Engage and Explore: Get minerals with metallic crystals and have students look at them, Maybe get gold ore. Have them speculate how engineers could identify then remove the ore form the rock. (Do in groups come up with one list)

Items used: mineral samples

Procedure: see above

Go over reading hints p..34

Have students look at captions and photos to determine how matter is extracted from the earth.

Give out the outline 1-4. Discuss objectives

Objectives: The student will be able to…

• Describe how the density of gold allows it to be panned
• Describe how copper and iron are extracted from their ores.

Panning for gold: Separation by density. (Oatmeal and balls demo)

Describe how it is done. Heaviest materials sink to the bottom, the lightest float to the top. Oatmeal golf ball and ping pong ball. Gold density 19.3 g/cc Fool’s Gold/Iron Pyrite 5.0g/cc

Gold Dredging today.

Ores: Few metals are found as pure elements like gold nuggets, often they are found as compounds mixed with other substances. If the desired metal is in enough concentration to mine it is call an ore.

To extract an ore we use other physical properties such as chemical activity. In the case of copper the ore is dissolved with chemicals, such as a strong acid. To remove just the copper we use a process known as electrolysis.

Electrolysis: electrical energy breaks the chemical bonds that copper has with the ore. One electrode attracts the copper, the other electrode attracts the ore . See set-up in the book.

Perform Electrolysis Demo: Have students do the steps?

Iron Ore: When you find a piece of iron in nature, what does it normally look like? Usually it is rusty. Rust is the chemical reaction between oxygen and iron. To remove the oxygen from the iron again, high heat and charcaol is used. The oxygen combines with the charcoal CO2 and the pure iron remains.

Assignment: Do section questions on page 38K

Chapter Review: Do questions p. 40-41K Multiple Choice 1-5, T and F 6-10 , Checking concepts 11-14, thinking visually 16, applying skills 17-19, thinking critically 21, 24