Preface - NC Science Essential Standards -...
Transcript of 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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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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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
8
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?
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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)
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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
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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.)
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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#/
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2. The Instruction Question:
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
(NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students)
Check the wiki for more examples of lessons
aligned to 8.P.1 & 8.L.5
Coming later this summer.
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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.
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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 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.
(NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students)
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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.
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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)
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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
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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
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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.
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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.
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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
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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
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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: ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Is this matter? Explain. ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What makes this substance matter?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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. ____________________________
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3. Describe the changes in the substance using as much detail as possible.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Is this matter?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What makes this substance 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? ______________
Are these substances matter?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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What makes these substances matter?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Station # 6: Water
Describe the substance in as much detail as possible:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Is this matter?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What makes this substance 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:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Is this inflated balloon matter? Explain in words and pictures
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
What makes this substance matter?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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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.
What makes it matter?
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Station 3: Granite and Brick
Describe the granite.
Describe the brick. How are they alike?
Are these substances matter?
Explain.
What makes these substances matter?
Station 4: Cornflakes
Mass of bag of cornflakes
Description
Mass of bag of crumbled cornflakes =
Description
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Describe how the cornflakes changed.
Is this substance matter?
Explain.
What makes it matter?
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?
Are these substances matter?
Explain.
What makes these substances matter?
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Station 6: Water
Description
Is this matter?
Explain.
What makes it matter?
Station 7: Balloon
Mass of deflated balloon
Mass of inflated balloon
Describe the deflated Balloon.
Is the deflated balloon matter?
Explain.
What makes it matter?
Describe the inflated balloon.
Is there matter inside the
balloon?
Explain.
What makes it matter?
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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:
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1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________
7. ____________________________
8. ____________________________
9. ____________________________
10. ___________________________
11. ___________________________
12. ___________________________
13. ___________________________
14. ___________________________
15. ___________________________
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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.
Clean up your area before moving to the next station.
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.
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Station 3: Granite and Brick
Materials: Granite, brick, paper towel
Procedure:
Observe the brick. Observe the granite. Record your
observations in your chart.
Clean up your area before moving to the next station.
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.
Clean up your area before moving to the next station.
o Carefully empty the cornflakes in the trash bucket.
o Return the cornflakes and Ziploc bag to the
container. Clean the table.
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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.
Clean up your area before moving to the next station.
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.
Clean up your area before moving to the next station.
o Clean the table.
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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.
Clean up your area before moving to the next station.
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.
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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?
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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).
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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
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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.
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Class Data Table:
Group A B C D
1
2
3
4
5
6
7
Average
Density
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EXPLORE, Part 1 Name ___________________________________
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)
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Data: Heating Data
Time (minutes) Water Sand
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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Cooling Data
Time (minutes) Water Sand
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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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?
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EXPLORE, Part 1 Name ___________________________________
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
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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?
(Sugar, salt, baby powder, flour, cornstarch)
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?
(Sugar, salt, baby powder, flour, cornstarch)
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?
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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.
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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
Substance: Observations: Soluble Insoluble Polar/
Ionic
Nonpolar
Sugar
Salt
Sugar
Baby
Powder
Flour
Cornstarch
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Table # 3: Substances with Rubbing Alcohol
Substance: Observations: Soluble Insoluble Polar/
Ionic
Nonpolar
Sugar
Salt
Sugar
Baby
Powder
Flour
Cornstarch
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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 = ________________.
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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
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EXPLAIN, Part 1 Name ___________________________________
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
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EXPLAIN, Part 1 Name ___________________________________
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
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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.
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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.
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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.
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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?
_____________________________________________________________________
_____________________________________
_____________________________________________________________________
_____________________________________
_____________________________________________________________________
_____________________________________
__________________________________________________________________
__________________________________________________________________
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Unit 2: Part 1
Transparency
MATTER has
mass and
takes up
space.
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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
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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.
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Unit 2: Part 1 Transparency
The
SOLUBILITY
of a substance
is the ability of
the substance
to dissolve
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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
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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)
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Unit 2: Part 1
Transparency
Polarity is an uneven
distribution of charges
in a molecule.
Example: Water molecule
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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
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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
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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
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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.
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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
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(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.
_________________________________________________________________________________
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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.
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2. The Instruction Question:
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)
(NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students)
Check the wiki for more examples of lessons
aligned to 8.P.1 & 8.L.5
Coming later this summer.
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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)
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
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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
+
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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!
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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
aligned to 8.P.1 & 8.L.5
Coming later this
summer.