Charles Brown III
Fellow – GK-12 Down to earth science
Fall 07 Activities & Lesson Plan
Title: What’s the matter with those molecules?
Key Words
Atom, molecules, matter, phases, nano scale.
Overview
This lesson plan is composed of several approaches to introduce students to sub atomic
particles, the atomic measurement scale, molecules and phase changes of matter. The
main approach is inquiry based with hands on experimentation with common materials
selected to show changes in the physical state of matter, however the plan is peppered
with key conceptual models introduced using computer based imagery to provide the
students with insight to experimental work conducted at Arizona State University and
other university and corporate researchers.
Objective
The primary objective of the plan is to have students experiment with common materials
that are unknown to them in order to answer a question concerning the properties of the
materials when they are combined. The plan will allow them time to explore the material
system and propose refined solutions based on their observations. They will employ the
scientific method to design experiments and collect experimental data thereby allowing
them the experience of real researchers without a canned approach to discovery. A
further objective is to nudge the students into the world of science that is invisible to the
unaided eye with atomic and molecular scale experiences. Students are challenged to
develop solutions to problems by developing cures to mock biological events as
scientists. Finally the students gain an appreciation of the very nature of science through
brief discussions of historical atomic models & concepts compared to today’s state of the
art models.
Target Audience
The lesson is tailored to 8th graders who are focused on Arizona State Standards for
physical science.
Target Duration
The material is best presented over five class periods. This will allow sufficient time to
experiment and test student ideas. Also this will provide the necessary time to confirm
student understanding through a series of formative assessments.
Educational Standards
A. National Education Standards – Content Standards (CS) for grade levels 5-8.
1. CS-A Science as inquiry
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Abilities necessary to do scientific inquiry
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Understanding about scientific inquiry
2. CS-B Physical science standards
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Properties and changes of properties in matter
3. CS-E Science and technology
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Abilities of technological design
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Understanding about science and technology
4. CS-F Science in personal and social perspectives
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Risks and benefits
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Science and technology in society
5. CS-G History and nature of science standards
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Nature of science
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History of science
B. Arizona Standards – Chandler Unified School District – Physical Science
1. Strand 1 – The Inquiry Process
- Concept 1
PO’s – 1, 2 and 3
- Concept 2
PO’s – 1, 4 and 5
- Concept 3
PO’s – 1 thru 6
- Concept 4
PO’s – 1 thru 5
2. Strand 2 – History and Nature of Science
- Concept 1
PO’s – 2, 3 and 4
- Concept 2
PO’s – 1 and 2
3. Strand 3 – Science in Personal and Social Perspectives
- Concept 2
PO’s – 1, 2, 3 and 4
4. Strand 5 – Physical Science
- Concept 1
PO’s 1, 4, 5 and 7
Procedure (Summary and Sequence)
A. Oobleck
This exercise immerses students into questioning the state of matter and the
changes of state that can happen, both physical and chemical. Students are given
brief instructions to mix an unknown set of solids and liquids and asked to
observe the resulting material for changes. Next the students are requested to
answer the question: What causes the change of state in Oobleck? They will need
to propose a set of experiments and record their results in a experimental outline.
This is the primary opportunity for inquiry-based learning as the students will be
encouraged to freely experiment, create and test their hypothesis. Further,
students are introduced to the material concepts of elements, compounds and
mixtures. Finally students are asked to use the information provided in this
section of the lesson plan to describe a favorite food to another student without
telling them what it is. The goal here is to sharpen their descriptive writing skills.
http://education.jlab.org/indexpages/teachers.php
B. What is matter?
This exercise presents the essence of the nature of matter at the atomic level. Sub
atomic information is included however we may trim this out to keep the
presentation simple enough for the students to follow. The activity portion of this
is purposely brief as it generates clear consequences of the nature of scientific
development from a historical perspective. This handout will enhance what is in
their textbook but most of all it will fit nicely into their science notebooks for later
reference. The document was produced at the Thomas Jefferson National
Accelerator Facility – Office of Education in Virginia.
http://education.jlab.org/indexpages/teachers.php
C. Virtual Spectrometer
This is a brief applet that considers the movement of one electron around a basic
non-specific nucleus in real time. Here the students begin to examine the
statistical nature of the electron cloud around a typical nucleus. The site can be
accessed on a visitor basis if the Teacher is not a member.
www.scilinks.org Use Code USIS88, See the Atom’s family – The Phantom
D. Phases of matter
This applet creates a virtual closed system of atoms that adjust to changes in
temperature. This part of the lesson plan allows the students to observe the
changes in state from a solid, liquid and a gas from an equilibrium position.
Concepts of atomic motion and energy transfer are addressed. The site can be
accessed on a visitor basis if the Teacher is not a member.
www.scilinks.org Use Code USIS88, See the Atom’s family – The Phantom
E. Is it made of molecules? (mole1.doc)
This starts (however it is on the last page in the document) with a one page
handout allows the students to question just how far the concepts of atoms and
molecules can impose on their daily lives as most of the examples are organic.
The hierarchy of atoms to molecules to substances is addressed. This assessment
can serve as a training opportunity.
Next the students are briefly introduced to transmission electron microscopy (i.e.,
electrons pushed through a thin material sample to make an image) and
they are shown photographs of titanium on gallium nitride (GaN) atoms studied at
Arizona State University. The photograph shows the atom of one element placed
on another by the researchers. The main point is that different atoms may be
placed in intimate contact with each other at the interface.
Titanium on Gallium Nitride
http://www.asu.edu/clas/csss/csss/doc/TEM_SERVICE_PACKAGE.pdf
F. Nano scale science
This section starts with an introduction to the scale of things in nanotechnology.
Next we will examine images showing the optical effects of small changes in size
of nano scaled particles. We will examine images of molecular machines and
their potential in society. We will examine recent industrial work from IBM on
manipulating atoms. Finally we access the Berkeley web site of Nanozone.org
where the students can play several biologically slanted games that allow them
to use nano scale technology to solve several biological problems. All of the
components of this section are set to have the student understand that things can
be manipulated at the nano scale and that nano scale science can be used to
engage biological systems.
Nano measuring scale
http://discovernano.northwestern.edu/whatis/index_html/howsmall_html
Nano particle colors
http://discovernano.northwestern.edu/whatis/index_html/sizematters_html
Nano gears
http://science.howstuffworks.com/nanotechnology.htm
Xenon on Nickel
Iron on Copper
http://www.howstuffworks.com/framed.htm?parent=nanotechnology.htm&url=htt
p://www.almaden.ibm.com/vis/stm/atomo.html
Nano biological games
www.nanozone.org/savethefarm
www.nanozone.org/virusworker
www.nanozone.org/witwit
Materials & Equipment
OOBLECK: General list of materials:
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Ziploc sandwich bags
Tablespoons
Teaspoons
Elmer’s glue
Borax
Water
Food coloring
Mixing & storage containers
See the detailed list of materials and preparation methods in the Oobleck.pdf file.
A computer with access to the web is required for the java applets and easy delivery of
the support information. An overhead projector connection to the computer is highly
recommended for the web and support information.
Evaluation & Assessment
It is highly recommended that formative assessment is conducted throughout each part of
the lesson plan. Please see the Guiding Information & Questions section of this plan for
targeted concepts that might be lost in the bright light that it casts. While there are many
approaches to summative assessment the rubric for the plan, specifically the Oobleck
question on change of state will require an experimental outline that should consist of the
following:
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Clearly stated objective with a hypothesis that can be tested.
Controlled experiments with forms to name variables and collect data.
Data collection is complete with all necessary experiments represented.
Data collection is neat, organized and appropriate.
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A stated conclusion that supports or does not support their initial hypothesis.
A correct solution to the question or experimental proposal to achieve an answer
to the question.
Grades might be assigned by meeting; A – all of the above, B- most of the above, Csome of the above, D- few of the above.
Student response sheets are included in sections 1, 2 and 5 described above. Response
sheets may serve as guidance, notes or interim summative assessments as they best fit the
nature of the classroom.
Guiding Information & Questions
The following questions will help to confirm the student’s ownership of the information
presented. The questions are derived from the pedagogy of educators(1) psychologists
and scientists. Also included are concepts of “big ideas” or major paradigm shifts
necessary for middle school students to understand and accept the current theory on
matter.
True or False?
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Molecules and atoms are always moving.
Molecules and atoms are the same size.
Molecules in ice cream are very cold.
Molecules and atoms have mass and weight.
Molecules can move at different speeds.
Only things you can see are made of molecules.
Molecules in a rock are not moving.
Two substances can be made of the same kinds of atoms but different molecules.
Two substances can be made of the same kinds of molecules but different atoms.
Molecules in liquids are always further apart than in solids.
Molecules in liquids move differently than molecules in solids.
Cells are certain types of molecules.
There is empty space between the atoms and molecules of solids and liquids.
Molecules of ice are hard because they are frozen and molecules of water are
made of liquid atoms.
The forces between the molecules are stronger in ice than in water.
The water in between the molecules of ice is frozen.
General Questions:
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What is between the molecules in a piece of ice?
What three general phases exist for all matter?
Do all three phases of matter exhibit the same properties?
Big Ideas for Middle School Students:
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Properties that characterize matter [mass, weight, density, boiling point, melting
point and phases].
Chemical and physical changes of matter with the conservation of mass.
Atomic molecular theory [particulate nature of matter, sub-atomic particles, types
of atoms, atomic motion, atomic mass and chemical bonds].
Macroscopic properties of matter [elements, compounds, mixtures, atomic
spacing and appearance of macroscopic homogeneity v. atomic discreteness].
Macroscopic transformations of matter [molecular motion, atomic rearrangement
and speed of molecular motion].
References
1. Smith, C., Wiser, M., Anderson, C., Krajcik, J., Coppola, B., “Implications of
research on children’s learning for assessment: Matter and Atomic Molecular Theory.”
Center for Education, National Research Council, October 2004.