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SEPUP Workshop Unit B Chemistry of Materials Dick Duquin Senior Trainer

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Presentation on theme: "SEPUP Workshop Unit B Chemistry of Materials Dick Duquin Senior Trainer"— Presentation transcript:

1 SEPUP Workshop Unit B Chemistry of Materials Dick Duquin Senior Trainer DickDuquin@gmail.com

2 Studying Materials Scientifically Activities 1-2: Setting up the issue Activities 3-5: Separate the mixture Activities 6-10: Identify the substances Activity 11: Closure to issue Side trip: Density 2fers: Journal set up, Equipment, measurement, 4-2- 1, journals, observation & inference, Safety, vocabulary, graphic organizers, writing, evidence & tradeoffs, jigsaw

3 Unit Introduction Page B-3 What is the issue? What do we expect to learn?

4 Activity 12: Evaluating Materials White space What do you think is the best material? Why? Properties? Challenge: What is the best material for making a drink container? Background: Notes from introduction Vocabulary: materials, materials scientist, materials engineer, evidence, properties, tradeoffs Procedure: I understand Materials: Check off

5 Activity 12: Evaluating Materials (con’t) Data: Advantage vs. disadvantage Bar graph Property vs. evidence Conclusion Analysis question 1, 2 What did I learn? Assessment AQ #5 – writing frame TR 133, 135 Re-visit of white space Group interaction TR 67 & 69 Notes to myself: Draw graph(s)

6 Activity 13: Product Life Cycle White space If the glass bottle could talk about how it became a container, what would it say? Challenge: How can a life- cycle diagram be used to make a decision about a product ? Background: Notes from introduction Vocabulary: life cycle, raw material, manufacturing, useful life, end of life Procedure: glass life cycle B-2 My life cycle

7 Activity 13: Life Cycle (con’t) Data: life cycle drawings Conclusion Analysis question What did I learn? Re-visit of white space Green Chemistry Guidelines B-25 Notes to myself: sepuplhs.org Chicago site - http://sites.google.com/site/middlegradescience/

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9 Activity 14: Physical & Chemical Properties of Materials White space Think of a sport you play. How does a material help your performance or safety. What is the property of the material? Challenge: How do the properties of materials determine their use? Background: Notes from introduction Vocabulary: chemical property, physical property, density,material Procedure: Look at tests

10 Activity 14: Properties (con’t) Data: Data Table B-37 Step 3 – put in groups Conclusion Analysis question Table 2 What did I learn? Re-visit of white space Notes to myself: Design a better product.

11 Activity 15: Families of Elements White space What is an element? What is an atom? Challenge: How can elements be grouped based on their physical & chemical properties? Background: Notes from introduction Sample card B-47 Vocabulary: atom, atomic mass, element, family of elements, metal, periodic table Procedure: Inquiry

12 Activity 15: Families of Elements (con’t) Data: Record your groupings Conclusion: Analysis question AQ #5 for assessment Re-visit of white space Notes to myself: Check the website

13 Activity 16: Elements and the Periodic Table White space From Act 14 - What do the carbon rod, copper, iron and aluminum metal have in common? Challenge: What are Elements and how do they relate to compounds? Vocabulary: atom, element, compound, molecule, formula, family Procedure: Reading Direct instruction: What would you want your students to know?

14 Activity 16: Elements and the periodic table(con’t) Data: notes Stop to think Conclusion Analysis question 1 AQ #4 assessment What did I learn? Re-visit of white space

15 Activity 17: Modeling Molecules White space Look at the models. What do you see? Challenge: How do atoms form molecules? Background: What do colors represent? Why Vocabulary: chemical bond Procedure: Level of inquiry Classroom management Part A Part B

16 Activity 17: Models(con’t) Data: drawings (use color) + formula Conclusion Analysis questions AQ #6 Assessment What did I learn? Notes to myself: Reflect AQ #7

17 Cycle of learning Experience…Learn….Appl y Activity 14 – discover properties Activity 15 – design a Periodic Table Activity 16 – teach it Activity 17 – use models to apply ideas

18 Activity 18: Properties of Plastics White space Why make a drink container out of plastic? Properties? Challenge: How do physical & chemical properties of plastics affect their uses? Background: How did we do density? B-75 & 77 & 79 & 81 Vocabulary: no new words Procedure: Part A – tests Part B – unknown plastic

19 Activity 18: Plastics (con’t) Data: Properties data table B-93 Density table Conclusion Use labels ID unknown What did I learn? Re-visit of white space Notes to myself: At home plastic scavenger hunt

20 Activity 19: Creating new materials White space Make a model of vinyl alcohol. 2- black 1- red 4- white 7 bond sticks Define polymer? Challenge: How are reactants changed by a chemical reaction? How are the products different? Background: Notes from introduction. Vocabulary: reactant, product, cross-link, chemical reaction, polymer Procedure: Review procedure

21 Activity 19: Making plastics (con’t) Data: Set up data table Conclusion Analysis question #2 What did I learn? Re-visit of white space Notes to myself: What have you learned about making plastics

22 Activity 20: Modeling Polymers White space Define a polymer? What would a model of a polymer look like? Challenge: How can you use models to represent changes that occur during a chemical change? Background: Notes from introduction Vocabulary: same vocabulary Procedure: Part A- Monomer Part B- Polymer Part C- Cross-link

23 Activity 20: Models (con’t) Data: observations B -103 B-101 Conclusion Analysis question #1 What did I learn? Re-visit of white space AQ #3 assessment

24 Activity 21: Polymer Parts White space Compare the properties of PVA and sodium borate to the product ? Challenge: What is the chemical structure of plastics? Background: Notes from introduction Vocabulary: polymerization Procedure: Three level reading guide B- 113 Direct teaching

25 Activity 21: Polymer parts (con’t) Data: notes from reading Conclusion AQ #3 - assessment What did I learn? Re-visit of white space Notes to myself: re-visit scavenger hunt

26 Activity 22: Environmental Impact of Computers White space What are the parts of the computer? What materials are the parts made of? What is most abundant? Challenge: What is the environmental impact of manufacturing a computer? Background: Notes from introduction B -121 Vocabulary: no new words Procedure: Pie graph

27 Activity 22: Computers (con’t) Data: graph Conclusion AQ #1 Process question 2 What did I learn? Re-visit of white space Notes to myself: What do you do with an old computer?

28 Activity 23: Producing Circuit Boards White space What do you know about circuit boards? Challenge: How is a computer circuit board produced? Background: Notes from introduction Vocabulary: circuit board, etch Procedure: Part A Design the board Part B Make the board Part C reading – 3 level reading guide B-135

29 Activity 23: Circuit boards (con’t) Data: Observation Conclusion Product life cycle What did I learn? Re-visit of white space Notes to myself: What do we do with the waste. (Green Chemistry)

30 Activity 24: Diluting the problem White space What should we do with our waste? Challenge: How much copper is in the used copper chloride solution? Background: Dilute red food coloring Vocabulary: concentration, dilution, indicator, parts per million, serial dilution Procedure: Part A do dilution B -149 Part B identify our solution

31 Activity 24: Diluting (con’t) Data: Data table Begin SS 24.2 B-155 Math SS 24.3 B - 157 Conclusion Concentration of our solution Post lab What did I learn? Re-visit of white space: does dilution work Treating waste concept map – TG B-151 Math connection

32 Activity 25: Conservation of Mass White space Is pop can an open or closed system? Why? Challenge: How does the total mass of the reactants compare to the total mass of the products in a chemical reaction ? Background: Notes from introduction Vocabulary: open system, closed system, exothermic, endothermic, conservation of mass Procedure: Part A exothermic Part B endothermic

33 Activity 25: Conservation of Mass(con’t) Data: Set up data table B-169 Conclusion AQ 1 Assessment – AQ 2 Re-visit of white space Notes to myself: What did you learn from this lab ?

34 Activity 26: Incinerating Skip Discuss incineration

35 Activity 26: Incineration (con’t) Conclusion Analysis question 2 Do you know? Waste graphs B-181

36 Activity 27: Reclaiming the Metal White space Why would we want to reclaim the copper? Challenge: How can a life- cycle diagram be used to make a decision about a product ? Background: Notes from introduction Vocabulary: reclaim, precipitates Procedure: Record data

37 Activity 27: Reclaiming metal (con’t) Data: data table Equations? More data B-195 Conclusion AQ 2 assessment Trans 27.1 Re-visit 24.2 Re-visit of white space Notes to myself:

38 Activity 28: Another Approach to Metal Reclamation White space What was the main reason for your choice to reclaim the copper? Challenge: What compound in solution is best for reclaiming the copper metal form the used copper chloride ? Background: Notes from introduction Vocabulary: precipitation Procedure: Part A precipitate Part B filtration

39 Activity 13: Life Cycle (con’t) Data: Table SS 24.2 Conclusion AQ #3 What did I learn? What is your choice Notes to myself: What would you choose?

40 Activity 29: The Green Computer Decision White space How does your family decide what to product to buy? Challenge: Which “green” computer should the school district buy? Background: read scenerio Vocabulary: no new words Procedure: jigsaw

41 Green computer decision (con’t) Data: presentations Conclusion AQ #1 assessment AQ #3 discussion Notes to myself: My choice

42 SEPUP Lesson Plan

43 Conceptual Flow Activity 12-14: Materials Activity 15-17: Elements, Periodic Table, Molecules Activity 18-21: Polymers Activity 22-29: New issue, Computers: Dealing with waste

44 Final Thought Establish Criteria Are there clear expectations?

45 Reflection Who owns the learning? If actions speak louder than words, how will you show ownership?

46 Scoring Guide 4Above and beyond 3Complete and correct 2Incomplete 1Incorrect 0No response/wrong question


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