Lecture 27 - Matter. By the end of this unit, students should recognize that the observable properties of matter result from atomic-level interactions. They start the unit by reviewing the distinctions between substances and mixtures. Most important, they focus on the concept that mixtures can be separated by physical means, but substances cannot. They learn that each substance has a characteristic set of chemical and physical properties, which leads to the idea that substances differ at the atomic level. | Lecture # 27 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION MATTER What is matter? Begin with an activity that helps Students review the distinctions between substances and mixtures. Next, review the idea that each substance has a characteristic set of chemical and physical properties. Then review the concept that mixtures can be separated by physical means but substances cannot. Introduce the model of the atom. Inform Student Teachers that it is composed of protons, neutrons, and electrons. You can do this in combination with introducing the periodic table. Describe how the periodic table evolved over time. Explain how the views of science constantly change based on new work, discoveries, and enhanced theory. A hands-on inquiry activity Place Students in groups and give each group a mystery bowl (solids) and a mystery flask (liquids). Ask them to identify and sort the mystery substances into as many components as possible. Have them document their findings. Provide them with any ‘lab tools’ that you have available (for instance, funnel, sieve, different-size containers, magnifying glass, heat source, magnets, etc.). For the solid mystery, you can use organic and inorganic materials that you find around the house and school, such as: Branches Fruits Soil Stones Rusty nails Plastics Matches. For the liquid mystery, you can use: Water Oil Vinegar or alcohol Sugar or salt dissolved in the solution. A hands-on inquiry activity PURPOSE OF THIS ACTIVITY The purpose of this activity is not for Students to identify each component that you added to the mixtures. Instead, they start using physical means to separate the mystery substances. They realize that mixtures can be separated and sorted into very small components. When they have made considerable progress, challenge them by asking whether they can find more components by looking at smaller items. For instance, the branches can be broken into smaller pieces, but how small can they get? What happens when you look at the . | Lecture # 27 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION MATTER What is matter? Begin with an activity that helps Students review the distinctions between substances and mixtures. Next, review the idea that each substance has a characteristic set of chemical and physical properties. Then review the concept that mixtures can be separated by physical means but substances cannot. Introduce the model of the atom. Inform Student Teachers that it is composed of protons, neutrons, and electrons. You can do this in combination with introducing the periodic table. Describe how the periodic table evolved over time. Explain how the views of science constantly change based on new work, discoveries, and enhanced theory. A hands-on inquiry activity Place Students in groups and give each group a mystery bowl (solids) and a mystery flask (liquids). Ask them to identify and sort the mystery substances into as many components as possible. Have them document their findings. Provide them with any ‘lab .
