Presentation on theme: "Chemistry of Materials"— Presentation transcript:
1Chemistry of Materials SEPUP WorkshopUnit BChemistry of MaterialsDick DuquinSenior Trainer
2Studying 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, , journals, observation & inference, Safety, vocabulary, graphic organizers, writing, evidence & tradeoffs, jigsaw
3Unit Introduction Page B-3 What is the issue? What do we expect to learn?
4Activity 12: Evaluating Materials Challenge: What is the best material for making a drink container?Background: Notes from introductionVocabulary: materials, materials scientist, materials engineer, evidence, properties, tradeoffsProcedure: I understandMaterials: Check offWhite spaceWhat do you think is the best material?Why?Properties?
5Activity 12: Evaluating Materials (con’t) Data: Advantage vs. disadvantageBar graphProperty vs. evidenceConclusion Analysis question 1, 2What did I learn?Assessment AQ #5 – writing frame TR 133, 135Re-visit of white spaceGroup interaction TR 67 & 69Notes to myself: Draw graph(s)
6Activity 13: Product Life Cycle Challenge: How can a life-cycle diagram be used to make a decision about a product ?Background: Notes from introductionVocabulary: life cycle, raw material, manufacturing, useful life, end of lifeProcedure:glass life cycle B-2My life cycleWhite spaceIf the glass bottle could talk about how it became a container, what would it say?
7Activity 13: Life Cycle (con’t) Data: life cycle drawingsConclusion Analysis questionWhat did I learn?Re-visit of white spaceGreen Chemistry Guidelines B-25Notes to myself: sepuplhs.orgChicago site -
9Activity 14: Physical & Chemical Properties of Materials Challenge: How do the properties of materials determine their use?Background: Notes from introductionVocabulary: chemical property, physical property, density,materialProcedure:Look at testsWhite spaceThink of a sport you play. How does a material help your performance or safety.What is the property of the material?
10Activity 14: Properties (con’t) Data: Data Table B-37Step 3 – put in groupsConclusion Analysis question Table 2What did I learn?Re-visit of white spaceNotes to myself: Design a better product.
11Activity 15: Families of Elements Challenge: How can elements be grouped based on their physical & chemical properties?Background: Notes from introduction Sample card B-47Vocabulary: atom, atomic mass, element, family of elements, metal, periodic tableProcedure:InquiryWhite spaceWhat is an element?What is an atom?
12Activity 15: Families of Elements (con’t) Data: Record your groupingsConclusion: Analysis questionAQ #5 for assessmentRe-visit of white spaceNotes to myself: Check the website
13Activity 16: Elements and the Periodic Table Challenge: What are Elements and how do they relate to compounds?Vocabulary: atom, element, compound, molecule, formula, familyProcedure:ReadingDirect instruction: What would you want your students to know?White spaceFrom Act What do the carbon rod, copper, iron and aluminum metal have in common?
14Activity 16: Elements and the periodic table(con’t) Data: notesStop to thinkConclusion Analysis question 1AQ #4 assessmentWhat did I learn?Re-visit of white space
15Activity 17: Modeling Molecules Challenge: How do atoms form molecules?Background: What do colors represent? WhyVocabulary: chemical bondProcedure:Level of inquiryClassroom managementPart APart BWhite spaceLook at the models. What do you see?
16Activity 17: Models(con’t) Data: drawings (use color) + formulaConclusion Analysis questionsAQ #6 AssessmentWhat did I learn?Notes to myself: Reflect AQ #7
17Cycle of learning Experience…Learn….Apply Activity 14 – discover properties Activity 15 – design a Periodic Table Activity 16 – teach it Activity 17 – use models to apply ideas
18Activity 18: Properties of Plastics Challenge: How do physical & chemical properties of plastics affect their uses?Background: How did we do density? B-75 & 77 & 79 & 81Vocabulary: no new wordsProcedure:Part A – testsPart B – unknown plasticWhite spaceWhy make a drink container out of plastic?Properties?
19Activity 18: Plastics (con’t) Data: Properties data table B-93Density tableConclusion Use labelsID unknownWhat did I learn?Re-visit of white spaceNotes to myself: At home plastic scavenger hunt
20Activity 19: Creating new materials 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, polymerProcedure: Review procedureWhite spaceMake a model of vinyl alcohol.2- black1- red4- white7 bond sticksDefine polymer?
21Activity 19: Making plastics (con’t) Data: Set up data tableConclusion Analysis question #2What did I learn?Re-visit of white spaceNotes to myself: What have you learned about making plastics
22Activity 20: Modeling Polymers Challenge: How can you use models to represent changes that occur during a chemical change?Background: Notes from introductionVocabulary: same vocabularyProcedure:Part A- MonomerPart B- PolymerPart C- Cross-linkWhite spaceDefine a polymer?What would a model of a polymer look like?
23Activity 20: Models (con’t) Data: observations B -103B-101Conclusion Analysis question #1What did I learn?Re-visit of white spaceAQ #3 assessment
24Activity 21: Polymer Parts Challenge: What is the chemical structure of plastics?Background: Notes from introductionVocabulary: polymerizationProcedure:Three level reading guide B-113Direct teachingWhite spaceCompare the properties of PVA and sodium borate to the product?
25Activity 21: Polymer parts (con’t) Data: notes from readingConclusion AQ #3 - assessmentWhat did I learn?Re-visit of white spaceNotes to myself: re-visit scavenger hunt
26Activity 22: Environmental Impact of Computers Challenge: What is the environmental impact of manufacturing a computer?Background: Notes from introduction B -121Vocabulary: no new wordsProcedure:Pie graphWhite spaceWhat are the parts of the computer?What materials are the parts made of?What is most abundant?
27Activity 22: Computers (con’t) Data: graphConclusion AQ #1Process question 2What did I learn?Re-visit of white spaceNotes to myself: What do you do with an old computer?
28Activity 23: Producing Circuit Boards Challenge: How is a computer circuit board produced?Background: Notes from introductionVocabulary: circuit board, etchProcedure:Part A Design the boardPart B Make the boardPart C reading – 3 level reading guide B-135White spaceWhat do you know about circuit boards?
29Activity 23: Circuit boards (con’t) Data: ObservationConclusionProduct life cycleWhat did I learn?Re-visit of white spaceNotes to myself: What do we do with the waste. (Green Chemistry)
30Activity 24: Diluting the problem Challenge: How much copper is in the used copper chloride solution?Background: Dilute red food coloringVocabulary: concentration, dilution, indicator, parts per million, serial dilutionProcedure:Part A do dilution B -149Part B identify our solutionWhite spaceWhat should we do with our waste?
31Activity 24: Diluting (con’t) Data: Data tableBegin SS B-155Math SS 24.3 B - 157Conclusion Concentration of our solutionPost labWhat did I learn?Re-visit of white space: does dilution workTreating waste concept map – TG B-151Math connection
32Activity 25: Conservation of Mass Challenge: How does the total mass of the reactants compare to the total mass of the products in a chemical reaction ?Background: Notes from introductionVocabulary: open system, closed system, exothermic, endothermic, conservation of massProcedure:Part A exothermicPart B endothermicWhite spaceIs pop can an open or closed system?Why?
33Activity 25: Conservation of Mass(con’t) Data: Set up data table B-169Conclusion AQ 1Assessment – AQ 2Re-visit of white spaceNotes to myself: What did you learn from this lab ?
36Activity 27: Reclaiming the Metal Challenge: How can a life-cycle diagram be used to make a decision about a product ?Background: Notes from introductionVocabulary: reclaim, precipitatesProcedure:Record dataWhite spaceWhy would we want to reclaim the copper?
37Activity 27: Reclaiming metal (con’t) Data: data tableEquations?More data B-195Conclusion AQ 2 assessmentTrans 27.1Re-visit 24.2Re-visit of white spaceNotes to myself:
38Activity 28: Another Approach to Metal Reclamation Challenge: What compound in solution is best for reclaiming the copper metal form the used copper chloride ?Background: Notes from introductionVocabulary: precipitationProcedure:Part A precipitatePart B filtrationWhite spaceWhat was the main reason for your choice to reclaim the copper?
39Activity 13: Life Cycle (con’t) Data: TableSS 24.2Conclusion AQ #3What did I learn?What is your choiceNotes to myself: What would you choose?
40Activity 29: The Green Computer Decision Challenge: Which “green” computer should the school district buy?Background: read scenerioVocabulary: no new wordsProcedure:jigsawWhite spaceHow does your family decide what to product to buy?
41Green computer decision (con’t) Data: presentationsConclusion AQ #1 assessmentAQ #3 discussionNotes to myself: My choice