Lecture 28 - Defining matter. Ask Students how they would describe matter. Have them describe what matter is and what it is not. It is appropriate for them to speculate and argue their point with their classmates. Have them think about the activity from session 1 where they separated substances into smaller and smaller parts. (They might mention elements, atoms, or even subatomic particles.) What might that tell them about matter? Capture their thinking (also ‘wrong ideas’) on the board for later discussion and revision. | Lecture # 28 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION DEFINING MATTER DEFINING MATTER Ask Students how they would describe matter. Have them describe what matter is and what it is not. It is appropriate for them to speculate and argue their point with their classmates. Have them think about the activity from session 1 where they separated substances into smaller and smaller parts. (They might mention elements, atoms, or even subatomic particles.) What might that tell them about matter? Capture their thinking (also ‘wrong ideas’) on the board for later discussion and revision. The majority of the class should conclude that all matter is made up of mass and that mass is composed of particles. Then introduce the model of the atom. (It is OK if they do not use the right terminology yet, as long as they have reached that conceptual understanding.) For the model, you can use a physical model or a drawing. Introduce the atom and its subatomic particles (neutrons, protons, and electrons), including their respective electric charges) Historic definition of matter Provide Students with former hypotheses made by scientists over the centuries regarding matter and what matter is composed of You can begin, for instance, with the ancient Greek Empedocles. He argued that all matter was composed of four elements: fire, air, water, and earth. In addition, he claimed that the ratio of those elements determined the property of the matter. Have them reflect on that statement. Then have them discuss their understanding of the current model of the atom. You might want to establish a ‘class model’ using their ideas. Scientific Knowledge Use this exercise to model how the body of science knowledge is constantly changing. Inform Student Teachers again that science content is not static. Established theories and broadly accepted ‘facts’ can change over time; the quest of science is ongoing even today. Have them discuss other examples where the established understanding has changed . | Lecture # 28 SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION DEFINING MATTER DEFINING MATTER Ask Students how they would describe matter. Have them describe what matter is and what it is not. It is appropriate for them to speculate and argue their point with their classmates. Have them think about the activity from session 1 where they separated substances into smaller and smaller parts. (They might mention elements, atoms, or even subatomic particles.) What might that tell them about matter? Capture their thinking (also ‘wrong ideas’) on the board for later discussion and revision. The majority of the class should conclude that all matter is made up of mass and that mass is composed of particles. Then introduce the model of the atom. (It is OK if they do not use the right terminology yet, as long as they have reached that conceptual understanding.) For the model, you can use a physical model or a drawing. Introduce the atom and its subatomic particles (neutrons, protons, and electrons), .
