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Matter

Unit Plan

Matter

Objectives

In this unit, students will learn that all matter is made from atoms, with the configuration of the atom (the number of protons, neutrons, and electrons) determining the kind of matter present (oxygen, lead, silver, etc.). Students will also identify configurations of protons, neutrons, and electrons with unique properties in matter. Students will:

  • define physical and chemical properties.

  • categorize physical and chemical properties.

  • investigate the meaning of mass, weight, and density by looking at how each might be measured.

  • investigate and understand the concept of density as mass per unit volume.

  • review the states of matter, as well as their properties.

  • compare the differences between physical and chemical changes.

  • compare the differences between pure substances and mixtures.

Essential Questions

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

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    Multiple Choice Items:

    1. Which characteristic of matter is a chemical property?

    A

    boiling point

    B

    melting point

    C

    ability to rust

    D

    attraction to magnets
    1. Which statement describes a physical property of a piece of an unknown metal?

    A

    temperature it burns at

    B

    temperature is melts at

    C

    its color

    D

    its reaction to acid
    1. Which best describes diamond’s ability to cut glass?

    A

    physical change

    B

    chemical change

    C

    physical property

    D

    chemical property
    1. Which best describes how sugar dissolves in water?

    A

    physical property

    B

    chemical property

    C

    physical change

    D

    chemical change
    1. Which state of matter is defined by a fixed shape?

    A

    solids

    B

    gases

    C

    liquids

    D

    plasma
    1. Which word describes the transformation from a liquid to a gas?

    A

    condensation

    B

    evaporation

    C

    melting

    D

    rusting
    1. Which of the following formulas correctly describes density?

    A

    Volume = density ÷ mass

    B

    Mass = density ÷ volume

    C

    Density = volume ÷ mass

    D

    Density = mass ÷ volume
    1. Which material is denser than water?

    A

    oil

    B

    ice

    C

    lead

    D

    whipped cream

    Multiple Choice Answer Key:

    1. C

    2. C

    3. C

    4. A

    5. A

    6. B

    7. D

    8. C

    		  

    9. Differentiate between volume and density.

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    10. Explain the differences between physical and chemical properties. Give an example of each.

    __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    Short-answer key and Scoring Rubrics:

    9. Differentiate between volume and density.

    Answers will vary, but should take into account the following definitions: Volume is the amount of space taken up by an object. Density is a ratio, taking mass and volume into consideration. It is defined asthe relationship between mass and volume or the amount of mass in a given volume.

    Points

    Description

    2

    • Student defines both terms correctly and accurately explains the difference between both terms.

    • Student has excellent use of grammar and punctuation.

    1

    • Student defines one term correctly or incompletely describes the difference between the two terms.

    • Student has good use of grammar and punctuation.

    0
    • Student does not understand the prompt or attempt to answer it.

     

    10. Explain the differences between physical and chemical properties. Give an example of each.

    • Physical properties: a characteristic of a substance that does not involve a chemical change.

      • Examples: density, color, hardness, etc.

    • Chemical properties: a property of matter that describes the ability of a substance to participate in chemical reactions.

      • Examples: iron rusting when exposed to water, apple slices turning brown, newspaper turning yellow, etc.

    Points

    Description

    2

    • Student uses the term physical properties correctly and gives an example.

    • Student uses the term chemical properties correctly and gives an example.

    • Student has excellent use of grammar and punctuation.

    1

    • Student gives a definition for both physical properties and chemical properties, but either or both of the definitions are incorrect.

    • Student gives an example of both a physical and a chemical property, but either or both of the examples are incorrect.

    • Student has satisfactory use of grammar and punctuation.

    0
    • Student does not understand the prompt or attempt to answer it.

     

    Performance Assessment:

    Student will create a three-dimensional model featuring the particle placement/movement for a solid, liquid, or gas. Student will be graded on content accuracy, construction, creativity, and neatness.

    Performance Assessment Scoring Rubric:

    Points

    Description

    4

    Student must have all four components listed below to receive full credit:

    • Particle placement of the matter matches the description below:

    • Solid: particles are closer together and little to no movement is apparent.

    • Gas: particles are far apart with high levels of molecular movement present.

    • Liquid: particles are moderately spaced with moderate movement present.

    • Much time and effort has gone into the planning and design of the model.

    • The model reflects an exceptional degree of student creativity in its creation.

    • The model shows considerable attention to construction.

    3

    The student completes three of the four requirements.

    2

    The student completes two of the four requirements.

    1

    The student completes one of the four requirements.

    0

    The student demonstrates lack of understanding or does not attempt to complete the assessment.
DRAFT 11/18/2010
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