the size, mass,
and composition of atoms
that make up the object.
Copper
From the experiment you
have done, what conclusion
can you draw about atoms
that make up a high density
object? What about low
density objects? What
makes them different?
Alluminum
of a Substance?
9
Activity 1.4
Periodic Table of elements
What are the
properties of
an element?
?
Scientists have managed to find about
100 types of elements and determine
their properties. We can see the list of the
elements in a table called the Periodic
Table of Elements. The table classifies
elements based on their physical and
chemical properties.
10
of a Substance?
Unit
1
PERIODIC TABLE
OF ELEMENTS
What
you need
Each GROUP needs:
• A Periodic Table of
Elements (attached in
the student’s book).
Each STUDENT needs:
• Pen or pencil.
• Notebook.
of a Substance?
11
Wha
you t
do
Step 2
Step 1
Look at the Periodic Table
of Elements! What kind of
information do you see?
Elements
Symbol
Look for the elements that
you usually find or use in
daily activities. You may
use the table below to help
you record these elements!
(Rewrite the table in your
notebook!)
Boiling
Point
Melting
Point
Step 3
Based on the table, find ten
elements that you usually
find in daily activities!
Form
(Solid, Liquid,
Gas)
Mass
Density
Atomic
Mass
Discussion
• Look at the Periodic
Table of Elements!
How do you think the
scientists organized
12
the Table based on
the properties of the
elements? Can you find
any regularity?
of a Substance?
• Use the Periodic Table to
answer the quiz below.
Unit
1
QUIZ
1. What elements are used in a Nuclear Power Plant?
________________________________________________________________________
________________________________________________________________________
2. What is the element that has the lowest mass density of all elements?
________________________________________________________________________
________________________________________________________________________
3. What elements are needed to strengthen bones and teeth?
________________________________________________________________________
________________________________________________________________________
4. What elements are processed by the liver and are needed to prevent anemia?
________________________________________________________________________
________________________________________________________________________
5. What elements are in the form of molten metal and are used in thermometers?
________________________________________________________________________
________________________________________________________________________
6. What element is used as the filament in a light bulb?
________________________________________________________________________
________________________________________________________________________
7. What is the name of the elements that make up diamonds and graphite pencils?
________________________________________________________________________
________________________________________________________________________
8. What element is commonly used as a bleaching agent?
________________________________________________________________________
________________________________________________________________________
9. What element is added to toothpaste to help reduce tooth decay?
________________________________________________________________________
________________________________________________________________________
10.What is the element that has the form of gas and is the heaviest gas element known?
________________________________________________________________________
________________________________________________________________________
of a Substance?
13
Activity 1.5
Ion
?
How is Ion
formed?
Niels Bohr found that an
atom consists of a core that
is called the nucleus and
electrons that move around
the nucleus. This atom
model is called the Bohr
Atom Model.
All the atoms in the Periodic
Table of Elements have the
same number of protons
and electrons so that they
are all neutral. In the Table,
the number of protons in
an atom is shown as the
Atomic Number. In the
The nucleus consists of
protons that have a positive Table there is also the
atomic mass number which
charge and neutrons that
is the total number of
have no charge, while
protons and electrons in an
electrons have a negative
atomic nucleus.
charge.
14
of a Substance?
There are certain kinds of
atoms that have the same
atomic number but have
a differing mass number,
and these are known as
isotopes. For example,
oxygen has three isotopes
called oxygen-16, oxygen17, and oxygen-18. The
numbers following the
word ‘oxygen’ are the mass
numbers.
Unit
What
you d
o
t
Whaeed
n
u
o
y
Each GROUP needs:
Step 1
To understand what an
ion is, you will do a role
• Proton, neutron, and
electron particles made play. Pay attention to your
of clay or coloured paper teacher’s instructions!
with a different colour
Step 2
for each type of particle.
Make subatomic particles
Each group needs four
(protons, neutrons, and
pairs of these particles.
electrons) using clay or
• Atom Board (attached in paper! Each particle should
the student’s book).
consist of 8 pieces!
• Periodic Table of
Step 3
Elements.
By using the Atom Board,
Each STUDENT needs: create an atomic model
as directed by your
• Pen or pencil.
teacher! Referring to the
• Notebook.
atomic number and mass
number, explain how you
determined the number of
neutrons contained in the
atom?
When a neutral atom gains
electrons, the number
of electrons will total
more than the number of
protons giving the atom
a net negative charge.
Conversely, when a neutral
atom loses one or more
electrons, the number
of protons will equal
more than the number of
electrons giving the atom a
net positive charge.
An electrically charged
atom is called an ion. A
positively charged ion is
1
Discussion
• How many protons,
neutrons, and electrons
does the lithium-7 atom
contain?
• If every particle proton
has a charge of +1 and -1
electrons, how much is
the charge of the atom?
• Is this atom neutral? Why
is that?
• If we take a single
electron from the atom,
what is the charge of the
atom now? What if we
add a single electron?
How much is the charge
now?
known as a cation, and
negatively charged ion is
known as an anion. The
ion is an atom or group
of atoms that accept or
release electrons.
of a Substance?
15
Activity 1.6
Oxygen and hydrogen make water
?
What is a
molecule?
What
you need
Each GROUP needs:
• Periodic Table of
Elements.
Each STUDENT needs:
• Pen or pencil.
• Notebook.
16
of a Substance?
Unit
1
Model of H2O molecules
Discussion
• Have you ever heard the
term H2O? What does
this term mean?
• From the chemical
formula of H2O, do you
think it is composed of
• Write down what you
certain atoms? What are
know about this term in
the constituent atoms?
your notebook (the form,
What information can
property, usability, etc.).
you find out about the
atoms in the Periodic
• Look for H2O on the
Table of Elements?
Periodic Table of
Elements. Can you find
it? Where is it?
Water is made of two
hydrogen atoms and one
oxygen atom. When you
add two or more atoms
together, it is called a
molecule. Two atoms of
hydrogen and one atom
of oxygen together make
a water molecule. All
molecules consist of two or
more atoms.
of a Substance?
17
Activity 1.7
Let’s make molecules!
?
How can
we make
molecular
element and
molecular
compound?
Molecule is the formation
of a stable bond of two
or more atoms. The bond
is formed by chemical
reactions.
Molecular element is
formed by two or more
similar atoms.
Molecular compound is
formed by two or more
different types of atoms.
18
of a Substance?
Unit
1
What
you n
eed
Each GROUP needs:
• Books or any
information resources
of various chemical
formulas.
• Atom Models of O,H, N,
C, Cl and S made of clay
or colored paper with
the different color and or Each STUDENT needs:
size. Each member gets
• Some pieces of
10 pieces atom model,
toothpicks (if the atoms
except of O consisting of
are made of clay) or glue
12 pieces.
(if the atoms are made
• Pictures of molecular
of paper).
models.
• A piece of flipchart
paper or some pieces of
F4 or A4 size paper, or a
piece of newspaper.
• Pens or pencils.
• Notebook.
• 2 atom models of Na.
• Substances with
formulas of O2, H2O,
NaHCO3, NaCl, S8, and
CH3COOH.
of a Substance?
19
What
you d
o
Step 1
Step 2
Step 4
Each group will have
different types of atoms.
So, there will be a group
who gets one of these
kind of atom model:
Oxygen, Hydrogen, Carbon,
Nitrogen, or Sulfur. Mark
each of atom models you
have with the element
name and the group name!
Make discussion in groups;
what molecules are possible
to make by combining
atom you have with atoms
of other groups. Make
list of molecule models
are possible to make by
combining with your atom,
as much as you can! You can
refer the possible molecule
types to be made from
any available information
resources.
Each group member
records discussion result in
notebook.
As your teacher gives you
the sign to start, work with
other groups to combine
your atoms with other
atoms in other groups to be
molecules and place them
on the flipchart/F4 or A4
size paper (if your atoms
are made of paper) or use
toothpicks (if your atoms
are made of plasticine).
Write down the chemical
formula of each molecule
you made.
In the group of 4-5
students, take a look the
demonstration about
the substance formation
by your teacher! Make a
molecule formation model
made by your teacher:
20
Step 3
Divide the molecule
models you made into the
molecular elements and
molecular compounds!
Recheck your molecule
compositions you made
precisely and count the
molecules you have.
Then, collect them to your
teacher.
of a Substance?
NaHCO3 + CH3COOH
--> CH3COONa + CO2 +
H2O
(Ask 1 Na atom model for
each group to your teacher)
Step 5
Observe the provided
samples of chemical and
then fill the provided
observation table of
characteristics of chemical
element and compound!
Unit
1
Observation Table
Write the
atoms
composition
of each
molecule*)
Molecules
What is
the phase/
the matter
form?
What is the
colour?
What
is the
chemical
name?
What is it
called in
Bahasa?
How is
the
caution?**)
O2
CO 2
H 2O
NaHCO 3
NaCl
S8
CH 3COOH
CH 3COONa
*) Example: CO2 : 1 Carbon + 2 Oxygen
**) Look at the label on the package or find information of MSDS.
Discussion
molecular compounds?
Why?
• After the activity, what
• Look at the elements
atom is still left and
and compounds in this
what atoms are used up
demonstrated reaction
to make molecules? Why
(NaHCO3 + CH3COOH
is it so?
--> CH3COONa + CO2 +
• Can similar atom
H2O)!
combinations (such as
H and O) form different
What does remain the
same in a chemical
reaction?
What is the new in a
chemical reaction?
of a Substance?
21
VARIOUS MOLECULES WITH THEIR UNIQUE NAMES
Naming the molecular compounds are usually customized
with the name of the compound sources which they derives
from. Such names can be unique and funny, such as the
following examples:
1.Complicated acid: it does not mean the acid that whose
a very complicated structure. In fact, the name is derived
from the source, the kind of plant, Stereum complicatum.
Stereum complicatum
2.Draculin: Well, sounds creepy, doesn’t it? Molecules of
these compounds are very useful for anti-coagulant,
prevents blood clotting. The molecule made up of
411 amino acids derives from vampire bat’s saliva,
the teacup sized animal blood sucking animals that
live in the central and southern parts of the America
continent.
Vampire Bat
3. Bongkrekic Acid: Well, this molecule compounds
originally made in Indonesia, because it is obtained
from a fungus that makes certain tempe (yeasted
soybean) toxic (in which Indonesian people call it
“tempe Bongkrek”).
“Tempe Bongkrek”
4. Traumatic acids: the molecular compound is formed
by plant tissue injury (trauma), that’s the other term is
“wound hormone”.
plant tissue injury
22
of a Substance?

What you need - Seameo Qitep In Science

Transcription

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