Chemistry: Apologia Introduction to Matter Lesson

5E: Matter and Energy

Engage:

1.       What will happen to the weight?  (Uncovering Student Ideas in Physical Science, Page Keeley, pp.140-152)

2.       Discrepant Event: What happened to the volume? Mix 5 mL of rubbing alcohol with 5 mL of water.  Explain why the total is less than 10 mL. http://www.csun.edu/~sk287035/coursework/695/assignments/discrepant%20event/discrepant_event_2.html

3.       Weigh Water  ((Uncovering Student Ideas in Physical Science, Page Keeley, pp. 154-156)

4.       Weigh air.  (Does air have mass?  Weigh a balloon before and after filling it.)

Explore:

 Key Ideas:

1.       What are properties of matter?

Intensive vs. Extensive Properties: Activity 21 (Take Home Chemistry, Michael Horton, pp.67 and 133.

a.       Create three different colors of water or Koolaid in cups.

b.      How do properties change as a solution is created?

c.       Write down five properties of this solution.  If the property is  measurable, estimate its value.

d.      Pour each liquid into smaller cups and record their properties.

e.      Which properties changed when you poured the solutions into smaller cups?

f.        Which properties did not change?

g.       Differentiate between intensive properties and extensive properties.

h.      Intensive properties: color, temperature, texture, grain size, proportions of minerals, and density.

i.        Extensive properties: mass, volume, and number of grains or crystals.

2.       Matter has mass and volume.

 Metric Measures Lab:

 http://www.msmc.la.edu/include/quantative_literacy/QLMetricLab.pdf

3.       What are properties of matter?

Density of Pennies Lab: http://teachers.oregon.k12.wi.us/ehrlich/teacher%20page/Penny%20Density%20Lab.pdf

4.       Matter is organized into Elements.

Elements, Mixtures, and Compounds Lab:

http://people.springfield.k12.or.us/brett.younginger/science9a/elementcompoundmixturelab.pdf

5.       Matter exists in different physical states: solid, liquid, and gas.

Compare and contrast the differences between solids, liquids, and gases.  Use props, such as a cup of water and a marble.  Allow time for the class to brainstorm and then record their answers.

Explain:

1.       Distribute sets of key terms on index cards to the class and arrange them into groups of three.  Instruct the students to create a concept map (http://www.ihmc.us/cmaptools.php) using these terms.  Provide extra blank cards for students to add terms to demonstrate understanding.  Here is an example. http://www.teacherlink.org/content/science/instructional/activities/classifying/Classifying-print.PDF

2.        Key terms: matter, mass, weight, volume, density, displacement, element, compound, mixture, states of matter, solid, liquid, and gas.

3.       Review key concepts with the students.

Elaborate: 

1.       Use the Density of Pennies Lab as an opportunity to graph the data on paper.  Explain that graphs need a title, labeled axes, labeled units, and a minimum of two points. 

2.       Use the Density of Pennies Lab to explain the need for a minimum of three trials.

Evaluate:

1.       Video evaluation.  Video the student as they explain the difference between extrinsic and intrinsic properties and post to youtube.

2.       Lab reports

3.       Exit cards.  For example, instruct students to explain why 5 mL of rubbing alcohol and 5 mL of water do not make 10 mL of solution. 

4.       Use the claim-evidence-reasoning approach to answer this question, Is air matter? http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

5.       Observations.  Keep a check-list and make notes as students perform the activities.  Ask students to demonstrate how to mass an object or read the volume of a liquid.