Matter and structure of materials

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1 Matter and structure of materials Unit of work contributed by a year 7 teacher, ACT Department of Education and Training, except where indicated otherwise. Purpose Intended learning outcomes Students will: Understand that all materials are made of matter. Develop an understanding that all matter consists of particles. Understand that the structure and properties of materials are determined by the types and amounts of particles in that material. Learn about the structure and properties of these five states of matter. Be able to use a model to explain the kinetic theory of matter. Be able to apply their understanding of the kinetic theory of matter to new situations. Digital content Digital resources series Types of matter (ID L5820 to L5825) is used to give a visual understanding of the structure of matter. Enhancing the learning of students The visual movement of particles in the digital content adds to student understanding. Conceptual understandings The learning object series acts as a stimulus for discussion about the concept of matter. It also provides visual, written and verbal opportunities for learning. Scientific inquiry The digital resource allows students to: Seek out information. Clarify and define the purpose of the inquiry. Assemble and evaluate the information. Communicate and justify the conclusions reached. Revision of knowledge and understandings Content will be placed on 'Myclasses' for student access, revision and understanding. Acknowledgement All use of digital resources in written work must be correctly cited. 'Matter and structure of materials' by a year 7 teacher, ACT 1

2 Duration The unit is for three weeks of 200 minutes per week. Three lessons of minutes, one lesson of 65 minutes Implementation Context for learning Students will: Use a range of strategies to think and learn. Understand and apply the inquiry process. Make considered decisions. Act with integrity and a regard for others. Contribute to group effectiveness. Understand and apply scientific knowledge. Context for learning Students will utilise: Exploration of materials around the student, of magnification. Enquiry into materials, into magnification, into matter. Formalisation of information into workbook notes. Application of the particle theory of matter. Assessment of students' understanding of materials, matter, particles through group questioning and review. Evaluation of Criteria (MYP) for students completing magnification and learning objects. Matter and structure of materials Lesson 1 Aims: Introduction to matter Students will understand that all materials are made of matter. Students will understand that all matter is made of particles. Content Activity Resources *Different materials in our world Use the stimulus picture from Types of matter: particles (ID L5820). Set this up on the Smart Board. Types of matter: particles (ID L5820) * Naming different materials *Recording different materials *Different types of microscopes light / electron microscopes. Magnification of objects. Class discussion about what is in the picture. Objects to draw out: glass, metal, water, liquid chemicals, gas chemicals, sunshine, plants, thermometer, air, light globe, ice. *Students to do a concept map showing the names of the materials in their class workbook. Class discussion about the structure of these materials. How can we see inside materials? How do we know what materials are Writing on the Smart Board by students Notes in book Class workbook Magnifying glasses one per student. Monocular microscopes 'Matter and structure of materials' by a year 7 teacher, ACT 2

3 Content Activity Resources made of? one per student. How much detail can we see? *All matter is made of particles. Discussion about magnification. Students to use magnifying glasses to show that we can see more details if objects are magnified. Students to summarise findings. Students to complete learning object Types of matter: particles (ID L5820) *The nature of matter Students to summarise findings What are materials made of? *Concluding teacher remarks for lesson. What is matter made of? What are particles? How large are the particles of matter? Particle Theory of Matter Types of matter: particles (ID L5820) Class workbook Mentioned this needs to be reinforced Learning / Teacher Configurations * Individual * Pair * Small Group * Whole class Matter and structure of materials Lesson 2 Aims: Structure and properties of matter Students will understand that matter has five states. Students will understand the structure and properties of these five states of matter. Types of matter: solids, liquids and gases ID L5821 Education Services Australia Ltd. Content Activity Resources *Review last lesson *Types of matter Structure and properties of solids Teacher student discussion Use the Types of matter: solids, liquids and gases (ID L5821) Set this up on the Smart Board. Students review L5821 on solids. Summarise structure and properties in the table below. Types of matter: solids, liquids and gases (ID L5821) Class workbook Structure and properties Students review L5821 on liquids. Class workbook 'Matter and structure of materials' by a year 7 teacher, ACT 3

4 Content Activity Resources of liquids Summarise structure and properties in the table below. Structure and properties of gasses Structure and properties of plasma Structure and properties of BECs *Concluding teacher remarks for lesson. Students review L5821 on gases. Summarise structure and properties in the table below. Summarise structure and properties in the table below. Summarise structure and properties in the table below. Discussion about objects in the lab that show different states of matter. Class workbook Class workbook Class workbook Matter Structure Properties BEC Discovery and video shown Solid Movement, shape and compressibility noted Liquid Movement, shape and compressibility noted Gas Movement, shape and compressibility noted Plasma From the sun, TV s and lights noted Students gained a good visual understanding of the properties of states of matter. Matter and structure of materials Lesson 3 / 4 Aims: Separation of matter experiments Students will understand that matter can be separated due to its structure and properties. Separation can be based on the size of the particles decanting, sedimentation, sieving, filtration and centrifuging. Practical experiments Group work Equipment Decanting Sedimentation Sieving Filtration Teacher demonstration Different-sized particles of silt, sand, small pebbles and large pebbles with water. Beakers, Filter funnels, filter paper, Centrifuge, sieves. Use beakers with different-sized particles and water. Use beakers with different-sized particles and water. Use sieves with different-sized particles. Use beakers with different-sized particles and water through filter funnel and paper. Centrifuge of different sized particles and water. Students are to write up the experiments using school guidelines This took two lessons but gave invaluable practice with equipment, writing up practical activities and generated discussion about the nature of different particles and different methods of separation of mixtures. 'Matter and structure of materials' by a year 7 teacher, ACT 4

5 Matter and structure of materials Lesson 4 / 5 Aims: Identifying elements and compounds Students will investigate the differences between elements and compounds. Students will be able to explain the differences between elements and compounds in terms of the theory of matter. Students will be able to identify common elements including iron and sulphur. Students will then investigate the compound iron sulphide and compare the structure and properties to the individual elements. Content Activity Resources *Review last lesson. *Elements and Compounds Teacher student discussion. Use the L5823 Types of matter: elements and compounds Set this up on the Smart Board. L5823 Types of matter: elements and compounds Elements contain only one type of particle. Compounds contain more than one type of particle. These particles are chemically combined *Concluding remarks from teacher Investigate the properties of iron and sulfur Separate the mixed iron and sulfur by magnetism, air currents and flotation. Heat the iron and sulfur together and investigate the properties of Iron sulphide. Summarise findings in workbook Iron and sulfur Test tubes, brass tongs, Bunsen burner, heat mat, fume cupboard. Class workbook Students wrote about separating a mixture of iron and sulfur using a magnet, blowing gently on the mixture and adding a small part to some water to see the (lighter) sulfur float and the (heavier) iron sink. 'Matter and structure of materials' by a year 7 teacher, ACT 5

6 Matter and structure of materials Lesson 5 / 6 Aims Pure Substances, Compounds and Mixtures Students will understand the differences between pure substances, compounds and mixtures according to the theory of matter. Content Activity Resources *Review last lesson. *Pure substances Teacher student discussion. Discuss the differences between pure and impure substances Workbook Compounds and mixtures Use L5824 Types of matter: compounds and mixtures Set this up on the Smart Board. L5824 Types of matter: compounds and mixtures Compounds contain more than one type of particle. These particles are chemically combined *Concluding remarks from teacher Heat the iron and sulfur together and investigate the properties of Iron sulphide. Summarise findings in workbook Test tubes, brass tongs, Bunsen burner, heat mat, fume cupboard. Class workbook This was done as a demonstration in the fume cupboard due to the production of sulfur dioxide. Students then viewed the compound and summarised the activity. Good discussion about the properties of compounds and mixtures came as we viewed the learning object. 'Matter and structure of materials' by a year 7 teacher, ACT 6

7 Matter and structure of materials Lesson 7 Aims: Separation of matter experiments Students will understand that matter can be separated due to the state of the matter through evaporation, crystallisation and condensation. Practical experiments Group work Equipment Sodium chloride, copper sulfate, condensation equipment, orange peel, eucalyptus leaves, water, evaporating basin, Bunsen burner, heat mat, tripod, gauze mat, ebonite rod, tissue paper, silica gel, goggles. Evaporation Add sodium chloride to water then heat in an evaporating basin over a heat mat, tripod and gauze mat using a Bunsen burner. Crystallisation Add some copper sulfate to water in an evaporating basin. Leave for a few days for crystals to form. Chromatography Students to observe the separation of dyes from a marker through filter paper. Completed as a demonstration due to lack of time Teacher demonstration Condensation Set up condenser with water and orange peel separate oil and water. Set up condenser with water and eucalypt leaves separate oil and water. Electrostatics Set up small pieces of tissue that will be attracted by an ebonite rod rubber with flannel. Froth flotation School DVD from Lake Cowal mine visit. Absorption Silica gel absorption of water used to keep shoes fresh. Discussion. Students are to write up the experiments using school guidelines. Students showed a clear understanding of the use of different separation techniques. 'Matter and structure of materials' by a year 7 teacher, ACT 7

8 Matter and structure of materials Lesson 8 Aims Changes of state Students will understand how matter can change from one state to another according to the theory of matter. Students will investigate and understand physical changes and chemical changes. Content Activity Resources *Review last lesson. Melting Evaporation Freezing Condensation Teacher student discussion. Students to heat ice whilst timing the temperature. Record experiment. Discussion to explain freezing, melting and evaporation. Students to place watch glass over the heating ice. Record results of the experiment. Compare results from all groups. Heat mat, tripod, Bunsen burner, gauze mat, ice, goggles, beaker, thermometer, stop watch. Watch glass. Sublimation Teacher demonstration using iodine Iodine. Physical changes Chemical changes *Concluding remarks from teacher Discussion about melting and freezing being physical changes. Discussion about other physical changes. Discussion about heating iron and sulfur being a chemical change. Discussion about other chemical changes. Review L3070 What the world is made of (Years 5-9) Education Services Australia Ltd. Summarise findings in workbook. Victorian Department of Education, Iron, copper, sulfur, Iron sulphide, copper sulfate. L3252 What the world is made of: changes of state. Class workbook. Class discussion about physical and chemical changes took all lesson. 'Matter and structure of materials' by a year 7 teacher, ACT 8

9 Matter and structure of materials Lessons 9-10 Heat transfer and changes Aims Students will understand how heat can be transferred through matter. Students will investigate and understand conduction, convection and radiation. Students will discuss expansion and contraction due to heat. CONTENT ACTIVITY RESOURCES *Review last lesson. Conduction Convection Teacher demonstration Radiation Thermometers at different positions Expansion Contraction *Concluding remarks from teacher Teacher student discussion. Students heat a metal rod and a glass rod with thumb tacks attached by Vaseline. Record the times that each thumb tack drops off the rods. Students place a few crystals of potassium permanganate in a small beaker of water. Observe and record. Students set a beaker of water in the sun and another in the shade at the start of the lesson then record the temperatures at the end of the lesson. Students complete the ball and ring experiment. Summarise results. Students place metal wires in ice and measure length before and after. Summarise findings in workbook Heat mat, retort stand, clamps, metal rod, glass rod, thumb tacks, Vaseline, stop watch. K MnO 4 Water, beakers. Beakers, water. Thermometers. Heat mat, Bunsen burner, ball and ring apparatus. Metal wires, ice, micrometer, ruler. Class workbook. 'Matter and structure of materials' by a year 7 teacher, ACT 9

10 Matter and structure of materials Lesson 11 Aims Review of matter and heat Students will revise lessons on matter. Students will revise lessons on heat. Content Activity Resources *Review last lessons. Matter Heat *Concluding remarks from teacher Teacher student discussion Particles, theory of matter, states of matter, separating matter, changes of states of matter, types, structure and properties of matter Conduction, convection, radiation, expansion, contraction, thermometer, different temperature units Summarise findings in workbook Revision worksheet Revision worksheet Class workbook 'Matter and structure of materials' by a year 7 teacher, ACT 10

11 Matter and Structure of materials Lesson 12 Aims Test on matter and heat Students will be tested on the topics of matter and heat. Content Activity Resources Test on matter Test Test Test on heat Test Test Reflection I found the use of the learning objects very useful and the students found them useful to visualise what was happening to matter in its different states. I put them on to myclasses but the students said that they did not use them. We used them in the revision lesson before test day. However, I have used other learning objects for my Year 10 class on genetics and my Year 9 classes on Chemistry and they have found them very useful. This program was very useful for me, as it made me use this resource more than I had been, even though I was aware of it before the training days. The learning objects were useful for the students as it gave them a visual and aural method of illustrating the concepts. I have also talked to the school science staff about the resources and have encouraged more use of the IWB s. Now if we could find the other program selector and pen that one of the students stole and trashed we would be able to use the IWB and the learning objects more frequently and easily. 'Matter and structure of materials' by a year 7 teacher, ACT 11

12 Revision: year 7: Matter 1. Explain the structure of a solid according to the kinetic theory of matter. 2. Explain the structure of a liquid according to the kinetic theory of matter. 3. Explain the structure of a gas according to the kinetic theory of matter. 4. Explain the kinetic theory of matter. All matter is made of particles which are moving. Solid Liquid Gas Particles Vibrating Rolling over each other Shape Fixed Take the shape of the container Compressible No No Yes Spread far apart Diffuse to take the shape of the container and fill it 5. Explain each of the following techniques of separation. a. Filtration soil / water b. Centrifuge soil / water c. Flotation iron / sulfur d. Magnetism iron / sulfur e. Crystallisation salt / water f. Decanting soil / water g. Gravity iron / sulfur h. Absorption silica gel i. Sedimentation rock particles j. Evaporation salt / water 6. Define the following terms a. Condensation b. Evaporation c. Sublimation d. Melting e. Solidifying / freezing f. Endothermic reaction A reaction that takes in heat as it occurs e.g. cooling water g. Exothermic reaction A reaction that releases heat as it occurs e.g. an explosion h. Compression i. Diffuse j. Residue What is left behind e.g. the residue left in the filter paper after filtration k. Filtrate The substance that goes through the filter paper after filtration e.g. the water from muddy water l. Chemical change. A change that occurs when matter makes or breaks chemical bonds. It cannot easily be reversed m. Element A pure, simple substance that contains only one type of particle n. Compound A substance that contains one or more types of particles chemically combined o. Physical change A change that occurs when matter changes state or form. It can easily be reversed p. Mixture q. Conduction 'Matter and structure of materials' by a year 7 teacher, ACT 12

13 r. Convection s. Radiation t. Expansion u. Contraction v. Temperature w. Thermometer x. Atom y. Molecule 'Matter and structure of materials' by a year 7 teacher, ACT 13

14 NAME: YEAR 7 Matter test The student. Criterion B Communication in Science does not reach a standard described by any of the descriptors given below. attempts to communicate scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. communicates scientific information using scientific language. The student presents most of the information appropriately using symbolic and/or visual representation according to the task. communicates scientific information effectively using scientific language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. Achievement level (Circled) Criterion C Knowledge and Understanding in Science Achievement level (Circled) The student attempts to acknowledge sources of information but this is inaccurate. The student acknowledges sources of information with occasional errors does not reach a standard described by any of the descriptors given below. recalls some scientific ideas and concepts and applies these to solve simple problems. explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes. The student provides an explanation that shows understanding The student acknowledges sources of information appropriately.. explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations. The student analyses and evaluates scientific information by making scientifically supported judgments about the information, the validity of the ideas or the quality of the work. CRITERION B and C Level 1/2 1. Write True or False against each of the following statements: a. If you heat a metal bar it will expand b. When heat travels through a metal bar it is called radiation. c. Convection is the opposite process to expansion. d. Heat waves travel from the sun to earth by radiation. e. Heat moves through liquids and gasses by convection. f. The amount of heat in a substance is measured by a manometer 2. When the chemicals citric acid and baking soda are mixed together they make sherbet. When you eat this, it makes your mouth feel cold. Is this an exothermic or endothermic reaction? 'Matter and structure of materials' by a year 7 teacher, ACT 14

15 3. At -87 degrees Celsius, carbon dioxide sublimes. Explain what happens at this temperature. 4. State whether each of these is a physical change or a chemical change: a. Ice melting b. A car using petrol c. Toast burning d. Milk turning sour e. Dissolving sugar in tea f. Digesting food g. Nitrogen freezing h. Mixing iron and sulfur i. Blowing up a balloon j. Heating iron and sulfur 5. Name the change of state that occurs when: a. Dew forms on grass. b. Lava flows from a volcano and slowly forms a rock called basalt. c. Someone opens a bottle of perfume and you can smell it on the other side of the room. 6. Why do most saucepans not have metal handles? 7. State the structure of a solid, liquid and gas according to the kinetic theory of matter in dot point form. Solid Liquid Gas * * * * * * * * * Diagram of particles Diagram of particles Diagram of particles 'Matter and structure of materials' by a year 7 teacher, ACT 15

16 CRITERION B and C Level 3 / 4 1. Explain why diffusion happens faster in gases than liquids. 2. A copper sulfate crystal dissolves in water to form a blue solution. Why does this happen faster in warm water than in cold water? 3. Explain each of the following terms: a. An element b. A compound c. A mixture d. An atom e. An exothermic reaction f. Filtrate 4. Choose three of the following separation techniques and explain how they are used in the lab and in industry. Filtration Distillation Centrifuge Chromatography Flotation Magnetism Crystallisation Decanting Electrostatic Absorption Sedimentation Gravity a. b. c. 5. You have been given a mixture of nickel, sand and salt. a. How would you separate these substances to find out the percentage by weight of each in the mixture? 'Matter and structure of materials' by a year 7 teacher, ACT 16

17 b. How would you separate these substances to find out the percentage by volume (space that something takes up) of each in the mixture? 6. Some ice was taken from a freezer and left on a bench to thaw. The temperature at each 5 minutes was noted. Mins Temp Some benzene was gradually heated. The temperature at each 5 minutes was noted. Mins Temp a. What are the melting points and boiling points of benzene? Melting point Boiling point CRITERION B and C Level 5/6 1. The boiling point of water is C. When Mrs Anderson measured the boiling point of water on Mt Kosciusko it read 97 0 C. When she measured the boiling point of water at Canberra it read C. Why are the three boiling points different? 2. A metal rod made of brass as a top layer and iron as a lower layer is heated. a. Explain what will happen to the shape of the rod when it is heated? Why? How could this be used in a house? 'Matter and structure of materials' by a year 7 teacher, ACT 17

18 Year 7 Matter worksheet For each of the test tubes shown, describe what particles are in each test tube. E F G H I J K L M N O P Which mixtures could be separated by: Filtration Decanting Evaporation of water What method would you use to separate the mixtures in the following test tubes? a. E b. G c. I d. L e. O 'Matter and structure of materials' by a year 7 teacher, ACT 18

SEPARATION TECHNIQUES

SEPARATION TECHNIQUES If a substance does not dissolve in a solvent, we say that it is insoluble. For example, sand does not dissolve in water it is insoluble. Filtration is a method for separating an