6.1 Properties of Matter Outline

Transcription

1 6.1 Properties of Matter Outline Enduring Understandings: Everything is made of matter. The structure of matter affects the properties and uses of materials. Essential Question: How can we classify different materials based on their chemical and physical properties? How can chemical and physical properties help me to identify a material? Connecticut Content Standard: 6.1 Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties. Grade Level Expectations Students should be able to... GLE Descriptor Lesson in which addressed 1 Distinguish between mass and density. 2, 2 Explain that density is a ratio of mass to volume. Use density to identify elements or separate mixtures. 3 Demonstrate that different substances float or sink in water depending on their density. 4 Compare and contrast the properties of metals, nonmetals and metalloids. 5 Differentiate between a mixture and an element or compound and identify examples. 6 Conduct and report on an investigation that used physical means such as particle size, density, solubility or magnetism to separate substances in a mixture. 7 Use the patterns in the Periodic Table to locate metals, metalloids and nonmetals and to predict the general characteristics of an element. 8 Compare and contrast physical and chemical changes, and use evidence to support or refute a claim that a chemical reaction has occurred. 2, 2, 4, 5, 6, 6, 4, 9, Science Grade Level Concepts Students should understand that... Concept Descriptor Lesson in which addressed 6.1.a Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means. Page 1 of 6

2 6.1.a.1 Everything is made of matter. All matter has mass and takes up space (volume). Mass differs from weight in that it is unrelated to gravitational forces. 1, 2, 2 Characteristic properties of matter, such as magnetic attraction, conductivity, density, boiling point, melting point and solubility, can be used to identify substances. Characteristic properties do not vary with the amount of the substance. 3 Mixtures are combinations of substances in which each substance keeps its individual properties. In some mixtures, individual components can be seen (for example, rocks, twigs, insects and leaves are visible components of soil); in other mixtures, the individual substances blend so well that they appear to be a single substance (for example, oxygen, nitrogen and carbon dioxide are mixed together to form air). 4 Mixtures can be separated using different methods, depending on the physical properties of the component substances. Filtering, evaporating, distilling, floating/settling, dissolving, and using magnets are all methods for separating mixtures based on the properties of their components. 5 Solutions consist of solvents and solutes where the particles of the solute have dissolved and spread evenly throughout the solvent. The capacity of a solvent to hold solute is usually limited. 3, 6, 6, 7, 6.1.b 6.1.b.1 Pure substances can be either elements or compounds, and they cannot be broken down by physical means. All matter is made of pure substances called elements. Each element consists of tiny particles called atoms. The atoms of an individual element are similarly structured and have the same mass, while the atomic structure of every one of the elements is unique. 5, 2 The Periodic Table of Elements is used to organize the elements into groups or families that have similar properties. Element names are represented by letter symbols on the Periodic Table. 3 Some elements, such as iron ( Fe ) and aluminum ( Al ), are classified as metals because they have similar properties. Most metals are solid, lustrous and good conductors of heat and electricity. 4 Some elements, such as carbon ( C ), hydrogen ( H ), oxygen ( O ) and chlorine ( Cl ), are classified as nonmetals. Nonmetals can be solids, liquids or gases and are usually not conductors of heat or electricity. Carbon is a common nonmetal that occurs in several different forms (graphite, diamond, and coal), each of which has distinct properties. Hydrogen and oxygen are nonmetals that are similar in that they are both gases; however, each gas has distinct properties such as reactivity or flammability 4, 4, Page 2 of 6

3 5 Some elements, such as silicon or arsenic, are classified as metalloids. These elements have some properties of metals and some properties of nonmetals. 6 Atoms can bond together to make a molecule of a new substance called a compound. A molecule is the smallest part of a compound and is made of atoms of different elements in specific amounts. Unlike mixtures, compounds cannot be separated into their component elements using physical methods. 7 Compounds have different properties than the individual elements of which they are made. For example, table salt (NaCl) and water (H20) are compounds with different properties from the elements from which they are made. 8 Chemical changes differ from physical changes in that atoms are rearranged to form new substances or compounds. Some common chemical reactions include rusting, burning, photosynthesis and the reaction between vinegar and baking soda. 9 In a chemical reaction, the same amount of matter (mass) is present at the start and the end. 4, 9, 8, Connecticut Inquiry Standards Descriptor Lesson in which addressed C INQ 1 Identify questions that can be answered through scientific investigation. 1, 3, 6, 7, 8, 9, C INQ 3 C INQ 4 C INQ 5 Design and conduct appropriate types of scientific investigations to answer different questions. Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. Use appropriate tools and techniques to make observations and gather data. 2, 3, 6, 7, 8, 9, 3 1, 2, 3, 4, 6, 7, 8, 9, C INQ 6 Use mathematical operations to analyze and interpret data. 2, 3, 6, 7, 8 C INQ 7 Identify and present relationships between variables in appropriate graphs. C INQ 8 Draw conclusions and identify sources or error. 3, 8, 9, C INQ 9 Provide explanations to investigated problems or questions. 2, 3, 6, 7, 8, 9, C INQ Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. 2, 3, 5, 6, 7, 8, 9, Page 3 of 6

4 Common Core State Standards (CCSS) Standard Descriptor Lesson in which Addressed Reading Standards for Literacy in Science R 1 R 3 R 4 R 7 R 8 R 9 Cite specific textual evidence to support analysis of science and technical texts. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Writing Standards for Literacy in Science 1,2, 3, 6, 7, 9, 4, 6, 7, 2, 4 4, 6, 8, W 1 W 4 W 5 Write arguments focused on discipline specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Page 4 of 6 3, 7,

5 W 6 W 7 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 2, 3, 6, 7, Next Generation Science Standards (NGSS) Cross Cutting Concepts: Cross Cutting Concepts Patterns Observed patterns in nature guide organization and classification; they prompt questions about relationships and causes underlying them. Cause & Effect Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. Scale, Proportion, & Quantity - In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change. Systems & Models A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. Energy / Matter: Cycles & Conservation Tracking energy and matter flows, into, out of, and within systems helps one understand their system s behavior. Structure & Function The way an object is shaped or structured determines many of its properties and functions. Stability and Change - For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. Vision of the Graduate: Pose and pursue substantive questions Critically interpret, evaluate, and synthesize information Explore, define, and solve complex problems Communication effectively for a given purpose Advocate for ideas, causes, and actions Generate innovative, creative ideas and products Collaborate with others to produce a unified work and / or heightened understanding Contribute to community through dialogue, service, and / or leadership Conduct themselves in an ethical and responsible manner Recognize and respect other cultural contexts and points of view Pursue their unique interests, passions and curiosities Respond to failure and successes with reflection and resilience Be responsible for their own mental and physical health Instructional Support Materials: (including texts print & digital) Identified in individual lessons Page 5 of 6

6 Supports & Extensions: Identified in individual lessons CT State Key Concept Words: Characteristic property, mass, weight, volume, density, solubility, saturated solution, boiling point, melting point, homogeneous and heterogeneous mixtures, solution, solvent, solute, particle, atom, element, molecule, compound, metal, nonmetal, metalloid, physical change, chemical change. Page 6 of 6