Module+2

Standard: CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter.
 * Module 02 – Physical Properties of Matter (lens: Structure)**

Indicators: 1. CAc.3 Illustrate the difference between atom, molecule and ionic compound. 2. CAc.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition. 3. CAc.5 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and movement of particles.

Concepts: 1. Identity 2. Behavior 3. Structure

Essential Understandings: 1. Structure influences behavior. 2. Structure of substances indicates identity.


 * Essential Understandings: **
 * The arrangement of particles in a substance influences their behavior. **
 * Identity of substances determines the chemical and physical properties of that substance. **

**Lesson 1 What Am I?** Standard: CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter. CAc.3 Illustrate the difference between atom, molecule and ionic compound CAc.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition 1. How do atoms, molecules, compounds, and elements relate to each other? 2. How is it possible for an element to be a molecule?
 * Indicators:**
 * Guiding Questions:**

An element is a single type of atom. An atom is the smallest unit of a substance that can’t be broken down without changing its properties. A molecule is 2 or more atoms bonded together. A compound is a substance composed of two or more elements in fixed proportions. Pure substances are matter that consists of only one type of particle. A pure substance can be either an element or a compound. Mixtures are two or more pure substances combined. Mixtures can be classified based on the size and dispersion of the particles. A solution has the smallest particles (which cannot be seen by the naked eye) and the particles are homogeneous (evenly distributed throughout the mixture). A colloid has particles that are slightly larger than those in a solution (but still cannot be seen by the naked eye) and the particles are homogeneous. A suspension is composed of larger particles (which can be seen by the naked eye). The particles may vary in size and are heavy enough to settle to the bottom of the mixture. Particles in suspensions are not evenly distributed (so are heterogeneous). Suspensions often say “Shake well before using.”
 * Topics/Facts:**
 * Different types of substances**
 * Mixtures**

Students should be able to identify substances as composed of atoms or molecules. Students should classify common household substances as solution, colloid, or suspension.
 * Suggested Lab (Inquiry) Activities:**

 **Resources N/A

Formative Assessment Sketch a conceptual diagram of an atom, compound and pure substance.

Differentiated Instruction**

**Lesson 2 A Common Language** Standard: CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter. CAc.3 Illustrate the difference between atom, molecule and ionic compound 1. Why do we need a common language to refer to elements? 2. Why is proper capitalization important in writing symbols?
 * Indicators:**
 * Guiding Questions:**

Elements are represented by symbols so that scientists have a common language. Symbols are composed of 1 or 2 letters (except those which are newly discovered and are still awaiting an official name.) Only the first letter of an element’s symbol is capitalized. Symbols can then be combined to identify other compounds in a common language.
 * Topics/Facts:**
 * Elements**

Students find symbols for elements which do not match their name and explain the origin of the symbol. This activity may also include some research of the name of the element in different languages. Students research the organization which determines who has the right to name an element and approve the final name and symbol (IUPAC). Research should include an overview of the process.
 * Suggested Lab (Inquiry) Activities:**

N/A
 * Resources

Formative Assessment Students are able to correctly write element symbols when given the name or to provide the name of the element when given the symbol. Relate the concept of elemental symbols as a language to the idea of letters, words, and sentences in their native language.

Differentiated Instruction**

**Lesson 3 Are all mixtures created equal?** Standard: CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter. CAc.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition 1. What happens to the properties of a substance when mixed into a solution? 2. How do chemists use chemical and physical properties to classify a sample of matter as an elemental substance, a compound, a homogenous mixture, or a heterogenous mixture?  Ionic compounds always change properties when dissolved into solution because they separate into smaller parts (ions). Some substances do not change their properties when they are combined into a mixture because the particles stay intact. They are only separated from each other because they are surrounded by particles of the solvent. An elemental substance cannot be broken down further without changing its properties. A compound cannot be easily separated into its constituent components. It has to be separated by breaking the bonds. Heterogeneous mixtures have particles that are large enough to be separated by filtration. The particles within the mixture maintain their own individual properties. The particles of a homogeneous mixture must be separated using chromatography or distillation. The particles in a colloid are large enough to reflect light (Tyndall Effect). We can differentiate between types of homogeneous mixtures by using the Tyndall Effect.
 * Indicators:**
 * Guiding Questions:**
 * Topics/Facts:**
 * Properties of substances mixed into solution**
 * Properties of Homogeneous and Heterogeneous Mixtures**

Given mixtures of various substances, students need to identify them as elemental, compound, solution, colloid, or suspension.
 * Suggested Lab (Inquiry) Activities:**

 **Resources N/A

Formative Assessment Create an experimental procedure which would allow you to determine whether a mixture is a solution, colloid, or suspension.

Differentiated Instruction**

**Lesson 4 Is synthetic the same as natural?** Standard: CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter. CAc.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition. 1. Would a synthetic diamond engagement ring be the same as a natural diamond? 2. If you or someone close to you were ill, would you choose a synthetic treatment or a homeopathic treatment and why?
 * Indicators:**
 * Guiding Questions:**

The chemical structure of many natural substances can be reproduced or closely simulated in a laboratory. Some chemical structures may be similar rather than identical but still have many of the same properties. Synthetically produced compounds can be manufactured to accentuate the desired properties. Some materials are synthetically produced because they are cheaper, easier to obtain, or have properties which are easier to standardize. Natural materials are those which are found in nature and whose basic chemical structures are not altered by man. Natural materials often contain impurities which may need to be removed.
 * Topics/Facts:**
 * Synthetic Materials**
 * Natural Materials**

Student prepared written evaluation of the pros and cons of a man-made and natural form of a material culminating in a commitment to which form is “better.” <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> N/A
 * Suggested Lab (Inquiry) Activities:**
 * Resources

Formative Assessment In an online debate with classmates, student should be able to defend his or her opinion on whether a synthetic material (such as a diamond) is better or worse than the natural form of the same material.

Differentiated Instruction**

<span style="font-size: 16pt; color: black; font-family: 'Times New Roman','serif';">**Lesson 5 What form is matter?** <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Standard: CAc: Structure and Properties of Matter The student will demonstrate an understanding of various properties and classifications of matter. CAc.5 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and movement of particles. 1. Why do substances boil or freeze at different temperatures? 2. How can density relate to the states of matter?
 * Indicators:**
 * Guiding Questions:**

There are four states of matter – solid, liquid, gas and plasma. Solid matter maintains its own shape and has particles which are closely packed together in a fixed relationship to the other particles. Liquid matter takes the shape of its container and has particles which are still relatively close together but are not locked into a relationship with other particles. Gases also take the shape of their container. Their particles spread as far apart as possible given the container and have little interaction with each other. Plasma is a state of matter which occurs at high temperatures. Particles are spread apart as in a gas but do interact with each other through electrical forces. Plasma appears naturally in our everyday world in the form of lightning bolts. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Boiling point is the temperature at which a substance changes from liquid state of matter to gaseous. Freezing point is the temperature at which a substance changes from liquid to solid state of matter. A boiling point can be below 0° C (for example, oxygen which is a gas at room temperature.) A freezing point can be higher than 100° C (for example, anything which remains a solid even when placed in boiling water.) Boiling point and freezing point are directly related to the motion of the particles in the substance.
 * Topics/Facts:**
 * States of Matter**
 * Interactions of matter**

An activity which requires students to measure the temperature at which substances change states of matter and make comparisons between them. They need to describe what is happening on a molecular level for these changes.
 * Suggested Lab (Inquiry) Activities:**

N/A
 * Resources

Formative Assessment

Differentiated Instruction**