Youngstown City Schools
SCIENCE: CHEMISTRY
UNIT #2: ENERGY AND MATTER (4 Weeks) 2013-2014
SYNOPSIS: Students identify and describe the properties of the states of matter and atoms. Performing several lab
activities, they learn about the structure of the atom and the development of the modern day atomic theory. Students write
an argumentative paper that compares and contrasts Dalton’s atomic theory with the modern day theory.
ENABLERS: Energy, law of conservation of mass/energy/matter, physical and chemical properties, physical states of matter,
atomic structure, isotopes, excited and ground states, atomic number, atomic mass, Bohr’s atom.
STANDARDS
II. ENERGY AND MATTER
A. Construct atomic models to explain experimental evidence and make predictions
1. Changes in the atomic model over time exemplify how scientific knowledge changes as new evidence
emerges and how technological advancements like electricity extend the boundaries of scientific
knowledge
2. Thompson’s study of electrical discharges in cathode-ray tubes led to the discovery of the electron and the
development of the plum pudding model of the atom
B. Based on the Quantum mechanical model, it is not possible to predict exactly where electrons are located but there
is a region of space surrounding the nucleus in which there is a high probability of finding an electron (electron
cloud or orbital)
C. properties and locations of protons, neutrons, electrons, atomic number, mass number, cations, anions, isotopes,
and the strong nuclear force that hold atoms together
1. All atoms of the same element contain the same number of protons, but may have a different number of
neutron (isotopes)
2. Atoms acquire an unbalanced charge by gaining or losing electrons (ions)
3. Electrically neutral atoms have the same number of positively charged protons and negatively charged
electrons
D. historical development of the atom and position of electrons
1. Rutherford’s gold foil experiment led to the discovery that most of the atom was empty space with a
relatively small, positively charged nucleus
2. Bohr used data from atomic spectra to propose a planetary model of the atom in which electrons orbit the
nucleus, like planets around the sun
3. Schrodinger used the idea that electrons travel in waves to develop a model in which electrons travel
randomly in regions of space called orbitals (quantum mechanical model)
E. energy may change form or distribution, the total quantity of energy in the universe remains constant
F. all substances have identifiable physical and chemical properties
1. Changes in these properties can occur without changing the chemical nature of the substance
2. Matter can exist as either a pure substance or a mixture
3. Explain physical properties of elements, compounds, and mixtures in terms of the nature of interactions of
their particles
LITERACY STANDARDS
WHST.1: Write arguments focused on discipline-specific content.
a.
b.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons,
and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
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c.
d.
e.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline
in which they are writing.
Provide a concluding statement or section that follows from or supports the argument presen ted.
TEACHER NOTES
MOTIVATION
1. Teacher demonstration of KClO3 and glycerol (perform under fume hood); Mold KClO3 into a
cup-shape, pour glycerol into “cup”; close fume hood cover; fireworks will be given off. Point
out that this is a chemical reaction and the physical properties of both substances have been
changed.
2. Pre-assess what students know about energy and matter. Students list where they get the
energy needed to perform activities. A common response is “from food.” Students are then
asked where the energy is stored in the food before it is released. Some students may already
know that the energy involves chemical bonds. If so, students are asked how a chemical bond
stores energy. Students may soon realize a need to learn more about the connection between
energy and chemical substances.
3. Students set personal and academic goals
4. Preview the Authentic Assessment so students know what is expected by the end of the Unit
TEACHER NOTES
TEACHING-LEARNING
1. Have students write a short list of all the things they know (or think they know) about the
structure of matter and the changes in matter. Then students list the things they might want to
know about the nature of matter. For example, they might ask the following questions. (IID2,3)
a. What properties of liquid water change when it freezes? What properties do not
change?
b. How do you know that air is matter?
c. How can you tell a block of aluminum from a block of steel if both are painted the
same color?
d. What differences account for the fact that iron rusts in air while gold does not?
2. Teacher discusses the states of matter. Students demonstrate the difference between the
states of matter in the following manner: students “become” the states of matter and arrange
themselves in the classroom as if they were a group of solid particles, or liquid particles, or
gas particles. {Students stand huddled very close together if a solid versus the students
standing very far apart from each other in different corners of the classroom if a gas.}
Students mix cornstarch and water together to demonstrate if the mixture is a solid or a liquid
(Lab “Cornstarch and Water” Chemistry Can Be GOBS of Fun attached on page 6[IID3]
[IIF3]
3. Students perform lab “Mixtures” attached on page 7. [IIF2]
4. Teacher leads discussion of physical properties (mass, color, hardness, shape, density,
melting point, etc.) and chemical properties (ability to rust, flammability, and reactivity with
oxygen) as students take notes. Physical properties are those properties that do not involve a
chemical change; chemical properties are those that describe a substance’s ability to
participate in chemical reactions. [IID1] [IIF1,2,3]
5. Teacher does demonstration of physical change (balling a sheet of paper up) and chemical
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TEACHER NOTES
TEACHING-LEARNING
change (burning the sheet of paper with fire over a crucible/evaporating dish). Students
distinguish evidence of chemical changes from physical changes by performing the Lab:
“What’s the Matter? Chemical and Physical Properties and Change” attached on pages
8-10 [IID1,2,3]
6. Students create a graphic organizer (four-door foldable) to show the relationship between
chemical and physical properties and between chemical and physical changes. Students
demonstrate organizing and classifying matter according to their physical and chemical
properties by performing the Lab “Properties of Matter” attached on pages 13-15
[IID1,2,3] [IIF]
7. Students perform lab Using chemical changes to identify an unknown attached as
pages 11-12.
8. Teacher discusses the concept of The Law of Conservation of Energy/Matter/Mass.
Teacher demonstrates that mass is conserved by weighing a piece of steel wool before and
after burning it. Students discuss and devise a hypothesis and an experiment that would
determine whether or not the law of conservation of mass was violated and explain the
difference in mass. [IIE]
9. Students demonstrate understanding of the Law of Conservation of Energy/Matter/Mass by
performing the Lab “Investigating the Law of Conservation of Mass-Energy” attached on
pages 16-17. Students pre-weigh all of the substances and then mix the substances
together. Students then weigh the substances after they’ve reacted together. Students discuss
if the Law of Conservation of Mass was violated and explain the decrease or increase in
mass. Teacher will clear up any misconceptions. [IIE]
10. Students perform lab “Endothermic and Exothermic Reactions” attached as pages 1819.
11. To demonstrate how scientists predicted how atoms exist and began to learn about the atom,
students perform the Lab “The Black Box.” (See Tim Bakos) Students make predictions
about unknown objects inside black film canisters without opening them. Students are given a
list of the possible objects so that they may revise their predictions based on the new
information. Students are then given empty canisters to place objects identical to the ones in
the canisters in the front of the room. Students test their predictions with the objects and write
their final conclusions about the contents of the canisters. This is an example of indirect
observation. This was how much of the early information about atoms was discovered. [ IID]
12. Have students indicate what they know about atoms, by listing all the things they already
know or think they know about the following:
a. The particle composition of matter
b. The structure of an atom
c. The major subatomic particles
d. Protons, neutrons, and electrons
e. The characteristics, location, and arrangement of these particles
f. What holds the atoms together
Students then make drawings of what they think an atom looks like. Students share their ideas
in a class discussion. [IIC]
13. Teacher discusses the atomic theory, the law of definite proportions, and the law of multiple
proportions. Using pages 74-78 of the Holt Chemistry textbook, students create a graphic
organizer that includes all of the principle ideas in this section. [IIE,IIC]
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TEACHER NOTES
TEACHING-LEARNING
14. Students describe which of the following statements explain each of Dalton’s principles of the
atomic theory [IID]
a. Matter can never really be thrown away. That is one reason that recycling is
important.
b. There is no difference between copper found in an ancient Mayan necklace and
copper wire freshly made from copper ore.
c. Zinc is a softer metal than iron, and it reacts more readily with acid than iron does.
d. The formula for ethanol is C2H6O, and the formula for acetic acid in vinegar is
C2H4O2.
e. When methane, CH4, burns, it combines with oxygen, O2, in the air to form molecules
of water, H2O, and carbon dioxide, CO2.
15. Teacher discusses how J.J. Thompson discovered electrons by performing the demonstration
“Magnets and Cathode Rays.” Using a freeze-frame function on a laser disc player or VCR
to get a picture with contrasting color boundaries on the screen, hold a magnet toward the
screen. The colors will shift as the electron beams are deflected toward phosphors of different
colors. Moving the magnet around will show how it affects other parts of the picture. Reversing
the magnet by bringing the other pole near the screen will cause the colors to shift in the
opposite direction. The process is repeated with a picture that contains thin, straight,
horizontal, or vertical lines in it. {Caution: Do not hold the magnet near the screen for longer
than is necessary to observe the effects because the metal grid just behind the screen can be
magnetized and the colors will remain distorted. If this occurs, you can turn the set on and off
several times to relieve the problem. Modern TVs have built-in demagnetizers.}
[IIA2, IIC2]
16. Teacher leads discussion of Rutherford’s gold-foil experiment to discover the nucleus of an
atom. Students are given the following analogy: Have students imagine that 50 billiard balls
are hung by strings at various heights throughout the front half of the classroom. A student is
then blindfolded and given five tennis balls to throw toward the front of the room. Have
students report what they think they would observe in this situation. Ask them what the billiard
balls and the tennis balls symbolize. {Some tennis balls would be deflected. The billiard balls
represent gold nuclei, and the tennis balls represent the lighter alpha particles.} Refer to
Laboratory experiment: Rutherford’s Experiment, a simulation attached on page 20.
[IID1 – IID2]
17. Teacher discusses the contributions of Bohr and Schrodinger in quantum mechanics.
Students take notes and follow note taking practices as explained earlier in the year. After
completion of class discussion, students create a graphic organizer comparing the ideas of
Bohr and Schrodinger.[IID2, 3]
18. Teacher demonstrates how to calculate the mass number of elements: mass number =
number of protons (atomic number) + number of neutrons. Students solve problems on the
Handout “Atomic Structure attached on page 21 Students perform the Lab “Atomic
Structure” - - Holt chemistry book pages 84-89 [ IIC, IIC3]
19. Teacher discusses isotopes (elements with the same atomic number but different numbers of
neutrons). Teacher completes several examples on the board or other visual display. Students
perform the Lab “Isotopes of Pennium” - -attached on pages 22-23 to demonstrate their
knowledge of isotopes. [IIC]
20. Teacher explains the development and production of an argumentative research paper that
compares and contrasts Dalton’s atomic theory with the modern day atomic theory. The
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TEACHER NOTES
TEACHING-LEARNING
teacher shows examples of argumentative papers on other topics so that students understand
what they must include. The teacher goes over the elements required for the argumentative
paper, and points out each of the elements in the sample papers that are shown to the class:
Elements are on next page:
a.
b.
c.
d.
e.
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences the claim(s), counterclaims,
reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form
that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the
argument presented.
21. Teacher discusses Rutherford, Bohr, and quantum models of an atom to show how
knowledge of the atom has developed. Students create a graphic organizer to analyze
similarities and differences in the models. Refer to the Atomic structure time line at
http://atomictimeline.net/index.php for discussion in class. [IID1]
22. Teacher discusses quantum numbers (s, p, d, and f orbitals), the Pauli exclusion principle, the
Aufbau principle, and demonstrates calculating the electron configuration of elements.
Students solve problems on the Handout “Electron Configurations.” (See Tim Bakos for
this handout). Discussion led by teacher to clear up any misconceptions. [IID3]
TEACHER NOTES
TRADITIONAL ASSESSMENT
1. Unit Test: Multiple-Choice and 2- and 4-point response essays
TEACHER NOTES
TEACHER CLASSROOM ASSESSMENT
1. Lab reports or practical reports, using rubrics for quality points.
2. Assignments/worksheets
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AUTHENTIC ASSESSMENT
TEACHER NOTES
1. Students evaluate their goals for the Unit.
See YCS website for folio
on writing Argumentative
paper
2. Students will write an argumentative paper that compares and contrasts Dalton’s atomic
theory with the modern day atomic theory. Hand out detailed instructions and a rubric for
students to follow [WHST.1]
3. Students will create a model of an atom including the nucleus, s, p, d, and f orbitals.
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Experiment:
What's the Matter? Chemical and Physical Properties and Changes
Questions you should be asking yourselves as you perform the experiment
1• What are the physical characteristics of a metal, non-metal and a gas?
2• What is the difference in observation of an insoluble solid vs. insoluble liquid.
3• What is the difference between a physical change vs. chemical change?
4• What patterns of evidence do you note in your observations of physical change? Chemical change?
5• Do you note any difference in the physical and chemical changes of elements or compounds?
Materials and Supplies:
test tubes
reactions plate
stirring rod
magnet
magnifying glass
water (for testing)
vinegar (for testing)
graduated cylinder
different samples of matter:
baking soda
iron filings
flour
sulfur
corn starch
sugar
salt
sand
cake mix
General Safety Guidelines: Wear safety goggles. Some materials may cause skin
irritation. Wear lab aprons.
Procedure:
1. Examine each sample. Record color, odor, and relative particle size in the data table. Use a
magnifying glass if necessary.
2. With a magnet, test each sample for magnetic properties. To test with the magnet, place a small
sample on a piece of paper. Take the magnet and UNDERNEATH the paper, draw the magnet across
the sample (The magnet should never be in direct contact with the sample.) Record whether the
sample is magnetic or not.
3. For this part, use the test tubes. Test the solubility in water of each sample by adding 5 mL (use a
graduated cylinder) of water into test tube. Add a small amount (about 1/2 the size of a pea) of the
sample to the water. Flick the test tube with your finger to help mix the sample in the water. (Note: If
mixing does not occur, use a stirring rod.) Record observations
4. Test the sample in vinegar by adding 5 mL of vinegar into a test tube. Add a small amount (about 1/2 the
size of a pea) of the sample to the vinegar in the test tube. Flick the test tube with your finger to help mix
the sample in the water. (Note: If mixing does not occur, use a stirring rod.) Record Observations
5. Dispose of all samples in the TRASH. Do not dispose of anything in the sink (they are easily clogged).
Data Table and Calculations: In the lab, be sure to use blue or black PEN (NO PENCIL) when you
complete this data table.
NEVER WHITE-OUT data. Enter data carefully so that you make no mistakes. Print neatly! Fill in the data
table based on your observations.
*As a class we will work together to determine if the substance is an element or compound or mixture.
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Create a data table to reflect the information listed below.
Sample Color (Describe)
Odor (yes or no)
Particle Size (relative to other samples)
Magnetic (yes or no)
Solubility in H2O (soluble, partially soluble, insoluble)
Reaction with vinegar (if yes, describe)
*Class of Matter (element, compound or mixture)
Baking soda
Iron filings
Flour
Sulfur
Cornstarch
Sugar
Salt
Sand
Cake mix
LAB QUESTIONS
.
SUMMARY QUESTIONS:
1. Different kinds of matter are recognized by observing their: __________________________
2. Five characteristics or properties used to identify substances are: __________________________
3. Two kinds of changes that matter may undergo are: __________________________
4. A change in which a substance loses the properties by which we identify it is called a ____ change.
5. A change in which an element or compounds may change some of its physical properties but not its chemical
properties is called a ____ change.
6. How did you determine which sample is the most soluble?
7. List the samples from highest to lowest solubility.
8. Which of the samples would be classified as a mixture?
9. What physical properties of matter were tested in this lab?
CONCLUSIONS:
1. A chemical change is one in which: __________________________
2. Compounds are formed as the result of __________________________ changes.
3. A physical change is one in which: __________________________
4. The formation of mixtures is a ______________________ change.
RELATED QUESTIONS:
1. Matter is defined as: _____________________________________________________
2. The three states or forms of matter are: ______________________________________
3. Mixing iron fillings and sulfur is a: __________ change because ______________________________
4. Heating a mixture of iron filings and sulfur produces a __________change because ___________________
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5. State whether the following are Physical (P) or chemical (C) changes:
a) Souring of milk
_______
b) Rusting of iron
_______
c) Breaking glass
_______
d) Tarnishing of silver
_______
e) Dissolving salt in water _______
f) Magnetizing iron
_______
g) Burning of coal
_______
h) Pulverizing sugar
_______
i) Boiling water
_______
j) Melting ice
_______
k) Melting paraffin
_______
l) Decaying of food
_______
6. Does the application of heat to a substance always produce a chemical change? _______
Give examples to support your answer __________________________
7. Give an example of a chemical change produced by:
a) Light ______________________ b) Electricity _____________________ c) Heat ____________________
8. Give an example of a chemical change which produces:
a) Light and Heat ___________________________________________
b) Electricity _______________________________________________
c) Mechanical energy _______________________________________
9. How would you show that:
a) Dissolving sugar in water is a physical change.
b) Heating a platinum wire in air is a physical change.
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