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Objectives NGSS
HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Michigan HSCEs Chemistry C2.2B Describe the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance. C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model. C4.3A Recognize that substances that are solid at room temperature have stronger attractive forces than liquids at room temperature, which have stronger attractive forces than gases at room temperature. Scientific Inquiry C1.1D Identify patterns in data and relate them to theoretical models. C1.1E Describe a reason for a given conclusion using evidence from an investigation. Synthesized Objective Identify patterns in data and use them as evidence to support a conclusion about the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance. Big Ideas and Examples Gas molecules have no definite volume or shape, allowing them to move rapidly in the space they are in. Gas molecules move through collisions with other gas molecules. As the temperature increases, gas molecules movement (diffusion) increases as well. An increase in temperature transfers energy to molecules, increasing their energy and movement, which allows for an increase in diffusion of gas molecules. The rapid movement of gas molecules allows these molecules to take up the space of the container the molecules are in and mix with other gas molecules

in the space. Temperature also effects the movement molecules in the three states of matter. Goal for students reasoning of how bacon smell travels: When bacon is cooked, a smell is given off in the form of gas molecules that are at a high temperature forcing the bacon gas molecules to diffuse (mix) with the air molecules, colliding with each other, causing more rapid motion of gas molecules, which creates a domino effect of bacon gas molecule collisions that will eventually diffuse all the way to the room I am in, to be able to smell the bacon gas molecules. The heat in cooking bacon allows for a rapid movement/diffusion of the bacon gas molecules, which makes every room in your house smell of bacon. Students will be able to construct this explanation based on the following patterns and trends from data we will collect -Smells at different temperatures travel to our noses at different rates. -As temperature increase, molecular movement increase, and gases take up more volume. -Gases have no definite volume or shape, can fill a balloon, when let out of balloon will travel throughout new volume.

Day 1
Materials I will be handing out the Particle nature of matte packets to students where they will be asked to draw their initial ideas of what a solid, liquid, and gas look like at the particle level, and then the will be asked to measure the volume of the syringe at the beginning and then test how far they can compress the syringe and record the new volume when compressing the syringe. In the packet they will have all the directions to do this, and will have space to collect their data. The very last page of the packet has them redraw their molecular level ideas of gas, liquid, and solid particles, and asks them to compare their initial drawings to their final drawings. The Particle nature of matter homework I shown in the Reflection of Student Work tab where the students are asked to compare air particles in one volume and then compressed to half that volume. 7 syringes filled with air, closed off by melting the tip 3 syringes filled with water, closed off by a hot glue gun 3 syringes filled with table salt, closed of by melting the tip Particle nature of matter packets 7-8 white boards 7-8 dry-erase markers Particulate nature of matter homework Activities Warm Up (15 minutes)=Preassessment

How does the smell of bacon travel throughout your house? What is smell made of? Explain your answer. Represent your ideas with a drawing. Do a think, pair, share with students. Have them share out the ideas of their groups on white boards. Create a hypothesis checklist of all of the students initial ideas. I will use the board to collect the students ideas as they present them to class in what I call a Hypothesis Checklist. Hand in warm up after class discussion to front demonstration desk. Binder Clip and place warm ups in that hours homework folder. Explanation of Simulation (5 minutes) Pass out Worksheets & Materials 3 data sets: properties of gases, liquids, and solids 2 groups will start with the water syringes, 3 groups will start with solid syringes, and the remaining groups will start with the air syringes. When groups finish with the solid or water syringes, pass them to a group with an air syringe, or one how has not received that specific syringe. Everyone is expected to simulate the compressibility of the three states of matter, and record their data on their own worksheet. The captains of each group will keep track of time, insuring they only spend ~7 minutes for each simulation. Each group will get air syringes Every other group will get water syringes Groups who didnt receive the water syringes will get solid syringes Demonstrate how to read the volume on a syringe, and the proper way to test the compressibility Running Simulation (40 minutes) Goal: Have students draw there initial ideas of the particle nature of matter on the worksheet (5 minutes). Then have students run all three simulations for each state of matter, and record their data (~25 minutes). Then have them analyze their data and reevaluate their initial drawings to see if any of their ideas have changed after the simulation (10 minutes). Facilitating Questions: o What do you notice about the air syringes before and after volume? o What do you notice about the liquid syringes before and after volume? o What do you notice about the solid syringes before and after volume? o Why do you think the volume of a gas can change so drastically? o Do these models agree with your particulate drawing of matter? Closer (5 minutes) 5 minutes before the bell rings Return all syringes to front demonstration desk Pass out Particulate nature of matter homework Collect students worksheets, place in that hours homework folder.

Did your ideas change from before and after the simulation? Why was the volume of the air syringe easy to change? How could this be explained by your drawings of particles in the gas phase?

Assessment Warm ups Fill in evidence bucket (large sticky note on board or wall titled evidence bucket where we will write down all of our observations and evidence from the unit) with evidence collected today Particulate nature of matter worksheet: Draw diagrams of what each substance (air, water, and salt) looks like on a very small scale. Think about the evidence you collected during the investigation. Compare these models to your initial models you drew at the beginning of the activity. Particulate nature of matter homeworkA syringe full of air is capped. The seal is very tight and will not allow any air into or out of the syringe. The piston of the syringe is pushed halfway down the syringe barrel so that the volume of air is half of what it was before (see picture below).

How would you compare the matter (air) inside the two syringes? Provide a small particle description below.

Day 2

Materials Yesterdays worksheets and homework Hypothesis checklist from yesterday Representative class drawings of particulate nature of gases 7 white boards 7 dry erase markers Dry ice Balloon Evidence Bucket Nature of Matter-Gas Worksheets Rag soaked in perfume container Ice water Activities

Opener (10 minutes) Using your particle drawing of the states of matter to explain why the volume of a gas could be easily compressed, where as the liquid and solid could not. What did the simulation yesterday tell us about the particle nature of liquids, solids, and gases? Explain using the evidence you collected in the simulation. Class Discussion (10 minutes) Have each group share out their ideas from the opener. Have groups draw the particle representations on white boards to guide them in their explanations as they share out in class. Have a different student in the groups present today What did the simulation tell us about the arrangement of particles of gases? What property of gases did we discover yesterday from the simulation? Gas Expansion Demo- See inquiry activity sequence for a description of this demo (30 minutes) Goal-get students to be able to use evidence to explain the particle drawing of gases and the properties of gases. Have students draw their representation of what air looks like at a particle level on worksheet. Have students write down the procedure and make observations of what happens when a piece of dry ice is placed in a balloon and the balloon is closed off on their worksheet. Show demo twice. Have students make observations of what happens when I let dry ice sublimate on the demonstration desk on their worksheet. Show demo twice. Facilitating Questions: o Where did the smoke (CO2) go when dry ice was placed on the desk? o Why did the balloon inflate? o Whats in the balloon? o What phase of matter is in the balloon? o Did the dry ice disappear? Have students use their observations to explain the phase change on their worksheet Have students use their observations to explain the property of a gas having no definite shape. Have students draw their representations of what happened to the solid dry ice. Rate of Diffusion Demo- See inquiry activity sequence for a description of this demo (10 minutes) Place a rag in a container of perfume. Today place the container in an ice water bath until the temp of the perfume is close to the temperature of the ice water. Take out the rag and time how long it takes for the first person in the class to smell the rag. Have each group make observations about what environment the container is in.

Have each group record the time it takes for the perfume to reach the first person in their group. Have students keep this data and observations handy to continue collecting data for this demo tomorrow.

Closer (5 minutes) Add data & observations from both demos to the evidence bucket Using Observations explain what properties of gases we discovered today. Assessment Nature of gas worksheet Representation of gas particles

Day 3
Materials Rag soaked in perfume container Room temperature water Hot water White boards Dry erase markers Evidence bucket Activities Opener (10 minutes) Using you representation of gas particles explain why gases can be compressed and why gases have no definite shape. Have students share their ideas with their groups and explain their ideas using the evidence bucket. Rate of Diffusion Demo- See inquiry activity sequence for a description of this demo (35 minutes) After observing the perfume demo yesterday, Predict the time it will take for perfume to diffuse when placed in room temperature water and hot water. Use what you know about energy to help you explain you predictions. Have groups share their ideas, and represent their ideas on a white boards to share with the class. Have a new person present in the group who did not present their groups ideas the past two days. Have students observe and record the data of the time it takes the perfume in room temperature water to reach the first person in each group. Have students observe and record the data of the time it takes the perfume in hot water to reach the first person in each group. Class Discussion of Patterns o Collect everyones data, and look for patterns throughout the data. o Use name cards to call on students to answer explanation questions

What environment created the fastest diffusion of the perfume particles? What environment created the slowest diffusion of the perfume particles? Explain the relationship between temperature and gas diffusion using the data you collected. Explain why gas particles would move quicker in warmer temperatures using what we know about kinetic energy. Add observations and data to the evidence bucket.

Students Explanations (15 minutes) Using the evidence bucket & what we have learned about gases over the past three days, explain how the smell of bacon travels throughout your house and what smell is. Your explanation should include: o Your claim (discuss with class that answering this question will be your claim: what smell is made of and how bacon smell travels?) o Evidence (discuss the evidence we collected in our evidence bucket and how that evidence supports students claim.) o Reasoning/Explanation (discuss with the class what this means=the properties of gases that allows smell to travel) o Gas Particle Representation: Have students draw their final representation of gas particles, and a final representation of how bacon smell travels throughout the house. Closer (5 minutes) Students explanations. Turn in to the demonstration desk when done. If time, Go back to their hypotheses checklist and use the evidence they collected to support or reject their hypotheses, and look at how their ideas related to their data and observations. Assessment Students Explanations Draw a model at the particle level explaining why trash smells worse in the hot sun than it does in the winter. Include movement of particles if necessary.