Topic: Matter and Energy Duration: Traditional (50 minute periods) : 12-23 days (adjust to student needs using professional discretion) Block Schedule (90 minute periods) : 6-12 days (adjust to student needs using professional discretion) Eligible Content This is what the State of Pennsylvania wants your students to know and be able to do by the end of the unit. CHEM.A.1.1.1: Classify physical or chemical changes within a system in terms of matter and/or energy. CHEM.A.1.1.2: Classify observations as qualitative or quantitative. CHEM.A.1.1.3: Utilize significant figures to communicate the uncertainty in a quantitative observation. CHEM.A.1.1.4: Relate the physical properties of matter to is atomic or molecular structure. CHEM.A.1.2.1: Compare properties of solutions containing ionic or molecular solutes (e.g. dissolving, dissociating). CHEM.A.1.2.2: Differentiate between homogenous and heterogeneous mixtures (e.g. how such mixtures can be separated). CHEM.A.1.2.3: Describe how factors (e.g. temperature, concentration, surface area) can affect solubility. CHEM.A.1.2.4: Describe various ways that concentration can be expressed and calculated. CHEM.A.1.2.5: Describe how chemical bonding can affect whether a substance dissolves in a given liquid. Performance Objectives These are examples, created by SDP teachers, of how you may translate the eligible content into learning goals for your classroom. 1. SWBAT to characterize four different states of matter IOT describe how chemistry is part of life. 2. SWBAT to apply SI units of measurements IOT carry out dimensional analysis. 3. SWBAT contrast the properties of elements, compounds, and mixtures IOT distinguish between pure substances and mixtures. 4. SWBAT describe physical and chemical properties of solids, liquids, gases, and phase changes in terms of kinetic molecular theory IOT investigate the interaction of matter and energy. 5. SWBAT follow a multistep procedure IOT use the scientific method. 6. SWBAT determine the number of significant figures IOT properly limit accuracy in scientific calculations. 7. SWBAT evaluate changes in mass in systems IOT explain the law of conservation of mass. Key Terms and Definitions 1. Allotrope - molecules of an element formed from different numbers of the same type of atom 2. atom - smallest unit of element that maintains properties of that element 3. boiling point - the temperature and pressure at which a liquid and a gas are in equilibrium 4. chemical - any substance that has a defined composition 5. chemical change - when 1 or more substances change into entirely new substances with new properties 6. chemical property - a property of matter that describes a substance s ability to participate in chemical reactions 7. chemical reactions - process when one or more substances change to produce one or more different substances 8. compound - substance made of atoms of 2 or more different elements joined by chemical bonds 9. conservation of matter - a fundamental principle stating that matter cannot be created or destroyed in ordinary chemical and physical changes 10. Endothermic - process where heat is input into a system from the environment 11. exothermic - process where heat is released from a system into the environment 12. element - pure substances that contain only one type of atom 13. freezing point -the temperature at which a solid and liquid are in equilibrium at 1 atm pressure; the temperature at which a liquid substance freezes 14. heterogeneous - not uniform; dissimilar components; often varying in size or naturally separating in time
15. homogeneous - uniform structure or composition throughout 16. mass - quantity of matter in an object (SI unit = kg) 17. matter - anything that has mass and volume 18. melting point - the temperature and pressure at which a solid becomes a liquid 19. mixture - combination of 2 or more substances that are not chemically bonded 20. molecule - smallest unit of a substance that keeps all of the physical and chemical properties of that substance; it can consist of 2 or more atoms bonded 21. physical property - a defining characteristic of a pure substance (density, color, hardness, melting point) 22. products - substances on the right-hand side of the arrow; formed in a reaction 23. reactants - substances on the left-hand side of the arrow; used up in a reaction 24. volume - space an object occupies 25. weight - force of gravity on mass; expressed in newtons 26. Accuracy - describes how close a measurement is to the actual value. 27. Precision - exactness or reproducibility of a measurement. 28. Significant figures - limiting the precision of a reported measurement based on equipment used or mathematical operations performed. Starting Points An overview of how the content and skills of this unit connect to students' prior knowledge. Students were introduced to the idea of the atom in middle school and it is reinforced in physical science (typically 9th grade) and biology (typically 10th grade). They should be able to recall the terms atom, proton, electron, and neutron yet may require assistance in remembering charges of subatomic particles, their locations in an atom, and their relationships. Their understanding of the particulate view of matter (kinetic molecular theory) will be built upon to explain the properties and behavior of matter. Students also have been exposed to homogeneous, heterogeneous mixtures as well as the scientific method (grades 8-10). Main content topics for this unit include physical and chemical changes of matter, the properties of elements, compounds and mixtures, states of matter, and change of state. This unit includes a review of the scientific method and students are expected to engage in inquiry-based investigations where they have opportunities to make predictions, evaluate results, and cite evidence to support their claims. Finally, students are introduced to the metric system. They learn how to convert units, carry out multi-dimensional analysis, and use derived units. Instructional Resources Aligned with Performance Objectives and related Key Terms Learning activities and resources targeted to the eligible content of this unit. Periodic Table: http://www.ptable.com/ 1. SWBAT characterize four different states of matter IOT describe how chemistry is part of life. Holt Pages: 3-9 Vocabulary: chemical, chemical reaction, states of matter, reactant, product States of matter simulations - http://www.pbs.org/wgbh/nova/physics/states-of-matter.html Concept review worksheets for chapter 1 2. SWBAT to apply SI units of measurements IOT carry out dimensional analysis. a. Holt Pages: 12-15 i. Vocabulary: quantity, unit, conversion factor ii. Philadelphia Core Curriculum Resources: The Metric System and Density pp. 26-29 iii. Concept review worksheets for chapter 1
b. Holt Pages: 15-18 i. Vocabulary: density, derived units ii. Thickness of Aluminum Foil: Quick Lab; Sheet for Thickness of Al-Foil iii. CK12 link: Density iv. Literacy link: The Science of NHL Hockey: Mass, Volume & Density c. Holt Pages: 12-18 i. Vocabulary: unit, derived unit, density, mass ii. Density Lab sheet iii. Philadelphia Core Curriculum Resources: The Metric System and Density pp.26-29 3. SWBAT describe physical and chemical properties of solids, liquids, gases, and phase changes in terms of kinetic molecular theory IOT investigate the interaction of matter and energy. a. Holt Pages: 15-28 i. Vocabulary: homogeneous, heterogeneous, mixture, compound, molecule, element, pure substance, atom ii. Philadelphia Core Curriculum Resources: Physical and Chemical Properties; Compounds and Mixtures pp.36-40 iii. Concept review worksheets for chapter 1 4. SWBAT describe solids, liquids, gases, and phase changes in terms of kinetic molecular theory IOT investigate the interaction of matter and energy. a. Holt Pages: 38-45 i. Vocabulary: energy, physical change, chemical change, evaporation, endothermic, exothermic, law of conservation of energy, heat, kinetic energy, temperature, specific heat ii. Concept review worksheets for chapter 2 iii. Philadelphia Core Curriculum Resources: States of Matter pp.34-35 5. SWBAT follow a multistep procedure IOT use the scientific method. a. Holt Pages: 46-53 i. Vocabulary: scientific method, hypothesis, theory, scientific law, law of conservation of mass ii. Concept review worksheets for chapter 2 6. SWBAT determine the number of significant figures IOT properly limit accuracy in scientific calculations. a. Holt Pages: 54-63 i. Vocabulary: accuracy, precision, significant figures, scientific notation ii. Concept review worksheets for chapter 2 iii. CK12 link: Scientific Notation in Chemistry: Distance to Einstein b. Advanced topics: i. Rounding with 5 even (not in Holt) (link includes rules for rounding last digit 5 only) ii. Rounding on even screencast by Dr. Finley 7. SWBAT evaluate changes in mass in systems IOT explain the law of conservation of mass. Holt Pages: 10-15 Vocabulary: weight, mass, law of conservation of mass, physical change, chemical change Lab: Conservation of mass lab (Holt) Textbook References You must be logged into Schoolnet in order to access the online teacher text. http://my.hrw.com/schoolnet/pa/philadelphia/menus/index.html Myers, Thomas R.; Oldham, Keith B.; and Tocci, Salvatore (2004). Holt Chemistry.. Austin, TX: Holt, Rinehart and Winston.
Ch. 1, pp. 4-35 Ch. 2, pp. 37-71 Advanced topics: Rounding with 5 even (not in Holt) (link includes rules for rounding last digit 5 only) Rounding on even screencast by Dr. Finley Philadelphia Core Curriculum Resources (Spiral Bound green book) Introduction to Chemistry and Lab Safety pp.24-25 The Metric System and Density pp.26-29 Mass, Volume, and Temperature Mini-Lab pp.26-27 Specific Heat Mini-Lab p.32 States of Matter pp.34-35 Boiling and Condensing Mini-Lab p.35 Physical and Chemical Properties; Compounds and Mixtures pp.36-40 Sources of Energy pp. 42-43 PA Standards with linked Materials and Resources from PDESAS 3.1.10.B. Apply mathematical models to science and technology. 3.2.C.A3: Describe the four normal states of matter in terms of energy, particle motion, and phase transitions. 3.2.C.A6: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. Communicate and defend a scientific argument. 3.4.10.A: Apply knowledge of mixtures to appropriate separation techniques. 3.7.10.B: Apply appropriate instruments and apparatus to examine a variety of objects and processes. ********************************************************************************* Enrichment Enroll your students into a Philadelphia tradition - Carver Science Fair www.carversciencefair.org! ******************************************************************************** Sample Questions from PDESAS Assessment Creator, Diagnostic Section: Chemistry During all chemical reactions, mass, energy, and charge are (1) absorbed (2) conserved (3) formed (4) released Which substance can be broken down by chemical means? (1) CO (2) Ce (3) Ca (4) Cu
Which statement correctly describes the energy of the particles of the sample during interval BC? (1) Potential energy decreases and average kinetic energy increases. (2) Potential energy increases and average kinetic energy increases. (3) Potential energy increases and average kinetic energy remains the same. (4) Potential energy remains the same and average kinetic energy increases. A beaker contains both alcohol and water. These liquids can be separated by distillation because the liquids have different (1) boiling points (2) densities (3) particle sizes (4) solubilities Given the balanced particle-diagram equation: Which statement describes the type of change and the chemical properties of the product and reactants? (1) The equation represents a physical change, with the product and reactants having different chemical properties. (2) The equation represents a physical change, with the product and reactants having identical chemical properties. (3) The equation represents a chemical change, with the product and reactants having different chemical properties. (4) The equation represents a chemical change, with the product and reactants having identical chemical properties.
Sample Questions from PDESAS Assessment Creator, Diagnostic Section: Biology What is the volume of the liquid in the graduated cylinder shown below? (1) 23 ml (2) 26 ml (3) 27 ml (4) 28 ml Calculate how many ml are in a 5.1 L. Essential Questions 1. How do scientists ask and then answer questions about the world around us? 2. How does the scientific method allow us to engage in argument from evidence? 3. How can we distinguish between physical properties and chemical changes? 4. How can the behavior of matter be explained using kinetic molecular theory? PA Standards 3.1.10.A. Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems. 3.1.10.B. Apply mathematical models to science and technology. 3.2.C.A3: Describe the four normal states of matter in terms of energy, particle motion, and phase transitions. 3.2.C.A6: 1. Compare and contrast scientific theories. 2. Know that both direct and indirect observations are used by scientists to study the natural world and universe. 3. Identify questions and concepts that guide scientific investigations. 4. Formulate and revise explanations and models using logic and evidence. 5. Recognize and analyze alternative explanations and models. 6. Explain the importance of accuracy and precision in making valid measurements. 7. Examine the status of existing theories. 8. Evaluate experimental information for relevance and adherence to science processes. 9. Judge that conclusions are consistent and logical with experimental conditions. 10. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. 11. Communicate and defend a scientific argument. 3.4.10.A: Apply knowledge of mixtures to appropriate separation techniques. 3.7.10.B: Apply appropriate instruments and apparatus to examine a variety of objects and processes. Common Core Standards for Science and Technical Subjects These are Common Core Standards that are related to the Eligible Content in this unit. CC.3.5.11-12.A: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. CC.3.5.11-12.C: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC.3.5.11-12.H: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
CC.3.6.11-12.B: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CC.3.6.11-12.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.3.6.11-12.H: Draw evidence from informational texts to support analysis, reflection, and research. Next Generation Science Standards PS1.A: Structure and Properties of Matter: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult s law calculations of vapor pressure.]