Download Unit A: Matter and Change

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?