Classifying Matter. Do they look different? Do they feel different? Do they behave the same way when they are dropped?

Transcription

1 Classifying Matter Standard: 5 PS1 3 Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metal, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] engage: 1) Happy & Unhappy Balls (Demonstration followed by team testing) Do they look different? Do they feel different? Do they behave the same way when they are dropped? 2) Why do you think elements are grouped the way that they are in the periodic table? (Use your copy of the periodic table for reference) Notice that Copper (Cu), Silver, (Ag), and Gold (Au) are in the same group (column). What are the common properties of these materials? explore: Explore characteristics of matter and group by similar properties. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 1

2 Investigation 1: Classifying by Grouping Characterizing Materials Activity Materials: 3 Index cards 1 Penny 1 Nickel 1 Quarter 1 Sheet Aluminum Foil (size of piece of paper) 1 Wood Block 1 Wood Number 1 Craft Stick 3 Dixie Cups (each with 1 spoonful of a different dry goods item from grocery store) Flour Sugar Baking Soda 1 Digital Kitchen Scale Procedures: 1. Create 3 groups of items based on observed similarities. Use the index cards labeled 1, 2, and 3, to identify each group. 2. Draw a table in which to record the data you will be collecting. Your table should include a list of the items, with places to record the group (1, 2, or 3), shiny versus not shiny, and mass. Do not regroup your items. Leave room to add another column if needed later in the investigation. 3. Look at your groups of items. For each item, record the group (1, 2, or 3) in which you have the item, and whether material is shiny or not shiny. 4. Use the Digital Kitchen Scale to measure the mass in grams of each item. Record the mass in your data table. 5. Based on the data in your data table, decide whether to group your items differently. If you change how the items are grouped, add a column to your data table and record the group (1, 2, 3) in which you now have each item. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 2

3 Using the Data: 1) Why did you group the materials the way that you did? If you were to describe the appearance of items in a particular group to someone who could not see them, what properties would you describe for each group of materials? 2) Use the information in your data table to provide evidence that materials can be identified by properties. 3) Use the information in your data table to provide evidence that materials can be identified by measuring the mass of a small amount of the material. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 3

4 Investigation 2: Solubility of Solids Materials: 3 Dixie Cups Flour Sugar Baking Soda 3 12 oz Clear Plastic Cups 3 Plastic Spoons (or stir sticks) Access to ¼ teaspoon measuring spoons Access to cold water Procedures: 1. Draw a table in which to record the data you will be collecting. Your table should list the 3 powders, and include a place to record whether the powder dissolves in water. 2. Fill each cup half full of cold water; be careful to have equal levels of water in each cup. 3. Have 3 of the team members each pick 1 material to test, and obtain ¼ teaspoon of one powder in a Dixie cup. Also, designate one person to keep time. 4. At the same time, team members will pour the powders into the plastic cups of water and stir such that each team member is stirring at the same rate for a total of 2 minutes. After the 2 minutes of stirring, allow the mixtures in the cups to settle for at least 1 minute. Then look carefully and observe whether the dry solid powders dissolved in the water. Record your observations in your data table. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 4

5 Using the Data: 1) Which dry material dissolved the most? Which dry material dissolved the least? 2) Use the information in your table to provide evidence that materials can be identified by their ability to dissolve (solubility). 3) Name some other materials that you know are soluble in water. Be careful to name materials that dissolve rather than melt. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 5

6 Investigation 3: Identifying Conductors Materials: 2 Strip Thermometers (Must be able measure down to 5⁰ F) 1 Styrofoam Cup 1 Metal Can Ice (enough to fill both the Styrofoam cup and the metal can) Masking Tape Access to cold water Note: The Styrofoam cup and the metal can should be about the same size, especially in diameter. Procedures: 1. Attach the strip thermometers to the outside of the Styrofoam cup and to the outside of the metal can. Allow the cup and the can to sit on the table for at least 2 3 minutes, allowing the temperature to settle, while you proceed with the next step. 2. Draw a table in which to record the data you will be collecting. Your table should include the Styrofoam cup and Metal can, with places to record initial temperature, 5 additional temperature measurements, the total change in temperature, and a place to record which container feels the most cold and which container feels the least cold. 3. Record the temperature shown by each thermometer in your data table; this is the initial temperature. 4. Fill both the Styrofoam cup and the Metal can to the top with ice. Then add water until each container is full to the same level with ice water. Wait 1 minute and then record the temperature. Record the temperature each minute until you have a total of 6 temperature measurements, including the initial temperature, recorded. 5. Calculate the difference between the final temperature and the initial temperature measured on the outside of the containers, and record these values in your table. 6. Take turns placing your hands on the outside of each container and record which one feels the most cold and which one feels least cold in your data table. 7. Construct a graph of the data in your data table. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 6

7 Using the Data: 1) Use the information in your data table to provide evidence that materials can be identified by how quickly they change temperature, by their conductivity. 2) Based on your experience, what characteristics do materials that are good conductors have in common? 3) Would you expect a good conductor of heat energy to be a good conductor of electricity? Use the properties of materials to explain why or why not. 4) Was the heat energy transferred from your hand to the cold container or from the cold container to your hand? Explain your reasoning. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 7

8 explain: Power point presentation content focus: Reflection of light Similarities of materials in the periodic table Solubility Conductors and Insulators Magnetism Conducting Experiments (Multiple Trials/Tests & Comparisons) elaborate/evaluate: (ideas) A. Plan and carryout an investigation to acquire evidence for properties of materials Investigation 4: Magnetism Materials: 1 Refrigerator Magnet Procedures: 1. Develop a plan for identifying materials using a magnet and describe how the data will be collected. 2. Draw a table in which to record the data you will be collecting. Your team will need to decide what data to collect and what to include in your data table. You will want to include enough data to determine trends. 3. Carry out your investigation. Using the Data: 1) Use the information in your data table to determine any trends in the characteristics magnetic materials have. Describe these trends. 2) How did your investigation with the magnet allow you to identify materials based on their properties? Explain. 3) Are all metals magnetic? What evidence do you have to support your answer? Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 8

9 B. Create a collage of photos which shows that you can identify materials based on their properties. On the back of your collage, describe the properties of these materials. 1 poster board per team Several magazines, newspapers, etc. Scissors Glue Sticks C. Bring a paper lunch bag with several materials that have similar properties and present your collection to the class with a verbal description of the properties of these materials. D. Identify ways that properties can be useful and create a poster to explain how we use properties in real world applications. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 9

10 Classifying Matter Teacher Reference Pages Target: Standard: 5 th Grade 5 PS1 3 Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metal, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] Performance Expectations: (Addressed in this 5E plan) 2a: From the given investigation plan, students describe the evidence from data (e.g., qualitative observations and measurements) that will be collected, including: i. Properties of materials that can be used to identify those materials (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility). 3a: From the given plan investigation plan, students describe how the data will be collected. Examples could include: III. Determination of magnetic vs. non magnetic materials Crosscutting Concept: Scale Proportion and Quantity: Standard units are used to measure and describe physical quantities such as weight and temperature Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 10

11 engage: 1) Happy & Unhappy Balls (Demonstration followed by team testing) Do they look different? From a distance, they look the same, but up close they have a different sheen. Do they feel different? Yes, they have a slightly different feel. Do they behave the same way when they are dropped? No, one bounces and one does not bounce. 2) Why do you think elements are grouped the way that they are in the periodic table? (Use your copy of the periodic table for reference) Notice that Copper (Cu), Silver, (Ag), and Gold (Au) are in the same group (column). What are the common properties of these materials? All of these materials are shiny, malleable, and are conductive Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 11

12 explore: Classification of Matter Activity Materials: Cost per Team $22.98 Item Cost Vendor Notes Happy and Unhappy Balls 4.95 Arbor Scientific Price each when purchasing 10 or more Penny 0.01 Bank Nickel 0.05 Bank Quarter 0.25 Bank Strip Thermometer 1.25 Arbor Scientific 2 per team Aluminum Foil Staples 1 roll per 20 teams Index Cards 5.49 Staples 500 in package need 3 per team Clear Plastic Cups 6.29 Staples 50/pack need 3 per team Wood Square Blocks 0.49 Michaels 13 blocks per package Wood Numbers 1.99 Michaels 24 numbers per package Round Ceramic Magnets Michaels Price is for package of 50 DIY Unfinished Wood 5.99 Oriental Trading Company 24 per package Look It s Me Craft Sticks Dixie Cups 3.62 Smart N Final 1 box of 200 need 3 cups per team Flour 2.60 Smart N Final 5 lb bag Sugar 1.98 Smart N Final 4 lb bag Baking Soda 0.72 Smart N Final 1 lb box Digital Kitchen Scale 9.99 Amazon.com Need 1 per team Masking Tape 2.97 The Home Depot 1 roll per team Plastic Spoon 3.99 Staples 100/box Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 12

13 Investigation 1: Classifying by Grouping Materials: 3 Index cards 1 Penny 1 Nickel 1 Quarter 1 Sheet Aluminum Foil (size of piece of paper) 1 Wood Block 1 Wood Number 1 Craft Stick 3 Dixie Cups (each with 1 spoonful of a different dry goods item from grocery store) Flour Sugar Baking Soda 1 Digital Kitchen Scale Procedures: 1. Groups may look like this: Group 1 Group 2 Group 3 Penny Wood Block Flour Nickel Wood Number Sugar Quarter Craft Stick Baking Soda Foil 2. The data table may look something like this. Sample Table Material Group Shiny/Not Shiny Mass (in grams) New Groups Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 13

14 Using the Data: 1) Why did you group the materials the way that you did? If you were to describe the appearance of items in a particular group to someone who could not see them, what properties would you describe for each group of materials? Some Possible Answers: By type of material (Metal, Wood, Powder) By Similar Color By Similar Mass Metals are smooth and tend to have a high mass Wood is somewhat porous Powders are comprised of tiny particles 2) Use the information in your data table to provide evidence that materials can be identified by properties. Some materials are smooth and shiny, while some are not. 3) Use the information in your data table to provide evidence that materials can be identified by measuring the mass of a small amount of the material. Ideally, the metals will have more mass that the other items of similar size. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 14

15 Investigation 2: Solubility of Solids Materials: 3 Dixie Cups Flour Sugar Baking Soda 3 Clear Plastic Cups 3 Plastic Spoons Access to ¼ teaspoon measuring spoons Access to cold water Note: you may want to have some plastic knifes to level off the measuring spoons. Procedures: 1. Sample Table Materials Flour Sugar Baking Soda Soluble? (Yes/No) Using the Data: 1) Which dry material dissolved the most? Which dry material dissolved the least? Sugar will usually dissolve the most (but it may be a tie between sugar and salt if you have salt) Baking soda will dissolve the least (but it may be a tie between the flour and the baking soda) 2) Use the information in your table to provide evidence that materials can be identified by their ability to dissolve (solubility). Some materials dissolve in water, and some do not. 3) Name some other materials that you know are soluble in water. Some examples: Salt Medicines Note that ice does not dissolve in water, but rather melts (changes phase) Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 15

16 Investigation 3: Identifying Conductors Materials: 2 Strip Thermometers (Must be able to measure down to 5⁰ F) 1 Styrofoam Cup 1 Metal Can Ice (enough to fill both the Styrofoam cup and the metal can) Masking Tape Access to cold water Note: The Styrofoam cup and the metal can should be about the same size, especially in diameter. Procedures: 2. Draw a table Styrofoam Cup Metal Can Initial Temperature T2 T3 T4 T5 Change in Temperature Most/Least Cold 6. Take turns placing your hands on the outside of each container and record which one feels the most cold and which one feels least cold in your data table. Using ice water is safer than using hot water. Since we are using ice water, the conduction is from the hand to the container. As the container takes energy away from the hand, we perceive this as being cold. Since the can conducts more energy away from our hands than the Styrofoam cup, the can feels colder. 7. Construct a graph The y axis should have temperature The x axis should have time Using the Data: 1) Use the information in your data table to provide evidence that materials can be identified by how quickly they change temperature, by their conductivity. The metal container changed temperature faster, and changed temperature more than the Styrofoam cup, which shows the metal is a good conductor. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 16

17 2) Based on your experience, what characteristics do materials that are good conductors have in common? Made of metal Change temperature quickly Shiny Used for cooking 3) Would you expect a good conductor of hear energy to be a good conductor of electricity? Use the properties of materials to explain why or why not. Yes If a material is a good conductor of heat energy then it should conduct other types of energy, like electricity. Both conductors of heat energy and wires are made of metal. 4) Was the heat energy transferred from your hand to the cold container or from the cold container to your hand? Explain your reasoning. Heat energy is always transferred from hot to cold. Hot molecules are moving very fast, and when they have collisions with cold molecules, some of the motion is transferred from the hot molecules to the cold molecules. The motion is what we perceive as a temperature. Students may have logical reasoning that the energy is transferred from the cold container to their hand because their hand gets cold. However, what is actually happening is the energy is conducted away from the hand, making the hand fell cold. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 17

18 explain: Content focus: Classifying Matter Reflection of light Light is reflected from smooth surfaces. The smoother the reflective surface, the more the light is reflected in a particular direction. Parallel Reflection Non-Parallel Reflection Reflection is light bouncing off a surface. Similarities of materials in the periodic table Atoms in a column (group) have similar chemical and physical properties. The reason for this is that each atom in a particular group has the same configuration of electrons, and this causes the similar properties. Example: the main energy shells or orbits for atoms in group VI always have 2 missing electrons on the outer shell. Oxygen (2 missing) Sulfur (2 missing) Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 18

19 Solubility Solubility is a measure of how much solute will dissolve in a solvent. Water works as a solvent because it is polar. Polar molecules have slightly charged ends that may attract oppositely charge materials and neutral materials. The stronger the chemical bond of the solute, the harder it is to dissolve the solute. It is easier to dissolve solutes in warm temperatures. Also, different solutes require different solvents (e.g., different stains require different stain removers). Conductors and Insulators Conductivity depends on how free the electrons are to move. Materials which exhibit conductivity tend to share all available electrons with all atoms in the material; this allows the electrons to move and have collisions, and collisions transfer energy. Insulators slow or impede the transfer of energy. In an insulating material, the electrons are held in particular orbits around particular atoms, making it difficult to have the collisions that would transfer energy. Magnetism Some materials are naturally magnetic. These materials have particular electron configurations which result in a magnetic field surrounding the material. Other materials may change their electron configurations temporarily when in the presence of a natural magnet, and this results in attraction between the material and the magnet. There are also materials that have electron configurations that make them non magnetic, and for which magnetism cannot be induced by the presence of a magnet. Magnetism depends on how the electrons in the material are arranged, on their net motions within the atom. Conducting Experiments (Multiple Trials/Tests & Comparisons) Multiple tests are needed for any investigation in order to determine trends and ensure reproducibility. Additionally, completing multiple trials helps to eliminate some of the errors involved in measurement, when an average of the data is calculated. Comparisons help us to understand the data and how one quantity or observation is related to another. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 19

20 elaborate/evaluate: (ideas) A. Plan and carryout and investigation Investigation 4: Magnetism Materials: 1 Refrigerator Magnet Procedures: 1. Develop a plan for identifying materials using a magnet and describe how the data will be collected. The plan should include finding several items that are magnetic, and finding several items that are not magnetic. The test will be, is the magnet attracted to the material? 2. Draw a table in which to record the data you will be collecting. Your team will need to decide what data to collect and what to include in your data table. You will want to include enough data to determine trends. Item Tested Magnetic (yes/no) Type of Material Sheet of Paper No Paper Window No Glass Faucet at Sink No Metal Door Handle Yes Metal 3. Carry out your investigation. Encourage students to test several metal items, and several types of materials. It also may be useful to guide students to list the type of material tested (e.g., metal, glass, etc.) Using the Data: 1) Use the information in your data table to determine any trends in the characteristics magnetic materials have. Describe these trends. Most metals are magnetic. Some metals are not magnetic. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 20

21 2) How did your investigation with the magnet allow you to identify materials based on their properties? The magnet allows us to verify through testing that magnets are attracted to most metals, and that magnets are not attracted to non metal materials. B. Create a collage Use photos from the internet and/or from magazines which show that you can identify materials based on their properties. On the back of your collage, describe the properties of these materials. C. Bring a paper lunch bag 1 poster board per team Several magazines (or access to computer and printer) Scissors Glue Sticks Fill the bag with several materials that have similar properties and present your collection to the class with a verbal description of the properties of these materials. D. Create a poster Identify ways that properties can be useful and create a poster to explain how we use properties in real world applications. Ciardi, Teresa College of the Canyons K6 Science Institute (March 2017) 21