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Matter Matters

Unit Plan

Matter Matters

Objectives

In this unit students will discover that everything they see, touch, and smell is made of matter. They will investigate topics such as matter classification, separation techniques, physical properties, and chemical properties. Students will:

  • differentiate between pure substances and mixtures.

  • recognize homogeneous and heterogeneous mixtures on a visible and molecular level.

  • differentiate between colloids, suspensions, and solutions.

  • differentiate between an element and a compound.

  • determine the mixture category into which a given material falls, based on laboratory experience.

  • describe specific physical properties (density, viscosity, boiling point, freezing point, and conductivity).

Essential Questions

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Formative Assessment

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    Multiple Choice Items:

    1. Which item is a homogeneous mixture?

    A

    distilled water

    B

    air

    C

    vegetable soup

    D

    hot chocolate

    2. Which statement correctly describes suspensions?

    A

    They often separate into layers.

    B

    They exhibit the Tyndall effect.

    C

    They are homogeneous mixtures.

    D

    The particle size is smaller than those in solutions.

    3. Which is an example of a chemical property of matter?

    A

    boiling point

    B

    solubility

    C

    magnetism

    D

    flammability

    4. Which item is a pure substance?

    A

    iron

    B

    pop

    C

    cheese

    D

    sand

    5. Which type of mixture could be easily separated by filtering?

    A

    colloids

    B

    solutions

    C

    suspensions

    D

    pure substances

    6. Which liquid has the highest viscosity?

    A

    water

    B

    cola

    C

    blood

    D

    honey

    7. Which term(s) best describes the cohesive force between molecules in a liquid?

    A

    surface tension

    B

    solubility

    C

    magnetism

    D

    ductility

    8. Which element is the most malleable?

    A

    iron

    B

    granite

    C

    aluminum

    D

    gold

    9. Which characteristic of matter is defined as mass per unit volume?

    A

    malleability

    B

    surface tension

    C

    density

    D

    weight

    Multiple Choice Answer Key:

    1. B

    2. A

    3. D

    4. A

    5. C

    6. D

    7. A

    8. D

    9. C

    		  

    Short-answer Items:

    10. Using the words mass and volume in your answer, compare the densities of liquid water and solid water (ice). Cite evidence from everyday experiences.

    11. Suppose you have a clear, yellow liquid mixture. A beam of light can be observed as it is passes through the liquid. The liquid is left to sit on a lab table for one hour. Upon returning, you notice that the mixture’s appearance has not changed. Is the mixture a solution, suspension, or colloid? Is the mixture homogeneous or heterogeneous? Justify your answers.

    Short-answer key and Scoring Rubrics:

    10. Using the words mass and volume in your answer, compare the densities of liquid water and solid water (ice). Cite evidence from everyday experiences.

    Points

    Description

    2

    • Recognizes that solid water is less dense than liquid water.

    • Notes that the mass of both liquid water and solid water would remain the same, but that the volume of solid water increases.

    • Correctly relates the floating of ice in liquid water to density.

    1

    • Recognizes that solid water is less dense than liquid water.

    • Notes that the mass of both liquid water and solid water would remain the same, but that the volume of solid water increases.

    • Incorrectly relates the floating of ice in liquid water to density

    0

    • Does not recognize that solid water is less dense than liquid water.

    • Does not note (or incorrectly notes) that the mass of both liquid water and solid water would remain the same, but that the volume of solid water increases.

    • Incorrectly relates the floating of ice in liquid water to density.

    11. Suppose you have a clear, yellow liquid mixture. A beam of light can be observed as it is passes through the liquid. The liquid is left to sit on a lab table for one hour. Upon returning, you notice that the mixture’s appearance has not changed. Is the mixture a solution, suspension, or colloid? Is the mixture homogeneous or heterogeneous? Justify your answers.

    Points

    Description

    2

    • Categorizes the mixture as heterogeneous.

    • Categorizes the mixture as a colloid.

    • Explains that the mixture is a colloid because it does not settle out over time; it exhibits the Tyndall effect.

    1

    • Categorizes the mixture as heterogeneous.

    • Categorizes the mixture as a colloid.

    • Makes an error in explaining why the mixture is a colloid.

    0

    • Does not categorize the mixture as heterogeneous.

    • Does not categorize the mixture as a colloid.

    • Makes an error in explaining why the mixture is a colloid.

    Performance Assessment:

    Examine five different items in your home or a store. Read the labels and examine the physical characteristics of the item. Complete the following table.

    Item

    Pure substance or mixture

    Describe a physical property of the item

    Describe a physical property of the item
           
           
           
           
           

     

    Performance Assessment Scoring Rubric:

    Points

    Description

    5

    The student completes all five of the requirements:

    • For each of five items, the student correctly identifies it as a mixture or pure substance and is able to describe two appropriate physical properties of each item.

    4

    The student completes four of the requirements.

    • For each of four items, the student correctly identifies it as a mixture or pure substance and is able to describe two appropriate physical properties of each item.

    3

    The student completes three of the requirements.

    • For each of three items, the student correctly identifies it as a mixture or pure substance and is able to describe two appropriate physical properties of each item.

    2

    The student completes two of the requirements.

    • For each of two items, the student correctly identifies it as a mixture or pure substance and is able to describe two appropriate physical properties of each item.

    1

    The student completes one of the requirements.

    • For one item, the student correctly identifies it as a mixture or pure substance and is able to describe two appropriate physical properties of the item.

    0

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