Students will have discussed the properties of matter earlier in the science curriculum. The unit, Senses, in grade 1, involves some discussion and identification of the properties of substances. The Optional Unit in grade 1, Classifying Matter also deals with the properties of matter, as does Air and Water, an Optional Unit in grade 2.
The grade 3 Core Unit, Soil, involves the properties of soil and its components. The Optional Unit Fire and Fuels deals with properties of substances.
The importance of change of state of water to the study of weather makes this unit key to understanding some of the processes described in the grade 4 Core Unit Predicting Weather.
In grades 4 and 5, the Core Units Fossils and Rocks and Matter and Its Changes are concerned with this topic.
To exercise both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects by examining the structure and characteristics of matter. (CCT)
To strengthen students' understanding within science through applying knowledge of numbers and the interrelationships. (NUM)
Using washers and paper clips as reference masses, measure and record the masses of various small objects. For example, a small pebble might have a mass of 4 washers, 2 paper clips. Questions you might ask the students are: How many paper clips are equivalent to the mass of one washer? What could we use to measure masses that are less than the mass of a paper clip, or more than the mass of ten washers?
Factors: A5, B8, B9, C2, C5, C7, C12, E11, F3, F4
Objectives: 1.1, 1.2
Assessment Techniques: 1, 3, 4, 5, 8, 9
Common Essential Learnings: Numeracy. This is one of the first opportunities that the students will have to make quantitative measurements. The important point of this activity is that quantitative measurements are not absolute but comparative. Here the masses of objects are compared to the masses of washers and paper clips. The length of an object in centimetres is only its length compared to a standard bar of 100 cm stored in a building in Paris. Counting the number of objects, or attributes of an object, is the only non- comparative quantitative observation.
Fill a similar jar with dry sand. Add water to the sand. The
amount of water added represents the space between the
particles of sand. The main difference between the spaces
between the marbles and the spaces between the sand
particles
is the size of the space. All particles, even water
particles,
will have spaces between them when they are packed
together.
Use a hand lens to look at several grains of sand. How are
they different from the marbles? How are they similar to
them?
Add a spoonful of sand to some water and note what happens
to
the level of the water. Add a spoonful of sugar to water and
dissolve. What happens to the level of the water? Where does the
sugar go when it dissolves?
Factors: A5, C3, C9,
C10, C12, F3,
F4
Objectives: 1.3, 1.4
Assessment Techniques: 1, 3, 5, 7c, 8
Common Essential Learnings: Critical and Creative Thinking. This gives students evidence of the concept of space that is not otherwise apparent. Inferences can be made from that evidence. These inferences can be tested by experimentation. The students should be encouraged to ask questions and to propose ways of attempting to draw conclusions about those questions.
Hold a class conference to list the properties identified
and
to classify those properties. The class as a whole should
decide on a standard format to report the properties of the
chemical on a poster. Possible categories are: odour;
texture
or consistency; colour; reaction when mixed with water;
hardness; appearance under hand lens. Each group could
create
and exhibit a poster.
Factors: A4, A5, B8,
C3, C5,
C9, C12,
F3, F4
Objectives: 1.1
Assessment Techniques: 1, 2, 3, 4, 5, 6, 7, 8, 9
Common Essential Learnings: Communication. The opportunity to collect, organize, and record information in a manner that it is of maximum benefit to those using it contributes to the learning experience of the members of their class.
Factors: A4, A5, B1,
B8, C1,
C2, C3,
C5, C7,
C12, E10, F3,
F4
Objectives: 1.1, 1.3, 2.2,
2.3, 2.4
Assessment Techniques: 3, 4, 5,
8,
9
Common Essential Learnings: Numeracy. This
illustrates
the use of numerical information to help identify a
substance.
If a liquid is boiling at -196 oC, it could be liquid
nitrogen
but not water.
Factors: A5, B1, B13,
C3, C5,
C12, F3, F4
Assessment Techniques: 1, 3, 5,
8
Common Essential Learnings: Critical and Creative Thinking. Students could relate a personal physical
feeling,
the shivering, shrinking together feeling of being cold,
with
the thermal contraction of gases which they observe. The
relationship between heat and the speed of the particles in
the gas, and between the speed of the particles and the
space
they take up, can be made.
Factors: A4, B1, B2,
B13, C9,
C10, F4
Objectives: 1.5
Assessment Techniques: 1, 3,
5
Common Essential Learnings: Critical and Creative Thinking. The use of analogies is valuable in promoting
understanding in science. This analogy explores an abstract
theory, the kinetic molecular theory. Discuss the use of
analogies in general.
Put an ice cube on a table or desk. Blow gently on it. Does
it
move? Allow it to melt, or substitute an equal amount of
water
for the ice cube. Blow gently across the water. Does it
move?
Pour some boiling water into a cup or a jar. Blow gently on
the steam rising from the container. Does it move?
Factors B1, B13, C2,
C3, C9,
C10, C12, F3,
F4
Assessment Techniques: 1, 3, 5,
7c,
8
Common Essential Learnings: Critical and Creative Thinking. Through comparing the properties of the clay and
of
the water, a connection between temperature and the ease
with
which the particles of those substances move. This can be
generalized to the movement of solid, liquid, and gaseous
particles.
Take a small piece of wax and hold it tightly. Note that the
wax gets softer as it warms. Relate this effect to the
results
of the activity with the modelling clay and the ice cube.
Factors: C3, C8, C10,
C12, F3, F4
Objectives: 1.3, 1.4, 2.1,
2.2,
2.3
Assessment Techniques: 1, 3, 5,
9
Common Essential Learnings: Critical and Creative Thinking. The students observe the changes in the properties
of the wax as it changes from solid to liquid and then back
to
solid.
The students should work in groups with one student
initiating
the change, and the other group members watching for any
immediate effects. The student initiating the change should
become an observer too, after the reaction has begun. As
reactions sometimes yield many observations in rapid
succession, using an audio cassette tape recorder to record
a
commentary of the reaction, and transcribing the results,
may
be useful. Another technique might be to have one person do
the observing and two people record the observations. A rotation
scheme for jobs should be used so that each student gets a chance
to do each of the jobs.
The changes which involve heating may be done as
demonstrations. Others may be mixed and observed during one
class and then left to be observed again next class. Use
small
amounts of substances. Students should be cautioned to try
only the mixtures indicated. Warn students of the hazards of
mixing incompatible substances, such as bleach and drain
cleaner.
Devise some way of supporting the container so that it is
not
held by hand while being heated. One way is to use a tripod
support stand borrowed from a high school lab. Another is to
drill a hole through the centre of the jar lid and several
more between the centre and the rim of the lid. Insert a
bolt
about 3mm (1/8") by 50 mm (2 1/2") through the centre hole
so
the head is on the inside of the lid. Tighten a nut so that
it
is against the outside of the lid. Drill a hole near the end
of a short length, about 20 cm, of hockey stick handle. Use
another nut to attach this to the bolt sticking out of the lid.
When the lid is screwed securely onto the jar, the stick can act
as
a handle to hold the jar. Make sure that the holes in the jar lid
remain unobstucuted through the entire heating process.
Liquid can be transferred from one jar to another by
inserting
a straw until the end of the straw is below the level of the
liquid. Cover the other end of the straw with a finger and
remove the straw from the source jar to the other. When the
end of the straw which contains the liquid is in the second
jar, release the finger and the liquid will fall into the
jar.
Caution the students never to use their mouths to suck a
chemical up into a straw.
Coffee filters and ordinary plastic household funnels can be
adapted to produce a filter system.
Factors A5, C3, C10,
C12, F3, F4
Objectives: 2.2, 2.3, 2.5
Assessment Techniques: 1, 3, 4,
5,
7, 8, 9
Common Essential Learnings: Personal and Social
Values
and Skills. This activity provides an opportunity for
students
to work cooperatively and contribute to the group's
learning.
Each student, whether recording, observing, or assisting
will
have an equal part in ensuring the complete description of
the
change. The group's results are enhanced by cooperative
effort.
Factors A5, C3, C8,
C10, C12, F3,
F4
Objectives: 1.1, 1.2, 1.3
Assessment Techniques: 1, 3, 5,
8,
9
Common Essential Learnings: Independent Learning. In
this activity, the students are given a chance to make
detailed observations of objects which they have seen
before,
but never observed carefully. Their application of their new
knowledge about the characteristics and structure of matter
will help them examine critically everything around them.
Ensure that both boys and girls are equally involved in all
aspects of this activity.
Factors A5, C3, C10,
C12, F3, F4
Objectives: 2.2, 2.3, 2.5
Assessment Techniques: 1, 3, 5,
9
Common Essential Learnings: Critical and Creative Thinking. This gives the students an opportunity to examine
the difference created by one variable, the addition of
baking
soda, to the outcome of the recipe. They will be quite eager
to taste-test the results.
For each sample from a particular location, measure and
record
the height of the snow in the can. Let the snow in one can
melt. Measure and record the height of the water which
remains.
In the other can, pack the snow down as firmly as possible,
using a piece of 2 cm diameter dowel, or a length of hockey
stick handle to tamp the snow. Record the height of the
packed
snow.
Subtract the height of the water from the original height of
the snow to get an estimate of the air space in the snow.
Compare this to the result of a similar calculation for the
packed snow. Are the two estimates similar? Why?
Compare the results for the samples from the different
locations. What reasons are there for the different
results?
Factors: A5, B8, C5,
C9, C12,
F3
Objectives: 1.4
Assessment Techniques: 3, 4, 5,
8,
9
If the students assist with this task, ensure that both boys
and girls have equal opportunities to help. Students will
see
a connection between the study of physical and chemical
changes in science class and the everyday tasks of food
preparation.
Factors: B1, B2, B4,
B9, C3,
C9, C12,
F3
Assessment Techniques: 1, 3,
5
Common Essential Learnings: Critical and Creative Thinking. After seeing the effect of yeast or baking powder
in
a recipe, students will have an understanding that all
ingredients in a recipe contribute to the success of the
recipe.
Baby food jars are good containers in which to do these
reactions. They can also be used for heating things gently
with a candle flame. Birthday cake candles work well for
this.
A good rule of thumb is to have the container (test tube,
baby
food jar) far enough from the flame so that a black deposit
of
soot does not form on it.