“PROPS” OF MATTER UNIT
Extreme Games!
PROPERTIES OF MATTER UNIT
Extreme Games of Matter!
UNIT INTRODUCTION
MATTER IS THE STUFF AROUND YOU . . . Not very clear, but it's true. Anything that takes up space or has a
mass of any kind is matter. Everything you can touch is made of matter. If it is made of anything, that anything is
matter. Everything you will learn about chemistry will all be based on how matter reacts and combines.
Matter has many properties. It can have PHYSICAL properties like different densities, melting points, boiling points,
freezing points, color or smells. There are also CHEMICAL properties that define matter. A good example of
chemical properties is the way elements combine with each other in reactions. The big thing to remember... Matter
can change in two major ways, physically and chemically.
In this module, IPC students explore the relationships between properties of matter and its components. Students
investigate and identify properties of fluids including density, viscosity, and buoyancy; they identify constituents of
various materials or objects such as metal salts, light sources, fireworks displays, and stars using spectral-analysis
techniques; they relate the chemical behavior of an element including bonding, to its placement on the periodic
table; and classify samples of matter from everyday life as being elements, compounds, or mixtures. The unit is
driven by a project that challenges the students to create an interactive or “extreme game” of matter.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
1
“PROPS” OF MATTER UNIT
Extreme Games!
TABLE OF CONTENTS
UNIT COMPONENTS
Steve’s Engaging Movie Clip
A brief description of the accompanying SCIENCE in the MOVIES DVD for this unit.
PAGE
PROPS OF
MATTER
Overview of Learning Experiences
Targeted Science TEKS, Engage, Explore, Explain, Elaborate, Evaluate
3
Unit Project Description
An exciting project focuses student learning and participation in unit activities. A
description of the project is outlined here.
4
Unit Engagement
Students participate in introductory activities to capture their interest about a
problem or phenomenon and make connections to prior knowledge and experiences.
6
Unit Explorations
Students manipulate materials during hands-on activities to explore the concept
further, while sharing their observations and ideas with others.
7
Unit Explanation
Students communicate their findings from the explore activity as the teacher guides
the discussion using effective questioning strategies, introducing new terms as
appropriate, and clarifying any misunderstandings.
43
Unit Elaboration
Students apply, extend, and enhance their understanding by participating in
additional active learning opportunities.
44
Unit Evaluation
Students demonstrate their understanding of concepts. This section includes both a
performance rubric and sample TAKS items.
45
Unit Materials
List and description of items required for each section of the learning experience.
51
Background Information for Teachers
Teaching tips/Common misconceptions.
51
References
List of books, articles, and websites used by developers of this learning experience.
53
Master Copies
Student sheets and other material to be copies by the teacher when using these
learning experiences in the classroom.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
STUDENT
PAGES
2
“PROPS” OF MATTER UNIT
Extreme Games!
Overview of Learning Experiences
ENGAGE
TEKS
7) Science concepts. The student knows relationships exist between properties of matter and its
components. The student is expected to:
(A) investigate and identify properties of fluids including density, viscosity, and buoyancy;
(B) identify constituents of various materials or objects such as metal salts, light sources, fireworks
displays, and stars using spectral-analysis techniques;
(C) relate the chemical behavior of an element including bonding, to its placement on the periodic table; and
(D) classify samples of matter from everyday life as being elements, compounds, or mixtures.
See: Steve’s “Props of Matter” Movie Clip
EXPLORE
EXPLORATION ACTIVITIES: There are nine exploration activities in this unit.
Exploration
Exploration
Exploration
Exploration
Exploration
Exploration
Exploration
Activity
Activity
Activity
Activity
Activity
Activity
Activity
One:
Two:
Three:
Four:
Five:
Seven:
Eight:
“Density of Regular Solids”
“Density of Liquids”
“Density of Irregular Solids”
“Viscosity”
“Oh Buoyancy!”
“Flame Test”
“Labels Gone Wild!”
EXPLAIN
WHOLE GROUP DISCUSSION
Teacher facilitates a class discussion of findings and new understandings that resulted from the
exploration activities. Students explain what they have learned.
ELABORATE
TECHNOLOGY CONNECTIONS
Students design an educational game using the following websites to assist in their
construction:
http://www.csun.edu/~vceed002/ref/games/ and
http://education.jlab.org/indexpages/elementgames.html
EVALUATE
FINAL PROJECT: “Extreme Games of Matter”
Students design an educational science game that showcases their understanding of the
Periodic Table. The game should engage and challenge kids to learn more about the Periodic
Table and is encouraged to be interactive and electronic. Students visit the following websites
for game ideas.http://www.csun.edu/~vceed002/ref/games/index.html#questions and
http://education.jlab.org/indexpages/elementgames.html.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
3
“PROPS” OF MATTER UNIT
Extreme Games!
Extreme Games of Matter!
PROJECT DESCRIPTON:
Students apply their understanding of chemistry, the periodic table, and properties of matter by
designing an original extreme science game. This extreme science game will be included in a review
game day in which students share and play each others games. On game day students will
showcase their extreme science game, explain how to play the game, and share with their
classmates how their game will help them succeed on the end of unit test.
ACTION:
THE EXTREME SCIENCE GAME COMPANY is a company that provides entertaining and engaging
methods of preparing students for end of unit science exams and also state standardized tests, such
as the science TAKS. THE EXTREME SCIENCE GAME COMPANY is interested in new, innovative, and
original games that engage and help students prepare and succeed on such science examinations.
This company is offering cash rewards to winning games designed by kids for kids. THE EXTREME
SCIENCE GAME COMPANY recognizes this age groups’ interest in technology. Therefore, they are
encouraging students to integrate technology in the creation of their extreme game. The criteria
they are looking for include creativity, originality, new and exciting games, and especially a game
that has the “WOW” factor and one that will sell in today’s competitive educational material market.
DESIGN CONSTRAINTS:
Each game must include opportunities to do the following:
9 Determine the number of electrons, protons, and neutrons in an element
9 Determine the number of protons in an isotope
9 Determine the number of neutrons in an isotope
9 Determine the atomic number of an element
9 Determine the atomic mass of an element
9 Determine the number of valence electrons in an element
9 Determine the number of electrons in an anion and cation
9 Provide examples of elements in a particular groups for example, halogens, noble gases,
transition metals, nonmetals, and metals
9 Provide examples of elements in a particular period
9 Predict chemical behavior such as, bonding of one element with another
9 Predict chemical behavior of elements based on their placement on the Periodic Table
9 Calculate density
9 Recognize that density is a physical property
9 Define buoyancy, density, and viscosity
9 Describe the difference between a mixture, compound, and element
DIRECTOR’S (Teacher) NOTES:
1. Have students work in groups of three or four to design their game.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
4
“PROPS” OF MATTER UNIT
Extreme Games!
2. Provide students with an example such as, the Alien Periodic Table that is available in this
unit of study. In addition have students play this game before they are asked to design their
own game.
3. Students should have access to computers and the internet.
4. Provide students with all necessary materials, such as crayons, markers, construction paper,
index cards, poster boards, textbooks, the IPC TEKS for this unit, disks, CD’s, and any other
material that may be needed.
5. Have students present their Extreme Game to their classmates on game day
6. This project can be used as a review at the end of the unit and could also be passed on to the
10th and 11th grade teachers as they prepare for the 10th and 11th grade TAKS tests.
7. Helpful websites: http://www.csun.edu/~vceed002/ref/games/and
http://education.jlab.org/indexpages/elementgames.html
EVALUATE:
POINTS
4
3
2
1
Scientific Accuracy and
originality
I designed a complete,
original, and engaging
chemistry game that reflected
my full understanding
properties of matter and the
design of the periodic table.
The game is completely
aligned with the IPC TEKS for
this unit.
I designed an original and
engaging chemistry game that
reflected my understanding of
properties of matter and the
design of periodic table. The
game is aligned with the IPC
TEKS for this unit.
Reasoning
I participated in
playing the games
on game day and I
fully succeeded in
each game I
played.
Communication
I communicated
answers to the
Extreme Game
questions
completely and
thoroughly using
correct grammar.
Collaboration
I worked extremely well with my
group in designing a creative and
original chemistry Extreme Game for
game day. Each person had a lot of
input and participated in the design
of the chemistry game.
I participated in
playing the games
on game day and I
succeeded in each
game I played.
I communicated
answers to the
Extreme Game
questions using
correct grammar.
I worked well with my group in
designing a somewhat creative and
original chemistry game for the game
day. Each person had input and
participated in the design of the
chemistry game.
I designed a somewhat
original, and engaging
chemistry game that
somewhat reflected my
understanding properties of
matter and the design of the
periodic table. The game is
somewhat aligned with the
IPC TEKS for this unit.
I participated in
playing the games
on game day and I
sometimes
succeeded in each
game I played.
I communicated
answers to the
Extreme Game
questions with
grammatical
errors.
I worked somewhat well with my
group in designing a chemistry game
for game day. Each person had some
input and participated in the design
of the chemistry game.
I was not successful in
designing a complete, original,
and engaging chemistry
game. The game is not
aligned with the IPC TEKS for
this unit.
I sometimes
participated in
playing the games
on game day and I
rarely succeeded
in each game I
played.
I did not work well with my group in
I communicated
designing a chemistry game. A few
answers to the
people had input and participated in
Extreme Game
the design of the game.
questions with
many
grammatical
errors.
TOTAL: ____/16pts
Subtotal: ____
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
5
“PROPS” OF MATTER UNIT
Extreme Games!
ENGAGE
Watch and Engaging Film Clip
“Extreme Games of Matter Inquiry”
To set up this Property of Matter unit the teacher shows
Steve Wolf’s engaging “Props” of Matter movie clip. Movie
clips of explosions, floating ships, etc . . . . might also be
used to capture students’ interest. For example: [Need
movie examples that focus on properties of matter –
perhaps extreme game clips that involve water sports,
skiing, etc…)
After the engaging film clip—
1. Students discuss extreme games and use the
Internet to find out about different sports events
that involve water, ice, snow, etc . . .
2.
SHOW
STEVE’S
“Props” of
Matter Video
Clip to
engage
students in
the study
properties of
matter.
Students record ideas in their science
journals.
3. Students communicate their ideas on large
sheets of butcher paper and then display their
thoughts for the whole class to view and
discuss.
Create a Class Priority List
4. Together students create a class priority list
identifying possible experiments that could be
conducted so that students can ultimately create
an Extreme Game of Matter. See Unit Project
Description.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
6
“PROPS” OF MATTER UNIT
Students explore properties of matter and participate in
nine activities.
Exploration Activity One: “Density of Regular Solids”
LET’S DO SCIENCE!
During these investigations students identify and investigate the physical
property of density for solids and liquids. Students make predictions,
collect data, make calculations, and apply the concept of density to
different situations.
Exploration Activity Two:
“Density of Liquids”
During these investigations students identify and investigate the physical
property, density, for solids and liquids. Students make predictions,
collect data, make calculations, and apply the concept of density to
different situations.
Exploration Activity Three:
Solids”
Students explore
properties of
matter and
participate in
activities that
encourage the
investigation of
density, viscosity,
buoyancy, gas
properties, the
Periodic Table and
labels of everyday
materials, etc . .
.
EXPLORE
Explore
Extreme Games!
“Density of Irregular
Students estimate relative density of a set of objects using their observations and
predict which objects will float or sink in water. After measuring the mass and
volume of each object, students calculate the density of each object. They relate the
density of each object to whether it floats or sinks in water.
Exploration Activity Four:
“Viscosity”
Students investigate and identify viscosity as a property of fluids.
Students place a sphere in different liquids and record the time it takes
for the sphere to reach the bottom of a cylinder to determine which liquid
is most viscous.
Exploration Activity Five:
“Oh Buoyancy!”
Students identify and investigate buoyancy of liquids.
Exploration Activity Six: “Flame Test”
Given a data table with chemical compounds, formulas, and flame colors
students will predict which metal emits the specific flame color.
LET’S DO SCIENCE!
Exploration Activity Seven:
“Labels Gone Wild!”
In this investigation, students identify common household items as containing
elements, compounds or mixtures based on the labels. Students write the symbols
for elements and formulas for any known compounds. For mixtures, students
identify whether it is heterogeneous or homogenous
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
7
“PROPS” OF MATTER UNIT
Extreme Games!
IPC: Science Course Module—Goes to the Movies!
University of Houston
Density of Regular Shaped Solids
Type of Lesson:
Content with Process: Focus on constructing knowledge though active learning.
IPC Content TEKS:
7A
Learning Goal/
Instructional Goal:
During these investigations students identify and investigate the physical property of density for
solids and liquids. Students make predictions, collect data, make calculations, and apply the
concept of density to different situations.
Key Question:
How would the densities of wood, sponge, tile, Styrofoam, and soap compare?
Related Process TEKS:
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
Investigate and identify properties of fluids including density
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and
services;
(C) evaluate the impact of research on scientific thought, society, and the environment;
(D) describe connections between physics and chemistry and future careers; and
(E) Research and describe the history of physics, chemistry, and contributions of
scientists.
During these investigations students identify and investigate the physical property of density for
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
8
“PROPS” OF MATTER UNIT
To the Teacher:
Extreme Games!
solids and liquids. Students make predictions, collect data, make calculations, and apply the
concept of density to different situations.
D=m
V
Density is the amount of matter in a given volume. The equation for density is mass divided by
volume. Students become familiar with relative density as well as calculated densities of liquids,
regular and irregular shaped solids. Through various lab investigations, students demonstrate an
understanding of the processes used in calculating and comparing densities of various substances
and objects. They also discover that the density of materials does not change as the volume or
mass changes because the composition of the substance does not change. Many times people
think that the density changes because the mass or the volume changes. Water has a density of
1.0 g/mL. If an object or substance has a density greater than 1.0 g/mL, the object/substance
will sink in water. If the density of the object/substance is less than 1.0 g/mL, the
object/substance will float when placed in water.
Density can be thought of like a ratio in math. If an object has a mass of 20 grams and volume of
10 cm3, the density is 2 g/cm3. If the object is broken in half, both the mass and volume are cut
in half leaving the density the same. However, the density may change with temperature. For
many substances, the density increases as the temperature decreases.
•
•
•
Multiple Intelligences:
Students may need a quick refresher in calculating volume (length times width times height).
Remind students how to use the metric ruler and start at zero.
If possible, get two different sizes of the same material so they can calculate the density and
observe that density doesn’t change if the size changes. If needed, bars of soap can be used
and they will have to cut the bars in half.
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
BodilyKinesthetic
Intelligence—
Is the ability to use one's mental abilities to coordinate one's own bodily
movements. This intelligence challenges the popular belief that mental and
physical activities are unrelated.
Materials:
•
•
•
•
•
•
•
•
•
1 X 2 piece of wood
2 X 2 piece of wood
piece of sponge
piece of tile
piece of Styrofoam
bar of soap
triple beam balance
metric ruler
calculator (optional)
1 cm
2 cm
2 cm
Note: Try and make the
pieces of wood from the
same large piece so they
can compare the density
later. The soap will be
broken so make sure you
have enough for each class.
2 cm
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
9
“PROPS” OF MATTER UNIT
Extreme Games!
SAFETY NOTE: See Texas Safety Manual online for safety during lab investigations:
http://www.tenet.edu/teks/science/safety/index.htmlE:
Engagement: Show students two pieces of the same material, i.e., bars of soap that are different sizes. Have students
predict which bar of soap is the most dense, or ask students what pennies are made of (copper); then, conduct a density test
on pennies dated prior to 1985 and the density of pennies dated after 1985. Students discover that the density of older
pennies matches the density of copper.
Explore:
1.
2.
3.
Using the triple-beam balance, determine the mass of the objects and record your results.
Using the metric ruler, find the volume of the object. Remember the formula for volume is length X width X height.
Record your results.
Using the data you have collected, calculate and record the density for each object.
Explain:
Object
Mass (g)
Volume (cm3)
Density
(g/mL )
Styrofoam
Sponge
Tile
Whole bar of soap
Broken piece of soap
1X 2 piece of wood
2 X 2 piece of wood
1.
What instrument did you use to measure the mass? A triple beam balance was used.
2.
What instrument did you use to measure the volume? A graduated cylinder was used.
3.
What is the correct unit/label used in measuring the density of the objects? The correct units is g/cm3. Remind the
students that volume has a cubed not a squared unit.
4.
Sequence your objects from most dense to least dense? Answers will vary.
5.
If the two blocks of wood were made of the same tree, would their densities be the same? Explain your answer. Yes,
the densities should be close because they are composed of the same material. Imperfections may cause slight
differences.
6.
Did any of the objects have the SAME density? If so, why? The wood should have very similar densities. The soap
should have the same densities because they are composed of the same materials.
7.
Compare the density of the tile to the wood, which would float in water? The wood may float in water, depending on
the type of wood. The tile will sink faster that the wood.
8.
Carefully observe the details of how the wood and the Styrofoam look. Describe their appearance. The Styrofoam has
air pockets/holes throughout while the wood is more solid. The wood may have different areas of color/rings.
9.
Compare the density of the wood to the Styrofoam, explain why is one more dense than the other. The Styrofoam is
lease dense and will float in water more then the wood. The pockets/holes are full of air which is less dense than water
and contributes to the lower density than wood.
10.
What statement can be made about the density of an object that is cut in half or fourths? How does the density
compare of the different pieces? The size of an object that has been broken does not change. Each piece of the
material has the same density because it is composed of the same material.
Elaborate: Have students write a summary of their laboratory experience in their science journals and share one new
understanding with another student. Have a class discussion where students can openly share their new understandings.
Students are encouraged to go above and beyond the simple investigation and explore the relationship between the density of
solids and their use. Have students share their findings with the whole class.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
10
“PROPS” OF MATTER UNIT
Extreme Games!
Evaluate:
Use the following rubric to assess student understanding.
POINTS
4
3
2
1
Scientific
Accuracy
I can accurately
identify and
investigate the
physical
properties of
solids. I can
accurately
calculate the
density of solids.
Reasoning
Communication
Collaboration
I analyzed and
calculated the data
accurately and
answered the all
the analysis
questions
accurately.
I communicated
answers to the
investigation questions
completely and
thoroughly using
correct grammar. I
shared my ideas about
the investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
using correct grammar.
I shared some of my
ideas about the
investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
and with grammatical
errors. I shared a few
of my ideas about the
investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
and with many
grammatical errors. I
did not share my ideas
about the investigation
in the whole group
discussion and with my
team mates.
Subtotal: ____
I worked extremely
well with my group.
Each person had a lot
of input and
participated in the
investigation.
I can identify and
investigate the
physical
properties of
solids. I can
accurately
calculate the
density of solids.
I analyzed and
calculated the data
almost accurately
and answered the
all the analysis
questions almost
accurately.
I can sometimes
identify and
investigate the
physical
properties of
solids. I can
accurately
calculate the
density of solids.
I analyzed and
calculated the data
with some errors
and answered the
analysis questions
with some errors.
I can not identify
and investigate
the physical
properties of
solids. I can not
calculate the
density of solids.
I analyzed and
calculated the data
with many errors
and answered the
analysis questions
with many errors.
Subtotal: ____
Subtotal: ____
I worked well with my
group. Each person
had input and
participated in the
investigation.
I worked somewhat
well with my group.
Each person had
some input and
participated in the
investigation.
I did not work well
with my group. A
few people had input
and participated in
the investigation.
Subtotal: ____
TOTAL:
____/16pts
References/Resources/Websites:
•
http://www.sciencebyjones.com/density_of_solids.htm
•
http://ithacasciencezone.com/earthzone/lessons/01prolog/solidsde/
•
http://homepage.mac.com/dtrapp/PhysicalScience/lab3_4.html
IPC: Science Course Module—Goes to the Movies!
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
11
“PROPS” OF MATTER UNIT
Extreme Games!
DENSITY OF LIQUIDS
Type of Lesson:
Content with Process: Focus on constructing knowledge through active learning.
Investigate and identify properties of fluids including density, viscosity, and
buoyancy.
IPC Content TEKS:
7A
Learning Goal/
Instructional Goal:
During these investigations students identify and investigate the physical property, density, for
solids and liquids. Students make predictions, collect data, make calculations, and apply the
concept of density to different situations.
Key Question:
Does the density of water change as the volume changes?
Related Process TEKS:
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and
services;
(C) evaluate the impact of research on scientific thought, society, and the environment;
(D) describe connections between physics and chemistry and future careers; and
(E) Research and describe the history of physics, chemistry, and contributions of
scientists.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
12
“PROPS” OF MATTER UNIT
To the Teacher:
Extreme Games!
During these investigations students identify and investigate the physical property of density for
solids and liquids. Students make predictions, collect data, make calculations, and apply the
concept of density to different situations.
Density is the amount of matter in a given volume. The equation for density is mass divided by
volume. Students become familiar with relative density as well as calculated densities of liquids,
regular and irregular shaped solids. Through various lab investigations, students demonstrate an
understanding of the processes used in calculating and comparing densities of various substances
and objects. They also discover that the density of materials does not change as the volume or
mass changes because the composition of the substance does not change. Many times people
think that the density changes because the mass or the volume changes. Water has a density of
1.0 g/mL. If an object or substance has a density greater than 1.0 g/mL, the object/substance
will sink in water. If the density of the object/substance is less than 1.0 g/mL, the
object/substance will float when placed in water.
Density can be thought of like a ratio in math. If an object has a mass of 20 grams and volume of
10 cm3, the density is 2 g/cm3. If the object is broken in half, both the mass and volume are cut
in half leaving the density the same. However, the density may change with temperature. For
many substances, the density increases as the temperature decreases.
Multiple Intelligences:
•
Remind students to subtract the mass of the graduated cylinder. The density of the liquid
does not include the mass of the graduated cylinder.
•
Remind students how to read a graduated cylinder accurately –
at eye level of the meniscus.
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Interpersonal
Intelligence—
Includes interpersonal feelings and intentions of others.
Intrapersonal
Intelligence—
Intrapersonal intelligence--the ability to understand one's own feelings and
motivations.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
Musical
Intelligence—
Encompasses the capability to recognize and compose musical pitches, tones,
and rhythms. (Auditory functions are required for a person to develop this
intelligence in relation to pitch and tone, but it is not needed for the
knowledge of rhythm.)
BodilyKinesthetic
Intelligence—
Is the ability to use one's mental abilities to coordinate one's own bodily
movements. This intelligence challenges the popular belief that mental and
physical activities are unrelated.
Materials:
•
•
•
•
•
Triple beam balance
Beaker with water
Graduated cylinder
Salt or sugar
Vegetable oil
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
13
“PROPS” OF MATTER UNIT
Extreme Games!
SAFETY NOTE: See Texas Safety Manual online for safety during lab investigations:
http://www.tenet.edu/teks/science/safety/index.htmlE
Engagement:
As class begins ask students to share their prediction about what will happen if you poured milk, red lamp oil, and blue liquid soap into a
graduated cylinder. Write the students’ predictions on the board. Completely cover the graduated cylinder with foil and start pouring these
liquids into the graduated cylinder one at a time. Do not uncover until the end of class.
Facilitation Questions:
1. Hold a bottle of Italian salad dressing and ask students why the two liquids separate.
2. As students why the different spices in the same salad dressing float in different locations of the bottle.
Explore:
1.
2.
Obtain between 10 and 20 mL of water in a graduated cylinder. Determine the volume and record your results.
Determine the mass of your water. Remember that you want the mass of JUST the water, not the mass of the
graduated cylinder. Record your results.
3.
Volume (mL)
15
Mass (g)
15
Calculate the density of your water.
Given
Equation
v = 15 mL
D =
v
Substitution
m
Answer with Units
D = 15 g
D = 1.0
15 mL
4.
Repeat steps 1-3 with double the amount of water.
Given
Volume (mL)
30
Mass (g)
30
Equation
v = 30 mL
D=
m
v
Substitution
D = 30 g
Answer with Units
D = 1.0 g/mL
30 mL
m = 30 g
Explain:
1.
What instrument did you use to measure the mass? A triple beam balance was used.
2.
What instrument did you use to measure the volume? A graduated cylinder was used.
3.
What is the correct unit/label used in measuring the density of the objects? The correct units are g/mL for liquids.
4.
What was the density of the water? The density was 1.0 g/mL.
5.
What was the density of the water when the volume was doubled? The density was 1.0 g/mL.
6.
Was the density the same? Explain why or why not. The density should be the same because the same substance was
used. Density is the ratio of mass to volume and so if the volume is increased, the mass is also increased.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
Extreme Games!
7.
If the amount of water was tripled, what would be the density of the water? Explain. The density should be the same
because the same substance was used. Density is the ratio of mass to volume and so if the volume is increased, the
mass is also increased.
8.
If you dissolved sugar or salt in the water, what would happen to the density of the water? Explain your prediction. The
density would increase because you are adding a more dense substance to the liquid so the density would increase.
9.
Try dissolving some salt in 20 mL of water and check your prediction. Were you right or wrong? Answers will vary.
10. If you combined vegetable oil and water, what would happen? The oil will float on top of the water.
11. How does the density of water compare to the density of vegetable oil? The density of oil is less than that of water.
Elaborate:
Evaluate:
Explain how your students demonstrate their new understandings and skills. What is the learning product for this lesson? Is the experimental
conclusion, a picture, a Power Point presentation, a story, a solved problem? Be explicit here. And then prepare a rubric to evaluate student
learning. Be extra sure that your assessment measures exactly what the target TEKS says it should measure.
POINTS
4
3
Scientific Accuracy
I can accurately
identify and
investigate the
physical property,
density, for solids and
liquids. I can
accurately calculate
the density of both
solids and liquids. I
can accurately predict
the outcome when
two or more liquids of
different densities are
combined. I can
accurately predict the
outcome when a solid
is placed in a liquid.
I can identify and
investigate the
physical property,
density, for solids and
liquids. I can
calculate the density
of both solids and
liquids. I can
accurately predict the
outcome when two or
more liquids of
different densities are
combined. I can
predict the outcome
when a solid is placed
in a liquid.
Reasoning
Communication
Collaboration
I analyzed and
calculated the data
accurately and
answered the all the
analysis questions
accurately.
I communicated answers to
the investigation questions
completely and thoroughly
using correct grammar. I
shared my ideas about the
investigation in the whole
group discussion and with
my team mates.
I worked extremely well
with my group. Each
person had a lot of input
and participated in the
investigation.
I analyzed and
calculated the data
almost accurately and
answered the all the
analysis questions
almost accurately.
I communicated answers to
the investigation questions
using correct grammar. I
shared some of my ideas
about the investigation in
the whole group discussion
and with my team mates.
I worked well with my
group. Each person had
input and participated in
the investigation.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
2
1
Extreme Games!
I analyzed and
calculated the data with
some errors and
answered the analysis
questions with some
errors.
I communicated answers to
the investigation questions
and with grammatical errors.
I shared a few of my ideas
about the investigation in
the whole group discussion
and with my team mates.
I worked somewhat well
with my group. Each
person had some input
and participated in the
investigation.
I cannot identify and
investigate the
physical property,
density, for solids and
liquids. I cannot
calculate the density
of both solids and
liquids. I cannot
predict the outcome
when two or more
liquids of different
densities are
combined. I cannot
predict the outcome
when a solid is placed
in a liquid.
I analyzed and
calculated the data with
many errors and
answered the analysis
questions with many
errors.
I communicated answers to
the investigation questions
and with many grammatical
errors. I did not share my
ideas about the investigation
in the whole group
discussion and with my team
mates.
I did not work well with
my group. A few people
had input and participated
in the investigation.
Subtotal: ____
Subtotal: ____
Subtotal: ____
Subtotal: ____
I can sometimes
identify and
investigate the
physical property,
density, for solids and
liquids. I can
sometimes calculate
the density of both
solids and liquids. I
can sometimes predict
the outcome when
two or more liquids of
different densities are
combined. I can
sometimes predict
the outcome when a
solid is placed in a
liquid.
References/Resources/Websites:
•
http://www.simetric.co.uk/si_liquids.htm
•
http://spikesworld.spike-jamie.com/science/liquids/c122-07-density-liquids.html
•
http://www.elmhurst.edu/~chm/vchembook/124Adensityliq.html
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
Extreme Games!
Density of Irregular Shaped Solids
Type of Lesson:
Content with Process: Focus on constructing knowledge though active learning.
IPC Content TEKS:
7A
Learning Goal/
Instructional Goal:
Students estimate relative density of a set of objects using their observations and predict which objects will float
or sink in water. After measuring the mass and volume of each object, students calculate the density of each
object. They relate the density of each object to whether it floats or sinks in water.
Key Questions:
Related Process TEKS:
Investigate and identify properties of fluids including density, viscosity, and
buoyancy.
1.
2.
How does the size and shape affect the density of irregular shaped solids?
How is the volume of irregular solids measured and calculated?
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and
services;
(C) evaluate the impact of research on scientific thought, society, and the environment;
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
Extreme Games!
(D) describe connections between physics and chemistry and future careers; and
(E) Research and describe the history of physics, chemistry, and contributions of
scientists.
To the Teacher:
During these investigations students identify and investigate the physical property of density for
solids and liquids. Students make predictions, collect data, make calculations, and apply the
concept of density to different situations.
Density is the amount of matter in a given volume. The equation for density is mass divided by
volume. Students become familiar with relative density as well as calculated densities of liquids,
regular and irregular shaped solids. Through various lab investigations, students demonstrate an
understanding of the processes used in calculating and comparing densities of various substances
and objects. They also discover that the density of materials does not change as the volume or
mass changes because the composition of the substance does not change. Many times people
think that the density changes because the mass or the volume changes. Water has a density of
1.0 g/mL. If an object or substance has a density greater than 1.0 g/mL, the object/substance
will sink in water. If the density of the object/substance is less than 1.0 g/mL, the
object/substance will float when placed in water.
Density can be thought of like a ratio in math. If an object has a mass of 20 grams and volume of
10 cm3, the density is 2 g/cm3. If the object is broken in half, both the mass and volume are cut
in half leaving the density the same. However, the density may change with temperature. For
many substances, the density increases as the temperature decreases.
Multiple Intelligences:
•
•
Use objects that will sink in water – rocks and marbles work well.
Aluminum foil may be used if made into small balls. They could compare the to accepted
value of aluminum to make predictions if aluminum foil is pure aluminum.
•
Remind students to take the initial volume and the final volume of the object and then
subtract. Often times students forget to subtract and calculate the density incorrectly.
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
Materials:
•
•
•
•
•
•
•
Triple beam balance
Graduated cylinder
Irregular shaped objects (rock, marble, or other objects available that fit in a graduated cylinder)
Water
a variety of objects
tap water
container to hold water to test sinking or floating
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
18
“PROPS” OF MATTER UNIT
•
•
Extreme Games!
triple beam balance
graduated cylinder
SAFETY NOTE: See Texas Safety Manual online for safety during lab investigations:
http://www.tenet.edu/teks/science/safety/index.htmlE
Engagement:
Ask the age old question: “What’s heavier: a pound of feathers or a pound of lead?” Discuss with students that the pound of
lead would take up a smaller amount of space than the pound of feathers, but both have the same weight of one pound.
Another engagement could be the spongy fake rock or fake brick sold in novelty stores. Pretend that it’s heavy and ask a
student to pick it up (or throw it at a student who is ready to catch it). Discuss the concept of density.
Facilitation Questions
1.
Why is density an important property of matter?
2.
Will every piece of the same substance have the same density? Why or Why not?
3.
What determines the density of an object?
4.
How will the calculated density of an object help you decide if an object will float or sink in water?
Explore:
1.
Sequence the objects from lightest to heaviest on a flat surface without lifting them up, by observation only. Record
your results in Data Table 1.
2.
Repeat this process a second time but this time you can pick the objects up in your hand. Re-sequence if necessary.
Record your results.
3.
Repeat this process again, but use a triple beam balance. Re-sequence if necessary. Record your results.
4.
Make a list of your sequenced objects.
5.
Sequence your objects from smallest to largest and make a list.
6.
Compare the two lists. What’s the same and what is different?
7.
Predict which objects will float in water. Test your predictions. Record your results in Data Table 1.
8.
Make a list of which objects sank and which floated.
Sequence 1 (observation only)
Lightest Æ Heaviest
Sequence 2 (after touch)
Lightest Æ Heaviest
Sequence 3 (after weighing)
Lightest Æ Heaviest
1.
2.
Using the triple beam balance, determine and record the mass of the object.
Using the displacement method, determine and record the volume of the irregular object.
Object
3.
Mass (g)
Initial Volume (mL)
Final Volume (mL)
Volume of Object (mL)
Calculate the density of the object using the data you collected.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
Given
4.
Equation
Extreme Games!
Substitution
Answer with Units
Repeat procedures 1-3 for the various objects provided and record in the Data Table 2.
Explain:
Data Table 1
Name of Object
Mass of Object (g)
Prediction: Sink/Float
Result: Sink/Float
1.
Which objects floated?
2.
Did all objects of the same composition float? Which did not? Why? Objects of the same composition will have the same
density. The density of the object will determine if it floats or sinks.
3.
What is the relationship between mass, size and whether an object floats? The size and mass may or may not have an
effect the ability to float. If the density is less than 1, the object will float despite the size and mass.
Data Table 2
Object
Mass (g)
Initial Volume
(mL)
Final Volume
(mL)
Actual Volume of
Object (mL)
Calculated Density
of Object (g/mL)
1.
Did the first irregular object sink or float in water? Why do you think it did that? Answers will vary depending on
what was given to the students.
2.
Which has greater density, the first irregular object or regular water? Answers will vary depending on what was given
to the students.
1.
What instrument did you use to measure the mass? A triple beam balance was used.
2.
What instrument did you use to measure the volume? A graduated cylinder was used.
3.
What is the correct unit/label used in measuring the density of the objects? The correct unit is g/mL.
4.
Sequence the various objects from least density to greatest density. Answers will vary.
5.
Does the size or shape of an irregular shaped object have any effect on the density? No. Support your answer using
your data. Their data should indicate that the different shaped objects have varying densities depending on their
composition.
6.
If a friend has a large irregular shaped object and wants to determine the density, how would you suggest they
determine the density? First use a triple beam balance to determine the mass. Next, determine the volume of the
object using a larger graduated cylinder or a displacement cup. If the displacement cup is used, then the volume of
water displaced is equal to the volume of the object. Once both mass and volume are determined, the density can
be calculated.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
20
“PROPS” OF MATTER UNIT
Extreme Games!
Pure 24-karat gold has a density of 19.3 g/cm3. A bracelet is for sale at a very low price. The bracelet is 24.6 grams
and has a volume of 2.8 cm3. Is this bargain bracelet pure 24-karat gold? Support your answer. The bracelet is not
pure 24-karat gold. The calculated density is 8.79 g/cm3. Since the density of pure gold is 19.3 g/cm3, the bracelet
is not real so most people would not purchase the bracelet.
7.
Elaborate:
In this part of your lesson plan, discuss extensions to other curriculum areas (ART, MUSIC, PE, etc.) The idea here is that students use their new
knowledge and apply it to a new situation. For example, students might prepare a power point presentation for a younger audience describing
their foam experimental results or they could write a story about their foam towers.
Evaluate:
Explain how your students demonstrate their new understandings and skills. What is the learning product for this lesson? Is the experimental
conclusion, a picture, a Power Point presentation, a story, a solved problem? Be explicit here. And then prepare a rubric to evaluate student
learning. Be extra sure that your assessment measures exactly what the target TEKS says it should measure.
POINTS
Scientific Accuracy
4
3
2
1
I can accurately
identify and
investigate the
physical property,
density, for irregular
solids. I can
accurately calculate
the density of
irregular solids.
I can identify and
investigate the
physical property,
density, for irregular
solids. I can calculate
the density of
irregular solids.
I can sometimes
identify and
investigate the
physical property,
density, for irregular
solids. I can
sometimes calculate
the density of
irregular solids.
I cannot identify and
investigate the
physical property,
density, for irregular
solids. I cannot
calculate the density
of irregular solids.
Subtotal: ____
Reasoning
Communication
Collaboration
I analyzed and
calculated the data
accurately and
answered the all the
analysis questions
accurately.
I communicated answers to
the investigation questions
completely and thoroughly
using correct grammar. I
shared my ideas about the
investigation in the whole
group discussion and with
my team mates.
I worked extremely well
with my group. Each
person had a lot of input
and participated in the
investigation.
I analyzed and
calculated the data
almost accurately and
answered the all the
analysis questions
almost accurately.
I communicated answers to
the investigation questions
using correct grammar. I
shared some of my ideas
about the investigation in
the whole group discussion
and with my team mates.
I worked well with my
group. Each person had
input and participated in
the investigation.
I analyzed and
calculated the data with
some errors and
answered the analysis
questions with some
errors.
I communicated answers to
the investigation questions
and with grammatical errors.
I shared a few of my ideas
about the investigation in
the whole group discussion
and with my team mates.
I worked somewhat well
with my group. Each
person had some input
and participated in the
investigation.
I analyzed and
calculated the data with
many errors and
answered the analysis
questions with many
errors.
I communicated answers to
the investigation questions
and with many grammatical
errors. I did not share my
ideas about the investigation
in the whole group
discussion and with my team
mates.
Subtotal: ____
I did not work well with
my group. A few people
had input and participated
in the investigation.
Subtotal: ____
Subtotal: ____
References/Resources/Websites: (Keep in bulleted format)
ƒ
http://faculty.njcu.edu/tpamer/sci1/rock%20density.htm
ƒ
http://www.siraze.net/chemistry/sezennur/subjects/experiments/001.pdf
ƒ
http://www.sciencebyjones.com/density_of_solids.htm
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
21
“PROPS” OF MATTER UNIT
Extreme Games!
Viscosity
Type of Lesson:
Content with Process: Focus on constructing knowledge through active learning.
IPC Content TEKS:
7A
Learning Goal/
Instructional
Objective
Investigate and identify properties of fluids such as viscosity.
Students investigate and identify viscosity as a property of fluids. Students place a sphere in
different liquids and record the time it takes for the sphere to reach the bottom of a cylinder to
determine which liquid is most viscous.
What is viscosity and how does the viscosity of various liquids compare?
Key Question:
Related Process TEKS:
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
To the Teacher:
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
Not all liquids are the same. Some are thin and flow easily. Others are thick and gooey. Honey or
corn syrup will pour more slowly than water. A liquid's resistance to flowing is called its viscosity.
One way to test the viscosity of a liquid is to drop something into it and see how long it takes to
sink. The faster the sphere falls, the lower the viscosity. This makes sense: if the fluid has a high
viscosity it strongly resists flow, so the sphere falls slowly. If the fluid has a low viscosity, it offers
less resistance to flow, so the sphere falls faster.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
22
“PROPS” OF MATTER UNIT
Extreme Games!
If the substance is heated, the viscosity will decrease and the sphere will fall more easily. Oil used
to fry French fries is very thin compared to the oil originally placed in the cooker due to the added
heat. Cars used a different SAE rating during different months depending on the outside
temperature. Summer months are warmer requiring thicker oil. The heat created under the hood
thins the oil and the pistons need the lubrication so thicker oil is better in summer. The winter
months in the northern states require thinner oil due to the cold temperatures.
Multiple Intelligences:
Not all liquids are the same. Some are thin and flow easily. Others are thick and gooey. Honey or
corn syrup will pour more slowly than water. A liquid's resistance to flowing is called its viscosity.
One way to test the viscosity of a liquid is to drop something into it and see how long it takes to
sink.
LogicalConsists of the ability to detect patterns, reason deductively and think
Mathematical
logically. This intelligence is most often associated with scientific and
Intelligence—
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
BodilyKinesthetic
Intelligence—
Is the ability to use one's mental abilities to coordinate one's own bodily
movements. This intelligence challenges the popular belief that mental and
physical activities are unrelated.
Materials:
•
•
•
•
•
•
Graduated cylinder
2 marbles
Liquids to test such as water, corn syrup, canola oil, motor oil
Masking tape
1 cm ruler
Stopwatch that is accurate to 0.1 or 0.01 seconds
SAFETY NOTE: See Texas Science Safety Manual for lab and investigation guidelines:
http://www.tenet.edu/teks/science/safety/safety_manual.html
Engagement: Place a wooden ramp on a stack of books. Challenge students to predict which of three liquids (syrup, water,
and motor oil) will reach the bottom of the ramp first. Use one drop of each liquid. Have students write their predictions and
observations in their science journals. Ask student to identify which property of matter is best represented by this
demonstration.
Explore:
1.
2.
3.
4.
5.
6.
7.
8.
Fill a graduated cylinder with one of the liquids (water, corn syrup, canola oil or motor oil), up to
about 5 cm from the top.
Mark with tape a convenient starting point about 2 cm below the surface of the liquid (which will
allow the sphere to reach terminal velocity before you begin making measurements). You can use
either the top or the bottom of the tape, but use the same points for each measurement you make
when you drop the spheres.
Mark an ending point about 5 cm from the bottom.
Measure the distance between the starting and ending points, and enter the answer in the data
table as "Fall distance."
Drop the sphere into the liquid and start measuring time when the sphere reaches the first masking
tape line. Stop measuring time when the sphere passes the second piece of tape. Repeat the time
measurements for a total of 5 trials.
Clean the graduated cylinder and repeat procedure with other liquids.
Complete the data table by averaging the times for each substance. Use this time when calculating
the speed of the sphere.
To calculate the speed of the sphere, divide distance (fall distance) by the average time.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
23
“PROPS” OF MATTER UNIT
9.
Extreme Games!
Rank the viscosity of the substances from least viscous (1) to most viscous (4).
Remember viscosity means resistance to flow.
Explain:
Trial
1
Water
Corn Syrup
Canola Oil
Motor Oil
2
3
4
5
Average Time (sec)
Fall Distance (cm)
Speed (cm/sec)
Viscosity Rating
1
4
2
3
1.
What was the average speed of the sphere in water? Should be the highest.
2.
What was the average speed of the sphere in corn syrup? Should be the lowest.
3.
What was the average speed of the sphere in canola oil? Should be between water and motor oil.
4.
What was the average speed of the sphere in motor oil? Should be between canola oil and corn syrup.
5.
Which liquid allowed the sphere to fall the fastest? Water
6.
In which liquid did the sphere fall at the slowest rate? Corn syrup
7.
Which liquid has the greatest viscosity? Explain your answer. Corn syrup has the greatest viscosity because the
sphere fell at the slowest rate. If a fluid has a high viscosity it strongly resists flow.
8.
Which liquid has the least viscosity? Explain your answer. Water has the least viscosity because the sphere fell at the
fastest rate. If a fluid has a low viscosity, it offers less resistance to flow.
9.
If you wanted to decrease the viscosity of the canola oil or motor oil, what could you do to the substance?
viscosity decreases when the substance is heated.
10. Why do cars use thicker oil during the summer months compared to the colder months?
temperature makes the oil thin faster so if the oil is thicker, it will take longer to thin.
The
The increase in
Elaborate:
Have students investigate what causes changes in viscosity of liquids, i.e. heat decreases viscosity. Have students investigate
why certain liquids are used for specific purposes, i.e. motor oil is used to lubricate the engine of a vehicle. Students can also
investigate actual product testing on certain liquids such as syrup and ketchup to determine which is best.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
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Evaluate: Use the following rubric to assess student understanding and participation in the activity.
POINTS
4
Scientific
Accuracy
I can accurately
identify and
investigate the
physical property,
viscosity of
different liquids.
Reasoning
Communication
Collaboration
I analyzed and
calculated the data
accurately and
answered the all
the analysis
questions
accurately.
I communicated
answers to the
investigation questions
completely and
thoroughly using
correct grammar. I
shared my ideas about
the investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
using correct grammar.
I shared some of my
ideas about the
investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
and with grammatical
errors. I shared a few
of my ideas about the
investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
and with many
grammatical errors. I
did not share my ideas
about the investigation
in the whole group
discussion and with my
team mates.
Subtotal: ____
I worked extremely
well with my group.
Each person had a lot
of input and
participated in the
investigation.
I can identify and
investigate the
physical property.
I analyzed and
calculated the data
almost accurately
and answered the
all the analysis
questions almost
accurately.
I can sometimes
identify and
investigate the
physical property.
I analyzed and
calculated the data
with some errors
and answered the
analysis questions
with some errors.
I can not identify
and investigate
the physical
property.
I analyzed and
calculated the data
with many errors
and answered the
analysis questions
with many errors.
Subtotal: ____
Subtotal: ____
3
2
1
I worked well with my
group. Each person
had input and
participated in the
investigation.
I worked somewhat
well with my group.
Each person had
some input and
participated in the
investigation.
I did not work well
with my group. A
few people had input
and participated in
the investigation.
Subtotal: ____
TOTAL:
____/16pts
References/Resources/Websites:
•
http://www.sciteched.org/scied_readings/vis_lab.htm
•
http://ideaplace.org/Sci9/Sci9Labs/Slime.html
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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IPC: Science Course Module—Goes to the Movies!
University of Houston
Oh Buoyancy!
Type of Lesson:
Content with Process: Focus on constructing knowledge through active learning.
IPC Content TEKS:
7A
Learning Goal/
Instructional Goal:
Goal – Students identify and investigate buoyancy of liquids.
Identify and investigate properties of liquids including buoyancy.
Instructional Objectives:
Given pieces of equal mass aluminum foil, students investigate how two pieces with different
shapes of aluminum foil have different results when placed in a tank of water. Students also
observe how equal amounts but different shapes of aluminum foil will act in water. After
researching, students will explain how buoyancy affects the movement of a submarine.
Key Question:
Related Process TEKS:
What will happen to aluminum foil when placed in water?
How does a submarine move up and down in the water?
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
To the Teacher:
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
Students investigate how two pieces of aluminum foil have different results when placed in a tank
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
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of water. Aluminum foil is considered denser than water so the foil should sink when placed in
water. Students will observe a ball of foil will sink but the same amount of foil in a “boat” will
float. They will draw conclusions as to why people sink in their bathtubs and can float in a pool or
lake.
Archimedes was an ancient Greek mathematician who investigated and explained buoyant forces.
He noticed that the amount of the buoyant force of a liquid on an object was equal to the weight
of the liquid displaced by the object. Large ships displace a great deal of water because of their
very large hulls therefore the boats float.
Remind the students that an object’s density is a number that can indicate its ability to sink or
float in water, but buoyancy also affects the ability to float.
Multiple Intelligences:
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
BodilyKinesthetic
Intelligence—
Is the ability to use one's mental abilities to coordinate one's own bodily
movements. This intelligence challenges the popular belief that mental and
physical activities are unrelated.
Materials:
•
•
•
Aluminum foil
Fish tank or other large container to hold water
water
SAFETY NOTE: Remind students to follow safe lab procedures while conducting their investigation. See Texas Safety
Manual online for safety during lab investigations: http://www.tenet.edu/teks/science/safety/index.htmlE
Engagement: Tell students the Archimedes “Eureka’ story.
As the story goes, the king of Syracuse had given a craftsman a certain amount of gold to be made into an exquisite crown. When the project
was completed, a rumor surfaced that the craftsman had substituted a quantity of silver for an equivalent amount of gold, thereby devaluing the
crown and defrauding the king. Archimedes was tasked with determining if the crown was pure gold or not. The Roman architect Vitruvious
relates the story:
While Archimedes was considering the matter, he happened to go to the baths. When he went down into the bathing pool he observed that the
amount of water which flowed outside the pool was equal to the amount of his body that was immersed. Since this fact indicated the method of
explaining the case, he did not linger, but moved with delight, he leapt out of the pool, and going home naked, cried aloud that he had found
exactly what he was seeking. For as he ran he shouted in Greek: Eureka! Eureka! (eureka translated is "I have found it").
Although there is speculation as to the authenticity of this story, it remains famous. Probably no other tale in all of science combines the
elements of brilliance and bareness quite so effectively. Whether the story is true or not, there is no doubt to the truth of Archimedes
understanding of buoyancy.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Archimedes and the Principle of Buoyancy
Here is what Archimedes had found. Since an object immersed in a fluid displaces the same volume of fluid as the volume of the object, it was
possible to determine the precise volume of the crown by immersing it in water. After determining the volume of water, a piece of pure gold could
easily be made to match the volume of the water, and thus the volume of the crown. In theory, if the volume of the crown and the volume of the
gold block are the same, they should also have the same mass. The only reason they would not have the same mass is if one of them was not
pure gold. When the two objects were placed in a balance they did not have equal mass. Faced with this evidence the craftsman confessed to
his crime.
Extending this idea further, if the mass of the water displaced is greater than the mass of the object, the object will float (Note: this calculation will
require that the object be forcibly submerged). If the mass of the water is less than the mass of the object, the object will sink. If by chance the
two masses are equal, the object will be suspended in the water at varying depths depending on the initial depth of the object and the water's
temperature and turbidity. Every vessel that has ever sailed on water, every submarine that has ever launched, and in short, all objects that
come in contact with a body of water, are governed by the principle of buoyancy defined by the great mind of Archimedes.
Explore:
1.
Look at the following table and compare the densities of water and aluminum. Determine which substance has a
higher density.
Densities of Different Materials
Substance
Oxygen
Water
Aluminum
Lead
Gold
2.
3.
4.
5.
6.
7.
Density g/mL
0.0013
1.00
2.7
11.3
19.3
Based on the data in the table above, predict what aluminum will do when placed in water. Will it sink or float?
Cut two equal sizes of aluminum foil. The pieces should be as long as they are wide to make a square.
To prove your answer to question 2, take one piece of aluminum foil and squeeze it into a ball. Place the aluminum
foil ball into the tank of water. What does it do?
Now take the other piece of aluminum foil and form a boat out of it.
Place your boat in the tank and observe what happens.
When you are finished, clean up the area and place boat in the trash.
Explain:
1.
Determine the difference between the aluminum foil ball and the boat that you made. (The amount of aluminum foil is
equal in the ball and your boat). There is no difference in mass, only shape.
2.
What is it about a boat that causes it to float, even though it is made up of a high-density material? The boat has a
greater surface area for the water to push upward.
3.
Would a boat made from a different material other than metal behave the same? Why or why not? Yes. Solid materials
will behave the same because the forces of the water will continue to push upward.
4.
When you take a bath do you sink or float in the bathtub? They should sink.
5.
When a person goes into a pool do they sink or float? Most people can float but sometimes sink.
6.
When a person goes into a lake do they sink or float? Most people can float but sometimes sink.
7.
Explain how the same person can sink in the bathtub and float in a lake. There is more water in the lake so there is more
of an upward force from the water on the person allowing them to float.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
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Elaborate:
Students have an understanding of buoyant forces and how they act upon an object. The Navy makes use of buoyant forces
building and running submarines. Ask students to research how buoyant forces act on a submarine and assist in the
movement through water. Each group of students should create a poster or PowerPoint to communicate their findings
through a presentation and explain how buoyancy affects a submarine.
Evaluate: Use the rubric below to assess student understanding of buoyancy.
POINTS
4
3
2
1
Scientific Accuracy
Reasoning
Communication
Collaboration
I answered all the
analysis questions
accurately.
I communicated answers to
the investigation questions
completely and thoroughly
using correct grammar. I
shared my ideas about the
investigation in the whole
group discussion and with
my team mates.
I worked extremely well
with my group. Each
person had a lot of input
and participated in the
investigation.
I answered the all the
analysis questions
almost accurately.
I communicated answers to
the investigation questions
using correct grammar. I
shared some of my ideas
about the investigation in
the whole group discussion
and with my team mates.
I worked well with my
group. Each person had
input and participated in
the investigation.
I answered the
analysis questions with
some errors.
I communicated answers to
the investigation questions
and with grammatical
errors. I shared a few of my
ideas about the
investigation in the whole
group discussion and with
my team mates.
I worked somewhat well
with my group. Each
person had some input
and participated in the
investigation.
I cannot explain why
a boat floats while a
quarter sinks. I
cannot explain the
concept of surface
area and buoyancy. I
cannot explain
buoyant forces and
how they act upon an
object.
I answered the
analysis questions with
many errors.
I communicated answers to
the investigation questions
and with many grammatical
errors. I did not share my
ideas about the
investigation in the whole
group discussion and with
my team mates.
I did not work well with
my group. A few people
had input and participated
in the investigation.
Subtotal: ____
Subtotal: ____
Subtotal: ____
Subtotal: ____
I can accurately
explain why a boat
floats while a quarter
sinks. I can
accurately explain the
concept of surface
area and buoyancy. I
can accurately explain
buoyant forces and
how they act upon an
object.
I can explain why a
boat floats while a
quarter sinks. I can
explain the concept of
surface area and
buoyancy. I can
explain buoyant
forces and how they
act upon an object.
I can somewhat
explain why a boat
floats while a quarter
sinks. I can
somewhat explain the
concept of surface
area and buoyancy. I
can somewhat explain
buoyant forces and
how they act upon an
object.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Sample TAKS Items:
A
D
B
C
In the diagram above, which object would have the greatest buoyant force acting on it?
A
A
B
B
C
C
D
D
BLOCK
A
B
C
WEIGHT IN AIR
(N)
3.5
5.0
7.2
WEIGHT IN
WATER (N)
2.8
4.0
5.7
WEIGHT IN
GLYCERIN (N)
2.2
3.1
4.4
The weights of three blocks suspended in air are measured using a spring scale. The same blocks are then suspended in
water and then in glycerin. Each time the weight of the block is measured with the spring scale, and the results are recorded
and shone in the data table shown. Which of these statements is supported by the data?
A
The density of block A is greater that the densities of blocks B and C
B
Air exerts a greater buoyant force on the blocks than water and glycerin
C
Block B will float in water but blocks A and C will sink
D
Glycerin exerts a greater buoyant force on the blocks than air and water
A group of students are swimming and floating in a pool. Other friends wonder what property is responsible for them being
able to float in water?
A
buoyancy
B
density
C
viscosity
D
reactivity
References/Resources/Websites:
•
•
•
•
•
•
•
•
http://www.onr.navy.mil/focus/blowballast/sub/work2.htm
http://www.pbs.org/wgbh/nova/lasalle/buoybasics.html
http://theory.uwinnipeg.ca/mod_tech/node67.html
http://www.engineering.usu.edu/jrestate/workshops/buoyancy/buoyancy.php
http://www.spartechsoftware.com/reeko/Experiments/floating.htm
http://www.exploratorium.edu/xref/phenomena/buoyancy.html
http://www.surfnetkids.com/quiz/buoyancy/
http://www.jsc.nasa.gov/dx12/
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
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Flame Test
Type of Lesson:
Content with Process: Focus on constructing knowledge though active learning.
IPC Content TEKS:
7C
Learning Goal/
Instructional Goal:
Given a data table with chemical compounds, formulas, and flame colors students will predict
which metal emits the specific flame color.
Key Question:
How do the chemicals used to make fireworks affect what you see in the sky as they burn?
Related Process TEKS:
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
Analyze constituents of various materials (fireworks displays, starts, light
sources, metal salts) using spectral-analysis techniques.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and
services;
(C) evaluate the impact of research on scientific thought, society, and the environment;
(D) describe connections between physics and chemistry and future careers
To the Teacher:
During this investigation, students observe that different chemicals produce different color flames
when burned. Each element has a specific ‘fingerprint’ used in spectral analysis. The flames
produced help identify the elements present in the chemicals. Astronomers to help identify the
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
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chemicals/gases of different stars in space using spectral analysis. The flame test can be related
to the making of fireworks. There is an additional assignment/research if time is available.
The investigation takes time to prepare ahead of time but has nice results for the students to
observe. Spend time talking with the students about safety and the importance of following
instructions and being safe in lab. Be sure to point out the location of the fire blanket and fire
extinguisher in case of an emergency. It is helpful if the students have a lid to a Petri dish near to
place over the burning chemicals to carefully extinguish the flames after their observations are
completed. Safety is very important and must be reviewed prior to conducting this investigation.
Reference the MSDS sheets for each chemical and point out the proper safety precautions for
handling and disposal. The directions ask the students to have 2 Petri dishes, one for pure
ethanol and one for the substance. The ethanol by itself is used as a control so the students can
compare the flame of the sawdust/chemical to the pure ethanol and determine any changes.
Some chemicals are difficult to distinguish the difference between the orange of the ethanol and
the orange of the chemical. The chemicals in the data table below are easily distinguished from
ethanol.
*** CHEMICALS NEED TO BE PREPARED A FEW DAYS IN ADVANCE OF THE LAB FOR BEST
RESULTS. The chemicals can be mixed in concentrated solutions or the solution mixed with
sawdust and then allowed to dry or become semi dry. The sawdust absorbs the chemicals and
when burned, release the desired color. Clean up is much easier with the sawdust compared to
the solution.
Multiple Intelligences:
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
BodilyKinesthetic
Intelligence—
Is the ability to use one's mental abilities to coordinate one's own bodily
movements. This intelligence challenges the popular belief that mental and
physical activities are unrelated.
Materials:
•
•
•
•
•
•
•
•
Goggles
Gloves
Aprons
2 Glass Petri Dishes
Ethanol
Ignition source
Wood shavings soaked in various chemical solutions (metal salts)
Possible solutions could include:
Compound Name
sodium chloride
copper (II) nitrate
copper (II) sulfate
iron (III) nitrate
potassium chloride
strontium nitrate
Formula
NaCl
Cu(NO3)2
CuSO4
Fe(NO3)3
KCl
Sr(NO3)2
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
Flame Color
Orange
Green
Blue
Yellow
Purple
Red
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“PROPS” OF MATTER UNIT
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SAFETY NOTE: Point out the location of all fire safety materials such as fire extinguisher fire blanket. It is important
to review the MSDS sheets with the students for the chemicals you use. If students are handling the chemicals, goggles and
gloves should be worn. The use of a striker or long lighter is best so the fire source is as far from the ethanol as possible.
Remind the students to keep the ethanol away from the flame to avoid an explosion. Always wash hands after lab clean up is
complete. Remind students to follow safe lab procedures while conducting their investigation. See Texas Safety Manual online
for safety during lab investigations: http://www.tenet.edu/teks/science/safety/index.htmlE
Engagement:
Ask students about the fire works they have seen. Have them describe the colors produced. Ask how companies produce
fireworks with different colors.
Explore:
1.
Place a small amount of ethanol in a Petri dish and carefully ignite the liquid. Be sure to keep the ethanol away from
the flame and the ignition source. Observe the color of the flame and record your results.
2.
Place a small amount of the wood shavings soaked in solution on a flame resistance surface (Petri dish if necessary).
3.
Add a small amount of ethanol to the wood shavings (about the size of a quarter). Be sure to keep the ethanol away
from the flame and the ignition source.
4.
Almost immediately after the ethanol is added, ignite the wood shavings.
5.
After a few seconds observe the flame. In your data table, record the color that you see the flame turn as a result of
the different chemical used.
6.
After they stop burning let the Petri dishes cool for a minute. Then carefully wipe the surface/Petri dish with a paper
towel and rinse out any residue. Dry the Petri dish and return to your station.
7.
Repeat steps 2-6 with another chemical you have all 8 chemicals tested.
Explain:
COMPOUND NAME
CHEMICAL
FORMULA
SOLUTION COLOR
FLAME COLOR
1.
Why do we burn ethanol alone in a Petri dish?
chemical burning.
To distinguish the orange of the ethanol burning and the color of the
2.
What is the control? The control is ethanol because it is used in each experiment to distinguish from the chemical color.
3.
What makes the flames different colors? The different chemicals in the solution. Each chemical has a particular chemical
finger print called spectral analysis.
4.
Where have you seen different chemicals being burned and different colors produced? Different flame colors are
commonly found in burning fireworks and other fire displays that need to be different colors.
5.
What professions would use this type of information? People that make fireworks or perhaps stunt directors to add
additional color and richness to a scene.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
33
“PROPS” OF MATTER UNIT
Extreme Games!
1.
Suppose you were a firefighter and you were called to a chemical plant fire. Upon arrival you see a bright violet/purple
flame. What chemical would that tell you is burning? The chemical potassium based on the data collected produces
purple flames.
2.
If you were watching a firework burn with a red color, what chemical is used in the fireworks? Strontium produces red
flames when burned.
3.
If you observed another firework burn which started yellow and then turned blue, which two chemicals were used?
fireworks started with iron and then ended with copper sulfate.
4.
Using the information in your data table design a firework and then predict what it would look like as it burns.
FUSE
The
Various answers would be appropriate. The order of the
chemicals would have to match the order of burning. The
chemical closest to the fuse would burn first.
FIREWORK
Elaborate:
Using the topic of fireworks, research some information about the origin of fireworks, how they are made, what chemicals are
used and what color they burn, and uses for fireworks. Write a brief summary paper and turn it in with this lab. You may use
the Internet, books, magazines, etc. to collect your research.
Evaluate:
POINTS
4
3
Scientific
Accuracy
I can accurately
explain that
different
chemicals have
particular
chemical finger
prints called
spectral analysis
and how this can
be applied to the
production of
fireworks.
I can explain that
different
chemicals have
particular
chemical finger
prints called
spectral analysis
and how this can
be applied to the
production of
fireworks.
Reasoning
Communication
Collaboration
I answered the
analysis questions
accurately.
I communicated
answers to the
investigation questions
completely and
thoroughly using
correct grammar. I
shared my ideas about
the investigation in the
whole group discussion
and with my team
mates.
I worked extremely
well with my group.
Each person had a lot
of input and
participated in the
investigation.
I answered the
analysis questions
somewhat
accurately.
I communicated
answers to the
investigation questions
and using correct
grammar. I shared
some of my ideas about
the investigation in the
whole group discussion
and with my team
mates.
I worked well with my
group. Each person
had input and
participated in the
investigation.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
I answered the
analysis questions
with some errors.
I communicated
answers to the
investigation questions
and with grammatical
errors. I shared a few
of my ideas about the
investigation in the
whole group discussion
and with my team
mates.
I worked somewhat
well with my group.
Each person had
some input and
participated in the
investigation.
I cannot
explain that
different
chemicals have
particular
chemical finger
prints called
spectral analysis
and how this can
be applied to the
production of
fireworks.
I answered the
analysis questions
with many errors.
I communicated
answers to the
investigation questions
and with many
grammatical errors. I
did not share my ideas
about the investigation
in the whole group
discussion and with my
team mates.
I did not work well
with my group. A
few people had input
and participated in
the investigation.
Subtotal: ____
Subtotal: ____
Subtotal: ____
Subtotal: ____
I can somewhat
explain that
different
chemicals have
particular
chemical finger
prints called
spectral analysis
and how this can
be applied to the
production of
fireworks.
2
1
Extreme Games!
Compound Name
Formula
Color
sodium chloride
NaCI
Orange
copper (II) nitrate
Cu(NO3)2
Green
copper (II) sulfate
CuSO4
Blue
iron (III) nitrate
Fe(NO3)3
Yellow
potassium chloride
KCI
Purple
strontium nitrate
Sr(NO3)2
Red
TOTAL:
____/16pts
A fireworks employee works in a lab that designs fireworks. He wants to create a firework display that burns blue, red, and
orange. If you were helping, what chemicals from the data above would you recommend?
A.
B.
C.
D.
NaCI, CuSO4, and Fe(NO3)3
CuSO4, KCI, and Fe(NO3)3
KCI, CuSO4, and NaCI
Sr(NO3)2, CuSO4, and NaCI
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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“PROPS” OF MATTER UNIT
Extreme Games!
The display should start off with blue, then red, and then orange. In order to create the display with the chemicals you have
chosen, which drawing represents the correct firing order? (Assume the first chemical to be fired should be placed nearest the
fuse end of the cylinder.)
A.
C.
B.
D.
The employee had an accident while working in the lab. The employee was seen running out of the building screaming while
the flames on his lab coat gave off a beautiful purple color. What chemical had he spilled on himself?
A.
B.
C.
D.
Sodium Chloride
Strontium Nitrate
Iron Nitrate
Potassium Chloride
References/Resources/Websites:
ƒ
http://chemistry.about.com/library/weekly/aa062701a.htm
ƒ
http://pubs.acs.org/cen/whatstuff/stuff/7927sci3.html
ƒ
http://chemistry.about.com/od/fireworkspyrotechnics/
ƒ
http://www.fireworks.com/safety/chemistry-fireworks.asp
ƒ
http://www.teachersdomain.org/9-12/sci/phys/energy/lp_fireworks/
ƒ
http://alchemy.chem.uwm.edu/amalgamator/NCW/ncw2001/fireworks.html
ƒ
http://chemistry.allinfoabout.com/features/fireworkcolors.html
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
36
“PROPS” OF MATTER UNIT
Extreme Games!
IPC: Science Course Module—Goes to the Movies!
University of Houston
Labels Gone Wild!
Type of Lesson:
Content with Process: Focus on constructing knowledge through active learning.
IPC Content TEKS:
7E
Learning Goal/
Instructional
Objective:
In this investigation, students identify common household items as containing elements, compounds or mixtures
based on the labels. Students write the symbols for elements and formulas for any known compounds. For
mixtures, students identify whether it is heterogeneous or homogenous.
Classify samples of matter as elements, compounds, or mixtures.
Instructional Objectives:
•
Given labels of common household items, students are able to distinguish whether they contain
mixtures, compounds or elements by looking at the ingredients.
•
Given labels of common household items, students are able to write the correct chemical formulas and
symbols for the ingredients.
•
Given common household items, students are able to distinguish between heterogeneous and
homogenous mixtures.
Key Question:
Related Process TEKS:
Can you identify whether a common household substance contains elements, compounds and/or
mixtures? How can you figure it out?
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
The student is expected to:
(3) Scientific
processes.
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
The student uses
critical thinking and
scientific problem
(B) draw inferences based on data related to promotional materials for products and
solving to make
informed decisions.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
37
“PROPS” OF MATTER UNIT
Extreme Games!
services;
(C) evaluate the impact of research on scientific thought, society, and the environment;
(D) describe connections between physics and chemistry and future careers; and
(E) Research and describe the history of physics, chemistry, and contributions of
scientists.
This is a highly motivational mini-project that shows students that what they learn in class can be
applied to their everyday life. Students should only use labels for items that have already been
used up by their family. Stress the confusion and possible danger when a label is removed from
an item that has not yet been used and the student’s family does not know what was in the can or
jar. Students should be able to find at least twenty labels if they are given at least two weeks to
find them.
To the Teacher:
Before the due date of this project, students must be able to use a periodic table to find symbols
for elements. They must be able to read simple chemical formulas to name the compound AND be
able to write a chemical formula for compounds. They must also know that homogenous mixtures
are evenly spread out and do not settle. Heterogeneous mixtures have larger sized molecules that
settle upon standing. Students must be able to distinguish between homogenous and
heterogeneous mixtures by looking at them.
Poster-board works well for the students’ presentation of labels. Labels can be attached and
information can be written below the label.
Multiple Intelligences:
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
Materials:
•
labels from your house
•
periodic table
•
poster-board
•
glue or tape to attach labels
SAFETY NOTE: Students should only use labels for items that have already been used up by their family. Stress the
confusion and possible danger when a label is removed from an item that has not yet been used and the student’s family does
not know what is in the can or jar. Remind students to follow safe lab procedures while conducting their investigation. See
Texas Safety Manual online for safety during lab investigations: http://www.tenet.edu/teks/science/safety/index.htmlE
Engagement:
Facilitation Questions:
1. Show an empty cereal box and ask: Have you ever read the side of the cereal box to see what you are
actually eating?
2. Why is important for some people to read the labels on food containers?
3. How can you tell by looking at a label’s ingredients whether the ingredients are elements, compounds or
mixtures?
4. Show other food item mixtures such as Italian salad dressing and ask how a person can distinguish
homogenous and heterogeneous mixtures.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
38
“PROPS” OF MATTER UNIT
Extreme Games!
Explore:
1.
Remove labels from items around your house. Make sure that the jar or can is empty and the contents have already
been used.
2.
Attach each label onto poster-board.
3.
Underline each item on the label and identify whether it is an element, compound or mixture.
4.
Write the symbols for any elements listed.
5.
6.
Write the formulas for any compounds that you recognize.
For the mixtures, label whether each is heterogeneous or homogenous.
Explain:
Students will show their mini-project to the class by using a poster-board. Students will explain what they discovered about household items.
Facilitation Questions:
1. Answer the problem: Can you identify whether a common substance contains elements, compounds
and/or mixtures? How can you figure it out?
2. What elements were found in common household items? How did you find the symbols for these
elements?
3. What compounds were in common household items? How is a chemical formula written?
4. Which mixtures were heterogeneous? Which mixtures were homogenous?
Possible conclusion: Answer the problem once more using the information that you learned by doing this mini-project.
“I found lots of examples of elements, compounds and mixtures in my home. By looking at the label, I figured out whether it
was an element, compound or mixture by reading the name. If it was a name that was on my periodic table (like magnesium
or iron) and it was by itself on the label, it was an element. If it had names of elements together (like calcium chloride), I
knew that it was a compound. Most of my substances were also mixtures because there were many substances on the label
and they were separated by commas. (like calcium chloride, magnesium sulfate, sodium fluoride) If the label had symbols, it
was easy to figure out whether the substance was an element, compound or mixture. For example: Na = sodium (element),
NaCl = Sodium chloride (compound), and CaS, H2O, Mg(OH)2 = mixture. Some names I did not know on the labels so I could
not completely analyze some of the labels.”
Elaborate:
Students can investigate the chemicals used in art and other classes. Using labels, students can report to the science class
about the elements, compounds and mixtures used in those classes. Students can also report on food served in the cafeteria,
materials used to clean the school, and even fast food packages.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
39
“PROPS” OF MATTER UNIT
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Yes
No
Can be separated
by physical means?
Found on Periodic Table
Yes
No
ELEMENT
COMPOUNDS
MIXTURE
Appears to be the same
throughout
Yes
HOMOGENEOUS
MIXTURE
No
HETEROGENEOUS
MIXTURE
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
40
“PROPS” OF MATTER UNIT
Extreme Games!
Evaluate:
Use the following rubric to evaluate students' understanding of compounds, elements and mixtures:
1. Can the student identify elements, compounds and mixtures by looking at label contents?
2. Can the student write symbols for elements and chemical formulas for common compounds?
3. If given formulas and symbols, can the student name the elements and compounds on the label of the common household item?
4. For mixtures, can the student identify whether it is homogenous or heterogenous?
POINTS
Scientific
Accuracy
4
Excellent
3
Good
Labels were
correctly
identified for all of
their elements,
compounds and
mixtures
Most elements,
compounds and
mixtures were
accurately
identified.
Some elements,
compounds and
mixtures were
accurately
identified.
2
Fair
1
Poor
Few labels were
found and
elements,
compounds and
mixtures were
poorly identified.
Subtotal: ____
Reasoning
Communication
Collaboration
Explanations of
how students
figured out
whether each
substance was a
element,
compound or
mixture were clear,
concise and
showed great
understanding of
the properties of
matter.
Explanations of
how students
figured out
whether each
substance was a
element,
compound or
mixture were clear,
concise and
showed good
understanding of
the properties of
matter.
Explanations of
how students
figured out
whether each
substance was a
element,
compound or
mixture were not
always clear or,
concise and
showed some
understanding of
the properties of
matter.
Explanations of
how students
figured out
whether each
substance was a
element,
compound or
mixture were
incorrect and
showed little
understanding of
the properties of
matter.
Subtotal: ____
Labels were attached to
poster board so that all
students could see and
the team's presentation
of findings. The team's
conclusions were easily
understood by the rest
of the class.
If teaming was used,
members worked
very well together
sharing the work and
discussing the results
of the investigation in
great detail.
Labels were attached to
the poster board in a
fairly easy to
comprehend manner.
The team's
presentation was
usually understood by
the rest of the class.
If teaming was used,
members worked
fairly well together,
shared the work fairly
well. There was some
discussion of the
results of the
investigation.
Labels were attached in
a hard to understand
manner. The team's
presentation was
somewhat clear to the
rest of the class.
If teaming was used,
members worked
together but did not
share the work
evenly. There was
little discussion of the
results of the
investigation.
Labels were not
attached to poster
board. The presentation
was poor and the rest
of class was confused
about the outcomes of
the team's
investigation.
Members worked
separately (or not at
all), and did not share
the work load. There
was no discussion of
the results of
investigations.
Subtotal: ____
Subtotal: ____
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
TOTAL:
____/16pts
41
“PROPS” OF MATTER UNIT
Extreme Games!
References/Resources/Websites:
The following sites contain information about chemistry especially matter:
•
•
http://www.phschool.com/science/science_news/chemistry/properties_
matter.html
http://www.chem4kids.com
•
http://www.school-for-champions.com/science.htm
•
http://www.thinkquest.org/library/cat_show.html?cat_id=36
•
http://school.discovery.com/lessonplans/physci.html
(teacher lessons)
The following sites contain information about elements and the periodic table:
•
http://chemicalelements.com/
•
http://www.webelements.com/
•
http://pearl1.lanl.gov/periodic/elements/29.html (Los Alamos National Lab)
•
http://www.chemsoc.org/viselements/
•
•
http://www.colorado.edu/physics/2000/waves_particles/wavpart3.html
(Go to the Table of Contents.)
The following site has links to many sites that feature periodic tables and properties of elements:
•
http://www.chemistrycoach.com/periodic_tables.htm
The following sites have information about chemistry, elements and the periodic table. They are separated
because they do feature advertisements.
•
http://chemistry.about.com/library/blper5.htm
•
http://environmentalchemistry.com/yogi/periodic/
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
42
“PROPS” OF MATTER UNIT
Have students discuss what they learned from each
experience to synthesize their common set of
experiences.
Ask students to work in small groups first to record
their understandings on large sheets of newsprint
and then as a whole group share their explanations.
Talk About it!
Some facilitation questions might be:
1. What do you remember about each of the
exploration experiences in which you
participated during the course of this
properties of matter unit?
Suggested
Teaching
Strategy:
Whole Group
Class Discussion
Teacher facilitates
a class discussion
of findings and
new
understandings
that resulted from
the exploration
activities.
Students do the
explaining.
EXPLAIN
Explain
Extreme Games!
2. What did you learn about physical and
chemical properties?
Talk About it!
3. How will you use this information as you
construct your “Extreme Game of Matter?”
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
43
“PROPS” OF MATTER UNIT
Have students extend their learning by participating in the
following activities:
Students explore websites that are related the properties
of matter and research pertinent information that would
help prepare a plausible “Extreme Game of Matter!”
Some possible sites might be:
Technology Connection
The following sites contain information about chemistry
especially matter:
•
•
http://www.phschool.com/science/science_news/chemistry/prop
erties_
matter.html
http://www.chem4kids.com
•
http://www.school-for-champions.com/science.htm
•
http://www.thinkquest.org/library/cat_show.html?cat_id=36
•
http://school.discovery.com/lessonplans/physci.html
Technology
Connection:
Students go to
the following
websites:
ELABORATE
Elaborate
Extreme Games!
http://www.csun.
edu/~vceed002/r
ef/games/and
http://education.jl
ab.org/indexpage
s/elementgames.h
tml to build their
“Extreme Games
of Matter!”
The following sites contain information about elements and
the periodic table:
•
http://chemicalelements.com/
•
http://www.webelements.com/
•
http://pearl1.lanl.gov/periodic/elements/29.html (Los Alamos
National Lab)
•
http://www.chemsoc.org/viselements/
•
http://www.colorado.edu/physics/2000/waves_particles/wavpart
3.html
The following site has links to many sites that feature periodic
tables and properties of elements:
Technology Connection
•
http://www.chemistrycoach.com/periodic_tables.htm
The following sites have information about chemistry,
elements and the periodic table. They are separated because
they do feature advertisements.
•
http://chemistry.about.com/library/blper5.htm
•
http://environmentalchemistry.com/yogi/periodic/
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
44
“PROPS” OF MATTER UNIT
Use the rubric on the next page to assess student unit
course product, “Extreme Game of Matter.”
What did you learn?
What did you learn?
Have students answer the TAKS Questions on the following
page to assess content understanding of the properties of
matter.
Student
understanding of
properties of
matter is
evaluated using a
performance
rubric and by
successfully
responding to a
set of selected
response (TAKSlike) items.
EVALUATE
Evaluate
Extreme Games!
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
45
“PROPS” OF MATTER UNIT
Extreme Games!
EXTREME GAMES OF MATTER RUBRIC
SCIENTIFIC
ACCURACY
USE OF
TECHNOLOGY
I designed a
complete, original,
and engaging
chemistry game that
reflected my full
understanding
properties of matter
and the design of the
periodic table. The
game is completely
aligned with the IPC
TEKS for this unit.
I participated in playing
the games on game
day and I fully
succeeded in each
game I played.
I communicated
answers to the
Extreme Game
questions completely
and thoroughly using
correct grammar.
I worked extremely well
with my group in
designing a creative and
original chemistry
Extreme Game for game
day. Each person had a
lot of input and
participated in the design
of the chemistry game.
I designed an original
and engaging
chemistry game that
reflected my
understanding of
properties of matter
and the design of
periodic table. The
game is aligned with
the IPC TEKS for this
unit.
I participated in playing
the games on game
day and I succeeded in
each game I played.
I communicated
answers to the
Extreme Game
questions using
correct grammar.
I worked well with my
group in designing a
somewhat creative and
original chemistry game
for the game day. Each
person had input and
participated in the design
of the chemistry game.
I designed a
somewhat original,
and engaging
chemistry game that
somewhat reflected
my understanding
properties of matter
and the design of the
periodic table. The
game is somewhat
aligned with the IPC
TEKS for this unit.
I participated in playing
the games on game
day and I sometimes
succeeded in each
game I played.
I communicated
answers to the
Extreme Game
questions with
grammatical errors.
I worked somewhat well
with my group in
designing a chemistry
game for game day. Each
person had some input
and participated in the
design of the chemistry
game.
I was not successful
in designing a
complete, original,
and engaging
chemistry game. The
game is not aligned
with the IPC TEKS for
this unit.
I sometimes
participated in playing
the games on game
day and I rarely
succeeded in each
game I played.
I communicated
answers to the
Extreme Game
questions with many
grammatical errors.
I did not work well with
my group in designing a
chemistry game. A few
people had input and
participated in the design
of the game.
THUMBS UP!
GAME DESIGN
4
3
2
1
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
COLLABORATION
46
“PROPS” OF MATTER UNIT
Extreme Games!
Sample TAKS Assessment Items:
1.
A student measures the mass of a graduated cylinder with the liquid as 87.76
grams. The student then pours a liquid into the cylinder and places it on the
scale. According to the student’s measurement of volume above, what is the
density of the liquid in grams per millimeter? Record and bubble in your answer.
(TEKS 7A)
2.
A student pours four different liquids into a graduated cylinder. Which property is responsible
for the layered arrangement of the liquids in the graduated cylinder? (7A)
A
B
C
D
buoyancy
color
density
viscosity
Rubbing alcohol
Vegetable
oil
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
47
“PROPS” OF MATTER UNIT
Extreme Games!
3. A student found a rock on the way to school. The mass of the rock is measured to be 36.4
grams. The graduated cylinders represent the before and after the rock is added to the water to
determine the volume of the rock.
5. Based on the information provided above, what is the density of the rock? (TEK 7A)
A
B
C
D
0.4 g/mL
0.56 g/mL
1.04 g/mL
1.46 g/mL
Use the diagrams below to answer question # 12
Liquid A
6.
Liquid B
Liquid C
A student is conducting an investigation to observe how a solid object behaves in
three different liquids. Equal amounts of three different liquids are placed in a
graduated cylinder and the same solid is lowered in each liquid. Based on the
diagrams, liquid C is ______. – (TEK 7A)
A
B
C
D
denser than liquid A
less dense than liquid A
denser than liquid B
less dense than liquids A and B
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
48
“PROPS” OF MATTER UNIT
Extreme Games!
Use the following information to answer questions # 13 - 17
A group of students experimented to determine which liquid, dishwashing liquid,
water, oil, or rubbing alcohol, would has the highest viscosity. They used 20 mL of
each liquid. Their results are in the table below.
Q
7.
S
Flow Time (sec)
52
11
36
6
dishwashing liquid
water
oil
rubbing alcohol
What is the independent variable in their experiment? (TEKS 2A)
A
B
C
D
9.
Liquids
Dishwashing liquid
Water
Oil
Rubbing alcohol
Which of the following liquids is the most viscous? ( TEKS 7A)
A
B
C
D
8.
T
Q
S
T
U
flow time
volume of liquid
type of liquid
color of liquid
What is the dependent variable in their experiment? (TEKS 2A)
A
B
C
D
flow time
volume of the liquid
type of liquid
color of the liquid
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
49
“PROPS” OF MATTER UNIT
16.
Which variable is held constant in their experiment? (TEKS 2A)
A
B
C
D
17.
Extreme Games!
time to flow
volume of substance
kind of substance
color of substance
Cars use oil to lubricate the moving parts of the engine. Thicker oils are used during warmer
weather because the increase in temperature causes which of the following? (TEKS 7A)
A
B
C
D.
an increase in viscosity of the oil
an increase in the density of the oil
a decrease in the viscosity of the oil
a decrease in the buoyancy of the oil
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
50
“PROPS” OF MATTER UNIT
Extreme Games!
Unit Materials
Materials Details Sheet
a. Lab Journal
b. Butcher paper & markers
The following materials are needed for the unit project:
9 Manila folders: these can be used for the game board
9 Poster boards
9 Colorful Cardstock paper can be cutup and used as game cards
9 If dice are needed students can create their own dice
9 Toy soldier or any other small toys to be used as game pieces
9 Marker, crayons, and coloring pencils
9 Game templates
9 Computer Access
Background Information for Teachers
What should the IPC learner know about Properties of Matter?
Students should be familiar with the concept of matter. Students should understand basic physical
and chemical proper-ties of matter, including phases, and be able to distinguish between a physical
change and a chemical change. Students should be familiar with models of atomic and molecular
structure, and understand how these models can be used to explain the structure and interactions of
matter. Simple physical changes, in general, do not result in irreversible changes in the properties of
matter. Students learn this concept by using the term "physical change" in their observations and
analyses of things and events. Making note of changes in things such as size, phase, and mass in
explanations of witnessed events will provide reinforcement for the concept of physical change.
Simple chemical changes are very difficult to reverse, and usually result in a change in the properties
of the material. Often chemical changes give off or absorb heat on their own. Common devices such
as chemical cold or heat packs are in the range of student experience for this outcome. It is
important that students look at the characteristics of something before and after an event and that
they use this analysis to decide whether a change is chemical or physical.
Understanding the general architecture of the atom and the roles played by the main constituents of
the atom in determining the properties of materials now becomes relevant. Having learned earlier
that all the atoms of an element are identical and are different from those of all other elements,
students now come up against the idea that, on the contrary, atoms of the same element can differ
in important ways. This revelation is an opportunity as well as a complication—scientific knowledge
grows by modifications, sometimes radical, of previous theories. Sometimes advances have been
made by neglecting small inconsistencies, and then further advances have been made later by
attending closely to those inconsistencies.
Students may at first take isotopes to be something in addition to atoms or as only the unusual,
unstable nuclides. The most important features of isotopes (with respect to general scientific literacy)
are their nearly identical chemical behavior and their different nuclear stabilities. Insisting on the
rigorous use of isotope and nuclide is probably not worthwhile, and the latter term can be ignored.
The idea of half-life requires that students understand ratios and the multiplication of fractions, and
be somewhat comfortable with probability. Games with manipulative or computer simulations should
help them in getting the idea of how a constant proportional rate of decay is consistent with declining
measures that only gradually approach zero. The mathematics of inferring backwards from
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
51
“PROPS” OF MATTER UNIT
Extreme Games!
measurements to age is not appropriate for most students. They need only know that such
calculations are possible.
Watch out for the following common misconceptions:
Nature of matter
Elementary and middle-school students may think everything that exists is matter, including heat,
light, and electricity (Stavy, 1991; Lee et al., 1993). Alternatively, they may believe that matter
does not include liquids and gases or that they are weightless materials (Stavy, 1991; Mas, Perez, &
Harris, 1987). With specially designed instruction, some middle-school students can learn the
scientific notion of matter (Lee et al., 1993).
Middle-school and high-school students are deeply committed to a theory of continuous matter
(Nussbaum, 1985b). Although some students may think that substances can be divided up into small
particles, they do not recognize the particles as building blocks, but as formed of basically continuous
substances under certain conditions (Pfundt, 1981).
Students at the end of elementary school and beginning of middle school may be at different points
in their conceptualization of a "theory" of matter (Carey, 1991; Smith et al., 1985; Smith, Snir, &
Grosslight, 1987). Although some 3rd graders may start seeing weight as a fundamental property of
all matter, many students in 6th and 7th grade still appear to think of weight simply as "felt
weight"—something whose weight they can't feel is considered to have no weight at all. Accordingly,
some students believe that if one keeps dividing a piece of styrofoam, one would soon obtain a piece
that weighed nothing (Carey, 1991).
Conservation of matter
Students cannot understand conservation of matter and weight if they do not understand what
matter is, or accept weight as an intrinsic property of matter, or distinguish between weight and
density (Lee et al., 1993; Stavy, 1990). By 5th grade, many students can understand qualitatively
that matter is conserved in transforming from solid to liquid. They also start to understand that
matter is quantitatively conserved in transforming from solid to liquid and qualitatively in
transforming from solid or liquid to gas—if the gas is visible (Stavy, 1990). For chemical reactions,
especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp
(Stavy, 1990).
Particles
Students of all ages show a wide range of beliefs about the nature and behavior of particles. They
lack an appreciation of the very small size of particles; attribute macroscopic properties to particles;
believe there must be something in the space between particles; have difficulty in appreciating the
intrinsic motion of particles in solids, liquids and gases; and have problems in conceptualizing forces
between particles (Children's Learning in Science, 1987). Despite these difficulties, there is some
evidence that carefully designed instruction carried out over a long period of time may help middleschool students develop correct ideas about particles (Lee et al., 1993).
Chemical changes
Middle- and high-school student thinking about chemical change tends to be dominated by the
obvious features of the change (Driver, 1985). For example, some students think that when
something is burned in a closed container, it will weigh more because they see the smoke that was
produced. Further, many students do not view chemical changes as interactions. They do not
understand that substances can be formed by the recombination of atoms in the original substances.
Rather, they see chemical change as the result of a separate change in the original substance, or
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
52
“PROPS” OF MATTER UNIT
Extreme Games!
changes, each one separate, in several original substances. For example, some students see the
smoke formed when wood burns as having been driven out of the wood by the flame (Andersson,
1990).
A clear picture has emerged of students' misunderstanding of the nature and behavior of matter.
There is still a need, however, for detailed research on effective teaching strategies to correct this,
especially to identify ways of leading students from a macroscopic to a microscopic understanding of
matter. Although some likely precursors to a microscopic view have been suggested—for example,
the notion of invisibly small constituents of substances (Millar, 1990)—they have not been formally
evaluated.
References/Resources/ Helpful websites
The following sites contain information about chemistry especially matter and crystals:
http://www.phschool.com/science/science_news/chemistry/properties_matter.html
http://www.chem4kids.com
http://www.school-for-champions.com/science.htm
http://www.thinkquest.org/library/cat_show.html?cat_id=36
http://school.discovery.com/lessonplans/physci.html
(teacher lessons)
The following sites contain information about elements and the periodic table:
http://chemicalelements.com/
http://www.webelements.com/
http://pearl1.lanl.gov/periodic/elements/29.html
Los Alamos National Lab)
http://www.chemsoc.org/viselements/
http://www.colorado.edu/physics/2000/waves_particles/wavpart3.html
(Go to the Table of Contents.)
The following site has links to many sites that feature periodic tables and properties of elements:
http://www.chemistrycoach.com/periodic_tables.htm
The following sites have information about chemistry, elements and the periodic table. They are separated because
they do feature advertisements.
http://chemistry.about.com/library/blper5.htm
http://environmentalchemistry.com/yogi/periodic/\
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
53
“PROPS” OF MATTER UNIT
TITLE: Viscosity of Liquids
OBJECTIVE: Students identify and investigate the viscosity of various liquids.
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STUDENT
PAGE
(TEKS 7A)
Not all liquids are the same. Some are thin and flow easily. Others are thick and gooey. Honey or corn syrup will
pour more slowly than water. A liquid's resistance to flowing is called its viscosity. One way to test the viscosity of a
liquid is to drop something into it and see how long it takes to sink.
PROBLEM: How does the viscosity of a liquid affect the time for a marble to drop through the substance?
HYPOTHESIS: What do you think? (Record your ideas in your journal.)
MATERIALS:
¾
¾
¾
¾
¾
¾
Graduated cylinder
2 marbles
Liquids to test such as water, corn syrup, canola oil, motor oil
Masking tape
1 cm ruler
Stopwatch that is accurate to 0.1 or 0.01 seconds
PROCEDURES:
1. Fill a graduated cylinder with one of the liquids (water, corn syrup, canola oil or motor oil),
up to
about 5 cm from the top.
2. Mark with tape a convenient starting point about 2 cm below the surface of the liquid (which will allow the sphere to
reach terminal velocity before you begin making measurements). You can use either the top or the bottom of the
tape, but use the same points for each measurement you make when you drop the spheres.
3. Mark an ending point about 5 cm from the bottom.
4. Measure the distance between the starting and ending points, and enter the answer in the data table as "Fall
distance."
5. Drop the sphere into the liquid and start measuring time when the sphere reaches the first masking tape line. Stop
measuring time when the sphere passes the second piece of tape. Repeat the time measurements for a total of 5
trials.
6. Clean the graduated cylinder and repeat procedure with other liquids.
7. Complete the data table by averaging the times for each substance. Use this time when calculating the speed
of the sphere.
8. To calculate the speed of the sphere, divide distance (fall distance) by the average time.
9. Rank the viscosity of the substances from least viscous (1) to most viscous (4). Remember viscosity means
resistance to flow.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
54
“PROPS” OF MATTER UNIT
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Buoyancy Boat
STUDENT
PAGE
OBJECTIVE: Students investigate the buoyancy of water.
PROBLEM: Can equal amounts of aluminum foil have different results when placed in water?
HYPOTHESIS: What do you think? Record your answers in your journal.
MATERIALS:
• Aluminum foil
• Fish tank or other large container to hold water
• water
PROCEDURES:
8.
Look at the following table and compare the densities of water and aluminum. Determine which substance
has a higher density.
Densities of Different Materials
Substance
Density g/mL
0.0013
Oxygen
1.00
Water
Aluminum
2.7
Lead
11.3
Gold
19.3
9.
10.
11.
12.
13.
14.
Based on the data in the table above, predict what aluminum will do when placed in water. Will it sink or
float?
Cut two equal sizes of aluminum foil. The pieces should be as long as they are wide to make a square.
To prove your answer to question 2, take one piece of aluminum foil and squeeze it into a ball. Place the
aluminum foil ball into the tank of water. What does it do?
Now take the other piece of aluminum foil and form a boat out of it.
Place your boat in the tank and observe what happens.
When you are finished, clean up the area and place boat in the trash.
ANALYSIS/CONCLUSIONS:
8.
Determine the difference between the aluminum foil ball and the boat that you made. (The amount of
aluminum foil is equal in the ball and your boat).
9.
What is it about a boat that causes it to float, even though it is made up of a high-density material?
10.
When you take a bath do you sink or float in the bathtub?
11.
When a person goes into a pool do they sink or float?
12.
When a person goes into a lake do they sink or float?
13.
Explain how the same person can sink in the bathtub and float in a lake.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
55
“PROPS” OF MATTER UNIT
Extreme Games!
STUDENT
PAGE
DATA/OBSERVATIONS:
Trial
1
Water
Corn Syrup
Canola Oil
Motor Oil
2
3
4
5
Average Time
(sec)
Fall Distance
(cm)
Speed
(cm/sec)
Viscosity
Rating
ANALYSIS/CONCLUSIONS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What was the average speed of the sphere in water?
What was the average speed of the sphere in corn syrup?
What was the average speed of the sphere in canola oil?
What was the average speed of the sphere in motor oil?
Which liquid allowed the sphere to fall the fastest?
In which liquid did the sphere fall at the slowest rate?
Which liquid has the greatest viscosity? Explain your answer.
Which liquid has the least viscosity? Explain your answer.
If you wanted to decrease the viscosity of the canola oil or motor oil, what could you do to
the substance?
10. Why do cars use thicker oil during the summer months compared to the colder months?
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
56