States of Matter Assessment

What is happening at the molecular level? On Monday groups had great discussions using whiteboards to gain a better understanding of the relationship between temperature and pressure. Today, we will have an assessment in class.

Friday - Inquiry Field Day! Please come to class prepared to collect data. This means that your group has a data table and procedure ready to go.

Don't forget that you are still working on your background paper, procedure, data tables, variables, and hypothesis. Friday is a good time for your group to conference with me if you have questions.

Relationships between temperature, pressure and volume

I hope everyone had a good weekend and that you managed to look over your assessment from last week and have questions for today’s discussion.

Content Objectives:

1. Describe relationships between temperature, pressure and volume.
2. Diagram and identify basic components of the atom.

Language objectives:

• Explain concepts in full sentences that represent complete ideas.

October Process Words

• Evaluate (6, 7, 8th grade)
• Represent (6, 7, 8th grade)
• Refer (7, 8th grade)
• Refute (7, 8th grade)
• Confirm (8th grade)
• Consider (8th grade)

Whiteboard Task

1. Using diagrams, illustrate the process of boiling water. You should show the molecular activity at two relevant phases, a potential mechanism for making this happen to your system and a description of the process.
2. In your group, discuss how location can lead to differences in air pressure in the physical world. Illustrate a possible “maximum” and “minimum” pressure location.
3. Of the two locations that you picked, where will water have a higher boiling point? Explain.
4. Of the two locations, where will rice cook faster? Explain.

When you are finished, please check in with Frank. You will then receive a series of diagrams (Thinking about Gases) to discuss as a group. Start with the diagram you will present to the class.

Next Class - Assessment - Please review:

1. The old assessment
2. Last Thursday’s and today’s activities
3. Items from the Matter & Energy text:
1. p. 35 (17-18)
2. p. 36 (19, 22, 24)
3. p. 37 (1-5)
4. p. 65-66 (13-15, 17, 20, 26)

Looking back over our assessment

Please remember that tomorrow is parent conference day. I hope your parents have signed up for conferences. If they have not, they can still sign up for a later time that fits their schedule. Please schedule through Ching.

Opening: What has happened to your density column? Please take density column and make a sketch of it. How many layers do you now have? Where are the solids that you placed inside the column. What changes have occurred over time?


Content Objectives:

1. Review material from Tuesday’s assessment. Focus on relationships between states of matter, phase changes and what happens at the molecular level.
2. Atomic Structure

Language objectives:

1. Increase ability to show understanding in both images and words.

October Process Words

• Evaluate (6, 7, 8th grade)
• Represent (6, 7, 8th grade)
• Refer (7, 8th grade)
• Refute (7, 8th grade)
• Confirm (8th grade)
• Consider (8th grade)

Review of Reporting - let’s return to the syllabus!

Tracking of progress on this unit.

• What are the benefits of tracking progress?
• How does this differ from checking Edline?
• What do I need to work on?

Heating and Cooling Curves (review of many assessment questions)

1. Try to complete the hand-out by yourself
2. Heating Curve Music Video
3. Returns to your own work - revise as necessary
4. Share as a pair
5. Class Agreement

Further study:

Please read pages 103-108 and complete questions 1-6 on page 108.

Monday: Looking at the relationship of temperature and pressure

Wednesday: Assessment

Friday: Inquiry Field Day

Inquiry Reflection + States of Matter Simulation

Happy Friday! I know that many of you are excited about today’s Halloween Carnival but please hold on to the celebration until class is finished. We have quite a few items that I would like for you to accomplish today:

• Review & Goal Set for Inquiry Project
• Give me feedback about the first quarter.
• Work through computer simulations to help your understanding of states of matter and phase changes.

Quarter 1 Survey

Content Objectives:

• Inquiry

1. Evaluate performance of self and group for the first quarter.
2. Set goals for the second quarter.

• States of Matter

1. Identify and explain if a representation is an atom or molecule.
2. Describe differences and similarities between solids, liquids and gases on a molecular level.
3. Determine processes you could use to make solids, liquids and gases change phases.

Language objectives:

• Use appropriate organization in writing to reflect upon my performance in the first quarter.
• Using “I will” statements, set a minimum of three goals for the second quarter.

October Process Words

• Evaluate (6, 7, 8th grade)
• Represent (6, 7, 8th grade)
• Refer (7, 8th grade)
• Refute (7, 8th grade)
• Confirm (8th grade)
• Consider (8th grade)

Inquiry Project Reflection

States of Matter Simulation by PhET
URL: http://phet.colorado.edu/en/simulation/states-of-matter-basics

Activity Hand-out

Tab 1

Tab 2

Try another simulation

NOVA Simulation: http://www.pbs.org/wgbh/nova/physics/states-of-matter.html

On Tuesday, we will have an assessment on States of Matter and Phase Changes

Temperature & Phase Changes

Atomos, Atomos by Mark Rosengarten

Objectives:

• Identify characteristics of the three basic states of matter (solid, liquid, gas)
• Describe processes that allow a material to change from one state of matter to another.
• Illustrate activity of molecules for a various states of matter

Language objectives:

• Use the vocabulary inventory sheet to consider the vocabulary words of this unit.
• Summarize key characteristic of each state of matter.

October Process Words

• Evaluate (6, 7, 8th grade)
• Represent (6, 7, 8th grade)
• Refer (7, 8th grade)
• Refute (7, 8th grade)
• Confirm (8th grade)
• Consider (8th grade)

Atom Unit Vocabulary Inventory - Check-in with these words before we get too far into the unit. 

Atoms, Elements and Molecules

How does a molecule of a substance move from one state of matter to another?

Solid - what body shape represents “solid” state? Liquid- what body shape represents “liquid” state? Gas- what body shape represents “gas” state? Winning a rock-paper-scissors round moves you up. Losing, moves you down.

What are relationships between temperature and the different states of matter?

Discussing Phase Change

Welcome back to class after a long break. I hope that each of you are refreshed and ready for the second quarter. Wow! The first quarter is finished. Do a self check-in: Where am I as a learner getting ready for high school?

Several classes have passed since we performed the phase change lab. Today we will discuss this lab as we begin our discussion about states of matter and phase changes.

Objectives:

• Identify characteristics of the three basic states of matter (solid, liquid, gas)
• Describe what happens to a substance when the state of matter (phase) changes
• Evaluate the procedure of a lab.

Language objectives:

• Use the vocabulary inventory sheet to consider the vocabulary words of this unit.

October Process Words

• Evaluate (6, 7, 8th grade)
• Represent (6, 7, 8th grade)
• Refer (7, 8th grade)
• Refute (7, 8th grade)
• Confirm (8th grade)
• Consider (8th grade)

Phase Change Lab Review

• Group Evaluation of Topics
• Location of work: Whiteboard
• Expectations
• Thoughtful group discussions
• Neat representations of concepts on whiteboards
• Clear presentations to class
• Topics

Lab Process and Error analysis

Tasks:
Process: Look back at your procedures. Did each group follow the procedure? How often did you collect data? Was this too much, not enough? What would be your recommendations for future experiments? What makes your procedure good enough for “anyone” to follow it?

Error Analysis: In each experiment, there are things happen which alter the results of the experiment or possibly affect your outcomes. In this experiment, what are items that could have impacted the experiment?

Your job is to have a discussion regarding this topic and then create a clear whiteboard presentation that examines the process and error of the lab.

Connection to atomic level - solid state
Task - connect the observations that you made to activity at the atomic level. Your focus is the solid ice. What was happening at the atomic level? What did you see? What happened as the ice was placed into water? What happened as heat was added?

Your job is to have a discussion regarding this topic and then create a clear whiteboard presentation (diagrams please!) that examines the this atomic level.


Connection to atomic level - liquid state
Task - connect the observations that you made to activity at the atomic level. Your focus is the liquid water. What was happening at the atomic level? What did you see? What happened when ice was added? What happened as heat was added?

Your job is to have a discussion regarding this topic and then create a clear whiteboard presentation (diagrams please!) that examines the this atomic level.


Connection to atomic level - liquid - vapor transition
Task - connect the observations that you made to activity at the atomic level. Your focus is the liquid water - vapor transition. What was happening at the atomic level? What did you see? What were the first signs that a phase change was happening? What were the bubbles?

Your job is to have a discussion regarding this topic and then create a clear whiteboard presentation (diagrams please!) that examines the these atomic levels and transition.


Graph Analysis
Recreate the graph on your whiteboard and where each state of matter exists. Pick apart the line segments. What happens as heat is added over time? Identify major transition points.

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Atom Unit Vocabulary Inventory - Check-in with these words before we get too far into the unit.

For next class

• Read (ME p. 27-33)
• Answer Questions on p. 33

Exit Note

• What is one thing about today's lesson that support your learning of phase changes and states of matter?
• What is one question that you have about the upcoming unit about atoms and states of matter?

Inquiry Presentations!

By now each group is well on its way with these great project topics. I am lucky because I have spent lots of time with each group discussing ideas and hearing your thoughts. Today, you have the opportunity to present your project to other scientists in our class.

Today's guidelines:
Q1 Group Update Presentation
3 minutes, 3 images & data presentation

What is each group doing? You have been working on your projects for a few months so share with the rest of the class the status of your project. Your task is to create a three (3) minute presentation that gives us your question, your general procedure (we don't need each step) and the data you have collected so far.

Ideally, your presentation is run from your web page. You need to have three images and a visual that shows your data.

After a group presents, I hope that other group members ask questions about the research topic.

Once all groups are finished with presentations and questions, remaining time is provided to make sure that your board space in the hallway is up-to-date with the following:

1. Group Name
2. Group Question
3. Independent, Dependent and Control Variables
4. Maps
1. 1 overall "Site" map showing AST and the general sample location
2. At least one sample map that shows exactly where your group samples. If your group has more than one location, multiple sample maps are necessary.
5. Current data presented in graphical format. All groups should have at least one sample point.

When you leave class today, you are expected to turn in your background writing section. Your group's procedure should be online.

Inquiry Field Day - last of the quarter!

Quarter 1 Project Criteria

Inquiry Dates past, present & future:

Date	Due	In-class	After class
Mon, August 27	Question Web Page framework “About Me” section	Background Assignment Procedure Map
Fri, Sept 14	Draft 1 of Procedure Data Tables Base Maps	Field-check Procedure Verify / update map Collect Data	Update Class data board + project web page
Mon, Sept 24	Draft 1 of Background	(Not an inquiry work day)
Thurs, Oct 4	Updated Procedure Finalized Maps	Collect Data Field-check Procedure	Update Class data board + project web page
Mon, Oct 8	Final Background Final Procedure	Q1 Group Update Presentation (see below)

Note: The Satellite Lab is reserved for the second half of class. Once you have finished collecting data and cleaning up, please work on your display board (see comments below), update your web page and prepare for Monday’s presentation.

Q1 Group Update Presentation
3 minutes, 3 images & data presentation

What is each group doing? You have been working on your projects for a few months so share with the rest of the class the status of your project. Your task is to create a three (3) minute presentation that gives us your question, your general procedure (we don't need each step) and the data you have collected so far.

Ideally, your presentation is run from your web page. You need to have three images (no more / no less) and a visual that shows your data.

Board Update
Dust -

• Please update your sampling map to show where samples are taken
• Visuals are great! Please provide a graph(s) of your data.

Raindrops

• Please provide your location and sample maps.
• Visuals are great! Please provide a graph(s) of your data.

Owls

• Your question is provided on your board but it is hard to find. Make it POP!
• Please update your location map. Where is north?
• Please provide a map that shows exactly where samples are taken.
• Visuals are great! Please provide a graph(s) of your data.

Pond

• Please provide your location and sample maps.
• Visuals are great! Please provide a graph(s) of your data.

Other groups - where are you?

Phase Change Lab

Today, groups continued the experiment that was planned last week. Each group member should create a graph from the data to turn in on Thursday.

Graph Analysis:

• Describe the data in your graph. Please make sure that you are clearly explaining the relationship between temperature (plotted on the y-axis) and time (plotted on the x-axis)
• How does the graph of your data compare to the Graph "C" in the warm-up (returned today)?
• Please explain what is happening at each line segment on the graph. What does a straight line mean? What does the rising line mean?

Support Reading: Please read ME p. 103-108 and then identify on the graph where you would find the following points:

• Freezing Point
• Melting Point
• Boiling Point

What is the state of matter for each line segment? - please identify on the graph


Analysis Questions:

1. Graph C shows a horizontal line at the beginning and end of the experiment. What does that horizontal line mean? Why does it happen in this situation?
2. If the steam was captured and heat continued to be added after all the liquid turned to vapor, what would happen to the temperature?
3. Did your beaker lose water before “boiling” occurred? Why do you think this is the case?
4. Look back at Graph B on the warm-up. What do the vertical (straight up) line segments mean? Did this happen in your experiment? Please discuss why or why not.
5. Look back at Graph A. What error is found in this graph?