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2016 10 3-14 Physical Properties of Matter Unit
2016 10 3-14 Physical Properties of Matter Unit
Name:GregSpahlinger
School:UniversityHighSchoolAcademy
MentorTeacher:SandyBergh
SubjectTaught:Chemistry
GradeLevel:10th
DatesofTeaching:10/3/1610/14/16
PartI:InformationabouttheLessonSequenceandUnit
Topic Physical Properties of Matter
This unit will consist of several inquiry lab activities in order to assist students in
building models about the atomic scale of matter. The students will do labs on
Overview conservation of matter, as well as some labs where chemical changes occur.
Students will aquire an understanding of density and the law of conservation of
matter, as well as some bedrock scientific concepts and practices like rounding,
significant digits in measurement, and representing data using graphical methods.
PartII:ClarifyingYourGoals
A. BigIdeas
Massisanessentialpropertyofaparticularsystem,andisdependentonhowmuchmatteris
inasystem.Matteritselfisnotcreatedordestroyed;processesmayphysicallydividematter,
chemicallychangeit,orchangeitsmacroscopicdimensions,butallthematterthatexistedat
thebeginningoftheprocesswillexistattheend.Densityreferstotheamountofmassina
unitvolumeofasubstance.Substanceswillhaveacharacteristicdensity,butnota
characteristicmass,soitisaccuratetosaythatsolidleadismoredensethanliquidwater,but
itwouldbesubtlywrongtosaythatleadisheavierthanwater.Thisisbecauseweight
dependsonthesizeofasampleratherthanitscomposition.Thedensityofasubstancewill
changeasitundergoesphasechanges,e.g.liquidwaterismoredensethanice.
ThesebigideasareinlinewiththefollowingNGSSstandards:HS-PS1-7 Use mathematical
representations to support the claim that atoms, and therefore mass, are conserved during a
chemical reaction, and MS-PS1-1 Develop models to describe the atomic composition of
simple molecules and extended structures.
B. ScientificPractices
Takemeasurementsandrecorddata
Representdatagraphically,usingahistogram
Constructaquantitativemodelbasedondata
Thesescientificpracticesarethebasisneededforconstructingaquantitativemodelofthe
lawofconservationofmass.Studentswillneedtoperformchemicalprocessesandgetdata
aboutthemassesofthesystemstheyworkwithpriorto,andafterachangehasoccurred.The
datathenneedtoberepresentedinawaythatenablesittobeunderstandable.Finallythe
studentswillneedtointerpretthedataandpullthelawofconservationofmassfromit.
C. StudentLearning
Performance
Expectation(s)
PartIII:ExampleofanActivitySequence
A. StorylineforActivitySequence
Note:Iputthisinwithoutnoticingthatthestorylinewasonlysupposedtocoverasingle
activitysequence.Theactivitysequencepertinenttotherestofthisdocumentcontainslessons1
4.Feelfreetodisregardtherest.Iwanttokeepitinthedocumentformyownreference.
Stage
Storyline
Theinitialunitischemicalsafetyandchemistrybasics.Thisunitcovers
Previous
thebasicpracticesoneneedstouseinalab,aswellassomefoundational
Lessons
scientificprinciplesandpractices.Thisincludesinstructiononsignificant
(priortounit) figures,experimentaldesign(howtomakeandrecordobservations,and
howtouseobservationstoformandtestahypothesis)anduseofbasic
instrumentsandmeasuringdevices.
Lesson1
Lab:MassandChangepart1:Labstartswithaclassdiscussionaboutthe
factthatwaterexpandswhenitfreezes,referencingthefactthatcontainers
ofwaterburstwhenleftinafreezer.Studentsareaskedtospeculateabout
whattheythoughtwashappeningtothemassduringthatprocess.Students
arethenaskedtotesttheirpredictions,andgivenice,vialsandbalancesin
ordertodoso.Thelikelyoutcomeisaverysimilarmassbeforeandafter
meltingtakesplace.Classdiscussiononthemassoftheicebeforeand
after,andthecalculationsstudentsdid.Homeworkistoproposeaparticle
basedmodelofwaterwhenfrozenandwhenliquid.
Timeframe:1Day
Lesson2
Lab:MassandChangepart2:Studentsaregivenballsofsteelwooland
askedtopredictwhetherthemassoftheballwillchangeiftheunwindthe
balltoroughlytwiceitsvolume.Studentsarethengivenbalancesand
askedtotesttheirprediction.Studentsdeterminehowmuchtheirsteel
woolchangedwhentheyunfurleditandrecordthenumber.Theclasss
dataismodeledinahistogram.Theclassdataisdiscussedinaclass
discussion.Theexpectedoutcomeisaslightsystematicerrorforlossof
massduetopiecesofwoolbreakingoff.Thiswilllikelyberesolved
throughpointedquestionsduringdiscussion.
Lesson3
Lesson4
Lesson5
Timeframe:1day
Lab:MassandChangepart3:Thisportionofthemassandchangelabis
goingtoinvolvethesimultaneousexecutionofseverallabsbystudents.
TheseincludeMassofaprecipitate,Massofburningsteelwool,Massof
dissolvedsugar,andMassofdissolvedAlkaseltzer.Eachoftheselabsis
goingtorequireapredictionabouttheoutcomeofanexperiment,andthe
executionofanexperimentwhichteststheprediction.Theselabsare
beingplannedforthesamedayinordertosavetime,sothatwecanget
throughmorematerialthisyear.Theselabswillrequiredifferentskill
levelstoexecute,andthusassignmentswillbemadebasedongroup
performanceinpreviouslabs.Theprecipitateandburningsteelwoollabs
willbeawardedtothegroupswhoareshowingthebestlabtechnique.
Twogroupswilldotheburningsteelwoollab,becausetheresultsare
generallysurprising,anditwouldbebesttohavethemrepeatedto
counteractincredulityandsuspicionsoferror.Theremaininglabswillbe
carriedoutbytherestofthestudents,andmayberepeatedbymultiple
groups,dependingonhowmanystudentsthereareinasection.Thislab
willbedebriefedwithasingle,longwhiteboardingsessionwhichmay
take12classperiods.
Timeframe:2days
Worksheet1:Thisisasimpledataanalysisworksheet.Itrequiresstudents
tothinkaboutwhattheyjustwitnessedineachofthelabsthattheydidand
constructparticlemodelstodescribewhattheyjustsawhappenin
previouslabs.Becausenotallstudentswilldoallthelabs,wewillprovide
studentswithasummaryofthebehaviorwitnessedbyeachofthegroups
duringMassandChangepart3.Thefinalquestiononthesheetasksfor
studentstostatethelawofconservationofmass.
Timeframe:1day
Unitsofvolumeactivity:Studentswillusegraduatedcylinderstomeasure
thevolumeofseveralwatersamplesinmL.Theywillthentransferthe
samplestorectangularcontainers,measuretheheight,andcalculatethe
volumeincm3.Studentswillplotthedataongraphsanddrawlinesofbest
fitforwhichtheyderivelinearequations.Attheendofthelabstudents
whiteboardtheirgraphsandwediscusswhattheymean.Theslopesshould
benearlyone,indicatingthatmLandcm3aretheequivalent.
Lesson6
Lesson7
Lesson8
Timeframe:1day
Lab:MassandVolume:Studentsusebalancesandgraduatedcylindersto
findthedensityofsomecylindersmadeofeitherironoraluminum.
Studentsareaskedtocomeupwiththeirownprocedureforthislab.Once
thedataaretakenthestudentswillplotthemintheirlabbooksand
whiteboardthemforclassdiscussion.Thepointoftheclassdiscussion
withbetohelpthemcometoanunderstandingofthephysicalmeaningof
theslopeoftheirgraphs(density).
Timeframe:1day
Worksheet3:Thisexerciseasksstudentstorelatedensitymassand
volumeusingaparticlemodelofmatter,andgraphicallyrepresenteddata.
Timeframe:1day
Worksheet4:Thisexercisecontainsproblemsthataskthestudentstouse
theconceptsofdensityanduncertainty,andtointerpretdata.Thisisto
helpthemsolidifytheconceptsthathavebeenlearnedinlessons5and6,
inpreparationforaquiz.
Timeframe:1day
Quiz(firstpartoftheperiod):Assessmentofstudentsunderstandingof
densityandabilitytointerpretdata.
Lesson9
Lesson10
Densityofagaslab(startedthesamedayasthequiz,finishedthenext
day):Thealkaselzerreactionfromlesson3isrerun,butanapparatusis
usedtocollectthegas.Studentsfindthemassofthegas,bycomparingthe
massoftheirsystembeforeandafterthegashasbeenreleased.Students
willneedtofigureoutontheirownhowtofindthevolumeofthegas
collectedinthejaroftheapparatus.Thefirstdayofthislabwillprobably
bereservedforstudentstofigureouttheirproceduresforthislab,andthe
seconddaywillbeforexecutingthelab
Timeframe:2days
Thicknessofathinlayer:Studentsaregivenasquareofaluminumfoil,a
balance,andaruler,andareaskedtofigureouthowtofindthethickness
ofthealuminumfoil.Theyneedtocomeupwiththemethodontheirown,
duringprelabdiscussionintheirgroups.Afterthelabisfinishedask
studentstoestimatethenumberoflayersofatomsinthefoil.Theanatom
cantbethickerthanthefoil,sotheynowhaveanupperlimitonhow
thickanatomcanbe.
Timeframe:1day
Lesson11
Upcoming
lessons
Summativeassessment
Nextunitfocusesonenergy,andthewayiteffectsmatter.Thisincludes
phasechangesandtherelationshipbetweenP,V,andTingasses.
B. ActivitySequence
Focus Students will be able to explain the law of conservation of mass in terms of
Objective particles
Observe
Explain
Teaching Activities
Students predict whether mass will increase decrease or stay the same for a
Number of processes. These include restructuring of steel wool, ice melting,
formation of a precipitate, dissolution of alka-seltzer, dissolution of sugar.
Explanation segment occurs in the class discussion where initial predictions
are made. Additional predictions are made at the beginning of the individual
procedures entailed by part 3 of the mass and change lab.
Students test their predictions in each of the parts. Observations and
measurements are recorded. We will have them generating histograms for
their data when there is enough data (definitely part 1 and 2, but probably
not 3) so that they can see the range of answers the class generated.
The first part of this will be a class discussion about what happened and
what the outcomes were. This discussion has to help the students
understand what happened in each of the processes, and where the matter
went or didnt go in each process. A worksheet will be provided for students
to draft models using particles (atoms and molecules basically) to model
what happened (Lesson 4) the students will be given a worksheet to
structure their models, and will be given guidance.
C. Lesson Plans
Note:Theselessonsandmaterialsareadaptedfromthecurriculumdesignedbythe
AmericanModelingTeachersAssociation.
Lesson 1
Materials
Video
Lab notebooks
Balances
Ice chips
Vials
Bins (labeled)
Slips of paper
Lesson 2 and 3
Materials
Steel wool
Burners
Calcium nitrate and sodium carbonate solutions
Balances
Sugar
Alka-selzer
Water
Watch glasses
Lab exercise procedure worksheets (not yet produced)
1. Introduction (15 minutes)
The lesson starts with me telling the students that we are going to do an investigation of
several more transformations of matter, to see whether mass was gained or lost, and to see if we
can account for what happened with each process. I will introduce each of the processes by
listing them on the board. Each group will do some of the activities but not all of them. Each
group will have been assigned to prep for their first lab activity as homework. The activities are
-
I will briefly describe all of these, and tell the students that their group will do the lab
they are assigned first, and then additional labs, as time allows. I will tell them that they
are responsible for a group prediction about whether mass will be gained or lost for each
lab. Once students finish a lab, they are to find me and ask for an additional lab
assignment (Ill give them another procedure worksheet), or for further directions.
Finishing a lab entails conducting the experiments that they were given, as well as
performing whatever calculations are necessary in order to figure out whether mass was
lost or gained. Students will also be told that they should keep careful notes, because they
will be responsible for telling the class about their experiments and results the next day.
The procedure worksheets will need to contain some information about how the students
should put data in their lab notebooks. Make sure to stress the fact that students should be
taking careful observations of chemical appearances.
2. Main Teaching Activities (30 minutes)
The activities appear in the AAMT curriculum as follows:
Part1Massofsteelwool
Apparatus
Balance
Small wad of steel wool (~ 1/4 of a pad of #1 steel wool)
Prelabdiscussion
It is likely that students may confuse volume and mass as measures of the amount of stuff in a
sample. Display a small tightly wadded ball of steel wool. Ask students to predict whether the
mass will change if the wad of steel wool is pulled apart.
Labperformancenotes
Postlabdiscussion
Have the students report any change in mass by doing the following calculation:
Mass steel wool-after- Mass steel wool-before
Change in mass
Part2Massofaprecipitate
Apparatus
Balance
Two small vials
0.1M solutions of Ca(NO3)2 (16.4 g per liter of solution) and Na2CO3 (10.6 g per liter
of solution). 300 mL of each should be sufficient for a class of 12 groups. (SB Note: 1L
was short for 32 groupshad to prepare an additional 250 mL.)
Prelabdiscussion
Show students that when some solutions are combined, a solid forms. The question they
must answer is: does the mass change when the solid is formed?
Labperformancenotes
Students should fill each of the vials no more than 1/3 full of the solutions. They should cap the
vials and find the mass of both vials together. Then they should carefully pour the contents of
one vial into the other; then put both vials and caps back on the balance pan. Once they have
found the mass after the reaction, students should pour the solution and precipitate into the waste
bottle provided. Encourage the students to be careful, as they now realize that, if they spill a
solution, the mass will appear to decrease. No special precaution needs to be taken with the
CaCO3, but the students should discard the contents of the vial with the precipitate into a waste
bottle on general principles. At a later time you can wash the CaCO3 down the drain, or add
some acid to the solid before discarding the solution down the drain. The vials can be washed in
soapy water and rinsed.
Postlabdiscussion
Students should do their calculations and post their class results as before. Unless students spill
solution during the transfer, they should find that the change in mass is very nearly zero.
Again, as homework, have the students represent the particles of the substances in the
solutions before mixing and after the precipitate has formed.
Part3Massofburningsteelwool
Apparatus
Balance
Small tuft of steel wool
Crucible tongs
Bunsen burner
Evaporating dish
Prelabdiscussion
Ask students what happens when something burns. Their experience should lead them to
conclude that a flammable substance diminishes when it undergoes combustion. They might
not think that a metal can burn. Ask them to predict what will happen to the mass of the steel
wool when it is heated. Students will remember that pieces of steel wool dropped off in the
first experiment; lead them to propose ways of containing the dropped pieces, such as an
evaporating dish.
Labperformancenotes
Students should find the mass of the steel wool as they did before. They should light the burner,
then holding the steel wool by the tongs over the evaporating dish, heat the steel wool until it
glows. They should turn the steel wool around in the flame so that all sides are exposed. Any
pieces of the steel wool that break free during heating should fall into the dish and then be
transferred to the balance pan. Students should be asked to describe how the appearance of the
steel wool changes when it is heated strongly. Discard the steel wool when they have finished
finding the mass.
Postlabdiscussion
Students should do their calculations and post their class results as before. Most students will
find that the mass of the steel wool increases by a few hundredths of a gram. After the previous
3 experiments, they might be reluctant to accept that the mass should increase as some of the iron
combines with oxygen. Students might have difficulty representing this change with a particle
model. Students have been known to say that the steel wool gains mass by combining with
particles of the flame. During the whiteboarding session at the end of the set of experiments,
there will be time to discuss what happens when the steel wool is burned. At this point, do not
just tell them that the iron in the steel wool is reacting with oxygen in the air! Let them propose
suggestions for what made the mass increase, without correcting them.
Part4Massofdissolvedsugar
Apparatus
Balance
Vial with cap
Sugar
Prelabdiscussion
Ask students what happens when something dissolves. A soluble solid appears to disappear in
solution. Ask students to predict what will happen to the mass when sugar dissolves in water.
Labperformancenotes
Students should fill a vial about 1/2 full of water, then put about a 1/4 tsp of sugar in the cap of
the vial. They should place the vial, water, cap and sugar on the pan of the balance. Then,
students should carefully pour the sugar into the vial, taking care not to spill any. They should
gently swirl the vial to get the sugar to dissolve. If they shake too vigorously, they risk solution
leaking out of the vial. When the sugar has completely dissolved, they should find the mass of
the vial and contents again.
Postlabdiscussion
-
Have the students report any change in mass by doing the following calculation:
Mass vial, water & sugar after
Mass vial, water & sugar before
Change in mass
It is likely that there will be a few more losses than gains (due to spilling sugar or shaking so
vigorously that water leaked out). The reasons for the apparent loss in mass should come out in
the discussion. Again, have the students represent the particles of the substances in the sugar and
water before mixing and after the solution has formed.
Part5MassofdissolvedAlkaSeltzer
Apparatus
Balance
Vial with cap
Small piece (1/4 tablet) of Alka-Seltzer
Prelabdiscussion
Remind students what happened in the previous experiment. A soluble solid appeared to
disappear in solution, yet the mass remained nearly constant. Ask students to repeat the
experiment, but this time, dissolving a piece of Alka-Seltzer in water.
Labperformancenotes
Students should fill a vial about 1/2 full of water, then put the 1/4 tablet of Alka-Seltzer in the
cap of the vial. They should place the vial, water, cap and AS on the pan of the balance. Then,
students should put the piece of AS into the vial, and loosely cap the vial. They should observe
what occurs when the AS appears to dissolve. When the piece of tablet has completely
dissolved, they should find the mass of the vial and contents again.
Postlabdiscussion
-
Have the students report any change in mass by doing the following calculation:
Mass vial, water & AS after
Mass vial, water & AS before
Change in mass
All of the groups should find that the mass of the system appears to decrease. In fact, you might
want to adjust the scaling of the histogram to be able to display the results graphically. The
reasons for the apparent loss in mass should come out in the discussion.
We will have the students carry out any calculations found in the post-lab discussions,
however, we will not debrief each individual experiment with each individual student.
Day one will be concerned with giving the students time to carry out experiments and
analyze their data in preparation for discussion on day 2. We will not be doing histograms
for this set of activities as each activity will probably be done between 2 and 3 times. I
will give a ten minute warning, where I tell students that we are close to the end of the
period and to finish up whatever activity they are doing and start cleaning up. I will not
approve new experiments during this period. This lab will not include a debrief, but
rather students will clean up at the end, and work on finishing up any notes until the bell.
The introduction for day 2 of the matter lab will begin with instructions for the
whiteboarding discussion to come. Students will have a whiteboard entry for each experiment
they successfully completed (up to 2). The whiteboards will contain a short description of their
procedure, as well as their calculation, and their result. (allow 10 minutes for the beginning)
The students will be given 15 minutes to prepare their whiteboards (attendance will be
taken during this time)
The whiteboard discussion will proceed. I will first call on a group to present a lab, and
then I will ask which other groups did that same lab. All the groups who did a particular lab will
present that lab at the same time, and I will put their numbers up on the smart board (or possibly
my own whiteboard). The groups will be encouraged to ask questions pertaining to what the
other groups did and explore discrepancies in results. At the end of each lab discussion I will try
to summarize what Im hearing as the consensus about what happened, and I will ask for
students to correct or challenge my summary if they dont agree. This should lead to a five part
discussion in which multiple groups are engaged at a time. The discussion will go to the end of
the period. If it ends early students will begin working on worksheet 1 this period instead of next
period.
Lesson 3
Materials
Worksheet 1
Name
Date
Pd
Unit1Worksheet1:MassandChange
1. When you pulled the steel wool apart, you found that the mass was unchanged. But,
when you heated the steel wool, you found that the mass changed. Explain.
Draw diagrams (at the simple particle level) of the steel wool before and after the change.
Steel wool-heated
before
after
2. When ice melts, the volume of water is smaller than that of the ice. How does the mass
of the water compare to the mass of the ice?
Draw diagrams (at the simple particle level) of the ice and water. Use small circles to
represent the particles of water.
3. When the sugar dissolved in the water, you found that the mass remained unchanged.
When the Alka-Seltzer dissolved in the water, the mass of the system changed. Explain.
Draw diagrams (at the simple particle level) of each of the materials before and after it was
dissolved.
4. State the Law of Conservation of Mass in your own words. (be sure to
discuss what particles do during the processes above)
1. Introduction ( 5 minutes)
Students will be asked to get into their groups and begin working on the worksheet. They
will be given all hour to do this
2. Main Teaching Activities (40 minutes)
I will take attendance as the students work in their groups. I will also help them construct
their models by asking them leading questions.
3. Conclusion ( 1 minute)
Students will hand in worksheets at the end of the period. Additional time may be given for
the worksheet if necessary in later class periods.