It is expected that students will describe changes in the properties of matter.
Students who have fully met the prescribed learning outcome are able to:
Identify physical properties of matter, including mass, volume, density, state at room temperature, colour, melting/boiling point, and conductivity (activity)
Differentiate between physical and chemical changes, citing observable evidence. (online experiments)
Name the changes of state of matter, and describe how the kinetic molecular theory explains those changes
photo: jfelias@morguefile
...............................................................................................................................
PLANNING FOR ASSESSMENT /ASSESSMENT STRATEGIES
Discuss with students some changes of state
of matter (e.g., snow melting, making ice at a
hockey rink, clothes drying on a clothesline in
winter, ice cubes shrinking in the freezer),
and discuss how the kinetic molecular theory
explains those changes.
Ask them for examples in their own experience.
Provide students with mismatched terms and
definitions for changes of state, and have the cut
and paste them into correct pairings in their
notebooks. Ask them to annotate each phase
change, noting whether or not thermal energy is
added or removed. Have students exchange their
work with a partner to assess for accuracy.
.........................................................................................................................
Have groups of students research specific
physical properties of matter, such as density,
melting point, boiling point, colour of
chemicals, crystalline shape of chemicals,
state, and solubility. Aspects of the topic that
might be covered could include
- definition
- trends among chemical families or groups
- examples
- practical applications
| - | Families |
| > | Halogens |
| - | Inert Gases |
| - | Metals |
| - | Alkali Metals |
| - | Alkaline Earth |
| - | Transition Metals |
| - | Lanthanide |
| - | Actinide |
As an assessment instrument have students
present their research in a Poster Presentation
format and assess it using the Poster Presentation
Scoring Guide.
...............................................................................................................................
Provide students with definitions and criteria
to distinguish a chemical from a physical
change.
Physical change: the substance
undergoing the change remains the same
substance, even though it may have
changed state or form (e.g., melting,
dissolving)
Chemical change: the substance
undergoing the change becomes one
more new substances with different
properties from the original
Criteria for a chemical change: (slides)
1. colour change
2. heat, light, sound produced (consumed)
3. bubbles of gas form
4.a precipitate forms
5. difficult to reverse
Have students complete a graphic organizer to
compare chemical and physical changes. Use the
Comparison Chart to assess student work.
⢠Provide students with examples of chemical and
physical changes, and have them sort the
examples into the categories: chemical or physical.
Have them support their choice using âcriteriaâ
provided, such as
- lighting a match (chemical, because the colour
of the match wood changes
- heat and light are produced in the burning
although no bubbles of gas form and no
precipitate forms
- burning is very difficult to reverse
..........................................................................................................................
Explore with students some of the
applications of knowledge about chemistry.
For example, ask them to identify Aboriginal
technologies that involve application of
chemical understanding (e.g. curing or
tanning hides, (brain tanning -US) preserving food,(Tsimshian) creating dyes
from plants, employing plants for medicinal
purposes) and explain the changes in matter
that occur as a result.
RESOURCES
Secwepemc Ethnobotanical Garden (aka Shuswap, BC)
Plants used for medicine, technology and implements.
Native American Ethnobotany ( key in words e.g. Haida)
Give feedback on examples provided by students,
considering the extent to which they
- correctly identify technologies that use
chemistry (e.g., preserving foods using oils or
fats, smoking, drying, etc.)
- explain what kinds of changes occur in
materials or products associated with those
technologies (i.e., change of state, physical
changes, chemical changes)RESOURCE:
Aboriginal Perspective
Chemistry and the changes or transformations created by chemical reactions were integral to the survival and well-being of aboriginal people.
....................................................................................................................................
