Presentation on theme: "SEPUP Workshop Unit B Chemistry of Materials Dick Duquin Senior Trainer"— Presentation transcript:
SEPUP Workshop Unit B Chemistry of Materials Dick Duquin Senior Trainer DickDuquin@gmail.com
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
Unit Introduction Page B-3 What is the issue? What do we expect to learn?
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
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)
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
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/
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
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.
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
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
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?
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
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
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
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
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
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
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
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
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
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
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
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
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
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?
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
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)
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
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
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
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 ?
Activity 26: Incineration (con’t) Conclusion Analysis question 2 Do you know? Waste graphs B-181
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
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:
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
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?
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
Green computer decision (con’t) Data: presentations Conclusion AQ #1 assessment AQ #3 discussion Notes to myself: My choice