ALEX Classroom Resource

  

Molecules in Motion

  Classroom Resource Information  

Title:

 Molecules in Motion

URL:

 https://www.middleschoolchemistry.com/lessonplans/chapter1/lesson2

Content Source:

 Other
American Chemical Society
Type: Lesson/Unit Plan

Overview:

In this lesson, students add food coloring to hot and cold water to see whether heating or cooling affects the speed of water molecules. Students watch molecular model animations to see the effect of heating and cooling on the molecules of a liquid. Students will also draw their own molecular model.

Content Standard(s):
Science
SC2015 (2015)
Grade: 8
Physical Science
1 ) Analyze patterns within the periodic table to construct models (e.g., molecular-level models, including drawings; computer representations) that illustrate the structure, composition, and characteristics of atoms and molecules.

NAEP Framework
NAEP Statement::
P12.2: Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons.

NAEP Statement::
P12.3: In the Periodic Table, elements are arranged according to the number of protons (called the atomic number). This organization illustrates commonality and patterns of physical and chemical properties among the elements.

NAEP Statement::
P8.3a: All substances are composed of 1 or more of approximately 100 elements.

NAEP Statement::
P8.3b: The periodic table organizes the elements into families of elements with similar properties.

NAEP Statement::
P8.4a: Elements are a class of substances composed of a single kind of atom.

NAEP Statement::
P8.4b: Compounds are composed of two or more different elements.

NAEP Statement::
P8.5b: Metals and acids are examples of such classes.

NAEP Statement::
P8.5c: Metals are a class of elements that exhibit common physical properties such as conductivity and common chemical properties such as reacting with nonmetals to produce salts.

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Analyze patterns within the periodic table.
  • Construct models that illustrate the structure, composition, and characteristics of atoms.
  • Construct models that illustrate the structure, composition, and characteristics of molecules.
Teacher Vocabulary:
  • Element
  • Atom
  • Protons
  • Nucleus
  • Electrons
  • Neutrons
  • Atomic number
  • Periodic table
  • Array
  • Atomic mass
  • Period
  • Group
  • Chemical properties
  • Physical properties
  • Molecule
  • Bond
  • Chemical bond
  • Valence electron
  • Ion
  • Ionic bond
  • Nonmetal
  • Metal
  • Covalent bond
  • Metallic bond
  • Conductivity
Knowledge:
Students know:
  • Elements are substances composed of only one type of atom each having an identical number of protons in each nucleus.
  • Atoms are the basic units of matter and the defining structure of elements.
  • Atoms are made up of three particles: protons, neutrons and electrons.
  • The number of protons in an atom's nucleus is equal to the atomic number.
  • The periodic table arranges all the known elements in an informative array.
  • Elements are arranged left to right and top to bottom in order of increasing atomic number. Order generally coincides with increasing atomic mass.
  • Rows in the periodic table are called periods. As one moves from left to right in a given period, the chemical properties of the elements slowly change.
  • Columns in the periodic table are called groups. Elements in a given group in the periodic table share many similar chemical and physical properties.
  • The period number of an element signifies the highest energy level an electron in that element occupies (in the unexcited state). The number of electrons in a period increases as one traverses down the periodic table; therefore, as the energy level of the atom increases, the number of energy sub-levels per energy level increases.
  • A molecule is formed when two or more atoms bond together chemically.
  • A chemical bond is the result of different behaviors of the outermost or valence electrons of atoms.
  • Ionic bonds are the result of an attraction between ions that have opposite charges. Ionic bonds usually form between metals and nonmetals; elements that participate in ionic bonds are often from opposite ends of the periodic table. One example of a molecule that contains an ionic bond is table salt, NaCl.
  • Covalent bonds form when electrons are shared between atoms rather than transferred from one atom to another. The two bonds in a molecule of carbon dioxide, CO2, are covalent bonds.
  • Metallic bonds exist only in metals, such as aluminum, gold, copper, and iron. In metals, each atom is bonded to several other metal atoms, and their electrons are free to move throughout the metal structure. This special situation is responsible for the unique properties of metals, such as their high conductivity.
Skills:
Students are able to:
  • Analyze patterns within the periodic table to construct models of atomic and molecular structure, composition, and characteristics.
  • Identify the relevant components of the atomic and molecular models.
  • Describe relationships between components of the atomic and molecular models.
Understanding:
Students understand that:
  • Patterns in the periodic table predict characteristic properties of elements. These trends exist because of the similar atomic structure of the elements within their respective group families or periods, and because of the periodic nature of the elements.
  • The structure, composition, and characteristics of atoms and molecules are dependent upon their position in the periodic table.
AMSTI Resources:
AMSTI Module:
Experimenting with Mixtures, Compounds, and Elements
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.8.1- Identify parts of an atom (i.e. protons, neutrons, electrons); recognize that the periodic table is organized to show patterns of common traits of elements; locate metals and nonmetals on the periodic table.
Science
SC2015 (2015)
Grade: 8
Physical Science
4 ) Design and conduct an experiment to determine changes in particle motion, temperature, and state of a pure substance when thermal energy is added to or removed from a system.

NAEP Framework
NAEP Statement::
P12.5: Changes of state require a transfer of energy. Water has a very high specific heat, meaning it can absorb a large amount of energy while producing only small changes in temperature.‡

NAEP Statement::
P12.8: Atoms and molecules that compose matter are in constant motion (translational, rotational, or vibrational).

NAEP Statement::
P8.1: Properties of solids, liquids, and gases are explained by a model of matter that is composed of tiny particles in motion.

NAEP Statement::
P8.6a: Changes of state are explained by a model of matter composed of tiny particles that are in motion.

NAEP Statement::
P8.6b: When substances undergo changes of state, neither atoms nor molecules themselves are changed in structure.

NAEP Statement::
P8.6c: Mass is conserved when substances undergo changes of state.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Design an experiment to determine changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed from a system.
  • Conduct an experiment to determine changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed from a system.
Teacher Vocabulary:
  • Particle motion
  • Temperature
  • State [of Matter]
  • Pure substance
  • Thermal Energy
  • Kinetic Energy
  • System
Knowledge:
Students know:
  • Changes in particle motion of a pure substance occur when thermal energy is added to or removed from a system.
  • Changes in temperature of a pure substance occur when thermal energy is added to or removed from a system.
  • Changes in state of a pure substance occur when thermal energy is added to or removed from a system.
Skills:
Students are able to:
  • Identify the phenomena under investigation, which includes changes in particle motion, temperature, and state of a pure substance when thermal energy is added to or removed from a system.
  • Identify the purpose of the investigation, which includes determining changes in particle motion, temperature, and state of a pure substance when thermal energy is added to or removed from a system.
  • Develop a plan for the investigation individually or collaboratively.
  • Describe factors used in the investigation including appropriate units (if necessary), independent and dependent variables, controls and number of trials for each experimental condition.
  • Perform the investigation as prescribed by the plan.
  • Use data from the investigation to provide an causal account of the relationship between the addition of removal of thermal energy from a substance and the change in the average kinetic energy of the particles in a substance.
Understanding:
Students understand that:
  • Adding or removing thermal energy from a system causes changes in particle motion of a pure substance.
  • Adding or removing thermal energy from a system causes changes in temperature of a pure substance.
  • Adding or removing thermal energy from a system causes changes in state of a pure substance.
AMSTI Resources:
AMSTI Module:
Exploring the Properties of Matter
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.8.4- Recognize that changes in temperature can cause changes in the state of matter of a substance; recognize that these changes are a result of changes in particle motion.
Tags: cooling, heating, molecular, molecule, speed of water molecules
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  This resource provided by:  
Author: Stephanie Carver