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Delaware Science Coalition

Grade 7 Properties of Matter Unit Template

Copyright 2008 Delaware Department of Education of 18

Copyright 2008 Delaware Department of EducationPreface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive; rather it is meant to be a springboard for teacher thought and creativity. The information we have included represents one possibility for developing a unit based on the Delaware Science Content Standards, the Delaware Science Coalition units, and the Understanding by Design framework and philosophy.

Brief Summary of Unit The focus of this unit is the physical properties that characterize matter. Students examine characteristic properties including density, solubility, and melting and boiling points. The particle model is utilized to illustrate how materials behave under different conditions (changes in temperature and pressure). The link is made between the increase/decrease of energy and the behavior of the materials.

Stage 1: Desired ResultsDelaware Science Content Standards

This course focuses on the Delaware Science Content Standards and Grade Level Expectations in Standards 1 and 2 found on the following web site: http://www.doe.k12.de.us/programs/ci/content_areas/science.shtml

Standard One: The Nature and Application of Science and Technology Understandings and Abilities of Scientific Inquiry: Students should be able to:

1. Frame and refine questions that can be investigated scientifically, and generate testable hypotheses. 2. Design and conduct investigations with controlled variables to test hypotheses. 3. Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables,

diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.

4. Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.

5. Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.

6. Use mathematics, reading, writing, and technology when conducting scientific inquiries.

Science Technology and Society


http://www.doe.k12.de.us/programs/ci/content_areas/science.shtml

Students should know that: 1. Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and

phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered.

2. Science and technology in society are driven by the following factors: economical, political, cultural, social, and environmental. Increased scientific knowledge and technology create changes that can be beneficial or detrimental to individuals or society through impact on human health and the environment.

Students should be able to: Select a manufactured item and identify its component materials. Explain how the physical properties of the materials

contribute to the function of the item. Discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and

needs.

History and Context of Science:Students should know that:

1. Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these contributions and how they came about provides insight into the expansion of scientific knowledge.

Standard 2: Materials and their PropertiesProperties and Structure of MaterialsStudents should know that:

1. All matter consists of particles too small to be seen with the naked eye. The arrangement, motion, and interaction of these particles determine the three states of matter (solid, liquid, and gas). Particles in all three states are in constant motion. In the solid state, tightly packed particles have a limited range of motion. In the liquid state, particles are loosely packed and move past each other. In the gaseous state, particles are free to move.

Students should be able to: Recognize that all matter consists of particles and how the particles are arranged determines the physical state. Use the particle

model to describe solids, liquids, and gases in terms of the packing and motion of particles. Students should know that:

2. A phase change may occur when a material absorbs or releases heat energy. Changes in phase do not change the particles but do change how they are arranged.

Students should be able to: Measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change

of phase graph using the particle model, identifying the states of matter.


Analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Relate the states of matter to the changes (increase, decrease) of energy in the system.

Make a model or drawing of particles of the same material in solid, liquid, and gas state. Describe the arrangement, spacing and energy in each state.

Students should know that: 3. Some physical properties, such as mass and volume, depend upon the amount of material. Other physical properties, such as

density and melting point, are independent of the quantity of material. Density and melting point are unique physical properties for a material. Tools such as microscopes, scales, beakers, graduated cylinders, Celsius thermometers, and metric rulers are used to measure physical properties.

Students should be able to: Distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as

boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed.

Calculate the density of various solid materials. Use density to predict whether an object will sink or float in water. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density.

Use physical properties to distinguish and separate one substance or material from another.Students should know that:

4. Exposure to energy, such as light and heat, may change the physical properties of materials.

Mixtures and SolutionsStudents should know that:

1. Mixtures can be homogeneous or heterogeneous. Mixtures may be solids, liquids, and/or gases. Most materials are physical mixtures consisting of different components in varying concentrations. The individual components can be separated using the components’ unique physical properties.

Students should be able to: Distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an

investigation to separate the components of a homogeneous or heterogeneous mixture. Recognize that a homogeneous mixture is a solution.

Students should know that: 2. Solutions are homogenous mixtures of two or more components. The properties of a solution depend on the nature and

concentration of the solute(s) and the nature of the solvent(s).Students should be able to:

Prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point)


depend on the nature and concentration of the solute and solvent. Students should know that:

3. The rate of solubility is influenced by temperature and the surface area of the solute.Students should be able to:

Conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Describe the rate of solubility using the particle model.

Students should know that: 4. Temperature of the solvent can affect the saturation point of the solution.

Students should be able to: Conduct investigations to determine the effect of temperature on saturation point. Construct a solubility curve based on

data collected. Describe solubility and saturation point using the particle model.

Conservation of MatterStudents should know that:

1. The total mass of the mixture is equal to the sum of the masses of the components. Total mass is conserved when different substances are mixed.

Students should be able to: Show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution).

Materials TechnologyStudents should know that:

1. Synthetic materials and/or modified natural materials are produced to make products used in everyday life. Students should be able to:

Select a manufactured item and identify its component materials. Explain how the physical properties of the materials contribute to the function of the item.

Discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs.

Big Ideas

Interactions The three states of phases of matter (solid, liquid, gas) are determined by the arrangement, motion, and interaction of molecules.

Models The Particle Model of matter is a conceptual tool useful in understanding the properties and behavior of matter that is of


too small a scale to observe directly.

Observation & The observation and measurement of characteristic properties, such as density, boiling and melting points, and Evidence solubility, of pure substances are useful in distinguishing and separating one substance from another.

Changes An increase or decrease in energy alters the behavior of the particles and thus the material.

Constancy The law of conservation of matter applies to physical changes.

Properties of The properties of matter determine the reasonable use of materials.Materials

Unit Enduring Understandings Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

The structures of materials determine their properties. The properties of the mixture are based on the properties of its components.

When materials interact within a closed system, the total mass of the system remains the same.

Unit Essential Question(s)

What makes a question scientific? What constitutes evidence? When do you know you have enough evidence?

Why is it necessary to justify and communicate an explanation?

How have past scientific contributions influenced current scientific understanding of the world?

How do the properties of materials determine their use?

How can the properties of the components of a mixture be used to separate the mixture? How do the components determine the properties of mixtures?

How does conservation of mass apply to the interaction of materials in a closed system?


Knowledge & Skills

Knowledge:Mass, volume and density are properties of liquids, solids, and gases.

Density can be used to predict the behavior of matter in terms of floating and sinking.

Density varies with temperature.

Some physical properties such as mass and volume depend upon the amount of material; others such as density, melting points, boiling points, and solubility are characteristic properties and are independent of the quantity and are unique to the material.

The law of conservation of matter applies to physical changes.

Solutions are homogeneous mixtures of solutes and solvents. The properties of a solution depend upon the nature and concentration of the solute and the nature of the solvent.

Temperature of the solvent can affect the saturation point of the solution.

The rate of solubility is influenced by temperature and the surface area of the solute.

Volume is not conserved during dissolving.

Solubility can be used to separate soluble and insoluble substances.

Components of mixtures can be separated and analyzed by using their physical properties (by filtering, paper chromatography, evaporation, etc.)

Solutes can alter the properties of solvents.

The production and use of new materials depends upon an understanding of the physical properties of materials.


Skills:

Design and conduct investigations with controlled variables to test hypotheses.

Accurately collect data through the selection and use of tools and techniques appropriate to the investigation.

Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data.

Compare and question results with and from other students.

Form explanations based on accurate and logical analysis of evidence.

Communicate scientific procedures, data, and explanations to enable the replication of results.

Analyze results and discuss nature and source of experimental error.

Recognize that all matter consists of particles and how the particles are arranged determines the physical state. Use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles.

Measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Relate the states of matter to the changes (increase, decrease) of energy in the system.

Design an inquiry to test predictions about what happens to the mass of water when it freezes and discuss the results.

Begin to distinguish between a “pure” substance and a mixture.

Discuss that when a solution is made, the solute and solvent particles intermingle and that mass is conserved.

Design and conduct an experiment to approximately measure solubility of two different substances.

Design and conduct an experiment to determine how solubility is affected by changes in temperature.


Describe solubility and saturation point using the particle model.

Use terms such as dissolve, soluble, insoluble, solution, solvent, and solute to describe the process of dissolving.

Determine whether a substance is soluble or insoluble.

Discuss how solubility can be used to help identify substances.

Determine the relationship between particle size and temperature of the solvent to the rate of solubility.

Use physical properties to distinguish and separate one substance or material from another.

Design and conduct an inquiry to obtain a clean sample of salt from crushed rock salt.

Observe the effect of concentration on properties of solution (color, density, boiling point, melting point).

Apply chromatography to perform a comparative analysis of solutions.

Calculate the density of various solid materials. Use density to predict whether an object will sink or float in water. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density.

Select a manufactured item and identify its component materials. Explain how the physical properties of the materials contribute to the function of the item.

Stage 2: Assessment Evidence(Design Assessments To Guide Instruction)

Suggested Performance Task(s)

Summative AssessmentGo to http://www.doe.k12.de.us/programs/sci_assess/middle68/sum68/prop_mat.shtml to get the end of the unit summative assessment. The summative assessment consists of 7 items. These items are meant to flow conceptually while spanning different cognitive levels. The items measure the following student understandings and abilities:


http://www.doe.k12.de.us/programs/sci_assess/middle68/sum68/prop_mat.shtml

- ability to describe the particle model and understand how it explains the differences of energy and space between particles in various phases of a substance.

- understanding of the concept of density and its relationship to floatation. It also measures their procedural knowledge of measurement and calculation of density.

- understanding of solutions and their ability to be separated by physical means. It also measures the student’s understanding of phase change and evaporation.

- understanding that physical (ex. Color, mass, volume, shape) and characteristic (ex. Hardness, density, boiling point, melting point) properties are used to distinguish and separate one substance or material from another.

- understanding that saturation occurs when a solute no longer will dissolve and can be seen settling in the solution.

- ability to design, implement and plan for interpretation of a scientific experiment.

- ability to organize and interpret data.

- ability to determine from the graph that an increase in the temperature of solution increases solubility.

- understanding that the particles in matter are in constant motion.

understanding of the conservation of matter.

Rubrics/checklists for Performance Tasks

Rubrics/checklists for Performance Tasks: http://www.doe.k12.de.us/programs/sci_assess/middle68/sum68/prop_mat.shtml to get rubrics for end of unit summative assessment

Formative assessment is found in each investigation and embedded throughout. Quick writes are used to determine what the students know prior to starting an investigation. Informal notes of students are also used formatively during the investigation. Teacher observations,


http://www.doe.k12.de.us/programs/sci_assess/middle68/sum68/prop_mat.shtml

student lab sheets, and student journals, response sheets, and student self-assessments are also used.

Other Evidence

Student Self-Assessment and Reflection

Teachers are encouraged to have students keep journals. Daily journal questions (bell ringers) Pre and post assessment

Stage 3: Learning Plan(Design Learning Activities To Align with Goals and Assessments)

Key learning events needed to achieve unit goals

Part 1 Characteristic Properties of Matter

Lesson 1: Our Ideas About Matter : ( 2 Class Periods)As an introduction to the unit, students explore, examine, and discuss their ideas about properties of matter.

Inquiry 1.1 The Bottle and the Balloon Inquiry 1.2 Similar Objects Inquiry 1.3 The Burning Candle Inquiry 1.4 Describing Matter Inquiry 1.5 Adding Water Inquiry 1.6 Mixing Liquids Inquiry 1.7 Floating and Sinking

Lesson 2: Determining Density : ( 2-3 Class Periods)


While performing three inquiries, students explore the relationships between mass, volume, and density. Inquiry 2.1 Measuring the Mass and Volume of Water Inquiry 2.2 Comparing the Densities of Different Substances Inquiry 2.3 Measuring the Densities of Irregular Objects

Lesson 3: Density Predictions : ( 1 -2 Class Periods)

After examining floating and sinking, students predict the behavior of mixed substances and objects on the basis of their densities. Inquiry 3.1 Building a Density Column

Lesson 4: Do Gases Have Density? : ( 1- 2 Class Periods)

Students design an experimental procedure to determine the density of air and discuss the accuracies of their results. Inquiry 4.1 Finding the Density of Air

Lesson 5: Temperature and Density : ( 2 -3 Class Periods)

Students construct liquid-and air-filled thermometers and discuss the effect of temperature on the volume of matter and the density of matter.

Inquiry 5.1 Building a Thermometer Inquiry 5.2 Replacing the Liquid with Air Inquiry 5.3 Heating the Metal Strip

NOTE: Lesson 6 from the publisher materials of STC/MS Properties of Matter is purposely eliminated from this unit template.

Lesson 7: Just a Phase : ( 2 Class Periods)

Students measure the temperature of ice/liquid water as it is heated. They graph their results and use the curve to discuss how heat affects the temperature and phase changes of water.

Inquiry 7.1 Heating Ice Water

Lesson 8: Changing Matter and Mass : ( 1 Class Periods)

Students predict and investigate the effects of phase changes on the mass of a sample of ice and water.


Inquiry 8.1 Investigating Mass and Melting Inquiry 8.2 Investigating Mass and Freezing

Lesson 9: The Mystery Object : ( 1 Class Periods)

Students are assessed on the first part of the module. Inquiry 9.1 What Substance Makes Up My Mystery Object?

Part 2 Mixtures and Solutions

Lesson 10: Starting the Anchor Activity : ( 3 - 4 Class Periods)

Students combine the knowledge they gained during previous lessons with additional research, to exhibit and present the function and history of a simple object to the properties of the materials used to make it.

Lesson 11: Pure Substance or Mixture? : (1 - 2 Class Periods)

While examining a number of samples, students decide whether several samples of matter are pure substances or mixtures. They discuss the difficulties in identifying solutions as mixtures.

Inquiry 11.1 Determining Whether Substances Are Pure or Mixtures

Lesson 12: What Happens When Substances Are Mixed With Water? : (1 - 2 Class Periods)

While investigating the behavior of substances that are mixed together, students discuss the components and properties of a solution. Inquiry 12.1 Adding Water to Substances

Lesson 13: How Much Solute Dissolves in a Solvent? : ( 2 - 3 Class Periods)

Students investigate and measure the solubility of different substances and discuss solubility as a characteristic property of matter. In addition, students investigate how temperature of a solvent can affect the saturation point of the solution.

Inquiry 13.1 Saturating a Solution Inquiry 13.2 Determining How Solubility is Affected by Temperature Inquiry 13.2b Saturating the Solution at a Higher Temperature (This lesson is a Delaware Science Coalition lesson, developed to

be inserted into the STC Properties of Matter in order to meet DE standards.)


Lesson 13 b: How does temperature and surface area affect the rate of solubility? (1 Class Periods)

Students determine the affect of temperature changes and particle size on rate of solubility. Inquiry 13b Temperature/Surface area and rate of solubility (This lesson is a Delaware Science Coalition lesson, developed to be

inserted into the STC Properties of Matter in order to meet DE standards.)

Lesson 14: Mass, Volume, Dissolving : ( 2 Class Periods)

Students again recognize that mass is conserved in a solution. Inquiry 14.1 Mixing Water and Alcohol Inquiry 14.2 Dissolving a Solid and Measuring Mass

Lesson 15: Separating a Soluble and an Insoluble Substance : ( 2 Class Periods)

Students use filtration to separate soluble and insoluble substances to clean a sample of rock salt. Inquiry 15.1 Filtering a Solution Inquiry 15.2 Cleaning Rock Salt

NOTE: Lesson 16 from the publisher materials of STC/MS Properties of Matter is purposely eliminated from this unit template.

Lesson 17: Separating Solutes : ( 2 Class Periods)

Students use paper chromatography to separate an ink solution that contains several dye solutes and they apply this technique to solve a mock crime.

Inquiry 17.1 Analyzing Inks Inquiry 17.2 Comparing Inks Inquiry 17.3 Identifying Inks

Lesson 18: Changing Mixtures : ( 1 - 2 Class Periods)

Students add salt to ice and boiling water to investigate the effect of solutes on melting and boiling points. They compare the time it takes to melt different alloy samples and relate the concept of solutions to solids.


Inquiry 18.1 Adding Salt to Ice Inquiry 18.2 Adding Salt to Boiling Water Inquiry 18.3 Investigating Solid Solutions

Lesson 19: Assessing Our Progress:This is an assessment which consists of a performance assessment and a written assessment. Together it assesses the knowledge, concepts, and skills developed in parts 1 and 2 of the module.

Inquiry 19.1 Describing the Components of a Mixture

Resources & Teaching Tips o What text/print/media/kit/web resources best support this unit?

The STC Properties of Matter module includes resources and background information for both the teacher and student to use throughout the unit.

What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues?The Background information provided in each lesson of STC Properties of Matter Teacher’s Guide provides detailed information for the teacher regarding the science content of the lesson. It may also provide common student misconceptions that relate to that content. (See pages: 4, 15-17, 27-28, 39-40, 49-51, 79-81, 91-92, 125-127, 135-137, 143-145, 153-154, 161-162, 179-180)

Resources for Formative Assessments

1. Keeley, Page; Eberle, Francis; Farrin, Lynn. 2005. Uncovering Student Ideas in Science, 25 Formative Assessment Probes. Volume 1. Arlington, Virginia: NSTA Press.

2. Keeley, Page; Eberle, Francis; Tugel, Joyce. 2007. Uncovering Student Ideas in Science, 25 More Formative Assessment Probes. Volume 2. Arlington, Virginia: NSTA Press.

Volume 1 Formative Assessments:

Lesson 1: page 79. Is It Matter? This formative assessment provides a list of things that are and are not matter. Students are asked to check those that are matter then explain their thinking by providing a “rule” or reason for what is and is not defined as matter. The


purpose of the assessment is to determine student level of understanding on what matter is as well as student ability to recognize forms of matter.

Lesson 7: page 73. Is It Melting? This formative assessment provides a list of melting and dissolving situations that cause changes in materials. Students are asked to check those that involve the melting of the materials and to explain their thinking by providing a “rule” or reason used to decide if something melts. This probe seeks to identify typical student confusions regarding melting and dissolving.

Lesson 8: page 49. Ice Cubes in a Bag. This formative assessment provides a scenario in which ice cubes are left to melt in a sealed bag. Given three choices, students are asked to predict what will happen to mass and to provide an explanation for their thinking. This assessment is useful in determining student ideas about conservation of matter in the context of change of state.

Lesson 14: page 55. Lemonade. This formative assessment provides a scenario in which a known quantity of sugar is stirred into a known quantity of lemonade. Given 5 specific choices, students are asked to make a prediction of the mass of the sweetened lemonade and to provide an explanation for their thinking. This assessment is useful in determining student ideas of conservation of matter in the context of dissolving.

Volume 2 Formative Assessments:

Lesson 2: page 19. Comparing Cubes. This formative assessment provides a list of statements about a very large and a very small cube of the same materials. Students are asked to identify the true statements. Students are asked to explain their thinking by developing a “rule” or reason for comparing the cubes. This assessment is useful in examining student understandings about characteristic properties of matter.

Lesson 2: page 41. Solids and Holes. This formative assessment provides a scenario in which a material that floats in water is taken from the water and has holes punched all the way though it. Students are asked to predict what will happen to the material when it is placed back into the water. This probe is useful for determining student understandings that when an object’s mass relative to its volume remains unchanged, then its density remains constant.

Lesson 3: page 27. Floating Logs. This formative assessment provides a scenario in which two logs, whit different dimensions, cut from the same tree are placed in water. Students are asked to predict how the larger log will float compared with the smaller log. Students are asked to develop a “rule” to explain their reasoning. This probe is designed to determine if students think that changing an object’s size will affect its density and how that object will float.

Lesson 7: page 47. Turning Up the Dial. This formative assessment provides a scenario in which the dial on the stove is turned up and then down during the boiling of water. Students are asked to determine if changing the dial changes the boiling temperature of water.


Students are asked to determine if changing the dial changes the boiling temperature of water. Students are asked to develop a “rule” to explain their reasoning. This probe is useful in determining student ideas around the characteristic property of boiling point; that the temperature of a boiling liquid remains constant no matter how much heat is applied.

Lesson 7: page 53. Boiling Time and Temperature. This formative assessment provides a scenario in which temperature of a boiling liquid is taken when it starts to boil and again 20 minutes later. Students are asked to make a prediction regarding the temperature comparisons. Students are asked to develop a “rule” to explain their reasoning. This probe is useful in determining student ideas around the characteristic property of boiling point; that the temperature of a boiling liquid stays constant no matter how long heat is applied.

Lesson 7: page 59. Freezing Ice. This formative assessment provides a scenario in which students are asked to consider whether freezing temperature will be affected by the size of two different blocks of ice. Students are asked to make a prediction and to provide a “rule” to explain their reasoning. This probe is useful for identifying student ideas around the characteristic property of freezing point; that water freezes at the same temperature independent of volume.

Lesson 7: page 65. What’s in the Bubbles? This formative assessment provides a scenario in which students are asked to speculate what is in the bubbles forming at the bottom of a boiling kettle of water. This probe is useful for identifying student understanding regarding the formation of water vapor as a result of boiling liquid water.

Accommodation/Differentiation ideas and tips Accommodation/Differentiation ideas and tips

The use of group activities throughout this unit enables students with difficulty to gain insight from fellow classmates. Pair them with strong students.

Brainstorming is a useful way in opening a lesson and can be used by the teacher to determine what students already know.

The use of computers and internet are great tools to complete activities and gain additional insight on topics students may be uncomfortable with.

Encourage discussions within small groups and whole class.

Allow additional time to finish activities.

Use KWL to determine students’ prior knowledge, interest, and content understandings.


Review previous day’s lesson and continuously reinforce concepts from the unit by connecting to a big idea.

Permit the apt student to accelerate their rate of progress and work independently on some content.

Pre test students to determine their prior knowledge and misconceptions.

Use formative assessment strategies to guide instruction.

Students may use graphic organizers, maps and diagrams to effectively facilitate differing levels of cognitive processing for students of different ability levels.


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