```Matter Unit
August 28-September 10 (2015)
Day 1: Physical and Chemical Properties
Objectives (SWBAT):
Physical Science 14- measure various physical properties and identify whether properties are intensive
or extensive
Evaluated by:
Properties of Matter worksheet
Class structure:
Do Now: Describe everything you can about the pen/pencil you are writing with as though I’ve
never seen one.
1. Engage- Review scientific observation (specific, multiple senses, based on appearance or
reactivity).
2. Explore- Students will use the textbook to define vocabulary words for the new unit.
3. Explain- Students will identify each property in a list of 15 properties as physical or
chemical.
4. Elaborate- Students will identify each of the previous 15 properties as intensive or
extensive.
Summary: Physical properties are aspects of a substance that can be measured without altering the
substance. These properties such as state, size, color, malleability, ductility, conductivity, and viscosity.
Day 2: Density Calculations
Objectives (SWBAT):
Inquiry 5- Use mathematics and accurate measurements to solve problems
Physical Science 14-Investigate the density of various objects
Evaluated by:
Density Calculations
Class structure:
Do Now: Have your vocabulary out from Day 1 to be checked. (class review of vocabulary)
1.
2.
3.
4.
Explore- Students will try to answer the questions on the oil spill scenario.
Explain- Students will explain how density can be important in the real world.
Elaborate-Students will complete density calculation problems.
Summary: An intensive property is one that depends only on the type of material, not the amount of
material (color, odor, density, reactivity, etc). An extensive property is one that depends on the amount
of material (mass, volume, length). Density is an intensive property despite the fact that it is calculated
from two extensive properties (mass/ volume).
Day 3: Density Lab
Objectives (SWBAT):
Inquiry 5- Use mathematics and accurate measurements to solve problems
Physical Science 14-Investigate the density of various objects
Evaluated by:
Density Lab
Class structure:
Do Now: What is density (definition and/or formula) and is it an intensive or extensive property?
1.
2.
3.
4.
Engage- Demo of density and its ability to rearrange fluids (oil, water, and corn syrup).
Explore- Students will complete the density lab, being careful to measure precisely.
Explain- Students will show all work for calculations.
Elaborate- Students will complete the density calculations for homework if necessary.
Summary: Density is a physical property of a substance that refers to how tightly packed the particles of
the substance are. This is calculated by dividing the mass (amount of stuff in an object) by the volume
(the amount of space the object takes up).
Day 4: Classifying Matter
Objectives (SWBAT):
Physical Science 14- Identify unknowns as elements, compounds, or mixtures; differentiate between
physical and chemical properties; describe states of matter using physical properties and KMT
Evaluated by:
Element/Compound/Mixture Microscopic Scale worksheet
Class structure:
Do Now: What is the density of an object with a mass of 6g that, when dropped, raises the
volume in a graduated cylinder from 3 mL to 5 mL?
1. Engage- Students will use a word bank, prior knowledge, and a textbook to fill in a flow
chart describing how to classify matter.
2. Explore- Students will classify various substances as elements, compounds,
homogeneous mixtures, or heterogeneous mixtures.
3. Explain- Students will explain their classifications in a think/pair/share activity. Teacher
will review the definitions for and examples of colloids, suspensions, and solutions.
4. Elaborate- Students will apply their definitions and flow chart to the microscopic scale to
complete the element/compound/mixture worksheet.
Summary: Physical properties can be used to classify matter. In a pure substance, the physical
properties are the same. In a mixture, each component can have distinct properties.
Day 5: Separating Matter
Objectives (SWBAT):
Physical Science 14- Identify unknowns as elements, compounds, or mixtures; differentiate between
physical and chemical properties; describe states of matter using physical properties and KMT
Evaluated by:
Exit Ticket- Examples and explanation for methods of separation (looseleaf)
Class structure:
Do Now: Given the picture below, identify each box as element, compound, solution, or
heterogeneous mixture.
1. Engage- Students will double check Day 4’s worksheet before they turn it in for a grade
based on the answers to the Do Now.
2. Explore- NOTES: Types of separation
a. Filtration to separate heterogeneous mixtures by size
b. Physical Separation to separate heterogenous mixtures by a visible difference
c. Magnetism to separate out Fe, Ni, or Co out of a heterogeneous mixture
d. Chromatography to separate solutions by the charges or polarities of the
components
e. Distillation to separate solutions by the boiling points of the components
f. Evaporation to separate a liquid from a dissolved solid
3. Explain- Students will give an example of when each type of separation would be used
(except chromatography) and write at least two sentences explaining why these
methods cannot be used to separate a pure substance.
4. Elaborate- Teacher will show a video about distillation
Summary: Mixtures can be separated by physical properties. This can occur as filtration, distillation,
physical separation, magnetism, chromatography, or evaporation.
Day 6: Physical and Chemical Changes
Objectives (SWBAT):
Physical Science 31- Distinguish chemical changes from physical changes based on evidence; describe
chemical changes by identifying reactants, products, and energy changes
Evaluated by:
Physical/Chemical Change Lab
Class structure:
Do Now: When is evaporation used to separate a mixture? How is this different from when
filtration is used?
1. Engage- Pre-lab Questions (10 minutes)
2. Explore- Record observations made through your senses of sight and touch for each of
the eight stations (20 minutes)
3. Explain- For each of the stations observed, students will determine whether the change
was physical or chemical and if there was any energy (heat) input or output.
4. Elaborate- Students will complete the post-lab questions.
Summary: The difference between physical and chemical changes is that chemical changes produce a
new material. Some signs that a new material has been produced include light, heat, odor, color change,
gas evolution, or formation of a precipitate.
Day 7: Review and Organize
Objectives (SWBAT):
Inquiry 5 and Physical Science 14, 21, 31, and 38
Evaluated by:
Test Review
Class structure:
Do Now: Is burning a log considered a physical or chemical change?
1. Engage- Students will finish up the post-lab questions from Day 7’s lab then the teacher
will review the big ideas and vocabulary from the unit.
2. Explore- Students will work on their test review
3. Explain- Students will pair with a partner to correct one question for each person in the
review packet (think/pair).
4. Elaborate- Students will organize their binders to determine which sections of the unit
they need to review the most.
Summary: The easiest way to study is to stay organized so you can review your notes and classwork
daily. 10 minutes a night will go a long way to committing this new information to memory.
Day 8: Test- Matter
Objectives (SWBAT):
Inquiry 5 and Physical Science 14, 21, 31, and 38
Evaluated by:
Test- Matter and its properties
Class structure:
Do Now: Take out a calculator and something to write with, open your binder to the table of
contents and place it on the back bench, move your bags to the A/C, and clear your calculator RAM
TEST
Summary: We have covered chapters 1-3 in the Pearson Chemistry textbook. The exam in October will
GLE
Objective
Inquiry 5
Utilize mathematics, organizational tools, and graphing skills to solve problems
2, 3
Physical
Science 14
Identify unknowns as elements, compounds, or mixtures based on physical
properties
1, 2, 3, 4, 5
Physical
Science 21
Design and conduct a laboratory experiment in which physical properties are used
to separate the substances in a mixture
5
Physical
Science 31
Describe chemical changes and reactions using diagrams and descriptions of the
reactants, products, and energy changes
6
Physical
Science 38
Relate the law of conservation of matter to the rearrangement of atoms in a
balanced chemical equation
6
cover chapters 1-5 so be sure you are keeping up.
Vocabulary
Intensive
Transparent
Heterogeneous Mixture
Extensive
Hardness
Colloid
Physical Property
Luster
Suspension
Chemical Property
Density
Tyndall Effect
Malleable
Element
Physical Change
Ductile
Compound
Chemical Change
Viscosity
Solution
Equation
Density= mass/volume
Assessment Design- Unit 2
Basic: 6 Questions
Standard: 12 Questions
Expanded: 6 Questions
Essential Skills and Learning Objectives
Type of
Question
(MC, CR, P)
Basic
(Remember &
Understand)
Standard
(Apply &
Analyze)
Expanded
(Evaluate &
Create)
Differentiate between physical and chemical properties
CR/ MC
1 CR
2 MC
3 MC
1 CR
Identify unknowns as elements, compounds, or mixtures
based on physical properties
MC/ CR
Calculate density
CR/ MC
1 CR
1 MC
1 CR
1 CR
Use physical properties to separate the substances in a
mixture
CR
5 CR
Describe reactions as physical or chemical changes and use
reactants, products, and energy changes to distinguish
these
MC/ CR
1 MC
2 CR
1 CR
Relate the law of conservation of matter to the
rearrangement of atoms in a balanced chemical equation
MC/ CR
1 MC
1 CR
1 CR
1 CR
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