Skip to Main Content

Share Suggestion

Matter Matters

Unit Plan

Matter Matters

  • Grade Levels
    8th Grade
  • Related Academic Standards
    3.2.8.A4
    Compare and contrast physical and chemical changes in terms of products.
    3.2.8.A6
    • Compare and contrast scientific theories.
    • Know that both direct and indirect observations are used by scientists to study the natural world and universe.
    • Identify questions and concepts that guide scientific investigations.
    • Formulate and revise explanations and models using logic and evidence.
    • Recognize and analyze alternative explanations and models.
    • Explain the importance of accuracy and precision in making valid measurements.
    3.2.8.A1
    Differentiate between mass and weight.
    3.2.8.A2

    Identify characteristics of elements derived from the periodic table.
    3.2.8.A3
    Explain how changes in matter are accompanied by changes in energy.
  • Assessment Anchors
    S8.C.1

    Structure, Properties, and Interaction of Matter and Energy
  • Eligible Content
    S8.C.1.1.1
    Explain the differences among elements, compounds, and mixtures.
    S8.C.1.1.2
    Use characteristic physical or chemical properties to distinguish one substance from another (e.g., density, thermal expansion/contraction, freezing/melting points, streak test
  • Big Ideas
    • A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live.
    • Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants.
    • Technological design is a creative process that anyone can do which may result in new inventions and innovations.
    • Technological literacy is the ability to use, assess and manage technology around us.
    • Technology is created, used and modified by humans.
  • Concepts
    • A technological design & problem solving process changes ideas into a final product or system.
    • Bio-related technologies are the processes of using biological mater to make or modify products.
    • Bio-related technologies are the processes of using biological organisms to make or modify products.
    • Communication is the process of composing, sending, and receiving messages through technology.
    • Communication is the process of composing, sending, and receiving messages using technological devices.
    • Construction is the process of turning materials into useful structures.
    • Construction is the process of turning raw materials into useful structures.
    • Decisions about the use of products and systems can result in expected and unexpected consequences.
    • Energy and power technologies are the processes of converting energy sources into useful power.
    • Energy and power technologies use processes to convert energy into power.
    • In a technological world, inventions and innovations must be carefully assessed by individuals and society as a whole.
    • Innovation is the process of improving an existing product, process, or system.
    • Innovation is the process of modifying an existing product, process, or system to improve it.
    • Invention is a process of creating new products, processes, or systems.
    • Invention is a process of turning ideas and imagination into new products, processes, or systems.
    • Inventions and innovations must be carefully assessed by individuals and society.
    • Manufacturing is the process of turning materials into useful products.
    • Manufacturing is the process of turning raw materials into useful products.
    • People select, create, and use science and technology and are limited by constraints (e.g. social and physical).
    • People select, create, and use technology.
    • Safety is a preeminent concern for all technological development and use.
    • Safety is one of the most important concerns for all technological development and use.
    • Science and technology are interconnected.
    • Technological design & problem solving follows many steps.
    • Technological design & problem solving includes clearly communicated solutions.
    • Technological design & problem solving includes frequent checking.
    • Technological design & problem solving requires hands-on applications.
    • Technological literacy is a lifetime endeavor.
    • Technological literacy is necessary for a productive 21st century skilled workforce.
    • Technological literacy is necessary for a productive workforce.
    • Technological literacy is necessary for all citizens.
    • Technological literacy is required for all citizens in a democratic society for shared decision-making.
    • Technological literacy is the ability to understand, use, assess, design, and create technology.
    • Technological literacy is the ability to understand, use, assess, design, and produce technology (i.e. Invention & Innovation).
    • Technological literacy requires lifelong learning.
    • Technology and society impact each other.
    • Technology and society mutually impact each other.
    • The abilities required in a technological world include diagnosing, troubleshooting, analyzing and maintaining systems.
    • The abilities required in a technological world include understanding, fixing, and maintaining systems.
    • The goal of technology is to meet human needs and wants.
    • Transportation is the process of safely and efficiently moving people and products.
    • Understanding technological systems help us plan and control technological developments.
    • While science is the study of the natural world, technology is the study of the human designed world.
  • Competencies
    • Create a new product, process, or system.
    • Describe and demonstrate how to use technological design & problem solving.
    • Describe how science and technology work together.
    • Design and develop the ability to create and send messages using technological devices.
    • Design and develop the ability to safely and effectively use tools and materials to build structures.
    • Design and develop the ability to safely and effectively use tools and materials to convert energy into power.
    • Design and develop the ability to safely and effectively use tools and materials to create bio-related products and systems using technology.
    • Design and develop the ability to safely and effectively use tools and materials to create vehicles that transport people and products.
    • Design and develop the ability to safely and effectively use tools and materials to manufacture products.
    • Design and produce solutions to technological problems.
    • Safely use tools, machines, and other devices.
    • Use hands-on skills to create useful products.

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

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.

Materials haven't been entered into the unit plan.

Formative Assessment

  • View

    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
Loading
Please wait...