1. Chemistry of Materials
SEPUP Workshop
Unit B
Chemistry of Materials
Dick Duquin
Senior Trainer

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, , 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
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
White space
What do you think is the best material?
Why?
Properties?

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
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
White space
If the glass bottle could talk about how it became a container, what would it say?

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 -

9. Activity 14: Physical & Chemical Properties of Materials
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
White space
Think of a sport you play. How does a material help your performance or safety.
What is the property of the material?

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
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
White space
What is an element?
What is an atom?

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
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?
White space
From Act What do the carbon rod, copper, iron and aluminum metal have in common?

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
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
White space
Look at the models. What do you see?

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….Apply
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
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
White space
Why make a drink container out of plastic?
Properties?

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
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
White space
Make a model of vinyl alcohol.
2- black
1- red
4- white
7 bond sticks
Define polymer?

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
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
White space
Define a polymer?
What would a model of a polymer look like?

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

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

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
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
White space
What do you know about circuit boards?

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
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
White space
What should we do with our waste?

31. Activity 24: Diluting (con’t)
Data: Data table
Begin SS 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
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
White space
Is pop can an open or closed system?
Why?

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
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
White space
Why would we want to reclaim the copper?

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
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
White space
What was the main reason for your choice to reclaim the copper?

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

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. Are there clear expectations?
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 4 Above and beyond 3 Complete and correct 2 Incomplete
1 Incorrect
0 No response/wrong question