Module+1

Standard: CAa: Scientific Inquiry The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
 * Module 01 – Measurement and Matter [Introduction to Chemistry] (lens: Relationships) **

CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter.

Indicators: 1. CAa.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. 2. CAa.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. 3. CAc.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

Concepts: 1. Measurements 2. Systems 3. Relationships

Essential Understandings: 1. Analysis of measurement determines relationships in systems. 2. Relationships between measurements determine (properties of) substances.

 Analysis of precise, mathematical measurement determines relationships in systems.
 * Essential Understandings: **
 * Relationships between units of measure affects properties of substances. **

Standard: CAa: Scientific Inquiry The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. CAa.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. 1. Why do systems of measurement need to be consistent? 2. What are the implications of having several systems of measurement? Systems of measure, accuracy, units, measurement instruments, communication Nature of science. Conversion factors. Importance of set system of measure. SI or metric system. // Can this be done as a virtual lab? It seems like it might work. // Students need to develop their own system of measurement, for length to be used for area, volume, length of various regular shaped object that lend themselves to this type of measurement. They must from their “base unit” develop at least 2 smaller units of the same measurement length. In a discussion board they should try to communicate the length, area and volume in their units to the group. This may work best if students have a virtual ruler that can be adjusted and measure several of the same things. This could lead into discussion of conversion factors between different student’s measurement systems. N/A Formative Assessment** Appraise your measurement system and determine if it would be an accurate way for others across the world to measure items.
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Standard: CAa: Scientific Inquiry The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
 * Lesson 2**

CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter.

CAa.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. CAc.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). 1. How is the amount of matter determined? 2. What are proper scientific units and instruments to measure mass and volume? Volume, Mass and the amount of matter present. Triple beam balance, ruler, graduated cylinder. Water displacement as a way to measure volume. Scientific measurement, precision. Data recording with units. Precision. We need to have students understand precision and accuracy in the next lessons so, we really need virtual triple beam balances in the start of this course as a measuring device. Also, virtual ruler and graduated cylinder. Student should be able to count number of pieces and record this data. Students will measure a variety of different objects and as a class students need to measure a varying amounts of the same substance, not in specific increments. The same objects are measured for volume and mass. Data will be used in next lesson to develop relationship between volume and mass, as well as presentation skills. N/A Examine the data from classmates and determine why everyone does not have identical data, when you were measuring the same substance.
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Standard: CAa: Scientific Inquiry The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
 * Lesson 3 **

CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter.

CAa.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. CAc.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). 1. How can data be represented to best communicate the findings in an experiment? 2. What types of information can be determined from a graph? Choosing proper graph to best communicate information, dependent and independent variable, relationships derived from graphs. Proper labels on graphs, point protectors, best fit lines. Density, characteristic properties. Measurement accuracy and precision. Student will graph data from last class. Look for relationships in the data. Students should graph: mass and number of pieces, volume and number of pieces, mass and volume, mass/volume and number of pieces volume/mass and number of pieces Mass * volume and number of pieces. Guided students should be able to find a relationship. N/A Formative Assessment** Deduce the relationship between mass and volume by analyzing your data and graph.
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Standard: CAa: Scientific Inquiry The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
 * Lesson 4 **

CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter.

CAa.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. CAa.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. CAc.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). 1. What is the difference between precision and accuracy? 2. Why are significant figures important? Precision of instrument, and accuracy in an instrument. Significant figures from measurement and in calculations. Measurement instruments. Estimation. Students should be randomly given different measuring devices with varying precision. Example: Meter stick with just half way mark, meter stick with all marking to decimeters, meter stick with all markings to centimeters, meter stick all measurements to millimeters (Similar device for measuring mass would be nice. ) Students measure several objects as precisely as possible with measuring device given. Basis for sig figs. Posed with the question how precise are you? How accurate are you? N/A Formative Assessment** Distinguish between precision and accuracy.
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Standard: CAa: Scientific Inquiry The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
 * Lesson 5**

CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter.

CAa.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. CAa.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. CAc.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). 1. How can the relationship between mass and volume be determined? 2. How can we account for the fact that a given volume of sand has more mass than the same volume of water or marshmallows? Matter, measurement, graphing, interpretation of data, physical property mass, volume, density, precision/accuracy, significant figures, evidence Students graph use previous graph of material and are given data for different substances to compare to the substance they graphed. All are put on the same mass and volume graph, determination needs to be made about relationship of density to mass and volume. This graph should have several substances on the same graph. N/A Formative Assessment** Analyze the different substances on the graph. Compare/determine which items take up more space for every gram. Compare/determine which items have more mass for every 1 unit of volume.
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