“The Science of Matter”
Tonya Young
SCED 4416/17
Dr. Mike Dias
8 October 2009
1. Unit Goals
What I am hoping the students will know, understand, feel, and be able to do when
they finish this lesson sequence:

Examine the scientific view of the nature of matter. (S8P1)

Compare and contrast pure substances (elements and compounds) and
mixtures.

Distinguish between physical and chemical in terms properties and changes.
2. Distinguish core knowledge from the full range of detail.
Need to Know
3 States of Matter-Solid,
Liquids, and Gases
Solids-crystalline and
amorphous
Liquid-surface tension and
viscosity
Gases-temperature, volume,
and pressure
Changes of States-Law of
Conservation of Matter
Melting, Freezing,
Evaporation, Condensation,
and Sublimation
Elements-atoms, pure
substances, properties
Compounds-properties
Mixtures-properties, solutions
Matter-volume, mass
Physical properties and
changes
Chemical properties and
changes-Law of Conservation
of Energy
Nice to Know
Plasma State
Boyle's Law and Charles' Law
Chemistry behind the
changing of the states
The exact amount of energy it
requires for one state to
change to another in certain
matter
Atomic Theory
Make up of commonly used
compounds
Solution make-up and
percentages
Using the 6 properties to
identify unknowns
Chemistry behind a chemical
change
3. Logically Sequence Concepts and Write Instruction Objectives
The Learner will…
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
Describe the properties shared by particles of all matter.
Explain the difference between the three states of matter.
Describe how energy is involved in changes of state.
Describe what happens during melting and freezing.
Compare evaporation and condensation.
Identify the two changes that can happen when a substance loses or gains
energy.
3.7. Describe pure substances.
3.8. Describe the characteristics of elements, and give examples.
3.9. Explain how elements can be identified.
3.10. Classify elements according to their properties.
3.11. Explain how elements make up compounds.
3.12. Describe the properties of compounds.
3.13. Explain how a compound can be broken down into its elements.
3.14. Describe three properties of mixtures.
3.15. Describe four methods of separating the parts of a mixture.
3.16. Analyze a solution in terms of its solute and solvent.
3.17. Explain how concentration affects a solution.
3.18. Describe the two properties of all matter.
3.19. Identify the units used to measure volume and mass.
3.20. Compare mass and weight.
3.21. Identify six examples of physical properties of matter.
3.22. Describe how density is used to identify substances.
3.23. List six examples of physical changes.
3.24. Explain what happens to matter during a physical change.
3.25. Describe two examples of chemical properties.
3.26. Explain what happens during a chemical change.
3.27. Distinguish between physical and chemical changes.
4. Means of Assessment
Name: __________________
Period: __________________
Date: __________________
Pre-Assessment Quiz
Directions: Read each question and answer choice carefully and circle the best
answer.
1.
Which of the following statements best describes the particles of a gas? (Obj.
3.2)
a. The particles are far apart and moving fast.
b. The particles are close together but moving past each other.
c. The particles are far apart and moving slowly.
d. The particles are closely packed and vibrating.
2.
If a student has a piece of ice in a box and one observes the block of ice and
sees a puddle of water underneath the piece of ice, what is occurring here? (Obj.
3.4)
a. Evaporation.
b. Condensation.
c. Sublimation.
d. Melting.
3.
Which of the following sentences best describes table salt, NaCl? (Obj. 3.11)
a. Table salt is an element made from two mixtures.
b. Table salt is an alloy made from a metal and a nonmetal.
c. Table salt is a mixture made from two elements.
d. Table salt is a compound made from two elements.
4.
Suppose you add a metal (that reacts violently with water) and a poisonous gas
together, the resulting compound: (Obj. 3.12)
a. Will not react together to form any compound.
b. May or may not be poisonous.
c. Will be as poisonous as the gas.
d. Will be more poisonous then the gas.
5.
When an iron nail reacts with oxygen in the air and forms iron oxide (rust), what
is this an example of? (Obj. 3.27)
a. Physical Property of Ductility.
b. Physical Property of Malleability.
c. Chemical Property of Flammability.
d. Chemical Property of Reactivity.
6.
What is the difference between mass and weight? (Obj. 3.20)
a. Mass is the amount of gravitational force on an object; weight is the
amount of matter an object has.
b. Mass is the amount of matter an object has; weight is the amount of
gravitational force on an object.
c. Mass and weight are the same.
d. None of the above.
Directions: Read each question carefully and answer in complete sentences.
Short Answer
7. What kind of mixtures and solutions do we use in our everyday life? Explain
the difference between what a mixture is and what a solution is. (Obj. 3.14)
8.
9.
Explain the difference between a solid, a liquid, and a gas and give an example
of each. (Obj. 3.2)
What is a physical change and give at least two examples of this. (Obj. 3.21)
10. What chemical properties would be important to consider when choosing a
material to make a safe baking dish? (Obj. 3.26)
Formative Assessments
1. Quick Quiz on half sheet of paper.
Directions: Given verbally, to fold sheet of paper in half. Just need to
draw and answer in 2-3 sentences. Question does not have to be copied.
1. Draw and describe the movement of particles in a solid. (Obj. 3.2)
2. Draw and describe the movement of particles in a liquid. (Obj. 3.2)
3. Draw and describe the movement of particles in a gas. (Obj. 3.2)
2. Quick Quiz on half sheet of paper.
Directions: Given verbally, will be given back their prior quick quiz and
they are to write this quiz on the bottom half of the sheet. Just need to
answer in complete sentences. Question does not have to be copied.
1. What happens to particles when a solid changes to a liquid? (Obj.
3.4)
2. Explain how energy is required to change a state (use melting OR
freezing as your example). (Obj. 3.3, 3.4)
3. In melting and freezing, which change goes from an organized state to
a less organized state? (Obj. 3.2)
4. In question 3, are the particles moving faster or slower? (Obj. 3.2)
3. End of Chapter Quiz
Name: _______________
Period: _______________
Date: _______________
Chapter 3: State of Matter Quiz
Directions: Read each question and answer choice carefully and circle the best answer.
1. Which of the following is a property that is shared with all particles of matter?
(Obj. 3.1)
a. Never move in solids.
b. Only move in gases.
c. Move constantly.
d. They move in liquid and gases only.
2. If I am adding energy into a solid and it becomes a liquid, then this is an
example of ___________ which is an ______________ type of change. (Obj.
3.4, 3.6)
a. Melting; exothermic
b. Melting; endothermic
c. Freezing; exothermic
d. Freezing; endothermic
3. 1.
2.
3.
The Diagram above shows the arrangement of particles of a substance in three
different states. Which of the following must be true? (Obj. 3.2)
a. Particles in diagram 1 move faster than the particles in diagram 2.
b. Particles in diagram 3 move fast enough to break away from each other.
c. Particles in diagram 1 and 2 are locked in place.
d. Particles in diagram 2 are affected by electric and magnetic fields.
4. On a hot day, you notice that your drink starts to gets beads of water on its
sides. The cold can is taking energy from the air cause the state change of
__________ to occur which is an examples of a _____________ change. (Obj.
3.5)
a. Evaporation; exothermic
b. Evaporation; endothermic
c. Condensation; exothermic
d. Condensation; endothermic
5. Which of the following statements best describes the particles of a liquid? (Obj.
3.2)
a. The particles are far apart and moving fast.
b. The particles are close together but moving past each other.
c. The particles are far apart and moving slowly.
d. The particles are closely packed and vibrating in place.
Short Answer
Directions: Answer each with complete sentences.
1. Explain why energy is needed to change a state and use melting and freezing as
your examples. (Obj. 3.2, 3.3, 3.4)
2. Classify each substance according to its state of matter and give reason why:
apple juice, bread, textbook, and steam. (Obj. 3.2)
Essay:
Direction: Answer in paragraph format.
Compare and contrast the properties of a solid, liquid, and gas. Give example of each.
(Obj. 3.1, 3.2)
4. Review Guide for Unit (Objectives for them to answer-follows unit test)
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
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












Describe the properties shared by particles of all matter.
Explain the difference between the three states of matter.
Describe how energy is involved in changes of state.
Describe what happens during melting and freezing.
Compare evaporation and condensation.
Identify the 2 changes that can happen when a substance loses or gains
energy.
Describe pure substances.
Describe the characteristics of elements, and give examples.
Explain how elements can be identified.
Classify elements according to their properties.
Explain how elements make up compounds.
Describe the properties of compounds.
Explain how a compound can be broken down into its elements.
Describe three properties of mixtures.
Describe four methods of separating the parts of a mixture.
Analyze a solution in terms of its solute and solvent.
Explain how concentration affects a solution.
Describe the two properties of all matter.
Identify the units used to measure volume and mass.
Compare mass and weight.
Identify six examples of physical properties of matter.
Describe how density is used to identify substances.
List six examples of physical changes.
Explain what happens to matter during a physical change.
Describe two examples of chemical properties.
Explain what happens during a chemical change.
Distinguish between physical and chemical changes.

Summative Assessment:
Name: _______________
Period: _______________
Date: _______________
The Science of Matter Unit Test
Direction: Read each question and answer choice carefully and circle the best answer.
1. If I am adding energy into a solid and it becomes a liquid, then this is an example
of ___________ which is an ______________ type of change. (Obj. 3.4, 3.6)
a.
b.
c.
d.
Melting; exothermic
Melting; endothermic
Freezing; exothermic
Freezing; endothermic
2. 1.
2.
3.
Using the diagram above, which way is energy added to change the states?
(Obj. 3.3)
a.
b.
c.
d.
Solid—Liquid—Gas
Gas—Liquid—Solid
Liquid—Gas—Solid
Solid—Gas—Liquid
3. Using the following chart, which two substances in the table are most likely the
same? (Obj. 3.9, 3.10)
Properties of Substances
Substance
A
B
C
D
a.
b.
c.
d.
Substance A, C
Substance B, D
Substances C, D
Substances A, D
Mass
20
1000
1000
1000
Boiling Point
40
100
45
40
Density
20
35
100
20
4. If given a glass of salt water, one can determine that this is an example of
__________ which is a ____________ that appears as one substance. The
solvent is ___________ and the solute is _____________. (Obj. 3.16)
a.
b.
c.
d.
Solution; mixture; salt; water
Solution; mixture, water; salt
Mixture, solution, water, salt
Mixture, solution, salt, water
5. A pure substance is (Obj. 3.7)
a.
b.
c.
d.
6.
Substance in which there is only one type of particle.
Substance in which there are two or more types of particles.
Substance that has not been chemically altered with elements.
None of the above.
What is the difference between mass and weight? (Obj. 3.20)
a. Mass is the amount of gravitational force on an object; weight is the
amount of matter an object has.
b. Mass is the amount of matter an object has; weight is the amount of
gravitational force on an object.
c. Mass and weight are the same.
d. None of the above
7.
Suppose you add a metal (that reacts violently with water) and a poisonous gas
together, the resulting compound: (Obj. 3.12)
a.
b.
c.
d.
Will not react together to form any compound.
May or may not be poisonous.
Will be as poisonous as the gas.
Will be more poisonous then the gas.
8. Rusting is an example of (Obj. 3.27)
a.
b.
c.
d.
Physical Property
Physical change
Chemical Property
Chemical Change
9. Density can be use as a ______________ property to identify a substance
because _________________. (Obj. 3.22)
a. Physical; it is always changing.
b. Physical; it is always the same at a given temperature and pressure.
c. Chemical; it is always changing.
d. Chemical; it is always the same at a given temperature and pressure.
10. Which of the following statements best describes a chemical change? (Obj.
3.25, 3.26)
a.
b.
c.
d.
Clear water turns red after a dye is added.
Ice melts.
Salt dissolves in water.
Milk sours.
Short Answer
Directions: Answer each in complete sentences.
1. Explain the three states of matter in terms of a) particles, b) shape, and c)
volume. Give two examples of each. (Obj. 3.1, 3.2)
2. Explain the difference between an element, compound, and a mixture. Given an
example of each. (Obj. 3.8, 3.11, 3.12, 3.14)
3. Compare and contrast physical properties and changes with chemical properties
and changes. (Obj. 3.21, 3.23-26)
Essay:
Directions: Answer in complete sentences in paragraph form.
Select only 1 to complete.
1. States of Matter: Describe each of the following concepts: melting, freezing,
evaporation, condensation and give an example of each.(Obj. 3.2-5)
2. Elements, Compounds, Mixture: Explain each and describe ways that
compounds and mixtures can be separated. (Obj. 3.8-15)
3. Matter: Explain the properties of matter and describe how mass, weight,
volume (give units of measures of each) are related to matter. (Obj. 3.18-20)
5. Plan Instructional Activities
List of Lessons:
1. Three States of Matter
2. Changing of States: Melting and Freezing
3. Changing of States: Evaporation, Condensation, and Sublimation
4. Review Lesson: States and Changes
5. Elements
6. Compounds
7. Mixtures
8. Review Lesson: Elements, Compounds, and Mixtures
9. What is Matter?
10. Physical Properties
11. Physical Changes
12. Chemical Properties
13. Chemical Changes
14. Review Lesson: Physical and Chemical Properties/Changes
Daily Lesson Plans for Physical Science 8th Grade
1. Three States of Matter
Objectives
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Describe the properties shared by particles of all matter.
Describe three states matter.
Explain the differences between the states of matter.
Mean of Assessment
The Daily formative assessment will be giving a quick 3-5 question quiz on
a half sheet at the end of lesson, to see what they have retained. They will also
be given an activity sheet to reinforce material that was just gone over.
Activities
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Students will come in and do a warm-up that probes their knowledge into
a new subject matter, to see what they know. Teacher will be doing
administrative task (roll check, handing out papers) during warm-up time.
Students will clear their desk and take out paper to take notes.
Teacher will lecture in form of question and answer with students to probe
what students know already versus area that appear to be harder for them
to understand.
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
Students will take out sheet and fold in half and take a quick 3-5 question
quiz.
Students will be given activity sheet to reinforce the notes. Teacher will
walk around to assist students on individual’s basis.
2. Changing States-Melting and Freezing
Objectives



Describe how energy is involved in changes of state.
Describe what happens during melting and freezing.
Identify the two changes that can happen when a substance loses or
gains energy.
Means of Assessment
The daily formative assessment will be a paragraph written by the
students from the activity that they do, that explains their data they collected and
what they learned from the activity on Melting and Freezing.
Activities


Students will be given a warm-up to probe what they know on melting and
freezing. Teacher will do administrative tasks.
Students will be given activity to figure out what they must do to get a solid
to change to a liquid and a liquid to a solid. They will work in groups of 5-6
and one will be recorder for the group and they will have to demonstrate to
the class their ideas. Teacher will walk around and assist with giving
probing questions.
3. Changing of States: Melting and Freezing Notes
Objectives
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

Describe how energy is involved in changing of states.
Describe what happens during melting and freezing.
Identify the two changes that can happen when a substance loses or
gains energy.
Means of Assessment
The daily formative assessment will be a 3-5 question quiz on a half sheet
from the activity they did. They will be given a review sheet, where class will be
given a question/answer review where they can put their answers on the review
sheet.
Activities
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Students will do warm-up from previous day material. Teacher will do
administrative tasks.
Students will clear desk off for a quick quiz.
Students will take out a paper for notes. Teacher will lecture in question
and answer format.
Students will be given a review sheet and class will do a question/answer
format to answer questions for that portion of the review sheet.
4. Changing States: Evaporation and Condensation
Objectives



Describe how energy is involved in changing of states.
Compare evaporation and condensation.
Identify two changes that can happen when a substances loses or gains
energy.
Means of Assessment
The daily formative assessment will be a review sheet on the material.
Activities



Students will be given a warm-up to probe prior knowledge on evaporation
and condensation. Teacher will do administrative tasks.
Students will clear desk off for notes. Teacher will lecture in question and
answer format.
Students will engage in a review activity covering changes of states,
melting and freezing, and evaporation and condensation. Teacher will
monitor and ask the review questions.
5. States of Matter Quiz
Objectives
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Describe three states of matter.
Identify changes of states.
Describe changes of states.
Describe movement of particles.
Means of Assessment
The daily formative assessment will be a quiz with 90% accuracy because
they will be allowed to use the review sheet for this quiz that consists of 5
multiple choice, 2 short answers, and 1 essay.
Activities
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Students will clear off desk, except their review guide and take quiz.
Teacher will do administrative tasks.
Students will be given guided reading for next section to do after quiz
along with a vocabulary activity. Teacher will be monitoring and assisting
with guided reading when needed.
6. Elements
Objectives
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Describe pure substances.
Describe characteristics of elements and give examples.
Identify atoms.
Means of Assessment
The daily formative assessment will be that data sheet from an Atoms
Activity.
Activities
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

Students will be given warm-up to probe what they know about elements.
Teacher will do administrative tasks.
Teacher will explain Atom model kids and what they goal and objective is
with this activity. Student will be given the atom kit along with a
worksheet.
Students will clear off desk to start notes and discuss the activity.
7. Elements and Compounds
Objectives




Describe pure substances.
Describe characteristics of elements and give examples.
Classify elements according to their properties.
Explain how elements make up compounds.
Means of Assessment
The daily formative assessment will be the data sheet with questions
answered in paragraph format.
Activities



Students will come in a do a warm-up that reviews what they have just
learned about elements. Teacher will do administrative tasks.
Students will clear off desk to take notes. Teacher will lecture in a
question and answer format.
Students will do a quick lab: Compound Confusion. Teacher will lead in
this lab.
8. Compounds
Objectives
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

Explain how elements make up compounds.
Describe properties of compounds.
Explain how a compound can be broken down into its elements.
Means of Assessment
The daily formative assessment will be a quick quiz from the Compound
Confusion lab.
Activities
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


Students will come in a do a warm-up that covers material from previous
day. Teacher will do administrative tasks.
Students will take a 3-5 question quiz on the compound confusion lab.
Students will take out paper and take notes. Teacher will lecture in a
question and answer format.
Students will be given a worksheet to reinforce elements and compounds.
9. Mixture
Objectives
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Describe properties of mixtures.
Describe four methods of separating parts of a mixture
Analyze a solution in terms of its solute and solvent.
Explain how concentration affects a solution.
Means of Assessment
The daily formative assessment will be the mixture/solution activity
worksheet/data sheet.
Activities
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

Students will be given a warm-up on mixtures and solutions to probe their
prior knowledge. Teacher will do administrative tasks.
Students will be given instruction about proper lab safety and wear
goggles at all times. Teacher will be role model and demonstrate good lab
safety techniques at all times.
Students will be given materials and procedures and worksheet and begin
their mixture and solution activity. Teacher will monitor and assist groups
on needed basis.
10. Mixtures
Objectives




Describe properties of mixtures.
Describe four methods of separating parts of a mixture
Analyze a solution in terms of its solute and solvent.
Explain how concentration affects a solution.
Means of Assessment
The daily formative assessment will be a review sheet and a worksheet.
Activities



The students will be given a warm-up that covers material done in their
activity. Teacher will do administrative tasks.
Students will clear their desk to take notes. Teacher will lecture in
question and answer format.
Students will be given a worksheet to reinforce elements, compounds, and
mixture concepts.
Detailed Lesson Plans
1. Lesson: Changing States-Melting and Freezing
Objectives



Describe how energy is involved in changes of state by demonstrating
what is needed to change a solid into a liquid and liquid into a solid.
Describe what happens during melting and freezing by demonstrating how
the particles are changing.
Identify the two changes that can happen when a substance loses or
gains energy by demonstrating what is needed to change a solid into a
liquid and a liquid into a solid.
11:05-11:15: Students will do warm-up: Warm-up will be “When you have a piece of
Ice and you want to change it to become liquid, do you have to add energy to it or take
energy out of it? Explain your answer.” Teacher will be doing administrative tasks.
11:15-11:20: Teacher will call on students to tell their answers and explain their
reasoning. Explain the concept and allow students think of it, while they do their
activity.
11:20-11:50: Students will be broken into group of 5-6 students. Half the class will
have freezing, the other half the class will have melting. They are to figure out a way to
demonstrate, either by drawing or physically acting out a way to show how they would
change the state either freezing or melting.
In power point: Guideline for ActivityNeed to include how particles change in the state
Need to include if energy is used, either if energy is being added or taken
away.
11:50-12:20: Students will share their ideas with the class and explain their findings.
12:20-12:30: Students will write a paragraph answering the following questions:
a. What happens to particles when a solid becomes a liquid and when a liquid
becomes a solid?
b. Is energy required to change a state? If so, is energy being added or being
removed in melting, and also answer for freezing.
c. How might knowing this information in melting and freezing, be useful in
everyday life?
12:30-12:50: Lunch
12:50-:12:55: Finish up paragraph and turn in.
2. Elements and Compounds
Objectives
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


Describe pure substances.
Describe characteristics of elements and give examples.
Classify elements according to their properties.
Explain how elements make up compounds.
11:05-11:15: Students will come in a do their warm-up. Warm-up will be “Explain
elements and what are their properties.”
11:15-11:25: Review the warm-up.
11:25-11:50: Students will clear desk off for Notes (Cornell Style)
Compounds
Pure substance composed of 2 or more elements that are
chemically combined
Molecule is formed when atoms of 2 or more elements join.
Properties
Elements join at certain amounts according to their mass to
form a compound.
Properties
Physical: Melting Point, Density, and Color.
Chemical: Reactivity
11:50-12:30: Students will be given goggles and given lab safety instructions. Students
will then be given materials and direction.
Given for each group of 2 students: 4 grams of compound A (baking soda), and
4 grams of compound B (powdered sugar). 2 plastic cups, 10 ml of vinegar.
Directions:
1. Take the 4 grams of compound A and place it in the clear plastic cup.
2. Take the 4 grams of compound B and place it in the second clear plastic cup.
3. Observe the cold and texture of each compound, and record your
observations.
4. Add 5 ml of vinegar to each cup. Record your observations.
5. Read the information and answer the questions in paragraph form on the data
sheet and turn in at end of class.
12:30-12:50: Lunch
12:50-12:55: Complete worksheet and turn in.
Name: ______________
Period: ______________
Date: ______________
Compound Confusion
Oh NO! Two substances have mixed up! So an experiment is needed!
Directions: do not mix up your compound A and B or ingest!
1. Take the 4 grams of compound A and place it in the clear plastic cup.
2. Take the 4 grams of compound B and place it in the second clear plastic cup.
3. Observe the color and texture of each compound, and record your
observations.
4. Add 5 ml of vinegar to each cup. Record your observations (be detailed).
5. Read the information (come get from teacher when observations have been
recorded) and answer the questions in paragraph form on the data sheet and
turn in at end of class. (Paragraph and Observations need to be turned in.
Observations:
.
Compound A
Color
Texture
Added
Vinegar
Compound B
Compound Confusion continued…
Now that your experiment has been performed…a little something that you all should
know…
One substance was baking soda and the other was powdered sugar…but which was
which, is what I needed your help with.
We know that baking soda reacts with vinegar. Powdered sugar does not react
with vinegar. Which compound is baking soda, and which compound is
powdered sugar? Explain your answer. Why is an experiment like this useful?