what’s the matter? - california state university san...

CyberQUEST TechQuest Lesson: What’s the Matter? (last updated 01/20/2016) 1

What’s the Matter?

Overview: What is matter made of? How can students create a model to describe that matter is made of particles too small to be seen? Are these unseen particles moving freely about in space? Is a solid really solid—or are there spaces between its moving particles? How can students use a model to show that the structure and behavior of these microscopic particles can account for observable phenomena? In this investigation, students will engage in various online simulations and activities to learn and understand the particle theory of matter and will develop models to describe this understanding.

Lesson Concept: Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many macroscopic observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. Models can also explain the macroscopic observations of ice melting, sugar dissolving in water, and liquids evaporating.

NGSS Alignment: 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.


Crosscutting concepts: Scale, Proportion, and Quantity:

Natural objects exist from the very small to the immensely large.

Phenomena that can be observed at one scale may not be observable at another scale. (6th grade)

Background Knowledge on Scale: When we look around, we see (with the naked eye or with a magnifying glass) objects with sizes that belong to a limited range known as the macroscopic scale (insects, grains of sand, and clouds). The material world which our eyes cannot observe is known as the microscopic scale of observation (cells, atoms, molecules). The macroscopic phenomena that take place in nature are determined by the microscopic phenomena of which they are made. Solids, liquids, and gases (macroscopic phenomena) behave the way they do because of their atomic structure (microscopic phenomena). http://htwins.net/scale2/

Science and Engineering Practice: Developing and using models.

ISTE Standards: 1. Creativity and Innovation: Use models and simulations to explore complex systems and issues. 2. Digital Citizenship: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. Cyberinfrastructure Tools: http://www.strangematterexhibit.com/ http://htwins.net/scale2/ http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/particle_model/activity/ http://www.mheducation.ca/school/applets/bcscience7/particle/


http://www.chem.purdue.edu/gchelp/atoms/states.html (iPad) http://study.com/academy/lesson/states-of-matter-solids-liquids-gases-plasma.html (iPad) http://www.bbc.co.uk/schools/scienceclips/ages/9_10/gases.shtml http://www.harcourtschool.com/activity/science_up_close/501/deploy/interface.html http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/behaviour_of_matter/activity/

https://www.youtube.com/watch?v=ndw9XYA4iF0 (iPad)

https://www.brainpop.com/science/matterandchemistry/statesofmatter/ (iPad)

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes.shtml

http://indianapublicmedia.org/amomentofscience/sugar-dissolve/ https://www.youtube.com/watch?v=e-2EoyDYamg (iPad) https://www.google.com/drive/ (Google Drawings) http://www.gingerlabs.com/ (Notability app)

These cyberinfrastructure websites can be viewed on individual student laptops, by utilizing a computer lab or mobile lab, or be done as a whole group lesson using a projection tool. While many of these resources are Flash based and will not work on iPads, “iPad friendly” resources are also listed as less desirable options. Lesson Activities

ENGAGE

Teacher Does Student Does

1. Teacher presents the crosscutting concept to the class: Natural objects exist from the very small to the immensely large.

Teacher asks: What evidence can you give to support this claim? Teacher records students’ ideas on flip chart or board. (The aim is for words like matter, atoms, particles, etc. If a student says atoms, teacher may query, “What are atoms?” The

Students Think-Pair-Share their ideas and evidence to support the claim, “Natural objects exist from the very small to the immensely large.”

Students share evidence with class.


students may have many misconceptions which are expected. Through the course of this learning sequence, their misconceptions will be addressed.)

2. Teacher directs students to “Strange Matter” website where they will explore the “ZOOM inside Stuff section only: http://www.strangematterexhibit.com/

(If this is being done whole class, the teacher can make decisions to focus on the information that is more relevant to the lesson. Here the students will be exploring scale—from a macroscale or macroscopic scale to a microscopic scale. There are ten horizontal white lines like “rungs” of a ladder representing the length scale, from 100

m (or 1 meter) to 10 -10 m where atoms are visible! Each one contains information when clicked on. More relevant information is found on 10-1 m (1/10 m or 10 cm), 10-5m (width of a human hair), 10-6m (or 1 micrometer), 10-8m, 10-9m (or 1 nanometer), and 10-10m or one ten-billionth of a meter or a million times smaller than a human hair or 1 Angstrom.)

3. A whole class discussion is held to debrief the information learned. The teacher asks the students to support the statement, Matter that can be observed at one scale may not be observable at another scale, with information from the simulation. The teacher charts this information including questions that the students have.

Students go to Strange Matter website on computers or teacher projects it for the whole class. The students will “zoom into” a soda can to see the structure “inside” the aluminum. Students see the macroscale (or macroscopic scale) where matter is visible to the naked eye or with a magnifying glass. They should venture down to the microscale or microscopic scale (virus, bacteria, atoms) seen by powerful electron microscopes and watch short video clips from material scientists.

Students share the information from the simulation supporting the statement, Matter that can be observed at one scale may not be observable at another scale. Students should start to understand that when viewing in the macroscopic scale, matter is visible to the naked eye or with a magnifying glass. When viewing in the macroscopic scale, matter in the microscopic matter will not be visible. Powerful microscopes are needed to see very small scale things.


EXPLORE :


Scale: Macroscopic to microscopic and beyond As questions arise as to scale, teachers may choose to use this activity and resource to have their students explore scale.

1. Teacher refers back to the Engage lesson and the questions that the class had. Present the crosscutting concept generalization: Natural objects exist from the very small to the immensely large. Teacher asks: What are some examples of very small things and very large or immense things?

2. Teacher distributes Scale of the Universe handout and says: Today you may have a chance to find out how big or how small some of those objects are. And to see what scale they are in.

Teacher directs students to access this website: http://htwins.net/scale2/

With your group or partner, try to find some of the objects you listed. In addition, find at least one example of an immense thing and three examples of very small things. Record each object’s name, size and scale. (Note: Students need to know that 102m or 100 meters is written as 10^2m because of the font limits of the website. If they are recording the sizes by hand, they should use

Students record the names of some very small objects and some very large objects. They share their ideas with their partners/teams and then briefly with class.

Students share devices to access website to find some familiar objects. They will also find at least one example of an immense thing and at least three examples of very small things. They record each object’s name, size and scale.


the exponent form. If recording on an iPad, they will use the ^ key.

Note: This amazing website allows its viewers to see the sizes of various natural phenomena. Viewers can zoom in and out from the largest scales in the universe to scales many times smaller than an atomic nucleus. For example, this site shows the extent of the macroscopic scale (that which is visible to the human eye: objects 10-4 m or larger) to the microscopic scale, including what is visible using an optic microscope (10-5 to 10-7 m) and what is visible using an electron microscope (down to 10-11 m). Clicking on an image reveals the size (and its size in meters) and some information sprinkled with little humor.

3. Teacher debriefs exploration: What objects did you find that were macroscopic? About how big is the smallest thing that humans can see (macroscopic)? (10-4 m or larger)

What were some objects that can be seen with an optical microscope? About how big is the smallest thing that can be viewed with an optical microscope? (10-5 to 10-7 m)

What were some objects that can be seen only with an electron microscope? About how big is the smallest thing that can be viewed with an electron microscope? (down to 10-11 m)

Students take part in whole class discussion to debrief.


EXPLAIN


Scale: Macroscopic to microscopic and beyond Teacher asks, “Why might objects that are visible at one scale not be observable at another scale? Explain giving examples from today’s lesson.” If this question is problematic for some students, rephrase it as, “Why are microscopic objects invisible?”

Students write in science journal, either on paper or digitally using Google Drawings (computer) or Notability (iPad).


EXPLORE Teacher Does Student Does

Particle model: The particle model of matter suggests that the macroscopic matter that we can see consists of microscopic particles. (Note: The term particle is used instead of molecules or atoms.)

1. Teacher directs students to websites. http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/particle_model/activity/

(This interactive site has audio and has subtitles so that the students can read along with the audio. The students are able to push plungers and tip simulated water into another container. If the mouse doesn’t work or the students get stuck, they can press the forward button. They can also pause or rewind to play again. At the end, there is a 6 item quiz.)

http://www.mheducation.ca/school/applets/bcscience7/particle/

(This website explains a model and the particle model of matter. The students should interact ONLY with the first two pages. The third page has the particle model and solutions which they explore later.) 2. Teacher: Now that you know what the states of matter look like at the microscopic scale, draw, label, and explain a model for each state of matter.

Additional iPad friendly resources are listed below that might be used to replace the above sites:

http://www.chem.purdue.edu/gchelp/atoms/states.html

(This iPad friendly site will allow the students to read about the states of matter and see

Students share devices and use websites to learn about the particle model of matter to understand the states of matter at the microscopic scale. Students will use Google Drawings (computer) or Notability (iPad) to draw and label their own models of solids, liquids and gases, showing the structure of their particles. They should also include written explanations of their models.


microscopic models of solids, liquids, and gases)

http://study.com/academy/lesson/states-of-matter-solids-liquids-gases-plasma.html Although it is not from a free site, you are able to use it for free. It gives a bit more information and is slightly more advanced. Students will not be able to take the quiz as it requires signing up for a free trial to take it.

EXPLAIN Teacher Does Student Does

Particle model Teacher holds up a clear bowl and some soap and asks: If I put some solid soap into a bowl, why doesn’t the soap take the shape of the container? Write a scientific explanation in your science journal. (You may want to sketch what the soap particles look like at the microscopic scale to help you with the scientific explanation.)

Students write in science journal, either on paper or digitally using Google Drawings (computer) or Notability (iPad). They should explain that since this soap is a solid, it retains its shape because its particles are tightly packed and they don’t move past each other.


EXPLORE :


Changes in States of Matter

1. Teacher: Now that you know about the particle structure of the states of matter, today you will start to figure out what causes them to change states. We’ll start at the macroscopic level. Teacher distributes handout and directs students to first website: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/gases.shtml (Note: They are to do the simulation activity. To replay, they may reload the page or click the blue back arrow. In addition, there is a quiz that they can take and a Sorter game where they sort the macroscopic views of solids, liquids, and gases.)

2. Teacher start a class discussion by asking the following question from the activity: When the liquid evaporated, why did it go into the other beaker? Imagine or predict what it looked like at the microscopic level. Talk with your team/partner. Then share with the class.

Teacher continues to ask the following questions, encouraging them to imagine what was happening on the microscopic level to give a scientific explanation based on particle structure: When the gas was cooled, why did it appear in both beakers? Imagine what it looked like in the microscopic scale.

What happened when you lifted the lids when they contained gas? Why? Imagine what it

Students follow the directions of the simulation, heating liquids and cooling vapors or gas. They record their ideas and macroscopic observations on the handout.

Students Think-Pair-Share. They may use their handouts and notes from previous learning and the website itself to replay the scenario described by the teacher. (Some students may understand that when it evaporated, it became a gas. The particles in a gas are far apart and move rapidly. The gas particles flowed easily and traveled through the tube to the other container. Other won’t, but they will learn it when they explore other website in the next part of the lesson.)


looked like in the microscopic scale.

This is a phenomenon or event that can be explained by what’s happening at the microscopic level.

Teacher continues class discussion by asking, “What did you notice? How does matter change state?

3. Teacher says: In the next websites, you will be able to see the matter change in both the macroscopic and microscopic view! You’ll see the observable matter but also see the unseen particles! Later you will draw a particle model to show what’s happening during these changes in the microscopic scale.

Teacher presents the following websites for the students to explore.

http://www.harcourtschool.com/activity/science_up_close/501/deploy/interface.html

(Heat makes the difference, This site has both audio and text for the students to read. http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/behaviour_of_matter/activity/

(This interactive site has audio and has subtitles so that the students can read along with the audio. The students are able to heat and cool matter and tip simulated water into another container. If the mouse doesn’t work or the students get stuck, they can press the forward button. They can also pause or rewind to play again. At the end, there is a 6

Students Think-Pair-Share: They should have noticed that adding or removing heat (cooling) causes state change. They should say that steam (a gas) was formed when the liquid water was heated. When they cooled the gas, it turned back into a liquid.

Students explore websites sharing devices seeing macroscopic events or phenomena and their corresponding microscopic view. They may take notes as they deem appropriate.


item quiz.)

https://www.youtube.com/watch?v=ndw9XYA4iF0

(An excellent, rather advanced, iPad friendly video that shows the macroscopic scale and microscopic scale of matter along with other amazing information. Although it’s iPad friendly, it’s ideal for showing whole class on a projection system.)

Additional iPad friendly site:

https://www.brainpop.com/science/matterandchemistry/statesofmatter/

An animated video from Brain Pop that has all five states of matter.)


Changes in States of Matter

Now that you have learned about the states of matter and can use a model to show them, can you also use a model to show and explain the events you observed in the first simulation? (Choose one) Can you show and explain when the liquid evaporated in one beaker, why it went into the other beaker?

Can you show and explain when the gas that filled the beakers was cooled, why it appeared in both beakers? Can you show and explain what happened when you lifted the lids of the beaker when they contained gas?


Teacher posts: Draw a model to show a macroscopic phenomenon (or event that you can see) and its microscopic view showing its particles. Please title, label, and explain your model. Be sure to use what you know about the structure and behavior of the particles in the state(s) of matter in your explanation.

The students each choose one event to model. They may use Google Drawings or Notability (iPad) or any other drawing tool to draw a model that shows a macroscopic phenomenon (event that can be seen) and its microscopic view showing its particles.

EXPLORE Teacher Does Student Does

Particle model and Solutions 1. Teacher asks: What does reversible mean? What is meant by a reversible change? What about irreversible? 2. Teacher directs students to this website about reversible and irreversible changes and distributes a handout. http://www.bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes.shtml (Reversible and irreversible changes is a simulation from the BBC. The students will encounter reversible and irreversible changes in matter in macroscopic view. Chemical changes are irreversible while physical changes (including mixtures) are reversible. Students might not see that the changes are reversible because they require heating or filter, but this will come out during the class discussion.)

3. Teacher facilitated discussion: How did you recover the salt from the water? Was there another way? How did you recover the sand from the water?

Students demonstrate that they understand the vocabulary, reversible and irreversible.

Students access website on shared devices and use handout to guide them through the dissolving and reversing changes simulation.

When students are finished, they participate in a class discussion using Think-Pair-Share strategy.


Was there another way to do it? Why could you filter sandy water but not the salty water? Can you imagine or predict what was going on in the microscopic level? Why does some matter dissolve in water? Why doesn’t some dissolve?

4. Teacher says: Now it’s time to see a microscopic view of one of these changes. Be sure to record and define the new vocabulary words that will help you explain the changes.

Teacher directs students to pages 3-4 of http://www.mheducation.ca/school/applets/bcscience7/particle/

(Optional—although without it, they won’t really understand what happens to the sugar particles.) http://indianapublicmedia.org/amomentofscience/sugar-dissolve/ (Why sugar dissolves in water—audio only. Advanced, perhaps too advanced, but some kids will want to know!)

https://www.youtube.com/watch?v=e-2EoyDYamg annoying iPad friendly video about solutions

Students go to website on shared devices. They must wait through the first two pages to get to page 3 “Particle Model and Solutions.” Here they drop a sugar cube into a cup of water and observe the particles. They record the vocabulary words and definitions of solution, solvent, solute from p.3. On page 4 they see different concentrations of solutions, from dilute to concentrated and see the corresponding particles. Finally, on p. 5, they can take a quick 3-point quiz.



Particle model and Solutions Teacher asks: Does salt or sugar magically disappear when mixed into water? Where does it go? Draw a model to show that this observable phenomenon (observable event) can be explained by the arrangement of its particles which are too small to be seen. Please title, label, and explain your model.

Students use Google Drawings (computer) or Notability (iPad) to draw, label, and explain their own models


EVALUATE

Evaluation will be on-going throughout these lessons. Teacher will evaluate the student progress by monitoring student understanding as evident in • Classroom discussions • Student questions and answers • Model drawings and explanations

A sample rubric can be found by using the following link:

http://www.isbe.net/ils/science/pdf/rubric.pdf


ENRICH/EXTEND

Various simulations can be used to extend this lesson to upper grade levels: (Use these to explore the states of matter further, atoms and the periodic table, and molecules for 7th grade.) http://phet.colorado.edu/en/simulation/states-of-matter

https://phet.colorado.edu/en/simulation/build-an-atom https://phet.colorado.edu/en/simulation/build-a-molecule

Text and a video from Bitesize: (Use these to start to explore chemical changes/compounds in comparison to physical changes/mixtures. This extends the reversible/irreversible changes concept for 5th grade 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/revision/1/ http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/

Use this simulation to explore heat transfer (6th grade) https://phet.colorado.edu/en/simulation/energy-forms-and-changes

what’s the matter? - california state university san...

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