Matter by Jason Kozel

Transformation 2013 PBL 5E Planning Form Guide PBL Title: Does it Matter? Yes! We Recycle: Starting or Expanding a Recycling Program in our School Teacher(s): Sarah Kerr Chapa School: Education Service Center, Region XIII Subject: Chemistry I Abstract: In this design challenge, students will learn about the characteristics of matter, including the differences between matterâ&#x20AC;&#x2122;s physical and chemical properties and the properties of mixtures verses pure substances. Additionally, the traits of solids, liquids, and gases will be investigated along with how they can transform into one another. The students will research community programs and methods of recycling common materials. They will create a proposal and a school wide campaign to establish, promote, and initiate or expand a recycling program on their campus.

MEETING THE NEEDS OF STEM EDUCATION THROUGH PROBLEM BASED LEARNING ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

Begin with the End in Mind The theme or “big ideas” for this PBL: Students will investigate and identify properties of mixtures and pure substances, differentiate between physical and chemical properties of matter and analyze examples of solids, liquids, and gases while identifying changes in matter, determining the nature of the change, and examining the forms of energy involved. The student will then propose a plan, to the faculty (including the principal, head custodian, teachers and all administrators), student body and school board to begin, revamp or expand a recycling program in their school and possibly throughout the district. All commonly used items on a campus, including aluminum cans, plastic water and soda bottles, tin/steel cans (from cafeteria), paper, cardboard, glass, etc., must be included in the proposal and campaign. The plans must address all of the pertinent issues surrounding the local recycling programs in the community such as, costs to start the program and money made through the program, environmental impact, future benefits, sorting containers type of effort and “buy in” needed from the staff and student body. TEKS/SEs that students will learn in the PBL: (1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (D) organize, analyze, evaluate, make inferences, and predict trends from data; (E) communicate valid conclusions. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (C) evaluate the impact of research on scientific thought, society, and the environment;

Last Updated: 9/25/08

(D) describe the connection between chemistry and future careers; and (4) Science concepts. The student knows the characteristics of matter. The student is expected to: (A) differentiate between physical and chemical properties of matter; (B) analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume; (C) investigate and identify properties of mixtures and pure substances; and (5) Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter. The student is expected to: (A) identify changes in matter, determine the nature of the change, and examine the forms of energy involved Key performance indicators students will develop in this PBL: Develop Vocabulary: (Matter, mass, volume, physical properties, chemical properties, physical change, chemical change, mixture, pure substance, element, compound, homogeneous, heterogeneous, colloid, suspension, solution, solid, liquid, gas, freezing point, melting point, boiling point, evaporation, condensation, freezing, melting, sublimation, phase, recycling, single stream recycling), differentiate between physical and chemical properties, identify changes in matter, determine the nature of the change, and examine the forms of energy involved, investigate and identify properties of mixtures and pure substances and analyze examples of solids, liquids, and gasses. 21st century skills that students will practice in this PBL: www.21stcenturyskills.org Creativity, innovation, communication, collaboration, media technology, ICT technology, flexibility, adaptability, critical thinking and reasoning, accountability, leadership and responsibility skills STEM career connections and real world applications of content learned in this PBL:

Careers: Public speaking, Public relations, scientific research, chemical engineering, environmental engineering, chemistry, laboratory technology, education, waste management, marketing, campaigning, accounting, community organizing, activism STEM Connections: Science, math, engineering, and technology. Real world connection: Matter is anything that has mass and takes up space. Do you recycle the matter you use? Does your school? Throughout our day we use products that can and should be recycled so less space is taken up in our landfills and fewer fossil fuels

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

are needed to create brand-new products, such as water bottles. Did you know a lot of money could be earned or saved by recycling? So let’s be good stewards of the resources we have on this earth and recycle more. The smaller the “carbon print” we leave, the healthier our Earth will be.

Last Updated: 9/25/08

The Problem Does it Matter? Yes! We Recycle: Starting or Expanding a Recycling Program in our School Do you recycle at home? Do you have a bin for recycling? Do you have to sort recyclable materials or do you have the ability to place all recyclable materials in one container? If the latter is the case then your community has single stream recycling. Recycling is one example reusing existing matter. These materials are an example of a heterogeneous mixture, since recyclable materials must be separated by physical means. Do you know how many soda cans, soda and water bottles, pieces of paper, newspapers, cardboard boxes, and tin/steel cans your campus throws away on a daily, weekly, monthly or yearly basis? Does your school have any type of recycling program in place? What is it? Who participates in it? What materials are recycled? How can your existing recycling program be expanded? Or, if your campus does not have one, how can you get a recycling program started and maintained? During this project, you will do just that. Your team will first investigate your community’s recycling capabilities, programs and methods. Your team will then propose a plan to start a recycling program or expand an existing recycling program at your school. You will research the places that accept the recyclable goods and the methods used to sort at the recycling plants in your community. Additionally, you must assess the cost of purchasing recycling containers that your school will place throughout the campus for the various materials to be recycled (i.e. recycling bins for aluminum cans or containers for the empty water and soda bottles). What is the most economical way to achieve this? Can you modify large trash bins? Be innovative and creative. All commonly used items on a campus, including aluminum cans, plastic water and soda bottles, tin/steel cans (from cafeteria), paper, cardboard, glass, etc., must be included in the proposal and campaign for a recycling program. The plans must address all of the pertinent issues surrounding the local recycling programs in the community such as costs to start the program, environmental impact, future benefits, sorting containers, and type of effort and “buy in” needed from the staff and student body. You will research how much money your school can make by recycling and how much money will be saved by having less waste taken to the local landfills. A research log should be maintained with important facts, prices, phone numbers, contact people and all other data needed to create your proposal and execute your plan. You will also come up with a campaign to get EVERYONE (teachers, administrators, custodians, cafeteria workers and students) on campus on board with the new recycling plan. Remember: The easier and more convenient you make the recycling of goods on campus, the more people will participate. The winning team(s) will present their final proposal to the administration, teachers, and possibly the local school board. After approval of your plan and the purchasing and setting up of recycling bins, you and your classmates will launch the winning campaign to get everyone on campus to participate and “buy in” to the recycling program. Slogans, pictures, signs, planned recycling stations, materials and methods of how the campus should dispose of the materials all need to be explained in the campaign. Students, you will demonstrate how the students should dispose of the materials during a school-wide assembly. You may create a video, PowerPoint and/or live demos. Make your campaign fun, make it cool, and make it something that everyone wants to participate in!

Last Updated: 9/25/08

Map the PBL Taught before the project

Taught during the project

3. How to identify changes in matter, determine the nature of the change, and examine the forms of energy involved.

4. How to investigate and identify properties of mixtures and pure substances.

5. How to analyze examples of solids, liquids and gasses.

Already Learned

Performance Indicators

1. Vocabulary: Matter, mass, volume, physical properties, chemical properties, physical change, chemical change, mixture, pure substance, element, compound, homogeneous, heterogeneous, colloid, suspension, solution, solid, liquid, gas, freezing point, melting point, boiling point, evaporation, condensation, freezing, melting, sublimation, phase, recycling, single stream recycling 2. How to differentiate between physical and chemical properties of matter.

6. Evaluate environmental issues associated with the recycling of consumer goods in a school within a local community. 7. How to create a brochure with software

8. How to use, create and edit MS PowerPoint presentation

9. How to use a video camera.

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

5E Lesson Plan PBL Title: Does it Matter?

Yes! We Recycle: Starting or Expanding a Recycling Program in our School

TEKS/TAKS objectives: 1A,B; 2A,D,E; 3C,D; 4A,B,C; 5A Engage Activity Attention grabber: “Magical Matter”--Matter Engage Activity. (See below) Focus: For the next few classes, students will develop vocabulary pertaining to matter, differentiate between physical and chemical properties, identify changes in matter, determine the nature of the change, and examine the forms of energy involved, investigate and identify properties of mixtures and pure substances and analyze examples of solids, liquids and gasses. Upon completion of the “Magical Matter” Engage Activity, introduce the students to the project: Do you recycle at home? Do you have a bin for recycling? Do you have to sort recyclable materials or do you have the ability to place all recyclable materials in one container? If the latter is the case then your community has single stream recycling. Recycling is one example reusing existing matter. These materials are an example of a heterogeneous mixture, since recyclable materials must be separated by physical means. Do you know how many soda cans, soda and water bottles, pieces of paper, newspapers, cardboard boxes, and tin/steel cans your campus throws away on a daily, weekly, monthly or yearly basis? Does your school have any type of recycling program in place? What is it? Who participates in it? What materials are recycled? How can your existing recycling program be expanded? Or, if your campus does not have one, how can you get a recycling program started and maintained? During this project, you will do just that. Your team will first investigate your community’s recycling capabilities, programs and methods. Your team will then propose a plan to start a recycling program or expand an existing recycling program at your school. You will research the places that accept the recyclable goods and the methods used to sort at the recycling plants in your community. Additionally, you must assess the cost of purchasing recycling containers that your school will place throughout the campus for the various materials to be recycled (i.e. recycling bins for aluminum cans or containers for the empty water and soda bottles). What is the most economical way to achieve this? Can you modify large trash bins? Be innovative and creative. All commonly used items on a campus, including aluminum cans, plastic water and soda bottles, tin/steel cans (from cafeteria), paper, cardboard, glass, etc., must be included in the proposal and campaign for a recycling program. The plans must address all of the pertinent issues surrounding the local recycling programs in the community such as costs to start the program, environmental impact, future benefits, sorting containers, and type of effort and “buy in” needed from the staff and student body. You will research how much money your school can make by recycling and how much money will be saved by having less waste taken to the local landfills. A research log should be maintained with important facts, prices, phone numbers, contact people and all other data needed to create your proposal and execute your plan. You will also come up with a campaign to get EVERYONE (teachers, administrators,

Last Updated: 9/25/08

custodians, cafeteria workers and students) on campus on board with the new recycling plan. Remember: The easier and more convenient you make the recycling of goods on campus, the more people will participate. The winning team(s) will present their final proposal to the administration, teachers, and possibly the local school board. After approval of your plan and the purchasing and setting up of recycling bins, you and your classmates will launch the winning campaign to get everyone on campus to participate and “buy in” to the recycling program. Slogans, pictures, signs, planned recycling stations, materials and methods of how the campus should dispose of the materials all need to be explained in the campaign. Students, you will demonstrate how the students should dispose of the materials during a school-wide assembly. You may create a video, PowerPoint and/or live demos. Make your campaign fun, make it cool, and make it something that everyone wants to participate in! Teachers: Contact your administrators immediately to get a faculty meeting scheduled for the winning team(s) to propose their plan to the staff. Have your principal invite the board members and superintendent to the meeting. Additionally, a schedule needs to be made, once the plan has been accepted by the administration, to refine the campaign and to propose it to the student body and teachers in a school assembly.

Engage Activity Products and Artifacts Class discussion and observations of Engage Activity Engage Activity Materials/Equipment For the Engage Activity: “Magical Matter”--Matter Engage Activity document, Bunsen burner, igniter/striker, test tube rack, 2 test tubes, a watch glass, test tube holder, crucible tongs, a piece of fruit, a knife, cutting board, a bottle of water and a Crystal Light single mix packet OR a Kool-Aid single mix packet, 1 wood splint, magnesium ribbon (Mg), hydrochloric acid (6M HCl, in a small, labeled squeeze bottle), PBL “Recycling” project prompt Computer, Internet Access Engage Activity Resources http://www.tceq.state.tx.us/files/gi-079.pdf_4231919.pdf How to Order Texas’ Guide to School Recycling http://www.tceq.state.tx.us/nav/resources/env_resources.html Texas Environmental Resources for Educators Explore Activity Activity/Lab: Classification of Matter o Students will go to lab area o Each station will contain 12 small vials of matter

Last Updated: 9/25/08

o Based only on visual observation, each group will divide the vials into categories based on their own criteria o Groups will compare results o Discuss results as a class Give examples in rubber stopped test tubes or vials of a variety of matter samples. Suggestions to fill each group of 12 test tubes/vials with: Heterogeneous Mixtures: a mixtures of gravel/sand, Fruity Pebbles, variety of beans, mixture of metal pellets from chemical bottles (copper and aluminum), muddy water (suspension), milk of magnesia (suspension), Italian salad dressing (suspension), etc. Homogeneous Mixture: food colored water, coffee (liquid), syrup, salt water (saline solution), air (solution of gases), toothpaste (colloid), milk (colloid), Pure Substances: sugar (compound), salt (compound), water (compound), copper (element), sulfur (element), aluminum (element), magnesium ribbon (element) Play the Single Stream Recycling Video (Austin News) http://www.kvue.com/news/top/stories/052908kvuerecycle-bkm.40f0e570.html o Ask students what kind of mixture the recyclable materials are. o Answer: Heterogeneous mixture

Explore Activity Products and Artifacts Results of studentâ&#x20AC;&#x2122;s classification of the vials Explore Activity Materials/Equipment Chemistry journals/spirals, Computer Lab, Internet, For the lab activity: 12 vials/stoppered test tubes of a variety of matter (see examples above) per lab station Explore Activity Resources http://www.kvue.com/news/top/stories/052908kvuerecycle-bkm.40f0e570.html Single Stream Recycling in Austin (play news video) http://www.chm.bris.ac.uk/webprojects2002/pdavies/examples.html Examples of Colloids

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

Explain Activity Brain Pop (Compounds and Mixtures) http://www.brainpop.com/science/matterandchemistry/compoundsandmixtures/ Create: Matter Flow Chart -Mixtures vs. Pure Substances (use Inspiration software) o Use information from PowerPoint “Matter_PhysChem_Prop_Chng” (see presentation on Transformation 2013 website) o Stop at slide 7 Explain Activity Products and Artifacts Activity: Create a Matter Flow Chart (Mixtures Vs. Pure Substances) Explain Activity Materials/Equipment Chemistry journals/spirals, Computer Lab, Internet, Inspiration Software Program or premade blank flow chart, “Matter_PhysChem_Prop_Chng” PPT, Brain POP subscription Explain Activity Resources http://www.brainpop.com/science/matterandchemistry/compoundsandmixtures/ -Brain Pop (Compounds and Mixtures) Explore Activity Lab: Ice Cream Lab- Exploring Colloids and Solutions (see below) Lab: Freezing and Melting of Water (see below) o Computer lab with temperature probes (Vernier LoggerPro) o Discuss computer use and lab probe precautions and directions o Discuss safety concerns o Emphasize qualitative and quantitative observations o Complete IVCDV CHART, Hypothesis (before lab) o Complete Data Table (during lab) o Complete Graph (after lab) http://www2.vernier.com/sample_labs/PSV-03-COMP-freeze_melt.pdf Freezing and Melting of Water Lab Document Explore Activity Products and Artifacts 

Lab: Ice Cream Lab- Exploring Colloids and Solutions



Lab: Freezing and Melting of Water



Handout: Freezing and Melting of Water-IVCDV Chart, Hypothesis, Data Table and Graph

Last Updated: 9/25/08

Explore Activity Materials/Equipment Chemistry journals/spirals, Computer Lab, Internet, Ice Cream Lab Handout, Freezing and Melting of Water Lab Handout, Freezing and Melting of Water-IVCDV Chart, Hypothesis, Data Table and Graph Handout For Ice Cream Lab per station: rock salt or table salt, ice, thermometer, duct tape, coffee can or gallon size zip-top storage bag, sandwich size zip-top storage bag, half-and-half, sugar, vanilla extract, toppings (optional), gloves (optional), For Freezing/Melting of Water Lab per station: computer, 400 mL beaker, Vernier computer interface, water, Logger Pro, 10 mL graduated cylinder, Vernier Temperature Probe, ice, ring stand, salt, utility clamp, spoon, one test tube Explore Activity Resources

Read the article “Making Ice Cream: Cool Chemistry,” ChemMatters, December 1995, pp. 4-7 at http://www.nisd.net/communicationsarts/pages/ipc/docs/solns_ec.pdf http://www2.vernier.com/sample_labs/PSV-03-COMP-freeze_melt.pdf Freezing and Melting of Water Lab (Vernier) Explain Activity Brain Pop (States of Matter) http://www.brainpop.com/science/matterandchemistry/statesofmatter/ Foldable: States of Matter  “Hot dog” fold  Cut one flap into 4 equal sections  Label each section “solid”, “liquid”, “gas”, and “plasma”  Under each flap students will write: o Definition o Energy o Example o Behavior at atoms Brain Pop (Matter Changing States) http://www.brainpop.com/science/matterandchemistry/matterchangingstates/ Debrief: Discuss both Lab’s results (Ice Cream and Freezing & Melting of Water)  Use data to construct PHASE diagram (Freezing and Melting of Water Lab) in notebook

Last Updated: 9/25/08

Explain Activity Products and Artifacts Foldable: States of Matter PHASE diagram (in notebook) Explain Activity Materials/Equipment Chemistry journals/spirals, Computer Lab, Internet, Colored Paper, Markers Explain Activity Resources http://www.brainpop.com/science/matterandchemistry/statesofmatter/ Brain Pop (States of Matter) http://www.brainpop.com/science/matterandchemistry/matterchangingstates/ Brain Pop (Matter Changing States) Explore Activity Reading: Does it Matter? (Handout on Chem. & Phys. Properties/Changes…see handout on Transformation 2013 website) Notes: Finish PowerPoint “Matter_PhysChem_Prop_Chng” Slides 8-24 (see PowerPoint on Transformation 2013 website  Create: Double Bubble or Venn Diagram comparing/contrasting o Physical Changes vs. Chemical Changes o Metals, Non-Metals and Metalloids o Intensives vs. Extensive Physical Properties (Use “Does it Matter?” Reading and PPT notes to complete these diagrams) *Play Chemical Change Song http://www.teachertube.com/view_video.php?viewkey=77c077b2938f0d6ab91f&page=6 &viewtype=&category= Pre-Lab: Physical and Chemical Changes Questions (See Pre-Lab PPT on Transformation 2013 website) Lab: Physical and Chemical Changes (See lab guide on Transformation 2013 website) o Assign Lab Jobs/Responsibilities o Set up Lab stations as a Round Robin/Rotation Lab Explore Activity Products and Artifacts  

Handout: Does it Matter? (Questions & Answers) Double Bubbles or Venn Diagrams o Physical Changes vs. Chemical Changes

Last Updated: 9/25/08



o Metals, Non-Metals and Metalloids o Intensives vs. Extensive Physical Properties Lab: Physical and Chemical Changes (Hypotheses, Observations, Questions & Answers) Explore Activity Materials/Equipment

Chemistry journals/spirals, Computer Lab, Internet, ” Does it Matter?” Handout, “Matter_PhysChem_Prop_Chng” PowerPoint, Pre-Lab PowerPoint: Physical and Chemical Changes Questions, Lab: “Physical and Chemical Changes” Handout For Physical and Chemical Changes Lab: Triple beam balance or Electronic balances, Scoopulas, Massing Boats, Bunsen burners, Dropper pipettes, test tubes, Mortar & Pestle (optional as per teacher), Test tube racks, Magnet in baggie, Test tube holders, Aprons, Safety goggles, watch glasses, Copper sulfate pentahydrate (CuSO4·6H2O), Iron fillings (Fe), Sodium chloride (NaCl), Magnesium ribbon (Mg), Hydrochloric acid (6M HCl), Birthday candles, Silver nitrate (0.1 M AgNO3), Matches, Sulfur (S), (powdered), Small graduated cylinder, Wood splints Explain Activity Resources http://www.teachertube.com/view_video.php?viewkey=77c077b2938f0d6ab91f&page=6 &viewtype=&category Chemical Change Song Explain Activity Brain Pop (Physical and Chemical Changes) http://www.brainpop.com/science/matterandchemistry/propertychanges/ Demo: Physical and Chemical Changes http://www.teachertube.com/view_video.php?viewkey=96895205633f3ef695f6 Debrief: Physical and Chemical Changes Lab Review: Properties of Matter Worksheet (see below) Quiz: Physical and Chemical Changes Lab (see quiz on Transformation 2013 website) Explain Activity Products and Artifacts Review: Properties of Matter Worksheet Quiz: Physical and Chemical Changes Lab Explain Activity Materials/Equipment Chemistry journals/spirals, Computer Lab, Internet, Review: Properties of Matter Worksheet, Quiz: Physical and Chemical Changes Lab

Last Updated: 9/25/08

Explain Activity Resources http://www.brainpop.com/science/matterandchemistry/propertychanges/ Brain Pop (Physical and Chemical Changes) http://www.teachertube.com/view_video.php?viewkey=96895205633f3ef695f6 Demo: Physical and Chemical Changes Elaborate Activity 

Students will spend the rest of time completing their projects, plans, proposals and campaign.



A research log should be maintained with important facts, prices, phone numbers, contact people and all other data needed to create their proposals.



By this point internet research should pretty much be complete. However, see resources for some helpful sites.



Coach and guide the teams as you observe the filming of videos and/or editing of film, creation of brochures, flyers, signs and/or PowerPoints.



Students will work within their teams to finish their products.



Students will evaluate what is needed to complete their products



Students will edit and complete their products for teacher review.



Students will generate a list of who in the team completed or worked on each task or job and how much time was dedicated to those tasks. Elaborate Activity Products and Artifacts



List or data table (ex. Excel spreadsheet) of tasks and time spent by each team member.



Check team notes on necessary changes, editing, revising needed to complete project.

The teacher should review the edited products/proposals and give brief/quick feedback for last minute improvements.

Last Updated: 9/25/08

Elaborate Activity Materials/Equipment Computer Lab, Internet, MS Excel, PowerPoint, Word (brochures), Excel, and any other software needed (i.e. Photoshop), Color Printers, Poster Boards, Markers, Colored Paper, Telephones, Video Cameras, Film/Video Cassettes, Charged Batteries for Video Cameras, Editing equipment, VHS tape or Burnable DVD Elaborate Activity Resources Resources: Collected Data, Websites, Teacher feedback, Peer/Teacher Evaluation forms/rubrics http://www.brainpop.com/technology/scienceandindustry/recycling/ Brain Pop (Recycling) http://www.scottsdalecc.edu/green/how_does_recycling_work.html How Does Recycling Work? http://www.kvue.com/news/top/stories/052908kvuerecycle-bkm.40f0e570.html Single Stream Recycling Video (Austin, TX) http://www.sandiego.gov/environmental-services/recycling/schools.shtml Set Up Recycling in your School (San Diego, CA) http://www.epa.gov/osw/students/school.pdf A Guide to Starting Recycling in Schools http://www.dep.state.pa.us/dep/DEPUTATE/AIRWASTE/WM/RECYCLE/School/Scho ol_Guide.htm School recycling http://www.waste.ky.gov/NR/rdonlyres/EAE7A781-FC41-4786-97A4AC3BE630173E/0/SchoolRecycling.pdf Recycling Guide http://www.heb.com/aboutHEB/EA-recycleIntro.jsp H.E.B. Recycling Program for Schools http://www.tceq.state.tx.us/files/gi-079.pdf_4231919.pdf How to Order Texas’ Guide to School Recycling http://www.tceq.state.tx.us/nav/resources/env_resources.html Texas Environmental Resources for Educators Evaluate Activity 

All students will view and evaluate the presentations and proposals as a class (see rubric). After each presentation and proposal is viewed, the teams will discuss their opinions based on the peer evaluation forms, come to a consensus, and turn in one peer evaluation for that presentation. The teams will then view the next presentation and repeat the above process until all are viewed.  You will have a teacher evaluation rubric to complete as well.  Have a class discussion about what worked in each presentation and what needs improvement. *Allow teams to take notes so that they may fix problems and resubmit their presentations. This is an important part of the engineering process.  Have each student fill out a self-reflection form.  Lead a class discussion about what the students learned and discovered during this © 2008 Transformation 2013

Last Updated: 9/25/08

project. Ask them what they discovered about working in teams and what they discovered about themselves. Have them share what they would do differently for their future projects. *Teachers: This is an excellent opportunity to have students propose their ideas to an authentic audience. Remember: You will need to contact your administrators (school board) well in advance to see schedule a staff meeting to review the revised presentations. Evaluate Activity Products and Artifacts   

Presentations/Proposals Peer/Teacher Evaluation Forms/Rubrics Self-Reflection forms Evaluate Activity Materials/Equipment

“We Recycle” videos, brochures, signs, campaign slogans (on boards), sample of recycling containers, computer, MS PowerPoint, VCR/ DVD player, projector or T. V., Peer evaluation forms, Self-Reflection forms, Teacher evaluation rubrics Evaluate Activity Resources Peer/Teacher Evaluation forms/rubrics, Self-Reflection forms

Last Updated: 9/25/08

“Magical Matter” --Matter PBL-Engage Activity

ASK: Ask the students “What is Matter?” Write down on the board or projector what they say. Then ask, “What is the difference between a physical change and chemical change?” (Most likely someone will have an idea.) Then ask, ”What is the EVIDENCE of such a change?” DEMONSTRATE: Dressed with your lab coat/apron and goggles on walk over to a lab table set up with the following equipment and materials: 1. A Bunsen burner, igniter/striker, test tube rack, 2 test tubes, a watchglass, test tube holder, crucible tongs 2. A piece of fruit, a knife and cutting board, a bottle of water and a Crystal Light single mix packet OR a Kool-aid single mix packet (to mix in the bottled water), One wood splint, magnesium ribbon (Mg), hydrochloric acid (6M HCl, in a small, labeled squeeze bottle) Procedure: Note to teacher: You may want to use a student volunteer to help you execute these quick demos. Make sure they wear safety goggles and an apron. Tell them out loud, so everyone may hear, that they need to follow your directions precisely so that no one gets hurt. Describe to the students exactly what you are doing, what equipment and materials you are using. Do not get into details like, “This is a single replacement reaction”. Keep it fun and exciting!! This has been designed to take place on day one after the safety unit. 1.

Take the piece of fruit and prepare it as would be customary. For example peel an orange, then pull it apart into segments, or slice an apple or pit a cherry, cut a watermelon into slices etc. Ask the kids if this is a physical or chemical change. What is their EVIDENCE? But don’t answer it for them…even if they are wrong. Move on to the next demo. Ask them if it would be physical or chemical if they cooked the fruit.

2. Obtain two pieces of Mg ribbon, each cut to 1cm in length. Place the two pieces of Mg into a test tube. Hold the test tube with a test tube holder. Add a few drops of 6M HCl (hydrochloric acid). Say to the students, “CAUTION: I must use extreme care in handling this acid. It will cause severe burns if allowed to come in contact with my skin.” Walk around very carefully with the test tube being held by the test tube holders to let the students see the reaction in the test tube. Have your lab assistant touch the bottom of the test tube with their finger. It should be quite warm as a result of the exothermic reaction. Again, ask the kids if this is a physical or chemical change. What is their EVIDENCE? But don’t answer it for them…even if they are wrong. Move on to the next demo. 3. In the same test tube from procedure #1, test for hydrogen gas (H2) in the test tube by lighting a wood splint (use the Bunsen burner to light splint). Again, place two more 1 cm pieces of Mg into a test tube. This time keep the test tube in the test tube rack. Add a few drops of 6M HCl (hydrochloric acid). Then within 15-20 seconds and without

Last Updated: 9/25/08

touching the liquid, insert the burning splint into the test tube. There should be a loud “bark” or “pop”! Again, ask the kids if this is a physical or chemical change. What is their EVIDENCE? But don’t answer it for them…even if they are wrong. Move on to the next demo. 4. Take the bottle of water, open it and pour the powdered drink mix into it. Shake it up. Again, ask the kids if this is a physical or chemical change. What is their EVIDENCE? But don’t answer it for them…even if they are wrong. Move on to the next demo. 5. Light the Bunsen burner again. Explain how hot the double blue flame is and how the Bunsen burner is fueled by a gas line. Secure a 5 cm piece of magnesium ribbon with crucible tongs. Instruct the students to look at you and not directly at the flame. You might want to turn your lights out for this one. Place the Magnesium ribbon where the two flames meet. Place the ashes of the magnesium on the watchglass. Again, ask the kids if this is a physical or chemical change. What is their EVIDENCE? But don’t answer it for them…even if they are wrong. DISCUSS: Talk to your students about how matter is everywhere. However, they need to know what is not matter. Discuss energy, particularly light and heat. Discuss which of the demos where physical changes and which were chemical. Discuss evidence. See list below. Talk to your students about how much fun there is to be had in the chemistry laboratory, but also how dangerous it can be. Discuss and demonstrate how to dispose of the reacted products. Evidence of Change: Demo

Type of Change

1. Cutting fruit

Physical –Raw Fruit

2. Mg and HCl

Chemical –Cooked Fruit Chemical

3. Mg and HCl with Fire

Chemical

4. Bottled Water and Powdered Drink Mix

Physical

5. Mg and Fire (O2)

Chemical

Evidence of Change Raw- Cutting, chopping, etc.-It is still the same fruit. No new product has been produced. Cooked- Odor produced, change in color, possible a gas produced (bubbles) Bubbles produced, heat given off (exothermic reaction), new product produced (MgCl2) Bubbles produced (the H2 escaping was exploded/ignited by the fire, hence the loud “bark” or “pop”), heat given off (exothermic reaction), new product produced (MgCl2) A color change that is reversible. A solution is a homogenous mixture. The water and mix could be physically separated through distillation by be heated up in a beaker and by capturing the water and collecting the powered mix in the beaker. Light is given off. New product produced (ashes).

Last Updated: 9/25/08

Ice Cream Lab – Exploring Colloids & Solutions You can cause cream to freeze quickly if you can lower the temperature of its surroundings to well below the freezing point of water, 00 Celsius. We will apply the concept of colligative properties, specifically freezing point depression, in order to obtain the necessary low temperatures. The key to making smooth ice cream is to keep the cream in motion as it freezes. Materials:           

1 coffee can or gallon size zip-top storage bag 1 sandwich size zip-top storage bag ½ cup half and half 1 Tbsp. sugar 1 tsp. vanilla Rock salt or table salt Ice Thermometer Duct Tape Toppings (optional) Gloves (optional)

Procedure:        

In the sandwich bag, mix the half and half, sugar, and vanilla. Stir to dissolve the sugar. Seal the bag tightly. Reinforce ALL seams with duct tape to keep salt water from leaking in. Place the sandwich bag into the coffee can or gallon size bag. Surround the sandwich bag with alternating layers of ice and salt so that the amount of ice is four times greater than the amount of salt. Seal the coffee can or gallon size bag with duct tape to prevent leaks. Roll the coffee can or toss the gallon size bag back and forth in order to keep the ice cream mixture in motion as it freezes. Gloves are recommended to keep your hands warm during this process. The ice will melt. When very little ice remains, you may add more with a little more salt. After 20-30 minutes of rolling/tossing, open the container and measure the temperature of the water-ice-salt mixture. If the cream mixture is desired consistency, you may open the sandwich bag and enjoy your ice cream!

Conclusions: 1. State the final temperature of the water-salt-ice mixture in degrees Celsius. In your own words, explain how you were able to reach your recorded temperature (below the freezing point of water). Include and explanation of freezing point depression.

2. At the onset of arctic winter, large regions of the ocean’s surface freeze. The ice that forms is pure water; it does not contain any salt. Explain what happens to the freezing point of the salt water found beneath the ice as winter progresses (i.e. as more ice forms).

Last Updated: 9/25/08

Ice Cream Chemistry Read the article “Making Ice Cream: Cool Chemistry,” ChemMatters, December 1995, pp. 4-7 at http://www.nisd.net/communicationsarts/pages/ipc/docs/solns_ec.pdf. Use information from the article and your knowledge of chemistry to answer the following questions completely. (Ignore the “Extra Credit” first page.) 1. Why would oily butter fat and water “normally refuse to mix”?

2. What allows these two substances to stay mixed in cream?

3. Why does sugar dissolve well in water?

4. Define the purpose of the emulsifier in ice cream. Give an example.

5. Both solutions and colloids are mixtures. Differentiate between them.

6. What is the technical term for frozen ice cream? ___________________________________ 7. Why would “long, chainlike molecules with water-attracting polar groups” make good stabilizers?

Last Updated: 9/25/08

Freezing and Melting of Water Forming a Hypothesis: This should usually be an “if…, then…” statement. For example: If increasing amounts of fertilizer (the IV) is added to the daffodils, then the daffodils size will increase. (the DV) If _________________________________________________________,

then_________________________________________________________. Data Table: Time (minutes) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Freezing Temp. (0 C)

Melting Temp. (0 C)

Last Updated: 9/25/08

Graphing the Data: Please graph the collected data. (LINE GRAPH) 1. 2. 3.

LABEL: the x and y axis (Remember: DRY MIX) Give a descriptive title. (You can use the investigating question for this.) Use an appropriate scale and numbers.

4. Use different map pencil COLORS for Freezing and Melting lines. (Label the lines or make a key)

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

Review-Properties of Matter 1.

Classify each of the following as a physical or chemical property of sulfur. a. ___________ Its density is 2.97 g/cm3. b. ___________ It reacts with hydrogen to form a gas. c. ___________ It is a yellow solid. d. ___________ Its melting point is 112ºC. e. ___________ It combines with oxygen.

2. Classify each of the following as a physical or chemical property of phosphorus. a. __________ It is a white, waxy solid. b. __________ It burns in air. c. __________ Its melting point is 44.1C. d. __________ It has a density of 1.82 g/cm3. e. __________ It boiling point is 280.3ºC. 3. Categorize each of the following examples as a chemical or physical change. a. __________ Bending a metal rod b. __________ Burning wood c. __________ Breaking glass d. __________ Painting wood e. __________ Cooking f. __________ Burning propane 4. Classify the following as a homogeneous, O, or heterogeneous, E, mixture. a. _____ A pail of sand and water b. _____ Air c. _____ Human blood d. _____ A banana split e. _____ Chocolate syrup f. _____ Sea water 5. Determine which of the following are pure substances and which are mixtures. a. __________ Salt water b. __________ Isopropyl alcohol, C3H8O c. __________ Mercury, Mg d. __________ Ammonia, NH3 e. __________ An egg yolk f. __________ honey 6. Calculate the mass of a sample of pure silver (density = 10.49 g/cm3) that has a volume of 12.99 cm3.

Last Updated: 9/25/08

7. Compute the density of an 820 g sample of pure silicon occupying a 350 cm3 container.

8. The ability of a substance to be hammered or rolled into thin sheets is called ________________. 9. Would an element that is soft and able to be cut with a knife likely be a metal or a nonmetal? 10. Name three properties of metals. 11. Name three properties of nonmetals. 12. Name three properties of metalloids. 13. What is the difference between extensive and intensive properties?

14. Consider the burning and the evaporation of gasoline. Which process represents a chemical change and which represents a physical change? Give a reason for your answer.

15. Identify each of the following as a gas, liquid, or solid: a. The particles are closely packed together, but they can still slide past each other. b. The particles are in a constant state of motion and rarely stick together. c. The particles are locked in fixed positions. 16. Construct a concept map that includes the following terms: atom, element, compound, pure substance, mixture, homogenous, and heterogeneous.

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

Plan the Assessment Engage Artifact(s)/Product(s): Results of the Magical Matter Demo activity and discussion.

Explore Artifact(s)/Product(s): Results of studentâ&#x20AC;&#x2122;s classification of the vials, Lab: Ice Cream Lab- Exploring Colloids and Solutions, Lab: Freezing and Melting of Water, Handout: Freezing and Melting of Water-IVCDV Chart, Hypothesis, Data Table and Graph, Handout: Does it Matter? (Questions & Answers), Double Bubbles or Venn Diagrams o Physical Changes vs. Chemical Changes o Metals, Non-Metals and Metalloids o Intensives vs. Extensive Physical Properties Lab: Physical and Chemical Changes (Hypotheses, Observations, Questions & Answers),

Explain Artifact(s)/Product(s): Activity: Create a Matter Flow Chart (Mixtures Vs. Pure Substances), Foldable: States of Matter, PHASE diagram (in notebook), Review: Properties of Matter Worksheet, Quiz: Physical and Chemical Changes Lab Elaborate Artifact(s)/Product(s): List or data table (ex. Excel spreadsheet) of tasks and time spent by each team member, Check team notes on necessary changes, editing, revising needed to complete project, The teacher should review the edited products and give brief/quick feedback for last minute improvements. Evaluate Artifact(s)/Product(s): Presentation/Proposal, Peer Evaluation forms/rubrics, Self-Reflection forms, Teacher Evaluation forms/rubrics, Matter Exam

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

Rubrics Date: ______________ Period: _____________ RECYCLING in Our School Proposal & Plan Peer/Teacher Evaluation Grading Form Requirements Professional Dress/Appearance Addressed Student Body and Staff Audience

5 (Excellent) 4 (Good) 3 (AVG) 2 (Below AVG) 1 (Poor)

Appropriately First Approved Visual Product (PWRPT, Video, Demonstration, Posters, Signs, Flyers, Brochure etc) Second Approved Visual Product (PWRPT, Video, Demonstration, Posters, Signs, Flyers, Brochure etc) Appropriate Proposal Language Oral Presentation Timing & Quality Easy to Read Visual Data Accurate Facts Facts Summarized in an Easily Understandable Manner Addressed BENEFITS to environment, community (local, state and global),to RECYCLING

FINAL

Explained Concepts and Methods of Recycling at School

GRADE

& in Community Addressed costs of RECYCLING common products at school Addressed FINANCIAL BENEFITS to school, district and student programs for RECYCLING common products at school Addressed PLAN to implement the of RECYCLING program at school Addressed MATERIALS to be apart of RECYCLING program at school CAMPAIGN Slogans Plan to Get ALL on Campus to Participate in RECYCLING Concepts/Ideas Correctly Explained to Audience Presentation/Proposal organized into Specific Categories/Segments 5-10 Minutes in Length TOTALS

ÂŠ 2008 Transformation 2013

Last Updated: 9/25/08

Story Board Day 1

Week 1 Activities

 Engage: “Magical Matter”-Matter Engage Activity (20 min), Introduce PBL Project: Starting or Expanding a Recycling Program in our School (15 min)  Explore: Activity: Classification of Matter (vials) (15 min), Play the Single Stream Recycling Video and discuss (10 min)  Explain: Brain Pop: (Compounds and Mixtures) (5 min), Create: Matter Flow Chart Mixtures Vs. Pure Substances (Inspiration) w/PPT notes (25 min)

Day 6 

Week 2 Activities



Evaluate: Presentation Matter Exam (if time permits) (90 min)

Day 2 

Explore: Lab: Ice CreamExploring Colloids and Solutions (40 min), Lab: Freezing and Melting of Water (40 min)

Day 3 



Explain: Brain Pop: States of Matter, Foldable: States of Matter, Brain Pop: Matter Changing States, Debrief: Discuss both Lab’s results (Ice Cream & Freezing & Melting of Water), Create: Phase Diagram (45 min) Explore: Reading: “Does it Matter?”, Slds 8-24 PPT “MttrPhysChemPropC hng”, Create: Double Bubble/ Venn Diagram- 1. Phys. Chngs vs. Chem. Chngs, 2. Metals, Non-Metals & Metalloids, 3. Intensives vs. Extensive Physical Properties (45 min)

Day 7

Day 8

Day 4 



Explore: Pre-Lab: Physical and Chemical Changes Questions (See PreLab PPT), Lab: Physical and Chemical Changes (60 min) Explain: Brain Pop: (Phys. & Chem. Changes), Debrief: Physical & Chemical Changes Lab, Review: Properties of Matter Wrksht (30 min)

Day 5  Explain: Quiz: Physical and Chemical Changes Lab  Elaborate: Students will spend the rest of time completing their projects, plans, proposals and campaign. See “Resources” on Elaborate section of 5 E Plan for Recycling Websites (90 min)

Day 9

Day 10

Consider blocking these days as well to ensure ample time for presentations and formal assessments.

Last Updated: 9/25/08