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Natuurwetenskappe

Materie, meting en reaksies

Reaksies tussen soorte materie: sure en basisse

Opvoeder afdeling

Memorandum

Dit is baie belangrik dat u vooraf seker maak dat die stowwe wat die groepe bymekaar gemaak het, veilig is om aan te proe.

Swart tee as indikator.

SURE NEUTRAAL BASISSE

Sout en Asyn Vanieljegeursel (soet) Kakaopoeier

Speserye Kitssop (sout) Groen peper

Borrie Appelasyn Koeksoda

Suurlemoensap Sjokolade

Leerder afdeling

Inhoud

WAARSKUWING

  • Ons almal het sintuie om die verskillende aspekte van ons omgewing waar te neem. Jou tong is die sinsorgaan wat jou in staat stel om deur proe die smaak van stowwe waar te neem. Moet egter nooit aan stowwe proe nie, tensy jy baie seker is dat dit veilig is! Dikwels bewaar mense stowwe in houers sonder om die nodige etikette daarop aan te bring. Gevaarlike stowwe kom gereeld in en om ons huis voor, bv. batterysuur, ammoniak en swembadsuur. Onthou dus: moenie aan iets proe nie, tensy jy dit as ‘n veilige stof geïdentifiseer het.

Aktiwiteit: om sure en basisse in en om die huis te kan identifiseer [lu 1.2, lu 2.2]

Die meeste sure het ‘n suur smaak, terwyl die meeste basisse bitter smaak. Hierdie smake word deur die agterste gedeelte van die tong waargeneem. Ons proe ook dikwels met die voorste gedeelte van die tong stowwe wat soet of sout smaak. Hierdie stowwe is nie sure of basisse nie, maar is neutraal.

Loer so ‘n bietjie in Ma se kombuiskaste en bring van die volgende items saam skool toe:

  • Maak seker by jou ma dat jy nie gevaarlike stowwe soos ammoniak of bleikmiddel saambring nie.
  • Verdeel in groepe en maak ‘n lys van die stowwe wat julle in die groep het.
  • Vra jou onderwyser om julle te help om seker te maak dat al die stowwe veilig is om aan te proe.

Voltooi die volgende tabel deur aan al die stowwe te proe en jou waarnemings neer te skryf.

SUREHierdie stowwe proe suur NEUTRAALHierdie stowwe proe nie suur of bitter nie BASISSEHierdie stowwe proe bitter
______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________

(15)

Vergelyk nou jou persoonlike ondervinding met dié van die ander lede in jou groep. Klassifiseer die stowwe in jul groep volgens smaak. Vergelyk dit met die ander groepe.

  • Het almal saamgestem oor die smake van al die stowwe? __________________
  • Indien nie, oor watter stowwe was daar verskil?

_____________________________________________________________________

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Assessering

Leeruitkomste 1: Die leerder is in staat om met selfvertroue op weetgierigheid oor natuurlike verskynsels te reageer, en om binne die konteks van wetenskap, tegnologie en die omgewing verbande te ondersoek en probleme op te los.

Assesseringstandaard 1.2: Dit is duidelik wanneer die leerder ondersoeke uitvoer en data versamel: organiseer en gebruik apparaat/toerusting of bronne om inligting in te win en te noteer.

Leeruitkomste 2: Die leerder ken, interpreteer en pas wetenskaplike, tegnologiese en omgewingskennis toe.

Assesseringstandaard 2.2: Dit is duidelik wanneer die leerder inligting kan kategoriseer: vergelyk kenmerke van verskillende kategorieë voorwerpe, organismes en gebeurtenisse.

Questions & Answers

a perfect square v²+2v+_
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or infinite solutions?
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y=10×
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Kristine 2*2*2=8
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Differences Between Laspeyres and Paasche Indices
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No. 7x -4y is simplified from 4x + (3y + 3x) -7y
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J, combine like terms 7x-4y
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f(n)= 2n + 1
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. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, Natuurwetenskappe graad 7. OpenStax CNX. Sep 16, 2009 Download for free at http://cnx.org/content/col11078/1.1
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