preface - nc science essential standards -...

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Preface:

The Standards-based Unit Planning Framework provides a structure to guide

professional collaborative conversations among vertical team members. The

focus of the conversation stems from the notion that vertical teaming enhances

teacher understanding of the NC Science Essential Standards and how the

standards inform teacher decision-making.

This unit serves as a model that sets forth the principles valued by the NC

Department of Public Instruction as representative of best practices when

teaching the NC Science Essential Standards. It is by no means intended to be

all inclusive; rather, it is meant to be a springboard for collaboration yielding a

teacher’s best thoughts and creativity. This collaboration – and the

accompanying tools to document important findings – can help guide the work

of vertical teams to determine the criteria for developing common high quality

lessons.

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Tiny things really MATTER! Chemistry with Kimberly and Keith on Mr.

Green Gene’s Farm

Sample Unit Plan Summer Institute 2015 – Workshop Use Only

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Do atoms “in” really equal atoms “out”? State your claim and prove it!

How does anyone measure atoms?

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Chemistry That Applies to our daily Lives!

Key Terms: Atoms Balanced Chemical Equation Chemical Compounds Electrons Elements Exercise Food Not-food Gas Heterogeneous Homogeneous Isotopes Law of Conservation of Mass Liquid Man-made materials Matter Not-Matter Metalloids Metals Non-metals Mixtures Models Natural materials Neutrons New Substance Nuclear Nucleus Periodic Table of elements Physical Plasma Protons Pure Substances Reactivity Solid Volume Warmth

keith

Tiny things really MATTER! Chemistry with Kimberly and Keith

on Mr. Green Gene’s Farm


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Teacher Domain Knowledge


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7

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Course/Grade level:_________ Unit Length _____________Start Date:__________________ End Date:_________________

Unit Title ________________________________Unit Theme:___________________________ Conceptual Lens:_____________

Curriculum Topic Study Guide: _______________________________________________________________________________

AAAS Strand Map: _________________________________________________________________________________________

NCDPI Strand Map: ________________________________________________________________________________________

Cross-cutting Concepts: ______________________________________________________________________________________

Science and Engineering Practices: _____________________________________________________________________________

Enduring Understandings:____________________________________________________________________________________

____________________________________________________________________________________________________________

Essential Questions:__________________________________________________________________________________________

Collaborative Planning Time/Lesson Study Day(s):

Matter: Structure,

Properties & change Tiny things really matter! Interactions

Matter: Properties and Change

Matter: Structure, Properties and Change

NSDL: Atoms & Molecules; Conservation of Matter; Chemical Reactions; States of Matter;

Chemical Reactions

Developing and Using Models

Structure & function; Cause & Effect; Scale proportion & quantity

Different arrangements of atoms into groups compose (make-up) the

structure of all matter (materials). The structure of materials influences their physical properties,

chemical reactivity and use.

How can one explain the structure, properties, and interactions of matter and

determine if mass is conserved after a chemical reaction?

Team Research Question:


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Subject Area/Grade:_________________ Unit Title___________________________ Unit Length________________

Unit Theme:_____________________ Conceptual Lens:_____________________ Unit Map of Standards: (List Concepts by Essential Standard, ES and Clarifying Objective, CO)

Design Team:

Interactions

Mr. Green Gene says his farm is a living, breathing chemistry lab.

He says, everyday energy from the sun is captured by plants and

gets changed into the chemical energy that forms all of the food

found on the farm. He calls his farm a perfect system – nothing is

ever wasted. At feeding time he always says – “atoms in equals

atoms out”. Is everything made of atoms? How can anyone keep

track of tiny particles of matter too tiny to see with the naked eye?

He says it’s as easy as counting them, you just have to keep track

of which way the matter goes. How can you keep track of

something that’s always interacting and changing?

Well, my friends Kimberly and Keith, remember the measurement

kids, are trying to find out. Do you think they can really keep track of

atoms? Mr. Green Gene says, by counting atoms, one can track

matter, even when it has been transformed, and prove that mass

has been conserved – atoms in equals atoms out.

This unit will help you learn about matter and how it interacts. Take

the challenge when you’re done.

You try it! Can you design an investigation to show that when two substances combine to form new matter, mass is still conserved? Collect, analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Finally, prepare a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (NGSS MS-PS1-2, MS-PS1-5)

8.P.1.1 8.P.1.2

8.P.1.3 8.P.1.4

MODELS of Matter: Structure & Properties of

Matter

Properties of Matter: The Periodic Table

Physical Changes vs.

Chemical Changes

Conservation of Mass:

Chemical Reactions

8.P.1

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Interactions Matter: Structure,

Properties & Change

Tiny things really matter! 5-7 weeks


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Using Learning Progressions to Deconstruct Standards and Design Instruction Learning Progression: Atomic-Molecular Theory of Matter: (Ready, Set, Science! Michaels, 2008)

The atomic-molecular theory is a well-established body of scientific thought that helps make clear the properties of substances, what things are made of, and how things change (and do not change) under varied environmental conditions, such as heat and pressure. The atomic-molecular theory accounts for visible as well as invisible (microscopic) aspects of substances.

8. P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. B2 (4D/M1cd)

A1. Recall the characteristic properties of matter.

A1. Identify the characteristics of matter based on the packing of its components.

A1. Recall the effects of energy on the motion and spacing of the particles of matter.

C3. Use the particle model to describe the behavior of materials in relation to varying amounts of energy.

1 2 3 4 5 6

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C3. Use the particle model to represent the arrangement of particles in a substance.

B2. Sort materials based on the packing and arrangements of its atoms.

D1. Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events

and that have explanatory power.

The learning progression proposes that, during these grades, students can be introduced to the following core tenets of atomic-molecular theory:

Matter exists in three general phases—solid, liquid, and gas—that vary in their properties.

Materials have characteristic properties, such as density, boiling point, and melting point.

Density is quantified as mass/volume. At the microscopic level:

There are more than 100 different kinds of atoms; each kind has distinctive properties, including its mass and the ways it combines with other atoms or molecules.

Each atom takes up space, has mass, and is in constant motion. Atoms can be joined (in different proportions) to form molecules or

networks—a process that involves forming chemical bonds between atoms.

Molecules have characteristic properties different from the atoms of which they are composed.

1.The Learning Question: What is important for students to learn in the limited school and classroom time available?


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Big ideas presented in 2009 NAEP Framework

P8.1: Properties of solids, liquids, and gases are explained by a model of matter that is composed of tiny

particles in motion.

P8.2: Chemical properties of substances are explained by the arrangement of atoms and molecules.

P8.3: All substances are composed of 1 or more of approximately 100 elements. The periodic table organizes

the elements into families of elements with similar properties.

P8.4: Elements are a class of substances composed of a single kind of atom. Compounds are composed of two

or more different elements. Each element and compound has physical and chemical properties, such as boiling

point, density, color, and conductivity, which are independent of the amount of the sample.†

P8.5: Substances are classified according to their physical and chemical properties. Metals and acids are

examples of such classes. Metals are a class of elements that exhibit common physical properties such as

conductivity and common chemical properties such as reacting with nonmetals to produce salts. Acids are a

class of compounds that exhibit common chemical properties, including a sour taste, characteristic color

changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and

water.

NAEP, 2009 Framework, pg. 91

Identifying Science Principles Given an animation of molecules in motion, identify the substance that is being

illustrated as a solid, liquid, or gas.


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STEP 1 Unit Theme

Matter: Structure, Properties & Change

Conceptual Lens

STEP 2 Interactions

STEP 3 Identify the Big Ideas: (Align to Essential Standards) 8.P.1 Understand the properties of matter and changes that occur when matter interacts in a closed system.

AAAS Project2061.org (4D/M1-14)

STEP 4 Clarifying Objective #/(RBT-tag)

Enduring Understanding(Generalizations) STEP 5 Unpacking & Essential Question (EQ)

(Guiding Questions) (Include unpacking from each clarifying objective included in the unit.)

8. P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.(4D/M1cd)

(Generalizations) 8.P.1.1 Different arrangements of atoms into groups compose all substances and determine the characteristic properties of substances. Structures of materials determine their properties and the properties of a mixture are based on the properties of its components.

How do the building blocks of matter help explain the diversity of materials that exist in the World?

Atoms may link together in well-defined molecules, or may be packed together in crystal

patterns. Different arrangements of atoms into groups compose all substances and determine

the characteristics properties of substances.(4D/M1cd) Elements are pure substances that

cannot be changed into simpler substances. Elements are composed of one kind of atom.

Compounds are pure substances that are composed of two or more different types of elements

that are chemically combined. Compounds can only be changed into simpler substances called

elements by chemical changes. (One way that two or more atoms can combine is to form a

molecule.) Mixtures are composed of two or more different substances that retain their own

individual properties and are combined physically (mixed together). Mixtures can be separated

by physical means (filtration, sifting, or evaporation). Mixtures may be heterogeneous or

homogeneous: (heterogeneous mixture, which is not uniform throughout, the substances are

evenly mixed and cannot be visibly distinguished. The particles of the substances are so small

that they cannot be easily seen. Another name for the homogeneous mixture is a solution.)

Note: It is not essential for students to know that molecules are the smallest part of covalent compounds or for students to understand isotopes. NCDPI Unpacking document: See teachers’ notes for additional information, pg. 38 of this document. http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/science/8.pdf

How can we reliably distinguish between substances? Each pure substance has

characteristic physical properties (density, boiling and melting points, and solubility are

appropriate at this level) and unique chemical properties, which are relatively insensitive to the

amount of the sample, so are useful for distinguishing one substance from another. Measuring

the intrinsic properties helps identify and distinguish between different substances. Measuring

more precisely, or more different properties, increases confidence of conclusions. Elements

can be grouped as highly reactive metals, less-reactive metals, highly reactive nonmetals and

some elements that are non-reactive gases. Many substances react chemically in characteristic

ways with other substances to form new substances with different intrinsic properties. This

1. The Learning Question: What is important for students to learn in the limited school and classroom time available?

http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/science/8.pdf


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change in properties results from changes in the way atoms from the original substances

combine and arrange. PS1B pg 111

P8.5: Substances are classified according to their physical and chemical properties. Metals and acids are examples of such classes. Metals are a class of elements that exhibit common physical properties such as conductivity and common chemical properties such as reacting with nonmetals to produce salts. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water.

8.P.1.1 1. How can models be used to explain the physical properties of matter? 2. How do the building blocks of matter help explain the diversity of materials that exist in

the world? 3. How can we reliably distinguish between substances in order to classify matter as

elements, compounds, or mixtures based on how the atoms are packed together in arrangements?

8. P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. 4D/M6a

(Generalizations) 8.P.1.2 The periodic table of elements is a scientific model that represents ideas about the physical properties of elements and their reactivity.

The Periodic Table organizes the elements by their mass and chemical properties and provides a useful reference for predicting how they will combine. Molecules form due to interactions between atoms; molecules range in size from two to hundreds of atoms. Atoms may interact to form distinct molecules or arrange in extended patterns with no defined endpoint (e.g. crystals, metals). The chemical composition, the arrangement of atoms, and the way they interact and move determines the state and properties of a substance. The thermal motion of the atoms increases with temperature. PS1A pg 108. There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon).4D/M6a The Periodic table contains a wealth of information about elements. Horizontal rows are called periods. The vertical columns are called groups. These elements have similar properties. It is convenient to divide the table into 2 groups—metals and nonmetals. The transition metals are generally not as reactive as Groups 1 and 2 and have varied properties. Nonmetals are poor conductors of electricity and have a wide range of properties. Along the staircase line separating the metals and nonmetals are the metalloids. They are not as conductive as metals but are more conducive than nonmetals.

8.P.1.2 1. How can one use the periodic table of elements to explain the physical properties of

elements and make predictions about their reactivity?

8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a

Physical properties involve things that can be measured without changing the chemical properties of matter. Matter can undergo physical changes which affect only physical properties. Physical properties include: appearance, texture, color, odor, melting point, boiling point,


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chemical reaction to include changes in temperature, color, formation of a gas or precipitate.

(Generalizations) There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy resulting in a new substance.

density, solubility, polarity and many others. Physical changes can involve changes in energy which relate to the three states of matter-solid, liquid and gas. Evidence that a chemical change has occurred generally fits into these categories; gas production (bubbling or an odor), formation of a precipitate, production of heat and a color change. Properties of matter may be either physical or chemical. Chemical reactions form new substances by breaking and making new chemical bonds. Chemical reactions alter arrangement of atoms and the chemical reactions can vary. Chemical reactions describe how matter behaves. All physical and chemical changes involve a change in energy. Students should hypothesize when a physical or chemical change has occurred based on the evidence given above. Note: Students should not write chemical formulas with reactions but should relate the formula to the concept of whether a physical or chemical change has occurred. What happens to the building blocks when transformations occur (sub-microscopic)? At this level,

only non-nuclear transformations are considered. When substances undergo transformations (except nuclear), the

atoms and molecules that make up the substance may be arranged differently. However, the total number and identity

of atoms remains the same. All transformations involve exchange of energy. The total amount of energy stays the

same before, during and after any transformation. There is a relationship between temperature and kinetic energy of

thermal motion. Applying this idea to a particulate model of matter helps explain why temperature changes affect the

structure and properties of matter. Observed patterns of change in a system allow predictions about the future of the

system. Under constant conditions, a system starting out in an unstable state will continue to change until it reaches a

stable condition (e.g. hot and cold objects in contact). Although a system may appear to be unchanging, changes

occurring at the molecular level in opposite directions may occur at equal rates.

8.P.1.3 1. How can one reliably distinguish between substances and determine the type and

extent of a chemical reaction? 2. What happens to the building blocks of matter (atoms) when transformations occur?

8.P.1.4 Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass. (4D/M7a, M7b,) http://users.wfu.edu/ylwong/balanceeq/balanceq.html

(Generalizations) 8.P.1.4 When materials interact within a closed system, the number of atoms stays the same no matter how the same atoms are rearranged; therefore, their total mass stays the same.

The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same. The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways. The law of conservation of mass states that the total mass of the products of a reaction is equal to the total mass of the reactants. A closed system must be used when studying chemical reactions. When chemicals interact in a closed container, it shows that the mass before and after the reaction is the same. In an open container this may not be true.

8.P.1.4 1. How do idea of atoms and a balance chemical equation support the law of

conservation of mass for materials interacting in a closed system?

(Identify misconceptions) 8.P.1.1 Some things are not matter because they cannot be seen (e.g. air, cells). Some forms of matter are not made of atoms (e.g. air, cells, living things)

http://users.wfu.edu/ylwong/balanceeq/balanceq.html


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Standards-Based Unit Planning Template (Deconstruct Standards to guide instruction)

STEP 6 Standard: 8. P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.(4D/M1cd)

Factual Knowledge Targets (A)

Conceptual Knowledge Targets(B) Procedural Knowledge Targets (C)

Metacognitive Knowledge Targets (D)

A1. Recall the definition of the following terms:

Atom Element Compound Mixture Substance Density Solubility Heterogeneous Homogeneous

A1. Recall that all matter is made up of atoms that are in constant motion and too small to see. A1. Recall the characteristic properties of matter. i. mass ii. volume A1. Identify the characteristics of matter based on the packing of its components. i. characteristics of solids. ii. characteristics of liquids. iii. characteristics of gases. A1. Recall the effects of heat energy on the motion and spacing of the particles of matter.

B4.1 Differentiate materials based on the packing and arrangements of atoms and ordinary physical and chemical means B2.3 Classify substances as matter or as not matter. B2. Represent elements and compounds using chemical symbols. B4.1Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). B4.1 Differentiate between mixtures and pure substances. B2.3 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.

C3. Use the particle model to describe the behavior of materials in relation to varying amounts of energy. C3.Use the particle model to represent the arrangement of particles in a substance. C3. Use the Engineering design process to devise a method of cleaning polluted water.

D1. Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power.

1.The Learning Question: What is important for students to learn in the limited school and classroom time available?


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Do the criteria for success

focus on what students

will do during the

learning process?

Do the criteria for success

provide an understanding

of what quality work

should look like?

Will the learning targets

be met after achieving the

criteria for success?

IF WE BELIEVE ALL KIDS CAN LEARN…

DuFour’s Critical Questions

3. The Assessment Question: How does one select or design assessment instruments and

procedures that provide accurate information about how well students are learning?

What will I use to

elicit evidence of my

students’ ideas about

“it”?

What will I use to

document evidence of

students’ ideas about

“it” to plan my next

steps?”


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Needs of Living

Organisms

include

matter non-matter

maybe sorted as

solid liquid gas

examples include

things we eat

things we use

has 2 properties

mass (weight) (volume)

takes up space

maybe sorted as

food not-food

materials that provide chemical

energy

maybe sorted as

materials that do not provide

chemical energy

tightly packed materials that

slightly move & maintain

their own shape

loosely packed

materials that flow downward & take the shape of the container

they are in

maybe sorted as

natural man- made

exercise warmth

loosely packed materials that

constantly move until they completely

fill the shape of any container

they are in

Figure 9. Grades 8-12 Sample Concept Map - Matter: Structure & Properties


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mixtures**

elements

compounds homogeneous

mixtures heterogeneous

mixtures

of one kind packed together maybe classified as

separate by physical methods and

maybe classified as

which can be broken down by ordinary chemical methods classified as

which cannot be broken down by ordinary

chemical methods classified as

explains

examples include

The Law of

Conservation

of Mass

chemically linked as two or more atoms packed together (molecules)* maybe classified as

evenly mixed throughout; particles are not easily distinguishable

not uniform throughout, the component substances can be visibly distinguished

characterized by

results from combinations of

form

atoms

pure substances

characterized by

carbon dioxide water glucose

hydrochloric acid sodium hydroxide

of different types packed together but are NOT chemically linked maybe

classified as

arranged in

periodic table of

elements

characterized by

metals non-metals metalloids

electrons nucleus

protons neutrons

isotopes

made of contains

determine

reactivity

maybe represented

by

models

may represent

atoms in a chemical reaction

maybe represented

by

a balanced chemical equation

change

physical

chemical maybe

Grades 8-12 Sample Concept Map - Matter: Structure & Properties 8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.

See, Figure 9. Grades 8-12 Sample Concept Map - Matter: Structure & Properties

new substance

no new substance

Matter

characterized by

maybe

nuclear fission or

fusion

maybe

liquid

gas

solid

plasma


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Matter: Properties and Change 8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.

Clarifying Objective Learning Target Assessment Prototypes

8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. (B2)

A1.aRecall the characteristic properties of matter. i. mass: property of the atoms ii. volume

(A1)a. What are the characteristic properties that define all matter? i What is mass? ii. What is volume? (A1)a. Which statement about matter is TRUE?

a. Atoms are not matter but they are contained in matter. b. Matter exists only when you can see it. c. Living things are not matter. d. Matter is made up of atoms.

(A1)a Imagine that you remove all the atoms from a chair. What remains?

a. Nothing b. A pile of dust c. The same chair d. A chair that weighs less

(A1)a Which of the following is NOT made up of atoms?

a. Heat b. Gases c. Cells d. Solids

(A1)a Is air matter? Why or why not?

a. Yes, because air is not alive. b. Yes, because air is made up of atoms. c. No, because air cannot be seen. d. No, because air does not take up space.

3. The Assessment Question:

How does one select or design assessment instruments and procedures that provide accurate

information about how well students are learning?


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A1.b Identify the characteristics of matter based on the packing of its components. i. Identify characteristics of solids. ii. Identify characteristics of liquids. iii. Identify characteristics of gases. iv. Identify the properties of density as related to the packing of the atoms in a material.

(Laboratory investigations embedded to move the item from a factual recall of the properties to a conceptual understanding.)

(A1)a Which is bigger, an atom or a grain of sand?

a. The atom is bigger. b. They are the same size. c. The grain of sand is bigger. d. It depends on the kind of atom.

(A1)b. Below are models of 4 different substances inside closed

containers.

Which model(s) best represents:

a. Solid_______

b. Liquid_______

c. Gas________ Explain your thinking.

In which state of matter are the molecules spaced farthest apart?

a. A gas b. A liquid c. A solid d. All are equal.

(A1)b. What are some of the physical properties of matter? (see concept map)

a. What are the characteristics of a solid? b. What are the characteristics of a liquid? c. What are the characteristics of a gas? d. What is density?

2009, NAEP Framework,

pg. 91

Identifying Science

Principles Given an

animation of molecules in

motion, identify the substance

that is being illustrated as a

solid, liquid, or gas.

D

C

A, B


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B4.1 Differentiate materials based on the packing and arrangements of atoms and ordinary physical and chemical means A1.c Recall the effects of energy on the motion and spacing of the particles of matter.

(A1)b. A student has 3 unidentified samples. Each sample is made of a pure metal. What could the student do to identify which metal each sample is made of?

a. Measure the length and width of each sample and compare it to the length and width of other metals. b. Measure the mass of each sample and compare it to the mass of other metals. c. Determine the density of each sample and compare it to the density of other metals. d. Determine shape of each sample and compare it to the shape of other metals.

B4.1 A student performed an investigation on 3 samples and

summarized the information in the data table below:

Sample Volume (mL)

Density (g/mL)

Boiling Point (oC)

Color

A 20 0.79 56 colorless

B 60 0.79 78 colorless

C 20 1.00 100 colorless

Based on the information collected, which of the samples could be the same substance? Explain your thinking.

a. Samples A and B could be the same substance. b. Samples A and C could be the same substance. c. All of the liquids could be the same substance. d. None of the liquids could be the same substance.

A1.c1 What effect does energy have on the motion and spacing of the

components of matter?

A1.c2 Heat is applied to a beaker of water, raising the water

temperature a few degrees.


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C3. Use the particle model to describe the behavior of materials in relation to varying amounts of energy. C3.Use the particle model to represent the arrangement of particles in a substance. 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. (B2) Note: While the first assessment prototype aligns to the content, it does not have tight alignment of the verb – “classify”. A student may “remember” the definition of an element and get the correct answer. What makes the next 2 items classify?

What happens to the water molecules after heat is applied? a. The molecules spread apart and move more slowly. b. The molecules spread apart and move more quickly.* c. The molecules come together and move more slowly. d. The molecules come together and move more quickly.

C3.During an investigation, sample C was heated for a period of time. Prepare a model that explains the effect of heat on the motion and spacing of the particles in the sample. Explain your thinking.

Sample drawing and explanation.

(B1) If a substance is composed of atoms arranged in one particular

way, how is this substance best classified?

a. element* b. compound c. mixture d. gas

(B2) Examine the data table below and answer the questions that follow. This data table represents observations made by a scientist during an investigation.

Samples Physical Appearance

silver (Ag) silver, solid

nitrogen (N) colorless, gas

oxygen (O) colorless, gas

copper (Cu) orange-red, solid

silver nitrate (AgNO3) colorless, powder

water (H2O) colorless, liquid

silver nitrate + water colorless, liquid

Heat will cause the atoms to

spread out and move faster

until the liquid turns into a

gas.


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What about going beyond the standards?

What does an extended standard look like?

A scientist preformed an investigation with samples listed in the data table above. She heated the 2 liquid samples until boiling. After a while, all of the liquid evaporated from Sample 1 and the container was empty. Later, all of the liquid evaporated from sample2 and a colorless powder remained.

1. Based on the information presented in the data table which term best describes sample 1?

a. Atom b. Element c. Mixture d. Compound*

2. Which term best describes sample 2? a. Atom b. Element c. Mixture* d. Compound

3. Which best explains why silver nitrate is a compound? a. Silver nitrate is a colorless powder. b. Silver nitrate does not chemically react with water. c. Silver nitrate forms a colorless liquid when mixed with water. d. Silver nitrate forms when three elements chemically

combine.*


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Subject/Grade Level:__Science/Grade 8______

STEP 7 Instructional Learning Experiences: TARGET TYPE: A - Factual B– Conceptual C– Procedural D – Metacognitive

Learning Target/ Target Type

Guiding Questions

Learning Experiences Success Criteria

A1. Recall the characteristic properties of matter. i. mass ii. volume A1. Identify the characteristics of matter based on the packing of its components. i. Identify characteristics of solids. ii. Identify characteristics of liquids. iii. Identify characteristics of gases. A1. Recall the effects of energy on the motion and spacing of the particles of matter. C3. Use the particle model to describe the behavior of materials in relation to varying amounts of energy. C3.Use the particle model to represent the arrangement of particles in a substance. B2. Sort materials based on the packing and arrangements of its atoms. B2. Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. B2. Represent elements and compounds using chemical formulas.

A1. What are the characteristic properties that define all matter? i What is mass? ii. What is volume? iii. How do we determine if an object is classified as matter? iv. What are some “things” that are not classified as matter? A1. What are some of the physical properties of matter?

a. What are the characteristics of a solid? b. What are the characteristics of a liquid? c. What are the characteristics of a gas? d. What is density? e. What is specific heat? f. What is solubility?

A1. What effect does energy have on the motion and spacing of the components of matter? C3. How can one use models to explain the physical properties of matter? B2. How do the building blocks of matter help classify the diversity of materials that exist in the world? B3. When presented with the physical characteristics of a substance, how does one represent the element or compound using a chemical formula?

(Identify learning experiences to address each learning target and scaffold students to mastering the Guiding Questions) B1: Our Ideas About Matter (Days 1-4) C3: Matter All Around Us B2: Elements, Compounds and Mixtures (Day7)

2. The Instruction Question:

How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?


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Step 9 The Knowledge Dimension

The Cognitive Process Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Meta- Cognitive Knowledge

Key: Tag Objectives, Instruction and Assessments Objective & Activity: (Obj 7) 2B: Elements, Compounds and Mixtures (Day7) Assessment: Day 7 Assessment Items

4. The Alignment Question:

How does one select or design assessment instruments and procedures that provide

accurate information about how well students are learning?

Obj 1 A1a Obj 2 A1b Obj 3

A1c1&2

Obj 4 Obj 5 Obj 3

Obj 7 (Day7) Activities B2 Day 7 Assessment

Items

B1

Assessment does

not have tight

alignment


26

STEP 6 Write out the …

Essential Standard: 8.P.1 Understand the properties of matter and changes that occur when matter interacts in a closed system.

Clarifying objective: 8.P.1.2. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the

Periodic Table of elements. 4D/M6a (1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create

(A) Factual Knowledge Targets (B) Conceptual Knowledge Targets (C) Procedural Knowledge

Targets

(D) Metacognitive Knowledge Targets

A1. Recall the definition of the following terms:

Physical property Chemical property Physical change Chemical change

A11 Recall the physical properties of all matter. A12 Recognize that elements are classified as matter that exhibit the same physical properties characteristic of all matter such as: mass, volume, density etc.

B41 Differentiate physical and chemical properties B22 Summarize the process Mendeleev used to arrange elements into groups. B23 Infer properties of elements based on their location on the Periodic Table. B24 Predict information about the reactivity of elements based on where it is found on the periodic table. B43 Differentiate between physical changes and chemical changes. B44 Attribute the location of elements on the periodic table to their group or family. B26 Explain how the physical properties

of elements and their reactivity have

been used to produce the current model

of the Periodic Table of elements.

D21 Infer the importance of why scientists use models. D22 Recognize the limitations of models as it relates to their usefulness to scientist.

1. The Learning Question: What is important for students to learn in the limited school and classroom time available? (Deconstruct the clarifying objective to write clear learning targets.)


27

3. The Assessment Question: How does one select or design assessment instruments and procedures that provide

accurate information about how well students are learning? Plan Exemplar “Assessments of Learning”

(Including a Culminating Activity, see STEP 8, pg. 17)

Strand Clarifying Objective/

Learning Target

Assessment Prototypes

(Assessment Tools)

A11 Recall the physical properties of all matter. A12 Recognize that elements are classified as matter that exhibit the same physical properties characteristic of all matter such as: mass, volume, density etc. B41 Differentiate physical and chemical properties B21 Summarize how Mendeleev discovered the pattern that led to the periodic table. B22 Summarize the process Mendeleev used to organize elements into groups. B42Organize elements that have familiar properties into groups. B23 Infer properties of elements based on their location on the Periodic Table. B24 Predict information about elements based on where it is found on the periodic table. B43 Differentiate between physical changes and chemical changes. B25 Infer the importance of why scientists use models. B26 Explain how the physical properties of

elements and their reactivity have been used to

produce the current model of the Periodic Table

of elements.

(NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students)

AAAS Project 2061 Assessment website has

lots of items that may align to some of these

targets:

http://assessment.aaas.org/topics/AM#/

http://assessment.aaas.org/topics/SC#/

http://assessment.aaas.org/topics/EG#/

http://assessment.aaas.org/topics/MO#/

http://assessment.aaas.org/topics/AM#/

http://assessment.aaas.org/topics/SC#/

http://assessment.aaas.org/topics/EG#/

http://assessment.aaas.org/topics/MO#/


28


How does one plan and deliver instruction that will result in high levels of learning for large numbers of students? (Based on the learning targets identified in STEP 6 propose the order the targets should be taught. Sequence your targets in the first column and indicate the target

type. Align appropriate methods of assessment to drive instruction. Design instructional learning experiences based on learning targets, target types and methods

of assessment. Utilize the good things to do pages when possible).

STEP 7a: (Targets from Step 6)

TARGET TYPE: A- Factual B– Conceptual C– Procedural D – Metacognitive

Sequence Learning Targets/ Target Type (A1, B2, etc.)

Methods of Assessment

(Guiding Questions/Assessment Tools)

Learning Experiences (Refer to Critical Content & Develop Success Criteria)

B41 Differentiate physical and chemical properties B21 Summarize how Mendeleev discovered the pattern that led to the periodic table. B22 Summarize the process Mendeleev used to organize elements into groups. B42Organize elements that have familiar properties into groups. B23 Infer properties of elements based on their location on the Periodic Table. B24 Predict information about elements based on where it is found on the periodic table. B43 Differentiate between physical changes and chemical changes. B25 Infer the importance of why scientists use models. B26 Explain how the physical

properties of elements and their

reactivity have been used to produce

the current model of the Periodic

Table of elements


Check the wiki for more examples of lessons

aligned to 8.P.1 & 8.L.5

Coming later this summer.


29

STEP 6 Write out the …

Essential Standard: 8.P.1 Understand the properties of matter and changes that occur when matter interacts in a closed system.

Clarifying objective: 8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in

temperature, color, formation of a gas or precipitate.

(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create (A) Factual Knowledge Targets (B) Conceptual Knowledge Targets (C) Procedural Knowledge Targets (D) Metacognitive Knowledge Targets

A11 Recall the definition of a new substance. A13 Recall that physical changes include changes to size shape and state (including solid, liquid and gases). A14 Recall that chemical changes are changes to matter that results in new matter. A12 Recall the definition of a chemical reaction.

B41 Differentiate between physical

changes and chemical changes.

B21 Infer that a chemical reaction has

occurred based on the presence of a

change in temperature, color formation

of a gas or precipitate.

B22 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.

B31 Carry out investigations to show the occurrence of a chemical reaction and demonstrate that when two substances combine to form new matter, mass is still conserved. (Collect, analyze and

interpret data on the properties of

substances before and after the substances

interact to determine if a chemical

reaction has occurred. Finally, prepare a

model to describe how the total number

of atoms does not change in a chemical

reaction and thus mass is conserved.)

D1. Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power.


30

3. The Assessment Question: How does one select or design assessment instruments and procedures that provide

accurate information about how well students are learning? Plan Exemplar “Assessments of Learning”


Strand Matter: Properties and Change 8.P.1.3 Clarifying Objective/

Learning Target

Assessment Prototypes

(Assessment Tools)

A11 Recall the chemical characteristics that define new matter. A12 Recall the definition of a chemical reaction. A13 Recall that physical changes include changes to size shape and state (including solid, liquid and gases). A14 Recall that chemical changes are changes to matter that results in new matter. B41 Differentiate between physical changes and

chemical changes.

B21 Infer that a chemical reaction has occurred

based on the presence of a change in temperature,

color formation of a gas or precipitate.

B22 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate. B41 Differentiate between physical changes and

chemical changes.

B21 Infer that a chemical reaction has occurred

based on the presence of a change in temperature,

color formation of a gas or precipitate.

B22 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.



31

STEP 6 8.P.1.4. Explain how the idea of atoms and a balanced chemical equation support the Law of Conservation of Mass. (4D/M13, M7b) (1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create

Factual Knowledge Targets Conceptual Knowledge Targets Procedural Knowledge Targets Metacognitive Knowledge Targets

A1. Recognize that chemical formulas are used to represent atoms and identify substances. A1. Recognize that coefficients and subscripts are used to determine the number of atoms of each element in a chemical formula. A1. Recall that the total mass of a substance is due to the total number of atoms that makes up that substance. A1. Recall the names and symbols of common elements, molecules and compounds. (Focus on biological elements, molecules and compounds that will be discussed in 8.L.5. This will provide the basis for students to build their discussion on food, respiration and digestion.)

B2. Conclude that a chemical equation (containing coefficients and subscripts) is balanced or not based on the number of atoms on each side of the equation. B2. Explain how the idea of atoms and a balanced chemical equations support the Law of Conservation of Mass.

C3. Carry out simple investigations and formulate appropriate conclusions to support the premise that, for a chemical reaction occurring in a

closed container, "If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same."

A1. Recognize that all matter is made of atoms. D1. Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power. D1. Recognize that chemical equations are models that support the Law of Conservation of Mass and may be used to explain the interactions of matter in a closed container.


32

Unit Level Teacher Notes:

Additional Notes:

How do the building blocks of matter help explain the diversity of materials that exist in the

world?(sub-microscopic (Link to PS1.B)Substances can exist in different states: solid, liquid and gas, depending on the temperature

and pressure. Regardless of the state, all matter has mass, and the mass does not change when matter goes from one state to

another. Models of matter consisting of extremely tiny particles that are constantly in motion, with interactions between the

particles, can explain states of matter and changes of matter with temperature (in these models particles are non-specific).The

particles that make up matter are so small that they cannot be observed through a light microscope, but can be detected and

manipulated by modern tools. Despite the immense variation and number of substances, all are made from a limited number of

types of atoms, called elements. All substances are made from some 100 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. Pure substances are made from a single

type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under

given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about

relative to each other. In a liquid, the molecules are constantly in contact with each other; in a gas, they are widely spaced except

when they happen to collide. In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids

may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that

occur with variations in temperature or pressure can be described and predicted using these models of matter. (Boundary:

Predictions here are qualitative, not quantitative.) Each type of atom has distinct mass and chemical properties. The Periodic Table

organizes the elements by their mass and chemical properties and provides a useful reference for predicting how they will combine.

Molecules form due to interactions between atoms; molecules range in size from two to hundreds of atoms. Atoms may interact to

form distinct molecules or arrange in extended patterns with no defined endpoint (e.g. crystals, metals). The chemical composition,

the arrangement of atoms, and the way they interact and move determines the state and properties of a substance. The thermal

motion of the atoms increases with temperature. PS1A pg. 108

Resources: (Materials/Equipment)

Student Teacher Bibliography

(Printed Text and Web links)


33

SAMPLE

PRESENTATION

FRAMEWORK


34

VIII. Unit Description:

Course/Grade: Unit Length: Start Date: End Date:

Unit Title:

Unit Theme:

Conceptual Lens:

CTS Guide:

AAAS Strand Map: NSDL: Atoms & Molecules; Conservation of Matter; Chemical Reactions; States of Matter; Chemical Reactions

NCDPI Strand Map: Matter: Structure, Properties and Change

Crosscutting Concepts:

Science and Engineering Practices:

Unit Enduring Understanding(s): Different arrangements of atoms into groups compose (make-up) the structure of all matter (materials). The structure of materials influences their physical properties, chemical reactivity and use. Unit Essential Question(s): How can one explain the structure, properties, and interactions of matter and determine if mass is conserved after a chemical reaction?

Collaborative Team Planning Days:

Team Research Goal(s)

Unit Design Team Members: Name: School: Grade Level email

Unit Overview: Mr. Green Gene says his farm is a living, breathing chemistry lab. He says, everyday energy from the sun is captured by plants and gets changed into the chemical energy that forms all of the food found on the farm. He calls his farm a perfect system – nothing is ever wasted. At feeding time he always says – “atoms in equals atoms out”. Is everything made of atoms? How can anyone keep track of tiny particles of matter too tiny to see with the naked eye? He says it’s as easy as counting them, you just have to keep track of which way the matter goes. How can you keep track of something that’s always interacting and changing? Well, my friends Kimberly and Keith, remember the measurement kids, are trying to find out. Do you think they can really keep track of atoms? Mr. Green Gene says, by counting atoms, one can track matter, even when it has been transformed, and prove that mass has been conserved – atoms in equals atoms out. This unit will help you learn about matter and how it interacts. Take the challenge when you’re done. You try it! Can you design an investigation to show that when two substances combine to form new matter, mass is still conserved? Collect, analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Finally, prepare a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (NGSS MS-PS1-2, MS-PS1-5)

Grade 8 5-7 weeks TBD TBD

Tiny things really matter! Matter: Structure, Properties & Change

Interactions

Matter: Properties and Change

Structure & function; Cause & Effect; Scale

proportion & quantity

Developing and Using Models

TBD

TBD


35

XII. Unit Materials List: (Also included in the body of lesson.)

Materials Part 1

Desktop periodic table -Objects and pictures to demonstrate matter -Chart paper -Lab sheets (see end of unit part) -Density cubes, equal mass rods, or equal volume rods -Density table -Graduated cylinders -Balances -Calculators -Hot plates -Thermometers -Brick -Granite -Oobleck (cornstarch mixed with water) -Marshmallows -Marbles -Balloons -5 Black markers (Recommended brands – Mr. Sketch, K-Mart,Kodak, Crayola, El Marko or Felt-Tip by Flair, Expresso Fine Tip) -Sample of the ransom note -Filter paper (chromatography paper may also be used) -3-5 beakers -Ruler -Pencils -Tape -Sand -Water -Oil -Rubbing alcohol -Sugar -Salt -Flour -Baby powder -Spoons or scoops -Toothpicks -Well plates


36

Lesson Title: Matter All Around Us (Part 1: Matter and Physical Properties)

FULL Unit on wiki: http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8

Approximate Time: The timing varies and is best identified by the teacher. Teachers may

complete activities all at one time or integrate throughout the unit.

(Text/Instructional Resource)

Lesson Purpose: To describe physical properties of matter and to use the physical properties in

order to identify matter.

Clarifying Objective: 8. P.1.1 Classify matter as elements, compounds, or mixtures based on

how the atoms are packed together in arrangements.(4D/M1cd)

Learning Targets:

A1. Recall the characteristic properties of matter. i. mass ii. volume A1. Identify the characteristics of matter based on the packing of its components. i. Identify characteristics of solids. ii. Identify characteristics of liquids. iii. Identify characteristics of gases. A1. Recall the effects of energy on the motion and spacing of the particles of matter.

ENGAGE:

Place three different items in a container for each group of students. Be sure all the items are

completely different for each table. Try to pick items that do not appear to have anything in

common, such as a plastic comb, a marshmallow, and a book. Ask the students to study the

items and decide what the items have in common. Using the Think-Pair-Share method, the

students will discuss their thoughts with a partner and with the group. In a class discussion, try

to steer the students to the understanding that the three items have mass and take up space.

These discussions and observations should reveal the following definitions of matter to be

something that has mass and takes up space.

Have students conduct the mini-labs on the handout “Our Ideas about Matter” to continue the discussion about the physical properties of mass and volume. Have students take 3-5 minutes to Think-Pair-Share their observations/conclusions from these activities.

Note to Teacher: You will see 2 different versions of the handout for the mini-labs. One has

the directions on the sheet. The other is in the form of a data table with station cards that have

the directions.

As a class, brainstorm a list of things that can be classified as matter and things that are not matter. You can use the attached transparency in this discussion. Remember to discuss with the students that light and heat are energy, not matter, because they do not have mass or they take up space.

http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8


37

Pick several items on the lists and ask students to explain how they know if it is matter. Lead the students to the say that matter has mass and takes up space. Post this definition in the room. Ask the students to make a KWL chart about matter. Have the students share some of the things they know about matter. Write these things on a large piece of chart paper. Then, ask the students to share some of the things they want to know about matter, and write their ideas on the chart paper. Tell the students that you will post the paper in the classroom to refer to as you study matter. Then, students need to keep their KWL chart to add to as they complete the unit on matter. Use the following questions in the KNOW column as a guide for students:

1. What is mass? 2. What is volume? 3. How do we determine if an object is classified as matter? 4. What are some “things” that are not classified as matter? 5. What are some of the properties of matter? 6. What is density? 7. What is specific heat? 8. What is solubility?

EXPLORE (these activities will take multiple class sessions to complete):

Students will perform 3 labs as mini-labs or as station labs. See attached student lab sheets at

the end of this unit part.

The first lab is a density lab (see ”How Dense Is It?” worksheet) using either density rods for various metals or different samples of metals with similar volumes or masses. The samples must have a similar variable (mass or volume) to measure the other variable (mass or volume) in order to calculate density. The students will determine the identity of the metals based on the calculated density and a table of known densities. (You can purchase equal mass rods, equal volume rods, or density cubes for this activity.)

The second lab (see “How Much Heat Will Water Hold?” worksheet) will focus on specific heat. The students will compare the specific heat of sand and water. The students will heat the sand and the water for 15 minutes each and then cool them both for 15 minutes each. Then the students will record and graph the change in temperature for each substance. At the culmination of the lab, students will discuss the differences in the abilities of sand and water to gain and lose heat. See teacher notes below.

The third lab (see “Solubility Lab” worksheet) will focus on the solubility of a substance. The students will compare the solubility of various substances in water, oil, and alcohol. An important concept for students to develop during this lab is that water is the universal solvent. However, the elaborate section will introduce separating a mixture based on a physical property (solubility/polarity). This lab would be a good place to introduce polarity for use in the water unit later. See teacher notes below.

Note to Teacher: Specific Heat Lab

Be sure to heat the hot plate on low-medium setting. If a high heat setting is used, the

thermometer in the sand will heat too quickly and the thermometer will no longer work properly.


38

Note to Teacher: Background on Solubility

Solubility is the ability of a substance to dissolve (become trapped in) another substance.

Solubility is based on polarity (the distribution of charge in a compound). Polar compounds will

dissolve other polar compounds as well as ionic compounds. Non-polar compounds will

dissolve other nonpolar compounds. Hence, the rule is “like dissolves like”.

- A solution is formed when one substance dissolves in another substance.

- The substance that “dissolved” is called the solute.

- The substance that is “doing the dissolving” is called the solvent. EXPLAIN: (Powerpoint presentations found here: http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8 Discuss the idea of a property using the Powerpoint “Physical versus Chemical Properties.” If you do not have access to a projector, you can print out a class set of handouts from the Powerpoint for students to look at as you discuss. Ask the student to complete the handout of notes as you present the Powerpoint. To check for understanding, ask the students to complete the handout “Chemical versus Physical Properties.” Then discuss each example. For further practice with density, ask the students to complete the worksheet “Density Practice Problems.” ELABORATE: The students will perform a lab on chromatography to utilize the knowledge of mixtures and physical properties. This lab is designed to be a crime investigation. It can be changed to a standard lab format. Use the “Chromatography Lab” student handout for directions and observation recordings. This could be used to reinforce solubility and further discuss polarity.

Depending on the level of the students, you can discuss the mobile phase (the water),

stationary phase (the paper), and retention factor (the attraction of the ink to the water and the

paper).

At the conclusion of the lab, be sure that all students understand that chromatography is based on the physical property of solubility. Note to Teacher: Background on Chromatography:

Chromatography is a means of physically separating a mixture based on the interactivity (polarity attractions and repulsions) of the compounds that compose the mixture and the mobile and stationary phase. Chromatography involves a sample (your mixture) being dissolved in a mobile phase (which may be a gas, a liquid or a supercritical fluid). The mobile phase (which carries your mixture) is then forced through an immobile, immiscible stationary phase (in the case of paper chromatography, it is the paper). The separation of the mixture occurs because of the different affinities for the two phases. If a component of the mixture has a high affinity for

http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8


39

the mobile phase, it will move quickly through the chromatographic system. However, if the affinity is high for the stationary phase, the movement will be slow. When studying chromatography, scientists often calculate the retention factor for the compounds being studied. The retention factor, Rf, is a quantitative indication of how far a particular compound travels in a particular solvent. The Rf value indicates whether an unknown compound and a known compound have affinities for each other. If the Rf value for the unknown compound is close or the same as the Rf value for the known compound then the two compounds are most likely similar or identical in polarity. The retention factor, Rf, is defined as:

Rf = distance solute traveled/distance traveled by the solvent EVALUATE:

1. Show the students a sample comic strip or cartoon from the newspaper. Then, ask the students to create a comic strip or cartoon that emphasizes one physical property and one chemical property of matter (specific heat, density, solubility, melting point, boiling point, flammability, etc.). Allow for creativity and multiple characteristics to be described. You can use the rubric handout to evaluate their work. If desired, the comic strip can be created online at www.readwritethink.org/materials/comic/index.html.

2. Ask the students to complete the graphic organizer, “Compare and Contrast: Physical and Chemical Properties,” to explain the similarities and differences between physical and chemical properties.

3. Ask the students to complete the Frayer-style worksheet on “Suitability of Materials” to show how the properties of matter determine how materials are used.

4. Ask the students to write a summary of this unit on the KWL chart to show what they have learned (use the third column of the KWL chart).

Questions for review:

1. What is mass? 2. What is volume? 3. How do we determine if an object is classified as matter? 4. What are some “things” that are not classified as matter? 5. What are some of the properties of matter? 6. What is density? 7. What is specific heat? 8. What is solubility? Additional Resources http://sciencespot.net/Pages/classchem.html http://sciencespot.net/Media/chemscavht.pdf http://www.chem4kids.com/ Great site for tutorial information for kids. http://www.middleschoolscience.com/matter.pdf notes on properties of matter

http://www.readwritethink.org/materials/comic/index.html

http://sciencespot.net/Pages/classchem.html

http://sciencespot.net/Media/chemscavht.pdf

http://www.chem4kids.com/

http://www.middleschoolscience.com/matter.pdf


40

ENGAGE, Part 1 Name ___________________________________

Handout Date ____________________________________

Our Ideas about Matter

What does your group think the word “matter” means? Write all the definitions your group can

think of.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 1: Oobleck

Describe the substance using as much detail as possible:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Is this matter? Explain.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What makes this substance matter?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 2: Shaving Cream Describe the substance using as much detail as possible: ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


41

Is this matter? Explain. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 3: Granite and Brick

Describe each of the substances using a Venn diagram

Are these substances matter?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What makes these substances matter?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 4: Cornflakes

Put 1 cup of cornflakes in a ziplock bag.

1. Measure the mass of the bag and cereal. a. Mass = ____________________ b. Note the amount of cereal in the bag. ____________________________

2. Carefully crumble up the cereal. Measure the mass again. a. Mass = ____________________

b. Note the amount of cereal in the bag. ____________________________


42

3. Describe the changes in the substance using as much detail as possible.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Is this matter?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 5: Marbles and Marshmallows:

1. Measure the mass of 2 empty beakers that are the same size. 2. Fill one beaker with marbles. Fill another beaker with marshmallows. 3. Measure the mass of the beakers with the marbles and marshmallows. Subtract the

mass of the empty beaker to determine the mass of the marbles and the marshmallows. 4. Record data:

Substance Marbles Marshmallows

Mass of beaker with substance

Mass of empty beaker

Mass of the substance

Is there anything that remains the same? ______________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


43


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 6: Water

Describe the substance in as much detail as possible:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Is this matter?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Station # 7: Balloon

Measure the mass of the deflated balloon. Mass = _______________

Inflate the balloon. Measure the mass of the balloon. Mass = _______________

Describe the substance in as much detail as possible:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


44

Is this inflated balloon matter? Explain in words and pictures

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Conclusion:

1. After conducting all these inquiries, review your group definitions of matter. What does your group think the word “matter” means now?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What makes an object matter? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Give other examples of matter and explain what makes them matter. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


45

ENGAGE, Part 1 Name ___________________________________

Handout Date ____________________________________

Our Ideas about MATTER

Group Definition of MATTER

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Station 1 : Oobleck

Description

Is this matter?

Explain.

What makes it matter?

Station 2: Shaving Cream

Description

Is this matter?

Explain.



46

Station 3: Granite and Brick

Describe the granite.

Describe the brick. How are they alike?


Explain.


Station 4: Cornflakes

Mass of bag of cornflakes

Description

Mass of bag of crumbled cornflakes =

Description


47

Describe how the cornflakes changed.

Is this substance matter?

Explain.


Station 5: Marbles and Marshmallows

Mass of cup of marbles

Mass of empty cup

Mass of marbles

Mass of cup of marshmallows

Mass of empty cup

Mass of marshmallows

What is the same each time?


Explain.



48

Station 6: Water

Description

Is this matter?

Explain.


Station 7: Balloon

Mass of deflated balloon

Mass of inflated balloon

Describe the deflated Balloon.

Is the deflated balloon matter?

Explain.


Describe the inflated balloon.

Is there matter inside the

balloon?

Explain.



49

Review your group definition of MATTER. Revise your definition as needed.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Based on these experiences, what determines if something is matter?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Make a list of matter not used in this activity:


50

1. ____________________________

2. ____________________________

3. ____________________________

4. ____________________________

5. ____________________________

6. ____________________________

7. ____________________________

8. ____________________________

9. ____________________________

10. ___________________________

11. ___________________________

12. ___________________________

13. ___________________________

14. ___________________________

15. ___________________________


51

Station 1: Oobleck

Materials: Oobleck, spoon, wax paper, paper towel

Procedure:

Spoon a small amount of Oobleck onto a piece of

waxed paper.

Observe the Oobleck. Record on your chart.

Clean up your area before moving to the next station.

o Carefully ball up the waxed paper and throw in

the trash bucket.

o Clean the table.

Station 2: Shaving Cream

Materials: Shaving cream, wax paper, paper towel

Procedure:

Dispense a small amount of shaving cream onto the

wax paper.

Observe the shaving cream. Record on your chart.


o Carefully ball up the wax paper and throw in the

trash bucket.

o Return the can of shaving cream to the container.

o Clean the table.


52

Station 3: Granite and Brick

Materials: Granite, brick, paper towel

Procedure:

Observe the brick. Observe the granite. Record your

observations in your chart.


o Return the brick and the piece of granite to the

container.

o Clean the table.

Station 4: Cornflakes

Materials: Cornflakes, Ziploc bag, balance, paper towel

Procedure:

Measure one cup of cornflakes into the Ziploc bag.

Measure the mass of the Ziploc bag of cornflakes.

Record in your data table.

Carefully crumble the cornflakes in the bag. Measure

the mass of the Ziploc bag of cornflakes. Record in

your data table.


o Carefully empty the cornflakes in the trash bucket.

o Return the cornflakes and Ziploc bag to the

container. Clean the table.


53

Station 5: Marbles and Marshmallows

Materials: Marbles, marshmallows, cup, balance, paper

towel

Procedure:

Measure the mass of the cups. Fill one cup with

marbles and one cup with marshmallows.

Measure the mass of each filled container. Subtract

the mass of the empty cup from the mass of the filled

container to determine the mass of each substance.

Record on your chart.


o Carefully pour the marbles and marshmallows

back in their bags. Clean the table.

Station 6: Water

Materials: Water, beaker, paper towel

Procedure:

Observe the water. Record on your chart.


o Clean the table.


54

Station 7: Balloon

Materials: balloon, balance

Procedure:

Measure the mass of the balloon.

Blow up the balloon. Measure the mass of the inflated

balloon.

Record your observations in your chart.


o Carefully cut the tied end of the balloon and

release the air quietly. Throw the balloon in the

trash bucket.

o Clean the table.


55

ENGAGE, Part 1 Name ___________________________________

Handout Date ____________________________________

KWL Chart

We are studying ………………………. M A T T E R!

What I KNOW about

matter:

What I WANT to know

about matter:

What I LEARNED about

matter:

1. What is matter?

2. What is mass and

volume?

3. What determines if

something is matter?

4. What is something

that is not matter?

5. What are some

properties of matter?

6. What is density?

7. What is specific

heat?

8. What is solubility?


56

EXPLORE, Part 1 Name ___________________________________

Handout Date ____________________________________

How Dense Is It?

Purpose: To investigate density and the ability to use density as an identifying property of a

substance.

Materials:

Density rods or cubes Balance

Graduated cylinder Calculator

Water

Background:

Density is a property of matter that is specific to the substance. A substance can be identified

based on its density. In order to calculate the density of the substance, you must first measure

the mass by the volume for each object. Then divide the mass by the volume.

Procedure:

1. Observe each rod or cube. Record observations in data table.

2. Measure the mass of each rod or cube using the balance (measure to the nearest 0.01g)

and record the mass in the data table.

3. Measure 40 mL of water in the graduated cylinder and record the volume of water in

the data table.

4. Gently place one of the rods in the graduated cylinder with the 40 mL of water.

5. Record the volume of water after the rod is placed in the graduated cylinder in the data

table. Subtract the two volumes to find the volume of the rod.

6. Repeat this process for all of the rods at the station.

7. Determine the density of each object by dividing the mass by the volume (round to the

nearest tenth).


57

Observations:

Object Observations

A

B

C

D

How are the objects alike? How are the objects different?

Data Table:

Object

Mass (g)

Measured

volume

of water

(mL)

Volume of

water with

object

submerged

(mL)

Subtracted

volume (mL)

= volume of

object

Density

(g/mL)

Rod A

Rod B

Rod C

Rod D

Calculations:

Density is defined as mass per unit volume. Therefore, the equation for density is:

D = m/V

Example: Mass = 32.5 g and Volume= 35.8 mL

D = 32.5g / 35.8mL

D = 0.91g / mL


58

Analysis:

1. What is mass?

2. What is volume?

3. Does the size of a sample alter the density of the sample? Explain.

4. Does the density of matter affect the substance’s ability to float? Explain.

5. Based on the information in the lab, would a rock with a density of 1.75 g/mL sink or float in water that has a density of 1.0 g/mL? Explain.


59

Class Data Table:

Group A B C D

1

2

3

4

5

6

7

Average

Density


60


Handout Date ____________________________________

How Much Heat Can Water Hold?

Probing Questions: Discuss the following in your groups.

Have you ever been to the beach or to a sandy lake in the morning? Is the sand warm or cool?

What was the temperature of the sand like at lunch time? What about at night? Have you ever

wondered why the temperature of the sand is different at different times of the day? What about

the water temperature? Does it vary as much as the sand? Can you explain your

observations?

In this lab, you will investigate the scientific principles behind your observations.

Materials:

sand water hot plate or heat source beakers thermometers

Procedure:

1. Heat 200 mL of sand and water for 15 minutes on a low heat setting. 2. Record the temperature change of the sand and water every minute for the 15 minutes. 3. Cool the sand and water for 15 minutes. 4. Record the temperature change every minute for the 15 minutes.

Data: (See next page)


61

Data: Heating Data

Time (minutes) Water Sand

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15


62

Cooling Data

Time (minutes) Water Sand

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15


63

Analysis:

1. Did the sand or water heat faster? How can you explain this?

2. Which substance lost heat the fastest? How can you explain this?

3. Were your observations/hypotheses from the probing questions supported by the data from the experiment? How might you modify your explanations to the probing questions based on the data?

4. What is specific heat?

5. How does specific heat explain your results?


64


Handout Date ____________________________________

Solubility Lab

Purpose: To investigate the solubility of a substance in water, cooking oil, and alcohol.

Background Information: Solubility is the ability of a substance to dissolve (become trapped in)

another substance. Solubility is based on polarity (the distribution of charge in a compound).

Polar compounds will dissolve other polar compounds as well as ionic compounds. Nonpolar

compounds will dissolve other nonpolar compounds. Hence, the rule is “like dissolves like.”

A solution is formed when one substance dissolves in another substance.

The substance that “dissolved” is called the solute.

The substance that is “doing the dissolving” is called the solvent.

In this lab, you will investigate the solubility of substances in water—a polar compound.

Materials:

well plates water sugar baby powder

toothpicks cooking oil salt cornstarch

scoops/spoons rubbing alcohol flour


65

Problem # 1: Which substances will dissolve in water?

(Sugar, salt, baby powder, flour, cornstarch)

Hypothesis: I think _____________________________________will dissolve in water.

Procedure:

1. Fill 5 wells half full with water.

2. Add a few grains of substance in each of the 5 wells. Make sure that you start with the

sugar, salt etc.

3. Mix well. Use a different toothpick for each of the substances.

4. Record observations in data table.

Problem # 2: Which substances will dissolve in cooking oil?


Hypothesis: I think _________________________________will dissolve in cooking oil.

Procedure:

1. Fill 5 wells half full with cooking oil.

2. Add a few grains of substance in each of the 5 wells. Make sure that you start with the

sugar, salt etc.

3. Mix well. Use a different toothpick for each of the substances.

4. Record observations in data table

Problem # 3: Which substances will dissolve in rubbing alcohol?


Hypothesis: I think ______________________________will dissolve in rubbing alcohol.

Procedure:

1. Fill 5 wells half full with rubbing alcohol. 2. Add a few grains of substance in each of the 5 wells. Make sure that you start with

the sugar, salt etc. 3. Mix well. Use a different toothpick for each of the substances. 4. Record observations in data table

Analysis:

1. Which compounds/substances were soluble in water?


66

2. Which compounds/substances were insoluble in water?

3. Does the amount of the substance affect the solubility (you may want to test this using one or two of the substances)? Justify your answer using evidence from testing one or more substances

4. Based on the information in this lab, why can oil be skimmed off of water after an oil spill?

5. What type of compound would be suitable to make a product to clean up oil spills?

Conclusion: Write a conclusion paragraph that explains the results.


67

Table # 1: Substances with Water

Substance: Observations: Soluble Insoluble Polar/

Ionic

Nonpolar

Sugar

Salt

Sugar

Baby

Powder

Flour

Cornstarch

Table # 2: Substances with Cooking Oil


Ionic

Nonpolar

Sugar

Salt

Sugar

Baby

Powder

Flour

Cornstarch


68

Table # 3: Substances with Rubbing Alcohol


Ionic

Nonpolar

Sugar

Salt

Sugar

Baby

Powder

Flour

Cornstarch


69

EXPLAIN, Part 1 Name ___________________________________

Handout Date ____________________________________

Physical Versus Chemical Properties

I. Reviewing matter:

Matter: anything that has mass and takes up space

– Mass – the amount of matter in something

– Volume – the amount of space something occupies

Is it Matter? Yes No

A car?

A box?

You?

Heat?

II. Property: a characteristic of a _________________ that can be _____________.

III. Physical property: a property that can be observed ________________ changing

the _______________ of the substance.

Examples: luster, ________________ (the ability to be hammered into

______________ _______________ ), __________________ (the ability to stretch

into a _______________ ________________), melting point, _________________

point, density, solubility and specific heat.

IV. Special properties:

Melting point: temperature at which a substance changes from a solid to a

__________ at a given

H2O = ________________

Boiling point: temperature at which a substance changes from a __________ to a

_____________ at a given pressure.

H2O = ________________.


70

V. Chemical property: a property that can be only be observed by

_________________ the _________________ of the substance.

Examples: flammability, ability to rust, reactivity with vinegar

VI. Density: the amount of ___________per unit of __________.

• Density can be used to identify a substance.

• Water’s density is ____________________.

VII. Calculations D = m/V = g/mL = g/cm3

a. Examples: A cube has a mass if 2.8g and occupies a volume of

3.67mL. Would this object float or sink in water?

b. This object would _______________ in water because its density is

_____________ than water whose density is ______________.

VIII. More Density Calculations

A liquid has a mass of 25.6 g and a volume of 31.6 mL.

What is the identity of the liquid? ______________________

*Use the information in the chart for reference.

Substance Density (g/mL)

Mercury 13.6

Water 1.0

Ethanol 0.81


71


Handout Date ____________________________________

Chemical versus Physical Properties

Property Description Chemical Physical

Can react with vinegar

Density

Can react with the oxygen in the air

Luster (shininess)

The ability to freeze

Can react with an acid

Combustible

The ability to melt

The ability to digest food

The ability to sublime (solid gas)

Malleability

Ductility

The ability to react with water

The ability to neutralize stomach acid

Color

Magnetism

Odor

The ability to rust

The ability to evaporate


72


Handout Date ____________________________________

Density Practice Problems

1.

2. A student is given 3 solid samples to identify. He measures the mass and volume of each sample. The data is recorded in the table below. He then uses a chart of densities of known substances (shown in the chart below) to identify the solids. According to his data, what are the identities of the unknown substances?

Sample 1 __________________________

Sample 2 __________________________

Sample 3 __________________________

3. A student used a balance and a graduated cylinder to collect the following data:

ELABORATE, Part 1 Name ___________________________________

Handout Date ____________________________________

Chromatography Lab

A B C D

D=2.3 g/mL D=5.9g/mL D=9.8g/mL D=0.5g/mL

Sample Mass 10.23 g

Volume of Water 20.0 mL

Volume of Water and Sample 21.5 mL

What is the density of the object that the student analyzed?

Blocks A, B, C, D were placed in water (D=1.0 g/mL). One of the blocks floated

while the other sank. Which block floated? Justify your answer.

Solid Samples

Sample 1 Sample 2 Sample 3

Mass 0.50 g 2.81 g 3.54 g

Volume 0.29 mL 0.36 mL 1.31 mL

Densities of Known Substances

Substance Density (g/mL)

Aluminum 2.702

Copper 8.92

Zinc 7.14

Gold 19.31

Iron 7.86

Lead 11.34

Magnesium 1.74


73

Purpose: You are a CSI agent investigating the kidnapping of the child of a very prominent

political figure. A ransom note has been found. Your team has narrowed down the possible

kidnappers to 5 suspects. Each suspect was carrying a black writing utensil. Your job is to

utilize the process of chromatography to determine which pen/suspect wrote the ransom note.

Background Information:

Chromatography is a means of separating a mixture based on polarity and solubility. During

chromatography, two phases are observed, a mobile phase and a stationary phase.

The mobile phase is a liquid in paper chromatography (water in this lab) that carries the tested

substance along the stationary phase.

The stationary phase is a solid (paper in this lab) that “stops” the parts of the mixture as the

attraction to the mobile phase decreases and attraction to the stationary phase increases.

The retention factor measures the relative attraction of the mixtures that were separated.

Different brands of writing utensils use different mixtures of ink. Each ink solution will have its

own chromatogram and retention factor. You will test 5 writing utensils and a sample of the

ransom note.

Materials:

5 black markers

(Recommended brands – Mr. Sketch, K-Mart, Kodak, Crayola, El Marko or

Felt-Tip by Flair, Expresso Fine Tip)

Sample of the ransom note

Filter paper (chromatography paper may also be used)

3-5 beakers

Ruler

Pencils

Tape

Procedure:

1. Cut strips of filter paper 8-cm long and approximately 1 cm wide with a pointed end. 2. Make a line across the strip 1 cm from the bottom (pointed end). 3. Place a heavy dot of each writing utensil on a strip. EACH WRITING UTENSIL

SHOULD HAVE ITS OWN STRIP. 4. Place a small amount of water in the beakers. 5. Tape the strips to the pencils (bend a small amount of the paper over the pencil and tape

it to keep it from falling into the beaker). 6. Make sure the pointed end of the strip touches the water. DO NOT SUBMERSE THE

LINE WITH THE DOT ON IT IN THE WATER! 7. Allow the mixtures to separate for 10 minutes. 8. Allow the chromatograms to dry. 9. Tape the chromatograms to a piece of white paper and label which writing utensil was

used.


74

10. Measure the distance the ink traveled (measure from the pencil line to where the ink stopped) and the distance the water traveled (measure from the bottom of the paper to where the paper is no longer wet). Record this information in the data section. Then, divide the distance the ink traveled by the distance the water traveled.

Data:

Ink Source

Distance Ink

Traveled (cm)

Distance Water

Traveled (cm)

Rf=Ink/Water

Marker #1

Brand Name:

Marker #2

Brand Name:

Marker #3

Brand Name:

Marker #4

Brand Name:

Marker #5

Brand Name:

Ransom Note

Analysis:

1. Which writing utensils separated using water? 2. Which writing utensils did not separate using water? What property would account for

this “refusal” to separate? 3. Write a paragraph defending your choice as to which pen wrote the ransom note. Be

sure to include experimental data to support your choice.


75

EVALUATE, Part 1 Name ___________________________________

Handout Date ____________________________________

Rubric for Cartoon or Comic Strip

4 3 2 1

Characters

(properties

and

substance

chosen)

Clear identity,

actions and

dialogue are very

appropriate.

Clear identity,

actions and

dialogue are

appropriate.

Identified, but

actions and

dialogue are too

general.

Hard to tell who

the characters

are and what

actions and

dialogue are

present.

Captions

Captions are

easy to

understand and

clearly related to

the content and

the scenes.

Most captions

are easy to

understand and

related to the

content and

scenes.

Some captions

are easy to

understand and

somewhat

related to the

content and

scenes.

Captions are not

easy to

understand and

do not relate to

the content and

scenes.

Content

Physical and

chemical

properties are

clearly explained.

Physical and

chemical

properties are

explained.

Physical and

chemical

properties are

partially

explained.

Physical and

chemical

properties are

not explained.

Creativity

Outstanding art

and excellent

display of

concept.

Good art and

good display of

concept.

Art is adequate

and adequate

display of

concept.

Poor art and

poor display of

concept.

Spelling,

Punctuation,

Grammar

No errors noted. 1-3 errors noted. 4-5 errors noted. More than 5

errors.


76

EVALUATE, Part 1 Name ___________________________________

Handout Date ____________________________________

Compare and Contrast

I am investigating . . .

Physical Properties and Chemical Properties

How are they alike?

How are they different?

_____________________________________________________________________

_____________________________________

_____________________________________________________________________

_____________________________________

_____________________________________________________________________

_____________________________________

__________________________________________________________________

__________________________________________________________________


77

Unit 2: Part 1

Transparency

MATTER has

mass and

takes up

space.


78

Unit 2: Part 1

Transparency

DENSITY is the

quantity of matter that

is packed into a fixed

space.

= mass per unit of

volume

=> D = m/v


79

Unit 2: Part 1

Transparency

HEAT is energy

that is transferred

from a substance with

a higher temperature

to a substance with a

lower temperature.

For example, the sun transfers heat

to ice and the ice melts.


80

Unit 2: Part 1 Transparency

The

SOLUBILITY

of a substance

is the ability of

the substance

to dissolve


81

Unit 2: Part 1 Transparency

Physical property

is a characteristic of a

substance that can be

observed without changing

the identity of the

substance

Examples: color, shape, smell,

luster, size, melting point, boiling

point


82

Unit 2: Part 1

Transparency

Chemical property

is a characteristic of a

substance that can ONLY be

observed when the identity of

the substance is changed.

Examples: chemical reactivity,

flammability, combustibility,

corrosiveness (rusting)


83

Unit 2: Part 1

Transparency

Polarity is an uneven

distribution of charges

in a molecule.

Example: Water molecule


84

hydrogen

+

hydrogen

+

oxygen

-


85

Terms Used in Part I

Mass: amount of matter contained in a substance

Volume: amount of space an object occupies

Matter: has mass and volume

Property: a characteristic of a substance that can be observed

Physical property: a characteristic of a substance that can

be observed without changing the identity of the substance

Chemical property: a characteristic of a substance that

can be observed ONLY when the identity of the substance

is changed

Density: mass per unit volume

Specific heat: the amount of energy needed to raise one gram

of a substance by one degree Celsius

Solubility: the solubility to dissolve in another substance


86

Chromatography: a means of separating a mixture based on

polarity and solubility

Ductility: the ability to be stretched into a thin wire

Malleability: the ability to be hammered into a sheet

Freezing point: temperature at which a solid changes to a liquid

at a given pressure

Boiling point: temperature at which a liquid changes to a gas at

a given pressure


87

8. P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.(4D/M1cd)

A. Problem-Solving – Classifying matter

The fifteen diagrams below contain different types and numbers of atoms and molecules. If each object represents an atom, classify each substance as one or more of the following: solid, liquid or gas; element(s) only, compound(s) only, element(s) and compound(s); homogeneous mixture or heterogeneous mixture.

a

b c

d e

f

g h i j

k

l m

n

o

a.____________________ b.____________________ c.____________________ d.____________________ e.____________________ f.____________________ g.____________________ h.____________________ i.____________________ j.____________________ k.____________________ l.____________________ m.____________________ n.____________________ o.____________________

gas, element only solid, element only gas, elements only,

mixture

solid, compound gas, compounds

only, mixture liquid, compound only

solid, element &

compound, mixture gas, compounds

only, mixture

gas, elements &

compounds, mixture

gas, elements &

compounds, mixture gas, element only liquid, compound only

liquid, elements &

compounds; mixture gas, compound only solid, element &

compound, mixture


88

Formative and Summative Assessment Items Day 7 Assessment Items 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.(4D/M1cd)

Below are models of 4 different substances inside closed containers.

(A) (B) (C) (D) (E)

1. Which model(s) best represents an element? Explain your thinking. 2. Which model(s) best represents a compound? Explain your thinking. 3. Which model(s) best represents a mixture? Explain your thinking. 4. Which model(s) best represents:

d. Solid_______

e. Liquid_______

f. Gas________

Explain your thinking.

5. Which model, C or D, best represents a product that may result from a chemical interaction of sample A and sample B? Explain your thinking.

6. During an investigation, sample C was heated and the contents of the container appeared as follows: A. Which term best describes sample C after the investigation?

a. Solid_______

b. Liquid________

c. Gas _________ B. Assuming none of the sample escaped the container, how does the mass of sample

C before the investigation compare to the mass of sample C after the container? Explain your thinking. a. After the investigation, the mass is the same. b. After the investigation, the mass is greater. c. After the investigation, the mass is lighter. d. After the investigation, the mass is unknown.


89

C. During a second investigation, an electric current is used to break down the sample into smaller components. The container now appears as follows:

Assuming none of the sample escaped, how would the mass of the sample before the electric current compare to total the mass of the smaller components? What explanation would you give for this comparison? (8.P.1.4)

7. Which model, C or D, may be separated by ordinary physical methods such as

filtration, sifting or evaporation? 8. A scientist performed an investigation using the following substances:

+

1. Based on the investigation and the packing of sample C, which method best describes how sample C may be broken down into its original substances.

a. Filtration b. Evaporation c. Physical methods d. Chemical methods

2. Which term best describes sample C? a. Atom b. Mixture c. Element d. Compound

9. Examine the data table below and answer the questions that follow. This data table represents observations made by a scientist during an investigation.

Samples Physical Appearance

silver (Ag) silver, solid

nitrogen (N) colorless, gas

oxygen (O) colorless, gas

copper (Cu) orange-red, solid

silver nitrate (AgNO3)

colorless, powder

water (H2O) colorless, liquid

silver nitrate + water

colorless, liquid

(A) solid (B) gas (C) crystal


90

(Day 7 Summative Assessment Items) I.A scientist preformed an investigation with samples listed in the data table above. She heated the 2 liquid samples until boiling. After a while, all of the liquid evaporated from Sample 1 and the container was empty. Later, all of the liquid evaporated from sample2 and a colorless powder remained.

4. Based on the information presented in the data table which term best describes sample 1?

a. Atom b. Element c. Mixture d. Compound

5. Which term best describes sample 2? a. Atom b. Element c. Mixture d. Compound 6. Which best explains why silver nitrate is a compound? a. Silver nitrate is a colorless powder. b. Silver nitrate does not chemically react with water. c. Silver nitrate forms a colorless liquid when mixed with water. d. Silver nitrate forms when three elements chemically combine.

II. A scientist performed an investigation with substances listed in the data table above. He placed a strip of copper (Cu) wire into a colorless liquid sample. The solution turned blue and a white silvery substance formed on the copper wire and fell to the bottom of the solution.

1. Which term best describes the colorless liquid sample? a. Atom b. Element c. Mixture d. Compound 2. Which phrase best describes the results of the interaction that occurred during the investigation? (8.P.1.3) a. a physical change occurred b. a chemical change occurred c. the total mass of the atoms changed d. the arrangements of the atoms stayed the same

NAEP: Maria has one glass of pure water and one glass of salt water, which look exactly alike. Explain what Maria could do, without tasting the water, to find out which glass contains the salt water.

_________________________________________________________________________________


91

STEP 6 8.P.1.4. Explain how the idea of atoms and a balanced chemical equation support the Law of Conservation of Mass. (4D/M13, M7b)

Factual Knowledge Targets Conceptual Knowledge Targets Procedural Knowledge Targets Metacognitive Knowledge Targets

A1. Recognize that chemical formulas are used to represent atoms and identify substances. A1. Recognize that coefficients and subscripts are used to determine the number of atoms of each element in a chemical formula. A1. Recall that the total mass of a substance is due to the total number of atoms that makes up that substance. A1. Recall the names and symbols of common elements, molecules and compounds. (Focus on biological elements, molecules and compounds that will be discussed in 8.L.5. This will provide the basis for students to build their discussion on food, respiration and digestion.)

B2. Conclude that a chemical equation (containing coefficients and subscripts) is balanced or not based on the number of atoms on each side of the equation. B2. Explain how the idea of atoms and a balanced chemical equations support the Law of Conservation of Mass.

C3. Carry out simple investigations and formulate appropriate conclusions to support the premise that, for a chemical reaction occurring in a

closed container, "If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same."

A1. Recognize that all matter is made of atoms. D1. Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power. D1. Recognize that chemical equations are models that support the Law of Conservation of Mass and may be used to explain the interactions of matter in a closed container.


92


How does one plan and deliver instruction that will result in high levels of learning for large numbers of students? (Based on the learning targets identified in STEP 6 propose the order the targets should be taught. Sequence your targets in the first column and indicate the target

type. Align appropriate methods of assessment to drive instruction. Design instructional learning experiences based on learning targets, target types and methods

of assessment. Utilize the good things to do pages when possible).

STEP 7a: (Targets from Step 6)

TARGET TYPE: A- Factual B– Conceptual C– Procedural D – Metacognitive

Sequence Learning Targets/ Target Type (A1, B2, etc.)

Methods of Assessment (Guiding Questions/Assessment Tools)

Learning Experiences (Refer to Critical Content & Develop Success Criteria)


Check the wiki for more examples of lessons


Coming later this summer.


93

3. The Assessment Question: How does one select or design assessment instruments

and procedures that provide accurate information about how well students are

learning? Plan Exemplar “Assessments of Learning”


8.P.1.4. Explain how the idea of atoms and a balanced chemical equation support the Law of Conservation of Mass. (4D/M13, M7b) A teacher conducted an investigation in class to determine if the contents of a closed container either loses or gains mass after a chemical reaction takes place. He placed 40 mL of water into a bottle, added one alka-seltzer tablet and quickly closed the bottle with a balloon. The data table shows observations made before the reaction:

Figure 1. After a while, bubbles started to appear and the balloon inflated as shown in figure 2. Answer the questions that follow, using data from the investigation and your observations.

1.

After the contents of the container completely reacted, the teacher measured the mass of the entire system (2). He shared his results with the class. Which statement best describes the mass and explanation the teacher may have given? a. 140 grams because the gas produced in the water added more mass to the

container b. 120 grams because the gas produced in the water made the container lighter c. 134 grams because the number of atoms before the reaction is the same number of

atoms after the reaction d. 134 grams because nothing could get into the container and nothing could get out

of the container

Materials Physical Appearance

Mass (g)

Bottle clear 92 (g)

40mL water clear, liquid 40 (g)

Seltzer tablet

white, solid 1 (g)

Balloon rubber, deflated 1 (g)

Total mass of system 134 (g)

Figure 2.

1 2


94

2. A scientist performed an investigation using the following substances:

+

Based on the investigation and the packing of sample C, which measurement would most likely be the mass of the crystal?

a. 25 grams b. 71 grams c. 110 grams d. 117 grams Constructed response: Explain your choice based on the law of conservation of mass and evidence from the presented data. (AAAS Project 2061 Assessment Bank) www.project2061.org

3. The diagram below show molecules before they react in a chemical reaction. Atoms are represented by circles, and molecules are represented by circles that are connected to each other. The different colored circles represent different kinds of atoms.

Which of the following diagrams could represent the molecules that result from the chemical reaction and why? A.

B.

C. D.

(A) solid,

46 grams

(B) gas ,

71 grams

(C) crystal

? grams

Because there were 6 atoms before the reaction and 6

atoms after the reaction.

Because there were 2 kinds of molecules before the

reaction and 2 kinds of molecules after the reaction

Because there were 4 white atoms and 2 gray atoms before the reaction and 4 white atoms and 2 gray atoms after the reaction

Because there were 3 molecules before the reaction and

3 molecules after the reaction

+

http://www.project2061.org/


95

CHEMISTRY THAT APPLIES

The Chemistry That Applies unit was co-authored by Theron Blakeslees,

Leona Bronstien and Joe Vallenti. Theron is a former science education

consultant at the Michigan Department of Education and Leona (East

Lansing High School) & Joe (Lansing Eastern High School) are both retired

teachers.

I first encountered this unit as part of the AAAS Project 2061 workshop in

Washington DC during the Atlas Maps workshops in 2008. Many of the

activities found in this unit align to the 2009 Grade 8 Science Essential

Standards – mainly 8.P.1.1 and 8.P.1.4. Visit the website and check it

out. Please note that some of the activities my pose

Download the teachers guide here: http://newdirectionsscience.weebly.com/uploads/2/0/6/5/20652672/chemistry_that_applies_teacher

s_guide.pdf

The student journal here:

http://newdirectionsscience.weebly.com/uploads/2/0/6/5/20652672/chemistry_that_applies_student

_journal.pdf

Review the next few lessons and I’ll show you how I modify lessons to fit

my needs. Enjoy, then put your own twist on it and share with the teams

at SI 2015!

http://newdirectionsscience.weebly.com/uploads/2/0/6/5/20652672/chemistry_that_applies_teachers_guide.pdf


http://newdirectionsscience.weebly.com/uploads/2/0/6/5/20652672/chemistry_that_applies_student_journal.pdf

http://newdirectionsscience.weebly.com/uploads/2/0/6/5/20652672/chemistry_that_applies_student_journal.pdf


96

CHEMISTRY THAT APPLIES STUDENT GUIDE

CLUSTER 1—DESCRIBING CHEMICAL REACTIONS

8.P.1.1 How can we reliably distinguish

between substances in order to classify

matter as elements, compounds, or

mixtures based on how the atoms are

packed together in arrangements?

Lesson 1: MIXING IT UP

Each morning Mr. Green Gene begins his day by mixing things. He starts with his favorite cereal and low fat milk, whole wheat toast with butter and sometimes cream with his coffee. Mrs. Green Gene says he has to watch his calories from fat so cream is often a treat. After breakfast, he heads to the garden to tend to the plants. His old iron plough is extremely rusted and will take too long to plough the fields. So, today he will use his tractor. First, he has to service the tractor before he can plough the fields. He checks the oil and fills it up if the “dip stick” indicates low. Then he fills the tank with gasoline because he has lots of acreage to cover. Before he takes off in the sun, he covers himself with sunblock lotion so his skin does not burn. While Mr. Green Gene takes care of the garden, Mrs. Green Gene is in the kitchen, clearing away the breakfast dishes and planning her meal for supper. Her liquid dish detergent smells like fresh lemons. She says the smell is nice but she uses it for the degreasing ingredients. Her dish detergent is great on cleaning butter left on her dishes. It is effective even in cold water. After she cleans the dishes, Mrs. Green Gene begins to prepare the soup Mr. Green Gene loves for supper. She uses vegetables from the garden like green beans, red potatoes, zucchini, wild onions and tomatoes. She adds lean chicken breast and slowly cooks it all day. Her soup is a mixture that is only improved by adding a piece of cornbread to “sup” it up. I can’t tell you all that she mixes in her cornbread. She says it’s a secret. Mixing substances together is something we do (or have done for us) all the time. Asking questions about these mixtures will help us to look more closely at what is happening when things are mixed. --------------------------- Read the opening paragraphs and identify examples of matter that may be classified as an element, compound or mixture. Then, share how you decided to classify each. Can you think of any things you mixed before coming to class today, or any mixtures you used today? How many combinations can you think of? What happens when some ordinary household substances are mixed? In this activity you will mix a variety of commonly used household substances and observe and think about what happens. You will work in groups assigned by your teacher. (See full unit here.) http://newdirectionsscience.weebly.com/uploads/2/0/6/5/20652672/chemi

stry_that_applies_teachers_guide.pdf

Check the wiki for more

examples of lessons


Coming later this

summer.



preface - nc science essential standards -...

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