* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project
Next Generation Sunshine State Standards Unit A: Matter and Change Overview Content Standards Nature of Science Practices Students extend their understanding of matter and atoms as they study physical and chemical SC.912.P.8.1* SC.912.N.1.2 properties and changes of matter. Student study the periodic table and become familiar with how SC.912.P.8.2* SC.912.N.1.3 elements are organized in the periodic table. Students further develop the language of chemistry and SC.912.N.1.4* make relevant learning connections as they are actively engaged in laboratory investigations. Students SC.912.N.1.5* understand and practice safe research practices in the classroom laboratory SC.912.N.1.6* Fundamental Skills: SC.912.N.1.7* SC.912.N.2.1 ● Establishing the language of chemistry SC.912.N.2.2* SC.912.N.2.3 ● Familiarity with organization and components of periodic table including but not limited to periodic tables symbols, atomic number, and atomic mass ● Science laboratory safety practices including an SDS. Other Resources Watch different types of molecules form a solid, liquid, or gas. Add or remove heat and watch the phase change. Change the temperature or volume of a container and see a pressure-temperature diagram respond in real time . http://phet.colorado.edu/en/simulation/states-of-matter http://phet.colorado.edu/en/simulation/states-of-matter Students will pump gas molecules to a box and see what happens as they change the volume, add or remove heat, change gravity, and more. Measure the temperature and pressure, and discover how the properties of the gas vary in relation to each other. http://phet.colorado.edu/en/simulation/gas-properties http://phet.colorado.edu/en/simulation/gas-properties http://phet.colorado.edu/en/simulation/gas-properties Literacy and mathematical standards can be tied into this unit by using a real world article (example: antimatter article) An excellent site with matter resources: http://www.nclark.net/StudyMatter http://www.nclark.net/StudyMatter Students should be given an opportunity to develop conclusion essays where they are using ideas from other valid sources and showing relationships between goals of labs and data collected. This should be continued throughout the year for lab reports in all units. Inquiry is ongoing throughout the course, and every attempt should be made to include hypothesizing, experiment writing, and data collection and analysis. Unpacking the Standard: What do we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved Unit A: Matter and Change How does matter undergo change? Standards: SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. SC.912.P.8.1 Differentiate among the four states of matter. Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. • Matter can be characterized by physical or chemical properties, and these properties are important in understanding the change that matter undergoes. Know Declarative knowledge: Facts, vocab., information Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Chemistry is central to all of the sciences. Compare and contrast the four states of matter. Physical properties of matter differ from chemical properties of matter. Compare and contrast physical and chemical properties of matter. Compare and contrast physical and chemical changes. Matter is classified as pure substances or mixtures. Chemical changes involve changes in composition of matter. Classify a sample of matter as a pure substance or mixture and describe how to separate the components of each. Explain that in any reaction, mass is conserved. During any physical or chemical change in matter, mass is conserved. List and describe various guidelines for safety in the chemistry laboratory. Lab safety is a very important part of introductory chemistry. Performance Task: The student will generate a compare and contrast graphic organizer (e.g., double bubble, etc.) for chemical and physical changes. http://www.eisd.net/cms/lib04/TX01001208/Centricity/Domain/599/DoubleBubbleMap.pdf (Thinking map for comparing and contrasting) Density Inquiry http://pals.sri.com/tasks/9-12/BoatBldg/ Unit A: Matter and Change Sample Scale Score 4.0 Score 3.5 Score 3.0 Score 2.5 Score 2.0 Score 1.5 Score 1.0 In addition to 3.0, in-depth inferences and applications that go beyond what was taught, I can: ● Articulate the differences between pure substances and mixtures Sample Performance Tasks ● Compare/contrast heterogeneous and homogeneous mixtures; compounds and elements I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can: ● ● ● ● Explain what happens as matter changes phase Identify pure substances and mixtures Identify physical and chemical changes Identify what type of change occurred in matter ● Compare/contrast the states of matter I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. On my own, I can demonstrate knowledge of the following: ● Physical and chemical properties ● Characteristics of solids, liquids, and gases I can do everything at a 1.0, and I can demonstrate partial success at score 2.0. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. ● Identify the different types of matter ● Identify different states of matter and phase changes ● ● Identify what type of change occurred in matter Compare/contrast the states of matter Key Learning: 12 days Matter can be characterized by physical or chemical properties, and these properties are important in understand the change that matter undergoes. Concept: Chemistry is central to all of the sciences. Driving Questions: Sample Formative Assessment Task Vocabulary: Chemistry, scientific method, hypothesis, experiment, biochemistry, physical chemistry, applied chemistry Benchmark(s): SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.2.1Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.2* Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. SC.912.N.2.3Identify examples of pseudoscience (such as astrology, phrenology) in society. SC.912.N.1.4*Identify sources of information and assess their reliability according to the strict standards of scientific investigation. What is involved in the study of chemistry? How is chemistry central to all of the sciences? Student Investigations Students probably have preconceptions about chemistry. Have them list what they know about chemistry. Then, have them list what they want to know about it. After, have them look at their lists and write down what they have learned about chemistry. Also, have them write down any new questions that they may have after this lesson. observation lab/scientific method lab lab to teach observations vs. inferences conservation of mass lab density of pennies lab dry ice lab Resources Student Text: Holt Modern Chemistry, Chapters 1 Pearson, Prentice Hall, Chapter 1, 2 Student Misconceptions: -Students often think that science and technology are the same. Science includes knowledge in its major disciplines, such as biology, chemistry, and physics. Technology is the application of that knowledge for practical purposes. -The term scientific method may lead students to think that there is a single, unique sequence of steps that is always used in science. Point out that the scientific method is a general approach to problem solving and that the order of these steps may vary with the problem. Also, emphasize that the independent verification of findings by other scientists is what lends credibility to scientific discoveries. Deeper Learning Opportunities: Concept: Laboratory Safety Vocabulary: Electrical safety, Chemical safety, Clothing protection, Caustic substances, Explosion danger, Eye safety, Fire safety, Heating safety, Gas precaution, Glassware safety, Hand Safety, Hygienic care, Proper waste disposal Benchmark: SC.912.N.1.2*Describe and explain what characterizes science and its methods. Driving Questions: Sample Formative Assessment Task What guidelines can be followed in order to perform an experiment in a safe manner? This is better assessed throughout the year and embedded into content and laboratory work. Student Investigations This is better assessed throughout the year and embedded into content and laboratory work. Resources Student Text: Holt Modern Chemistry, Chapters 1 Pearson, Prentice Hall, Chapter 1, 2 Student Misconceptions: Students often think of chemicals as artificial, or unnatural. You want them to understand that all matter - living and nonliving, natural or artificial - has a chemical basis. Ask students to try naming anything that they think is not made of at least one chemical. http://www.acs.org/content/dam/a csorg/education/resources/highsch ool/chemmatters/articlesbytopic/th ermochemistry/chemmattersdec2009-hollywood.pdf Concept: Differences in Physical and Chemical properties of matter Driving Questions: Vocabulary: Matter, atom, Benchmark(s): How is a physical property compared element, compound, SC.912.P.8.2*Differentiate between physical and to a chemical property? physical property, chemical properties and physical and chemical changes chemical property, of matter. Student Investigations extensive property, SC.912.P.8.1* mixture separation lab intensive property Differentiate among the four states of matter. Resources Student Text: Student Misconceptions: Holt Modern Chemistry, Chapters 1 Pearson, Prentice Hall, Chapter 1, 2 Deeper Learning Opportunities: N/A Sample Formative Assessment Task Deeper Learning Opportunities: Argument-Driven Inquiry in ChemistrySampson, et al. Lab #13 - Density and periodic table Concept: Matter can be changed physically or chemically. Vocabulary: Solid, liquid, gas, plasma, reactants, products, laws of conservation of energy and mass. Driving Questions: Benchmark(s): What is the difference between a SC.912.P.8.2* physical and chemical change? Differentiate between physical and chemical properties and physical and chemical changes of matter. SC.912.N.1.7* How can a sample of matter be Recognize the role of creativity in constructing scientific separated into its component parts? questions, methods and explanations. Element, compound, SC.912.N.1.6* mixture, homogeneous, Student Investigations heterogeneous, solutions, Describe how scientific inferences are drawn from mixture separation lab scientific observations and provide examples from the physical and chemical content being studied. changes SC.912.N.1.5* Describe & provide examples of how similar investigations conducted in many parts of the world result in the same outcome Resources Student Text: Student Misconceptions: Holt Modern Chemistry, Chapters 1 Pearson, Prentice Hall, Chapter 1, 2 Sample Formative Assessment Task Have students brainstorm about chemical changes with which they are familiar. Food digestion and rusting are two common examples. Deeper Learning Opportunities: Argument-Driven Inquiry in ChemistrySampson, et al. Lab #23-Classification of Changes in Matter: Which Changes are Examples of a Chemical Change or Physical Change?