Getting to the Core

Chemistry Unit of Study

TEACHER EDITION
Structure and
Properties of Matter
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 Santa Ana Unified School District Common Core Unit Planner-Literacy

Unit Title: Structure and Properties of Matter

Grade
High School Chemistry Time Frame: 15 days
Level/Course:
Big Idea Big Idea: Forces attract, hold together, or repel.
(Enduring Enduring Understandings: Substances with different bulk properties undergo phase transformations that result in changes to the
Understandings): attractive forcers between the particles.
1. How do intermolecular forces between particles explain the bulk properties of substances?
2. How is heat related to temperature and phase changes and the relevance of a heating curve?
3. What is the relationship between intramolecular forces (bonding) and intermolecular forces?
Essential
4. How does a change in temperature correlate with microscopic changes of the kinetic energy and the strength of the
Questions:
intermolecular force between water molecules, and to the overall macroscopic observation of phase changes?
5. How does the addition of a solute affect the intermolecular forces between water molecules and consequently, the
freezing point of a pure solvent?
Instructional Activities: Activities/Tasks
Lesson 1: Day 1 & 2: Surface Tension Lesson 2: Day 3 & 4: States of Matter

Complex Text: Penny Drop Lab, Penny Drop Lab Re-design Complex Text: Zooming in on states of matter, Tree map, Extended
Anticipatory Guide

Read 1 Read 2 Read 3 Read 1 Read 2 Read 3

Activity: Extended Activity: Penny Activity: Activity: Extended Activity: Unencumbered Activity: Tree Map
(zooming in on states of creation/oral presentation
Anticipatory Guide Drop Lab and Independent Anticipatory Guide
matter) 3 states of matter
PowerPoint procedure writing 3 states of matter

Lesson 3: Day 5 & 6: Water Related Articles Lesson 4: Day 7 & 8: Heating Curve

Complex Text: The Hidden Force in Water, What’s Taking So Long?, Mr. Complex Text: Heating Curve of Water Lab
Freeze-What phase are you?, What-er You Going To Do About Water Conservation

Read 1 Read 2 Read 3 Read 1 Read 2 Read 3

Activity: Water- Activity: Unencumbered Activity: Base Group Activity: Unencumbered

Discussion of Theme of Article,
Activity: Orally Activity:
Related Videos/ Read of Water-Related read of Heating Curve of
Class Discussion with student present information Summarization of
Articles, Jigsaw Matrix, Water
Quickwrite share out of Theme of Article
in lab groups lab results
Clarifying Bookmarks
 Lesson 5: Day 9 & 10: Intermolecular Forces of Attraction Lesson 6: Day 11 & 12: Let’s Chill: Colligative Properties

Complex Text: Who Is the Strongest? Intermolecular Forces of Complex Text: Let’s Chill Lab, Let’s Chill
Attraction, Card Sort of Compounds & Intermolecular Forces of Attraction Article/Discussion
Read 1 Read 2 Read 3 Read 1 Read 2 Read 3

Activity: Analyze Activity: Activity: Summary Activity: Let’s Chill Lab, Activity: Let’s Chill Lab Activity: Lab team
Card Sort of Unencumbered read of of IMFs in Pyramid Hypothesis, Data Article – class read, responds to Discussion
Compounds and IMFs Who Is the Strongest? Collection, Data unencumbered read Questions, Clarifying
Analysis. Bookmark

Lesson 7: Day 13: Review Activities Lesson 8: Day 14 & 15: Assessments

Complex Text: Quick Write Prompt, Student Resource Handbook, Complex Text: Student Resource Handbook (as review tool),
Extended Anticipatory Guide Boiling Point Elevation

Read 1 Read 2 Read 3 Read 1 Read 2 Read 3

Activity: Quickwrite – Activity: Summary of Activity: Extended Activity: Team Activity: Individual Activity:
Water – What I Now Most Important Water- Anticipatory Guide
Assessment Assessment
Know, Pair-Share, Add Related Concept (revisited to answer with
Two New to List, evidence)

Learning and Innovation:

Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation
21st Century
Skills: Information, Media and Technology:
Information Literacy Media Literacy Information, Communications & Technology Literacy
 Tier II: (academic vocabulary other than Tier III: (Chemistry Specific)
chemistry)
Lesson 1: Cohesion, surface tension
Lesson 1: systematic

Lesson 2: Melting, freezing, boiling, condensing, Lesson 2: Fusion, solidification, evaporation, Non-Newtonian,
states of matter, definite volume, indefinite Physical Change, plasma
volume, compressible

Lesson 3: Waste water, kinetic energy, Lesson 3: Evaporation, Condensation, Intermolecular forces of
transformation, density attraction, Intramolecular forces of attraction, vapor pressure,
boiling point, heating curve, hydrogen bonds, covalent bond, ionic
Essential bond, phase
Academic
Language: Lesson 4: Bunsen burner Lesson 4: Mixed phases, heating curve

Lesson 5: Substance, Lesson 5: molar mass, Lewis-Dot structure, polar molecule, non-
polar molecule, London-dispersion force,

Lesson 6: Hypothesis, microscopic changes, Lesson 6: Freezing point, solute, solvent, colligative properties,
macroscopic changes, phase changes, lowering, depression, ice/salt/water bath, freezing
point-depression, solution

Lesson 7: Lesson 7: heat, Phase change versus Temperature change

Lesson 8 Lesson 8: boiling point-elevation

What pre-assessment will be given? How will pre-assessment guide instruction?

Day 1 Extended Anticipatory Guide on three states of matter and Teacher will use student answers and drawings to see if there are
intermolecular forces of attraction areas that are already understood or if there are areas which require
special attention.

End of Unit Performance Task:

Plan and conduct an investigation to compare the structure of substances at the bulk scale to infer the strength of electrical forces between
particles.

Standards Assessment of Standards (include formative and summative)

Content Standard(s): Formative:
HS-PS1-3 Plan and conduct an investigation to gather evidence to compare • Extended Anticipatory Guide Day 1/Day 13 (Lesson 1)
the structure of substances at the bulk scale to infer the strength of • Procedure created for Penny Drop Lab Re-Design (Lesson 1)
electrical forces between particles.
• Teacher observation of student discussion after viewing “What is
[Clarification Statement: Emphasis is on understanding the strengths of
forces between particles, not on naming specific intermolecular forces (such
it? A non-Newtonian substance” (Lesson 2)
as dipole-dipole). Examples of particles could include ions, atoms, • Oral presentation/skits of different states of matter (Lesson 2)
molecules, and networked materials (such as graphite). Examples of bulk • Jigsaw group discussion of water-related articles (Lesson 3)
properties of substances include the melting point and boiling point, vapor • Group discussion of Heating Curve of Water lab and analysis
pressure, and surface tension.] questions (Lesson 4)
Planning and Carrying Out Investigations • Discussion during Card Sort Activity (Lesson 5)
HS-PS1-3 Plan and conduct an investigation individually and collaboratively • Sorting of IMF to create Pyramid of IMF (Lesson 5)
to produce data to serve as the basis for evidence, and in the design: decide
on types, how much, and accuracy of data needed to produce reliable • Class discussion of Let’s Chill Lab Animation (Lesson 6)
measurements and consider limitations on the precision of the data (e.g., • Quick Write: Water-What I Now Know (Lesson 7)
number of trials, cost, risk, time), and refine the design accordingly. • Extended Anticipatory Guide Day1/Day 13 (Lesson 7)

Summative:
Day 1/13 Extended Anticipatory Guide (lesson 7)
Team assessment (Lesson 8)
Individual assessment (Lesson 8)
What assessment(s) will be utilized for
this unit? (include the types of both
Common Core Learning Standards Taught and Assessed (include formative assessments (F) that will be used
What does the
one or more standards for one or more of the areas below. Please throughout the unit to inform your
assessment tell us?
write out the complete text for the standard(s) you include.) instruction and the summative assessments
(S) that will demonstrate student mastery
of the standards.)
Bundled Reading Informational Text Standard(s): Lesson 2, 3, 5 (F) Lesson 2, 3, 5 (F)
1. Cite specific textual evidence to support analysis of science Unencumbered reading of articles and This informs on
and textual texts. associated analysis questions and matrix students
2. Determine the central ideas or conclusions of a text and
discussions. comprehension of
summarize or paraphrase complex concepts, processes, or
information in simple but still accurate terms. complex text with
3. Follow precisely a complex multistep procedure. significant introduction
4. Determine the meaning of symbols, key terms, and other of unfamiliar academic
domain-specific words and phrases. vocabulary. Guides
5. Analyze how the text structures information or ideas and pacing of subsequent
demonstrate understanding of the information or ideas.
 6. Analyze the author’s purpose in providing an explanation, lessons.
describing a procedure, or discussing an experiment in a text,
identifying important issues that remain unresolved.
7. Integrate and evaluate multiple sources of information
presented in diverse formats and media in order to address a
question or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions to Lesson 8: (S) Lesson 8: (S)
verify the data and corroborate or challenge conclusions with Team Assessment Demonstrates student’s
other sources of information. Individual Assessment ability to think through
9. Synthesize information from a range of sources and resolve given information and
conflicting information when possible. apply it to a similar, but
new situation in a real-
world situation

What assessment(s) will be utilized for

this unit? (include the types of both
Common Core Learning Standards Taught and Assessed (include formative assessments (F) that will be used
What does the
one or more standards for one or more of the areas below. Please throughout the unit to inform your
assessment tell us?
write out the complete text for the standard(s) you include.) instruction and the summative assessments
(S) that will demonstrate student mastery
of the standards.)
Bundled Writing Standard(s): Lesson 1, 4, 6 (S) Lesson 1, 4, 6 (S)
1. Write arguments focused on discipline-specific content. These three lessons are lab Comparing the lab
2. Write informative/explanatory texts including scientific conclusions produced in
procedures/experiments, or technical processes. these three labs should
4. Produce clear and coherent writing in which the development, demonstrate an increased
integration of material
organization, and style are appropriate to task, purpose and
learned in the lessons.
audience. An opportunity to ensure
7. Conduct short as well as more sustained research projects to information is applied
answer a question or solve a problem; narrow or broaden the correctly and no
inquiry when appropriate, synthesize multiple sources on the Lesson 7 &8 (F) misconceptions exist.
subject, demonstrating understanding of the subject under Quick Write (most important fact about
investigation. water statement) Lesson 7 &8 (F)
8. Gather relevant information; assess the strengths and Team Assessment and Individual Students’ ability to justify
limitations of each source; integrate information to maintain Assessment their answers using text,
the flow of ideas. observations, diagrams,
9. Draw evidence from informational texts to support analysis, and data demonstrates
ability to apply and create
 reflection, and research. rather than simply
remember and regurgitate
facts.

Bundled Speaking and Listening Standard(s): Lesson 1(s) Lesson 1(s)

1. Initiate and participate effectively in a range of collaborative Protocol re-design Discussion displays
discussions with diverse partners on grades 10-12 topics, texts, students’ thought process
and issues, building on others’ ideas and expressing their own and ability to express
clearly and persuasively. opinion, idea, or
confusion
2. Integrate multiple sources of information and evaluating the
credibility and accuracy of each source. Lesson 3 (s)
3. Evaluate a speaker’s point of view, reasoning, and use of Lesson 3 (s) Students must tie together
evidence and rhetoric, assessing the stance, premises, links Jigsaw and matrix completion multiple articles into a
among ideas, word choice, points of emphasis, and tone used. coherent web of
4. Present information, findings, and supporting evidence, knowledge. Students
conveying a clear and distinct perspective. must learn by listening to
5. Make strategic use of digital media in presentations to enhance each other and asking
understanding of findings, reasoning, and evidence to add questions.
interest. Lesson 5 (s)
6. Adapt speech to a variety of contexts and tasks, demonstrating Collaborative Annotation Discussion/Chart Lesson 5 (s)
Discussion displays
a command of formal English when indicated or appropriate. students’ thought process
and ability to express
opinion, idea, or
confusion

Lesson 6 (s)
Lesson 6 (s) Discussion displays
Let’s Chill Lab discussion students’ thought process
and ability to express
opinion, idea, or
confusion.
Students must also draw
on knowledge gained
from the video animation
and lab observations.

Lesson 7 (F) Lesson 7 (F)

 Team Assessment Small group discussion
and analysis of test
questions displays each
student’s mastery of the
information and ability to
apply it to a new
situation.

Bundled Language Standard(s): Lesson 1, 4, 6 (S) Lesson 1, 4, 6 (S)

1. Demonstrate command of the conventions of standard English These three lessons are labs Conclusion statements
grammar and usage when writing or speaking. and analysis questions
2. Demonstrate command of the conventions of standard English demonstrates students
command of the
capitalization, punctuation, and spelling when writing.
language and new
3. Apply knowledge of language to understand how language vocabulary learned in
functions in different contexts, to make effective choices for this unit.
meaning or style, and to comprehend more fully when reading
or listening. Lesson 2 (s)
4. Determine or clarify the meaning of unknown and multiple- Lesson 2 (s) Demonstrates students’
meaning words and phrases based on grades 9–10 reading and Creating of a skit ability to take articles
and translate it into
content, choosing flexibly from a range of strategies.
action.
6. Acquire and use accurately general academic and domain-
specific words and phrases, sufficient for reading, writing, Lesson 8 (F)
speaking, and listening at the college and career readiness To justify short answer
level; demonstrate independence in gathering vocabulary Lesson 8 (F) questions, students
knowledge when considering a word or phrase important to Assessments must be able to use
comprehension or expression. appropriate vocabulary
and language
conventions to express
their ideas.
Complex Texts to be used
Informational Text(s) Titles: Who is the Strongest? Intermolecular Forces of Attraction; The Hidden Forces in Water,
What’s Taking so Long; Mr. Freeze-What Phase are You?; What-er You going to Do?; Zooming in on States of Matter;
Resources/
Heating Curve of Water Lab; Card Sort of Compounds & IMFs; The Power of Salt.
Materials:

Literature Titles: N/A

 Primary Sources:

Media/Technology: Video clips from Science 360, MythBusters, National Geographic Wild

Other Materials: See individual activities for specific details. Beyond basic lab equipment, all supplies can be obtained
from the dollar store. Ice can be made in the freezer.
Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. math, social studies, art,
etc.)
Science and Engineering Practices
Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and
in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider
limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Interdisciplinary Patterns
Connections: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for
causality in explanations of phenomena.
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-
PS1-3)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-3)
Based on desired student outcomes, what instructional Based on desired student outcomes, what instructional
variation will be used to address the needs of English variation will be used to address the needs of students
Learners by language proficiency level? with special needs, including gifted and talented?

• Pair share Special Needs:

• Multiple opportunities to speak and listen • Pair share
• Provide students with a copy of the questions to refer to • Provide students with a copy of the questions to refer to
Differentiated and take home and take home
Instruction: • Cooperative Groups based on skills or language ability • Provide audio versions of the articles (either record the
• Clarifying Bookmarks article or someone reads the article to the group)
• Language Support for Agreeing and for Disagreeing • Provide simplified lab procedure
• Multiple opportunities to read, write, speak, and listen • Students can read the article aloud, in pairs, or solo.
• Complex lab procedure to follow in groups • Adjusted-level reading article
• Students can read the article aloud, in pairs, or solo. • Clarifying Bookmarks
• Articles differentiated by lexile level for far below basic
to advanced readers. GATE:
• Students can make Oobleck and design an experiment
to demonstrate its properties.
• They should then share what they learned with the
class.
• Use the 12 Clarifying Bookmarks instead of 6
Clarifying Bookmarks
• Students can read the article aloud, in pairs, or solo.
• Independent pacing of article reading
• Articles differentiated by lexile level for far below basic
to advanced readers.
• Opportunity to explain topic/ reasoning/ thoughts with
equally high-level readers.
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 SAUSD Common Core High School Chemistry Unit – Structure and Property of Matter
Contents:
Big Idea: Forces attract, hold together, or repel.
Enduring Understandings: Substances with different bulk properties undergo phase transformations
that result in changes to the attractive forcers between the particles
Day Contents Pages
Lesson 1: Surface Tension
High School Chemistry Lesson Planner- Lesson 1 1-6
Teacher Resource: 1.1 Video Basilisk Lizard 7-8
Day 1

Student Resource: 1.1 Day 1/Day 13 Anticipatory Guide student sheet 9-10
Student Resource: 1.2 Penny Drop Lab 11
Teacher Resource: 1.2 Power Point for Penny Drop Lab Procedures 12
Student Resource: 1.3 Penny Drop Lab Re-design worksheet 13-14
Day
2

Lesson 2: States of Matter

High School Chemistry Lesson Planner- Lesson 2 15-20
Teacher Resource: 2.1 Video Clip of Non-Newtonian Substance 21
Student Resource: 2.1 Viewing Guide – What is it? Non-Newtonian 22
Day 3

Substances
Teacher Resource 2.1a Viewing Guide—What is it? Non-Newtonian 23-24
Student Resource: 2.2 Extended Anticipatory Guide: Three States of Matter 25-26
Student Resource: 2.3 Article – Zooming in on States of Matter 27-29
Student Resource: 2.4 Analysis Questions :Zooming in on States of Matter 30
Day 4

Student Resource: 2.5 Tree Map – States of Matter. 31

Student Resource: 2.6 States of Matter Skit Activity Worksheet 32
Lesson 3: Water Related Articles
High School Chemistry Lesson Planner- Lesson 3 33-39
Student Resource 3.1-Water-Related Videos/Quick-write 40
Teacher Resource: 3.1a-Science 360 Videos 41-42
Teacher Resource: 3.1b – Video Boiling Point of Water as a Function of 43
Altitude
Day 5

Student Resource: 3.2. Clarifying Bookmarks (6 and 12 versions) 44

Student Resource: 3.3a. Article 1: “What-er” You Going To Do About Water 45-46
Conservation?
Student Resource: 3.3b. Article 2: The Hidden Force In Water 47-50
Student Resource: 3.3c. Article 3: What’s Taking So Long? 51-54
Student Resource: 3.3d. Article 4: Mr. Freeze – What Phase Are You? 55-57
Student Resources: 3.4a Jigsaw Matrix Article 1: “What-er” You Going To 58
Do About Water Conservation?
Day 6

Student Resource: 3.4b. Jigsaw Matrix Article 2: The Hidden Force In Water 59
Student Resource: 3.4c. Jigsaw Matrix Article 3: What’s Taking So Long? 60
Student Resource: 3.4d. Jigsaw Matrix Article 4: Mr. Freeze… 61-62
Student Resource: 3.5 Theme of Water-Related Articles 63-64
 Lesson 4: Heating Curve
High School Chemistry Lesson Planner- Lesson 4 65-70
Day
7
Student Resource:4.1 Heating Curve of Water Lab 71-72
Student Resource: 4.2 Heating Curve of Water Lab Analysis Questions 73-74
Day
8

Lesson 5: Intermolecular Forces of Attraction

High School Chemistry Lesson Planner- Lesson 5 75-78
Teacher Resource: 5.1 Card Sort of Compounds & IMFs 79
Student Resource: 5.1 Card Sort of Compounds & IMFs Student sheet 80
Day 9

Student Resource:5.2 Card Sort Analysis questions 81

Teacher Resource: 5.1a Card Sort of Compounds Suggested Response 82
Student Resource: 5.3 Who is the Strongest? Intermolecular Forces Article 83-86
Student Resource: 5.4 Collaborative Annotation Chart 87-88
Day
10

Student Resource: 5.5.Pyramid of Intermolecular Forces 89-90

Lesson 6: Let’s Chill: Colligative Properties
High School Chemistry Lesson Planner- Lesson 6 91-98
Day 11

Teacher Resource 6.1 Let’s Chill Lab 99-102

Student Resource: 6.1 Let’s Chill Lab 103-104
Teacher Resource: 6.1a Myth Busters Cooling a Soda Video 105-106
Teacher Resource: 6.2 The Power of Salt Article/Discussion Questions 107-110
Day
12

Student Resource: 6.2 The Power of Salt /Discussion Questions 111-114

Lesson 7: Review Activities
High School Chemistry Lesson Planner- Lesson 7 115-120
Day
13

Student Resource: 7.1 Writing Prompt “Water – What I Now Know?” 121-122

Lesson 8: Team and Individual Assessment

High School Chemistry Lesson Planner- Lesson 8 123-126
Day 14

Teacher Resource: 8.1. Key- “Heating Curve of Ethanol” 127-128

Teacher Resource: 8.2.Team Assessment “Heating Curve of Ethanol” 129-130
Teacher Resource: 8.3. Individual Assessment (Key) 131-133
Day
15

Teacher Resource 8.3. Individual Assessment 134-137

High School Chemistry-MATTER Lesson # 1

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 1 & 2 Grade Level/Course: Duration: 2 class periods
Lesson: 1 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Essential Question:
1. How do intermolecular forces between particles explain the bulk properties of substances?
2. How is heat related to temperature and phase changes and the relevance of a heating curve?
3. What is the relationship between intramolecular forces (bonding) and intermolecular forces?
Content Standards:
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.
HS-PS1-3 Plan and conduct an investigation individually and collaboratively to
produce data to serve as the basis for evidence, and in the design: decide on
types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g.,
number of trials, cost, risk, time), and refine the design accordingly.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.7 Translate quantitative or technical information expressed in words
in a text into visual form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an equation) into words.
Common RST.9-10.3 Follow precisely a complex multistep procedure when carrying out
Core and experiments, taking measurements, or performing technical tasks, attending to
Content special cases or exceptions defined in the text.
Standards Writing Standards for Literacy in Science and Technical Subjects:
WHST.9-10.1d Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
WHST.9-10.1e Provide a concluding statement or section that follows from or
supports the argument presented.
Speaking and Listening Standards (ELA):
SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their own
views and understanding and make new connections in light of the evidence
and reasoning presented.
SL.9-10.1b Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
Day 1:
Materials/
Teacher Resource: 1.1 Video Basilisk Lizard
Resources/
Student Resource: 1.1 Day 1/Day 13 Anticipatory Guide student sheet
Lesson
Student Resource: 1.2 Penny Drop Lab
Preparation
Teacher Resource: 1.2 Power Point for Penny Drop Lab Procedures

SAUSD Common Core Unit Page 1

High School Chemistry-MATTER Lesson # 1

Day 2:
Student Resource: 1.3 Penny Drop Lab Re-design worksheet.

Day 1 & 2:
Small beakers (50 or 100mls) two per lab group or pair of students
8 – 18 disposable plastic pipettes depending on teacher’s choice of pairs/lab
groups
Soap (should be added by students so they determine how much to add)
Pennies, one per pair/lab group
Paper towels
Content: Language:
Students will be able to design a Students will be able to verbalize
systematic approach to answering a possible sources of error, translate oral
question scientifically. guidelines into a hands-on protocol,
and incorporate information into a
Objectives
Students will be able to understand cohesive conclusion.
that water is made up of many
molecules attached to each other
through attractive forces.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and
College and discipline
Career Ready
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Building knowledge through content-rich nonfiction texts

Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING
PROVIDES
Vocabulary
TEACHER

UNDERSTANDING (covered in prior units)

Academic

SIMPLE

Tension Elemental (referring to the elements)

Atom vs. Molecule/Compound Molecule
Attractive Force
Hypothesis

SAUSD Common Core Unit Page 2

High School Chemistry-MATTER Lesson # 1

Surface Tension (more complex Phase change

FIGURE OUT
STUDENTS
meaning) Solid

THE
Cohesion (help with pronunciation) Liquid
Gas
Melting, Freezing, Boiling
Ionic and Covalent Bond
Pre-teaching Before the unit:
Considerations Much of this unit requires teamwork and collaboration. Group students in teams
of four. Mixed ability groups are fine. If you have a small group of students
who are accelerated learners, group them together and challenge the whole
group to take everything to a deeper level.

Students have a wealth of background information with regards to water,

surface tension, cohesion. Connect to their prior experiences—water on the
sides of cold drinks or sodas, insects floating on top of water, droplets on
windshield, flower petals, grass in the morning.

When students complete the extended anticipatory guide, there will be several
vocabulary terms that they will not know (intermolecular forces of attraction,
hydrogen bonds, phase change, intramolecular forces of attraction). This is
expected and is okay but gives them a look at the information they are expected
to understand by the end of the unit.
Students may have varying levels of comfort designing their own lab procedure
and simply want to copy each other. Based on your class, you may want to
brain storm one lab design together and then ask students to create an additional
lab design to test the soapy water.

This lab can be messy if students add water drops too quickly to their pennies.
This lab can easily be carried out outside if desired.
Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent
Methods Practice
Guided Inquiry Reflection
Preparing the Learner: Prior Knowledge, Context, and Motivation:
Day 1
Lesson Continuum

1. Video clip on surface tension and Basilisk Lizard

Lesson 2. Ask students to think independently and then pair-share about what
Open- allowed the lizard to run across the top of the water. If a student says
ing “surface tension” ask him or her to go deeper and explain what surface
tension is.
3. Ask students if they can run on top of water (maybe they have tried this in
a pool)

SAUSD Common Core Unit Page 3

High School Chemistry-MATTER Lesson # 1

Interacting with text:

Questioning/Engagement/Writ
Lesson Continuum
Day 1
Strategies/Technology/

ing/Checking for
Activities/Tasks/
1. Students will independently complete the Anticipatory Guide Day 1.

Understanding
Encourage them to guess the meaning of words they are unfamiliar with by
looking at the roots of the words or for familiar words within a word (ex.
Intermolecular has ‘inter” and “molecule”).
Present Power Point procedure steps, having students take notes putting it into
their own words on resource 1.2 “Penny Drop Lab”

SAUSD Common Core Unit Page 4

High School Chemistry-MATTER Lesson # 1

2. Have the students make a guess as to the number of Differentiated

drops that can fit on a penny. Ask the students if anyone Instruction:
had a guess of one million! The students will laugh. Ask
them why they are laughing at one million. Let them English
realize they were already “educated” about their guess Learners:
because they know the size of a penny and they have • Students can
knowledge about water and understand what a “drop” write the lab
means. procedure
3. Discuss what a hypothesis is (prediction and reason) and using
why they were educated about their guess. pictures or
4. Dismiss the students back to the lab area to start their words.
lab. • Students will
5. The lab is written such that the data obtained will have a
Questioning/Engagement/Writing/Checking for Understanding

create the re-

wide range. This allows for discussion. design
6. Once the students have written the average for their procedure in
group on the board ask the students why the averages are a team
Activities/Tasks/ Strategies/Technology/

so different. setting.
7. This lab can be done at home without modifications if a • Cooperative
student is given a clean plastic pipette. lab groups
• Multiple
Lesson Continuum

Teaching Tips: (Post Lab Discussion Questions) opportunities

Ask the students why the averages are so different (too many to speak
variables) and discuss the following:
-If anyone used the head side, if anyone used the tail side? Special Needs:
-If the same student did all three trials or if each person in the • This lab can
lab group took turns. be done at
-If the surface in which the penny was on was completely flat. home without
-If the penny was left wet or dried between trials. modifications
-If a new penny or an old penny had been used. if a student is
-If the drop size could be varied by manipulating the thin stem. given a clean
-Technique of dropping: height above penny, angle of pipette, plastic
pressure on bulb of pipette, rate of dropping, placement of drops pipette. This
onto penny will allow for
additional
time to repeat
Day 2: Penny Drop Re-Design Lab resource 1.3 the lab.
1. Students will apply prior knowledge from previous day’s • A procedure
introductory lab to design and write lab procedure steps can be
for Penny Drop Lab comparing regular water to soapy provided for
water. the second
2. Students will complete the flow map with appropriate part of the
procedure steps, perform the lab steps, complete and lab or created
label the data table, then write a conclusion paragraph. by the class
3. For the most support, allow students sufficient time to as a whole.
write the conclusion in class or review the introduction
on “cohesion” and “surface tension” as a class.

SAUSD Common Core Unit Page 5

High School Chemistry-MATTER Lesson # 1

Extending Understanding: • Cooperative

Follow Up Lab Activity: lab groups
Have students repeat the lab using a different liquid such as • Enlarged
rubbing alcohol, salt water, juice, syrup, etc. Students should have prints given
to support why they want to use a particular agent with evidence before class
from previous lab examples or personal experience.
• Provide
For Example:
electronic
• In the lab, I saw that…
copy or hard
Questioning/Engagement/Writing/Checking for Understanding

• One case that illustrates this is…

copy of ppt
• Remember in the demo or video we saw that… to student.
• An example from my life
Accelerated
Activities/Tasks/ Strategies/Technology/

Follow up Demonstration and Discussion

Learners:
1. Fill one beaker with soapy water and the other with tap water.
2. Drop a piece of string into each. The string placed into the • Have student
soapy water will sink while the string placed into the tap water complete an
Lesson Continuum

will float. This happens because the water molecules are independent
disturbed by the soap and are unable to form as many hydrogen or partner
bonds. investigation
3. Have students do a quick write about why they think this of the terms
happened and ask them to share with a partner and practice wetting
elaborating on their ideas. agent,
For Example: surfactant,
• Can you elaborate on…? polar, or non-
• What does that mean? polar and
• What do you mean by....? how these
• Can you clarify the part about…? terms relate
to this lab.
GATE Extension: Have students investigate the meaning of
these words and how they connect to the results they obtained
in the lab.
• Soap and detergents as “wetting agents” or “surfactants”
• Surfactant: surface-active agent
• Wetting agent: substance that decreases surface tension of
water. The “skin” of water can stretch and thus bubbles can be
made.
Polar (water) vs. Nonpolar (oil) Detergents and soaps….how they
work…..polar end that likes water and a nonpolar end that likes oil.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 6

High School Chemistry-MATTER Day 1 1.1

Surface Tension: Basilisk Lizard Running on Water

From Nat. Geographic Wild’s Youtube website for Educational Purposes

Video Downloaded and on electronic copy (DVD)

Page 7
This page was intentionally left blank.

Page 8
High School Chemistry-MATTER Day 1 & 13 1.1

States of Matter and Forces of Attraction

Extended Anticipatory Guide Day 1/ Day 13
Day 1 Day 13 Day 13

No Support
Disagree
Question Evidence from the text:

Support
Agree
Explain using your own words

1. Surface tension
is an incredibly
strong force that
holds molecules of
water together.

2. The three
different states of
matter are different
on an elemental
level (have
different types of
elements and/or
number of atoms).

3. A single
molecule of water,
H 2 O, is held
together by
intermolecular and
intramolecular
forces.

4. Water melts and

freezes at the same
temperature.

5. The temperature
of water changes
when it goes
through a phase
change.

Page 9
High School Chemistry-MATTER Day 1 & 13 1.1

Day 1 Day 13 Evidence from the text:

Question No Explain using your own words
Agree Disagree Support
Support
6. As water
transforms from a
solid to a gas, the
individual
molecules move
closer together.

7. Intermolecular
forces of attraction
in order from
strongest to
weakest are:
Hydrogen bonds,
London-Dispersion
forces, and
Ionic/Covalent
bonds.
8. When graphing
a heating curve of
a substance, the
graph is flat during
a phase change.

9. As a substance
absorbs heat, the
intermolecular
forces between
molecules weaken
due to a decrease
in kinetic energy.

10. Intra-molecular
bonds (between
molecules) are
weaker than
inter-molecular
bonds (between
atoms of a single
molecule).

Page 10
High School Chemistry-MATTER Day 1 1.2

Name________________________
Penny Drop Lab
Question: How many drops of water can you get to fit onto the “heads up”
side of a penny?

Directions: Create a flow chart from the instructions your teacher gives
you on how to complete the penny drop lab. Remember this procedure should be clear enough
for a non-chemistry student to complete the lab.

Hypothesis: I think the___________________________________________________________

because _______________________________________________________________________

Trial # Number of Drops of Water

1
2
3
Average

Conclusion & Analysis Paragraph. Three sentences minimum. (1) Support or reject your initial
hypothesis; (2) compare your data to your hypothesis (use data numbers to prove your point);
(3) suggest a reason for your observations.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 11
HS  Chemistry-­‐Ma0er   Day  1  1.2  

Penny  Drop  Lab  Procedures   Procedure  Steps  

•  Today  we  will  do  a  simple  lab  to  determine   1.  Obtain  a  plasDc  pipe0e  
how  many  drops  of  water  can  fit  on  to  the   and  a  50-­‐mL  or  100-­‐ml  
surface  of  a  penny.   beaker.  
2.  Obtain  a  penny.  
•  Tomorrow  you  will  write  lab  procedures  and   3.  Half-­‐fill  the  beaker  with  
design  a  data  table  for  a  similar  lab  that   tap  water.  
includes  today’s  acDviDes  plus  an  addiDonal  
variable.  

Procedure  Steps   Procedure  Steps  

4.  Draw  water  up  into  the  pipe0e   6.  Calculate  the  average  and  
and  start  dropping  water  onto   write  the  group’s  average  on  
the  penny,  counDng  drops   the  front  board.    
unDl  the  penny  cannot  hold  
any  more  drops  (water  will   7.  Compile  data:  
spill  off  the  penny)   Trial   Number  of  Drops  
5.  Repeat  the  procedure  unDl  you   1  
have  data  for  three  trials.   2  
3  
Average  

Class Data Table

Team     Number  of  Drops  on  Penny  

Class  Average:  

Page 12
1  
High School Chemistry-MATTER Day 2 1.3

Penny Drop Lab Re-Design

Background: Cohesion is when water molecules are attracted to other water
molecules. The oxygen end of water has a negative charge and the hydrogen
end has a positive charge. The hydrogens of one water molecule are attracted
to the oxygen from other water molecules. This attractive force is what gives
water its cohesive properties.

Surface tension refers to water's ability to "stick to itself". Surface tension is the name we give to the
cohesion of water molecules at the surface of a body of water. The cohesion of water molecules forms a
surface "film" or “skin.” Some substances may reduce the cohesive force of water, which will reduce the
strength of the surface “skin” of the water.

Challenge: Re-design the penny drop lab with your team to see how soap (or
another liquid-check with your teacher) will affect the surface tension of water.
Make a hypothesis before you begin to explain your prediction.

Hypothesis: I think ________________________________________________

because _________________________________________________________
_____________________________________________________________

Directions: There are many different ways you can set up this lab. Agree upon your procedure with your
lab team. Complete the flow chart using words and/or pictures explain each step you will need to follow
to complete the penny drop re-design. Make sure your procedure is clear and could be followed by
anyone, not just a chemistry student. Add more boxes if necessary.

Adapted by SAUSD for Common Core from T. Trimpe http://sciencespot.net/

Page 13
High School Chemistry-MATTER Day 2 1.3

Add your own titles to the data table below based on your team’s experiment. You may not need
all the columns.
Trial #
1

Average

Post Lab: Conclusion & Analysis Paragraph FIVE sentences minimum. (1) Reference your
initial hypothesis about the amount of water you can get onto a penny—support or reject your
hypothesis; (2) compare your data to that prediction; (3) compare regular water to soapy water
data; (4) using the background information, explain what factor influenced the results; (5) how
did surface tension change with your redesign?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

If time permits: Extension Activity

What if the experimental question was "How does sugar affect the surface tension of water?"
Describe how you would answer this question using the scientific method. If you have time, you
can test this or another liquid.

Adapted by SAUSD for Common Core from T. Trimpe http://sciencespot.net/

Page 14
High School Chemistry-MATTER Lesson # 2

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 3 & 4 Grade Level/Course: Duration: 2 class periods
Lesson: 2 High School Chemistry Date:

Big Idea: Forces within particles hold matter together

Essential Question:
1. How do intermolecular forces between particles explain the bulk properties of substances?
2. How do intermolecular forces between particles relate to the associated state of mater of a
substance?
Content Standards:
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.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text
support the author’s claim or a recommendation for solving a scientific or
technical problem.
RST.9-10.9 Compare and contrast findings presented in a text to those from
other sources (including their own experiments), noting when the findings
support or contradict previous explanations or accounts.
RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-
Common specific words and phrases as they are used in a specific scientific or technical
Core and context relevant to grades 9–10 texts and topics.
Content RST.9-10.5 Analyze the structure of the relationships among concepts in a text,
Standards including relationships among key terms (e.g., force, friction, reaction force,
energy).
Writing Standards for Literacy in Science and Technical Subjects:
WHST.9-10.9 Draw evidence from informational texts to support analysis,
reflection, and research.
Speaking and Listening Standards (ELA):
ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
Teacher Resource: Day 3-2.1 Video Clip of Non-Newtonian Substance
Student Resource: Day 3-2.1 Viewing Guide – What is it? Non-Newtonian Substances
Materials/ Student Resource: Day 3/Day 4- 2.2 Extended Anticipatory Guide: Three States of
Resources/ Matter
Lesson Student Resource: Day 3-2.3 Article – Zooming in on States of Matter
Preparation Student Resource: Day 4-2.4 Analysis Questions :Zooming in on States of Matter
Student Resource: Day 4-2.5 Tree Map – States of Matter.
Student Resource: Day 4-2.6 States of Matter Skit Activity Worksheet

SAUSD Common Core Unit Page 15

High School Chemistry-MATTER Lesson # 2

Content: Language:
Students will be able to distinguish Students will be able to verbalize
between the three phases of matter and specific properties and translate a
connect the varying strengths on the reading into a skit.
Objectives
intermolecular forces of attraction to
the different characteristics of a solid,
liquid, and gas.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and
College and discipline
Career Ready
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Building knowledge through content-rich nonfiction texts

Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
FIGURE OUT THE PROVIDES SIMPLE

KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING

EXPLANATION

UNDERSTANDING
TEACHER

Solid Characteristics
Academic Vocabulary
(Tier II & Tier III)

Liquid Physical change

Gas Plasma
Phase Change Non-Newtonian Substance
Fusion Definite Volume
Vaporization Indefinite Volume
STUDENTS

MEANING

Condensation Phase Change

Solidification Compressible
Intermolecular Forces of Attraction
Boiling

Pre-teaching Before the unit:

Considerations • Much of this unit requires teamwork and collaboration. Group students in teams of
four. Mixed ability groups are fine. If you have a small group of students who are
accelerated learners, group them together and challenge the whole group to take
everything to a deeper level.

• Students have a great wealth of background knowledge regarding the three states of
matter from their everyday lives and will feel more comfortable with the material
when it can be easily connected back to an experience they are familiar with.

SAUSD Common Core Unit Page 16

High School Chemistry-MATTER Lesson # 2

• If you are planning to do the extended learning activity for this lesson, you
will need cornstarch. Ask students to bring in a box from the dollar store for a
lollypop, extra credit, or brownie points with the teacher. Or consider doing it
as a whole class demo so less material is required but students can still see
and touch Oobleck.
Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent
Methods Practice
Guided Inquiry Reflection
Preparing the Learner
Prior Knowledge, Context, and Motivation:
1. Teacher will need to have the video -“Non-Newtonian Fluid” clip open and
ready to view.
2. At the beginning of class, the teacher will direct students to independently
answer the two Pre-Video questions in the “What is it? Non-Newtonian
Substance” worksheet.
3. Teacher will ask students to compare answers with their neighbor and add to
their list if one student has an idea that another is missing.
Lesson Opening

4. Teacher directs students to the video and hits the “start” button on the video
clip. Clip is short. Consider showing it twice.
5. When completed, teacher directs students to answer the Post-Video questions.
6. Teacher asks the class if they can decide what state of matter was actually
Lesson Continuum

featured in the video OR teacher asks the class to share their responses as to
why it was difficult to determine if the substance was a solid or a liquid.
7. Partner share first to elaborate on individual ideas, and then ask for students to
share out. Try to reach a consensus as a class.
Notes: Slime is actually classified as a “Non-Newtonian” fluid because its
properties are so different from those of a solid or a liquid. Some additional
examples of Non-Newtonian fluids are ketchup, soap, quicksand, white glue,
and silly putty.

Interacting with the concept/text:

Questioning/Engagement/Writing/

States of Matter Extended Anticipatory Guide

Checking for Understanding
Strategies/Technology/

1. This lesson will have two parts, an extended anticipatory guide (Day 3 2.2)
focusing on drawing the different states of matter broken up by a close reading
activity about the different states of matter. The lesson will conclude with
students creating a thinking map to represent the different states of matter. A
tree map is great for this, but let students select the map they think fits best.
Refer students to examples of thinking maps if they don’t remember the
purpose of each.

SAUSD Common Core Unit Page 17

High School Chemistry-MATTER Lesson # 2

2. Students should find the Extended Anticipatory Guide with Differentiated

the empty jars (Day 3 2.2) in their workbooks and create a Instruction:
preliminary drawing of what they think each of the three English
states of matter looks like at the molecular level if a solid, Learners:
liquid, or gas were all placed in a closed container. (see • Peer
picture example next page) partnering of
students who
have a
stronger grasp
of English
• Teacher
proximity for
immediate
Questioning/Engagement/Writing/Checking for Understanding

feedback and
3. They are asked to draw arrows to show movement of
support
molecules using arrows. Initially, they may not think the
molecules in a solid or liquid is moving.
• Provide
Activities/Tasks/ Strategies/Technology/

4. Students should begin reading the text “Zooming in on students with

States of Matter” independently or in teams of three or four a copy of the
questions to
Lesson Continuum

so that they can answer the “Zooming in on States of Matter

Analysis Questions” (Day 3 2.4) and create their thinking refer to and
map (Day 3 2.5). If time is running short, the thinking map take home
could become homework or a quick warm up the next day.
Special Needs:
Day 4 of Lesson 2 • Provide
5. To summarize the reading, students will need to fill in the students with
tree map on the 3 states of matter. a copy of the
6. Have Students Go back to the Extended Anticipatory Guide questions to
(Day 3 2.2) and fill in “Day 4 Findings” and the “Support refer to and
with Evidence from the Text” column. take home
7. Students should compare their work with teammates to make • Enlarge
sure everyone agrees with what a solid, liquid, and gas look handouts for
like at the molecular level. Any discrepancies between those in need
drawings should be discussed until all agree on one drawing. • Provide
Students should refer to their reading to clarify what the electronic
different states of matter look like. copy so they
8. The final activity of the lesson is to divide the class into 3 can zoom in
large groups of 10-12 students. Each group will be secretly on text.
told what state of matter they need to act out and the other 2
groups will guess. Their skit should NOT include any
speaking. Their actions should clearly explain what state of
matter the team represents.
9. After each skit, the other teams will guess what state of
matter was acted out AND cite evidence from the skit that
explained what state of matter it was.

SAUSD Common Core Unit Page 18

High School Chemistry-MATTER Lesson # 2

Extending Understanding: (If time allows or as an extra

credit assignment or as a whole class demo) Accelerated

Questioning/Engagement/Writing/Checking for Understanding

Learners:
Have your students make a Non-Newtonian substance and • Students can
examine its properties more closely. make Oobleck
and design an
Activities/Tasks/ Strategies/Technology/

Recipe for “Oobleck” experiment to

1. In a large bowl, add 1.5 cup of cornstarch and slowly demonstrate its
add 1 cup of water. properties.
Lesson Continuum

2. You want it to feel like honey but be able to rip apart. • They should
You may need to tweak the amount of these to get a then share what
good consistency. they learned
3. Add food coloring or paint if desired. with the class.
4. Do NOT pour down the drain when cleaning up.

Explanation: When left standing the particles of starch are

surrounded by water. The surface tension of the water keeps the
H 2 O from completely flowing out of the spaces between the
granules of cornstarch. The cushion of water provides quite a bit
of lubrication and allows the granules to move freely between
the water. But, if the movement is abrupt (like you squeeze it),
the water is squeezed out from between the granules and the
friction between them increases rather dramatically causing it to
act more like a solid. (Adapted by SAUSD from Science Café)
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 19

This page was intentionally left blank.

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High School Chemistry-MATTER Day 3 2.1

What is it? A Non-Newtonian Substance

A short clip from “Big Bang Theory” via youtube about how some substances act like a liquid and a
solid. Technical jargon is thrown around, but can be ignored. The goal is for students to be curious about
what is going on in this video.

Page 21
High School Chemistry-MATTER Day 3 2.1

What is it? Non-Newtonian Substances

Pre-Video Questions

1. Describe two characteristics of a solid.

-

-
2. Describe two characteristics of a liquid.
-

-
Discuss with your partner. Add any additional properties your
partner may have included that you did not think of.

Post-Video Questions
1. What are four characteristics of the substance shown in this video clip?
-
-
-
-
2. Using your reasoning, what state of matter is the “slime” featured in this video clip? If
you cannot decide, explain why you are undecided.

3. Jell-O is another substance like slime. What are

two other substances that aren’t easily classified as
a solid or liquid?

Page 22
High School Chemistry-MATTER Day 3 2.1

TEACHER’s GUIDE: Sample Responses: DON’T PUT UP AS KEY!

What is it? Non-Newtonian Substances

Pre-Video Questions

1. Describe two characteristics of a solid.

- Definite shape and volume
- Not compressible. Doesn’t flow.
2. Describe two characteristics of a liquid.
- Indefinite shape, definite volume
- Not compressible, flows

Discuss with your partner. Add any additional properties your

partner may have included that you did not think of.

Post-Video Questions
1. What are four characteristics of the substance shown in this video clip?
They may describe color, how it bounces and moves, how it returns to its original shape
when the music stops, etc.
2. Using your reasoning, what state of matter is the “slime” featured in this video clip? If
you cannot decide, explain why you are undecided.

Students may say this is a liquid because it moves with the music and looks like it is
flowing. They may say it is a solid because when the music turns off, it stops moving and
doesn’t flow.

3. Jell-O is another substance like slime. What are

two other substances that aren’t easily classified as
a solid or liquid?

- ketchup, soap, quicksand, white glue, and silly putty

Page 23
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Page 24
High School Chemistry Matter Day 3 2.2

Day 3/Day 4 Extended Anticipatory Guide

Day 3 Day 4 Day 4
Hypothesis Findings Support with Evidence
Using a circle to represent Using a circle to represent Explain your molecular structure
an individual molecule, an individual molecule, using your own words.
draw the molecules to draw the molecules to
represent each state of represent each state of
matter. matter.

Add arrows to show if the Add arrows to show if the

molecules move. molecules move.
Solid

Liquid

Gas

Page 25
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Page 26
High School Chemistry-MATTER Day 3 2.3

Zooming in on States of Matter

1. What makes a gas different from a liquid or solid? Why

are some substances gases at room temperature, while
others are not?

2. Solids, liquids, and gases are three states of matter. The

fourth state of matter is called plasma (a man-made
version is found in a plasma TV, but we’ll save that topic
for later). The following definitions will help you to identify a substance’s state of matter and to
describe the changes from one state to another.

3. Before you being, make sure you know the following terms. “Definite” means a clearly defined or
unchanging set of limits. For example, the sun will always rise in the East. This happens every day
without fail. “Indefinite” means just the opposite where properties or limits are
flexible, uncertain, and changeable. For example, the weather forecast is
indefinite.

4. Solids have a definite shape and volume. True solids keep their shape
and take up a definite volume for a given amount of mass. The
particles are packed closely together in solids. They are “locked”
into a fixed position. This happens because the forces of attraction
between particles of a solid are very strong.
Because of this tightly packed and highly organize arrangement, solids cannot be
compressed and they are unable to flow like a liquid. All materials become solid if
their temperatures are lowered enough or the pressure exerted on them becomes high
enough. Many people will mistakenly believe that particles of a solid are not
moving. They do move! If you could see the molecules with a high powered
microscope you would see that they vibrate slightly. It’s almost like they are
buzzing. The solid state of H 2 O (water) is ice.
5. Liquids however do not have a definite shape and are not compressible. The particles in a liquid are
close together. Liquids do have a definite volume for a given mass. This means that liquids are not
easily compressed as they are NOT squishable. You might be able to squirt water through your
fingers or slosh it around in the bathtub, but you cannot make the water take up less space (it is not
compressible). Liquids, unlike a solid, will flow to take the shape of the container they are in. A cup
of water will change its shape to fit in a bottle, a cup, or spilled on the
table. This happens because there is slightly less attraction between the
particles of a liquid substance than those of a solid. Therefore, they are
able to move more than the particles of a solid. They are able to slip
and slide over and around one another. The liquid state of H 2 O is
water.

6. Gases have no definite shape or volume of their own. Therefore, if the volume of a gas container
changes, do does the volume of the gas. This means if you have a can of Axe Body Spray in the
classroom and it cracks open, the volume of the gas will expand to take the shape of the classroom
(the new container). The particles are very far apart in a gas because the attractive forces are so weak
that they cannot hold the particle together, allowing them to move freely and independently of other
gas molecules. All of these individual characteristics of gases are due to the fact that at room
temperature the particles of a gas have almost no attraction for one another. The gas state of H 2 O is

Page 27
High School Chemistry-MATTER Day 3 2.3

water vapor. Take note that individual molecules do not change size when they are vaporized (the
fancy word for turning something into a gas), or when undergoing any phase change.

Intermolecular Forces of Attraction

7. The fundamental difference between the states of matter

is the space between the molecules due to the strength of
the intermolecular forces (IMF) of attraction!

8. In the solid phase, the particles (atoms or molecules) are

not able to move around much because they have a fairly strong attraction for one another that lock
them in place. These intermolecular forces are electrical in nature with a positive charge attracting a
negatively charged particle. IMFs are related to the number of electrons in a molecule. In a solid,
particle motion consists only of vibrating in place, giving solids a definite volume and shape. Solids
can be heated until the vibrations become so severe that the particles begin to break free from their
place in the structure and become liquid. This happens because heat energy becomes kinetic (moving)
energy and overcomes some of the intermolecular forces of attraction, allowing the solid to transform
into a liquid. Solids have less kinetic energy than liquids.

9. In the liquid phase, the particles are still attracted to each

other and are still in contact with each other. However, they are not
locked into a fixed place by the attractive forces. The liquid particles
are free to move past each other, as well as vibrate. Liquids have a
definite volume but not a definite shape. A liquid can be heated until
the kinetic energy of its particles overcomes the remaining forces of
attraction and the substance becomes a gas. Gases have the highest
kinetic energy of the three phases.

10. The intermolecular forces of attraction have not been changed

by these phase changes. The process of going from solid to liquid to
gas by adding heat energy can be reversed by cooling. By removing
heat energy, a gas will become a liquid, and a liquid will become a solid. This happens because the
particles are slowed enough that the still-present intermolecular
forces of attraction exert their effect.

Changes of State: A Physical Change

11. In your upcoming lab, you are exploring boiling, also called
vaporization. Boiling is a change from a liquid to a gas phase.
12. The temperature at which
this occurs for a given substances
can also be called the condensation
point. Condensation is when a gas
becomes a liquid. The condensation
point and the boiling point occur at
the same temperature.

13. When water boils or steam condenses, a physical change takes

place. A physical change is one that involves changes in the state or
phase of a material. It does not involve the creation of new materials. The water boils and turns to
water vapor (steam) and water vapor condenses to form liquid water. However, there is no change to

Page 28
High School Chemistry-MATTER Day 3 2.3

the molecular structure or size of the water molecules. It is still H 2 O. The phase change does involve
changes the heat though. To boil water, the water must gain heat energy and to condense water or
freeze it, water must lose heat energy.

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High School Chemistry-MATTER Day 3 2.4

Zooming in on States of Matter Analysis Questions

Vocabulary: Define the following terms:

• Definite:
• Indefinite:

Definite or Solid Liquid Gas

Indefinite?
Shape
Volume

Change of state From To Heat Energy

(gained or lost)
Boiling Liquid Gas Gained (added heat)
Gas Liquid
Evaporation Liquid
Vaporization
Liquid Solid
Fusion Gained (added heat)

What does it mean?

Chemistry explains the macroscopic phenomenon (what you observe) with a description of what
happens at the nanoscopic level (atoms, molecules, bonding) using symbolic structures as a way
to communicate. Complete the chart below:

MACRO NANO (10-9) SYMBOLIC

Describe two observable Compare and contrast the A phase change graph can be
features (sight, touch, feel…) nanoscopic nature of a solid, a used to summarize the change
of water as a solid (ice), liquid liquid, and a gas by examining from solid to liquid to gas.
and gas (vapor). the atoms, molecules, or Create your own phase change
intermolecular forces. graph.

MACRO:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
NANO: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SYMBOLIC:

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High School Chemistry-MATTER Day 3 2.5

States of Matter
Directions: Using what you learned reading “Zooming in on states of matter,” select a thinking map that best organizes your knowledge. Describe
the bonds, the characteristics of each state, and/or include a picture to visually represent this information. Make sure to include at least four
supporting details for each state of matter.

Last up: Create a frame of reference for your map by citing the paragraph number(s) where you found the information next to the fact.

Page 31
High School Chemistry-MATTER Day 4 2.6

States of Matter Skits

State of Matter Cite Evidence from the Skit to Explain your

Team’s Guess

Page 32
High School Chemistry-MATTER Lesson #3

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 5 & 6 Grade Level/Course: Duration: 2 class periods
Lesson: 3 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Enduring Understandings: Substances with different bulk properties undergo phase transformations
that result in changes to the attractive forcers between the particles.
Essential Question:
1. How do intermolecular forces between particles explain the bulk properties of substances?
2. How is heat related to temperature and phase changes and the relevance of a heating curve?
3. What is the relationship between intramolecular forces (bonding) and intermolecular forces?
Content Standards:
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.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any
gaps or inconsistencies in the account.
RST.9-10.5 Analyze the structure of the relationships among concepts in a
text, including relationships among key terms (e.g., force, friction, reaction
force, energy).
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the
text’s explanation or depiction of a complex process, phenomenon, or concept;
provide an accurate summary of the text.
Writing Standards for Literacy in Science and Technical Subjects:
Common
WHST.9-10.8 Gather relevant information from multiple authoritative print
Core and
and digital sources, using advanced searches effectively; assess the strengths
Content
and limitations of each source in terms of the specific task, purpose, and
Standards
audience.
WHST.9-10.9 Draw evidence from informational texts to support analysis,
reflection and research.
WHST.9-10.1e Provide a concluding statement or section that follows from or
supports the argument presented.
Speaking and Listening Standards (ELA):
ELA-Literacy.SL.9-10.1b Initiate and participate effectively in a range of
collaborative discussions with diverse partners on grades 9-10 topics, texts and
issues, building on others’ ideas and expressing their own clearly and
persuasively. Work with peers to set rules for collegial discussions and
decision making, clear goals and deadlines, and individual roles as needed.
ELA-Literacys.SL.9-10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line
of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, task.

SAUSD Common Core Unit Page 33

High School Chemistry-MATTER Lesson #3

Student Resource 3.1-Water-Related Videos/Quick-write

Teacher Resource: 3.1a-Science 360 Videos (LINK provided on Teacher
Form)
Teacher Resource: 3.1b-Discovery Education: Boiling water as a function of
Altitude
Student Resource: 3.2. Clarifying Bookmarks (6 and 12 versions)
Student Resource: 3.3a. Article 1: “What-er” You Going To Do About Water
Materials/ Conservation?
Resources/ Student Resource: 3.3b. Article 2: The Hidden Force In Water
Lesson Student Resource: 3.3c. Article 3: What’s Taking So Long?
Preparation Student Resource: 3.3d. Article 4: Mr. Freeze – What Phase Are You?
Student Resources: 3.4a Jigsaw Matrix Article 1: “What-er” You Going To Do
About Water Conservation?
Student Resource: 3.4b. Jigsaw Matrix Article 2: The Hidden Force In Water
Student Resource: 3.4c. Jigsaw Matrix Article 3: What’s Taking So Long?
Student Resource: 3.4d. Jigsaw Matrix Article 4: Mr. Freeze – What Phase Are
You?
Student Resource: 3.5-Theme of Water-Related Articles
Content: Language:
Students will be able to gain a Students will verbally express
perspective on the importance of water opinions, observations, and evidence
conservation, the role and function of watched in a video and read in an
intermolecular forces in connection article.
Objectives with the physical properties of the
states of matter and lastly, the
correlation of kinetic energy and its
effect on intermolecular forces and
phase changes.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking
Demonstrating independence Building strong
content knowledge
College and Responding to varying demands of audience, task, purpose, and
Career Ready discipline
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Building knowledge through content-rich nonfiction texts
Core Reading and writing grounded from text
Instructional
Shifts Regular practice with complex text and its academic vocabulary

SAUSD Common Core Unit Page 34

High School Chemistry-MATTER Lesson #3

KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING

UNDERSTANDING

PROVIDES
TEACHER

SIMPLE
Wastewater Molecule
Academic Vocabulary

Hydrogen bond Covalent bond

(Tier II & Tier III)

Kinetic energy Density

Phase
Transformation
Evaporation Melting
THE MEANING
FIGURE OUT

Condensation Freezing
STUDENTS

Intermolecular forces of attraction Boiling

Intramolecular forces of attraction States of matter
Vapor pressure
Boiling point
Heating curve
Pre-teaching Before the unit:
Considerations
1. Base Group: the base group should be made up of 4 students, 1 from
each Expert Group.
2. Expert Group: students should be grouped by reading ability as
determined by CELDT/CST scores and understanding of content before
this lesson.
Article Lexile Content Demand Topic(s)
Level
Article 3.3a 1237 Low Water Conservation
Article 3.3b 1455 Medium-High IMF in solids, liquids,
(Long Article) gases
Density
Article 3.3c 1385 Medium-High Boiling at altitude
(Long Article) Kinetic energy/IMF
Article 3.3d 1341 Content-High Heat of fusion, phase
(New Info) change, kinetic energy

* The reading difficulty of each article was considered to support the variety of
reading levels in a classroom.
Recommendations:
a. Students should already be seated with their Base Group.
b. Before Day 5, Teacher should review Resource titled “Water-Related
Videos/Quick-write” for a brief synopsis of each video.
c. Plan out four areas in your classroom for Stations #1 – 4 for the
Expert Groups.

Lesson Delivery
Check method(s) used in the lesson:
Instructional
Modeling Guided Practice Collaboration Independent
Methods
Practice

SAUSD Common Core Unit Page 35

High School Chemistry-MATTER Lesson #3

Guided Inquiry Reflection

Preparing the Learner (20:00 mins: Suggested time)
Prior Knowledge, Context, and Motivation:

1. Students should be seated in their Base Groups of four.

2. In preparation of their Jigsaw on articles related to water to activate prior
relevant knowledge and student interest, four videos will be shown.
3. Refer to Teacher Resource titled “Water-Related Videos/Quickwrite” for
synopsis of videos.
4. VIDEO/QUICK-WRITE SEQUENCE:
a. Click the LINK for Video #1.
b. Students watch Video #1. (2:34 mins in length)
Lesson Continuum

c. Students independently reflect and write one sentence for Theme of

Lesson the Video for Video#1 (1:00)
Open- d. Continue with steps (a) to (c) for Videos #2 – 4. (12:42 mins)
ing e. Students rearrange to go into their Base Groups and each student
shares one of their Theme of the Video. Tallest Student begins
with Theme of the Video for Video #1. Rotate clockwise to second
student for Video #2. (0:30)
f. After Tallest Student shares his/her theme, student to the right of the
Tallest student responds with “I agree with _____ because…” or “I
disagree with _____ because…”. (0:30)
g. Continue clockwise from the Tallest Student with steps 2 and 3 for
Videos #2 – 4. (3:00)

* If a Base Group is missing one student, Teacher will need to be the fourth
student.

Interacting With the Concept/Text (Day 5 - 35:00 min)

Water-related articles (10 copies) at Stations #1 - 4

*NOTE: See Pre-Teaching Considerations for Reading Level Breakdown
1. “WHAT-ER” YOU GOING TO DO ABOUT WATER CONSERVATION?
2. THE HIDDEN FORCE IN WATER
3. WHAT’S TAKING SO LONG?
4. MR. FREEZE WHAT’S YOUR PHASE?

Jigsaw Matrix Sequence (Day 5 – 35:00)

1. Teacher will assign each student a number that corresponds to the Expert
Group/Article and the station they will be going to.
NOTE: Students should move away from their base group to read in proximity to
the expert group reading the same article.

SAUSD Common Core Unit Page 36

High School Chemistry-MATTER Lesson #3

Differentiated
2. Teacher excuses students to their station (Expert Group) Instruction:
with a pencil and highlighter (optional). (There should be
8-10 students per station in a class of 32-40). English
Learners:
3. First Read (6:00): Students silently read their article on • Peer grouping
their own for 6 minutes, marking key ideas and interesting for immediate
ideas. The teacher will remind them that the goal is not feedback and
necessarily to finish in the allotted time, but to understand support
what they do read. If they finish before time is called, the • Expert group
students should reread the article. The teacher will note the 1 to support
time and instruct students to begin reading. The teacher language with
will call out when there are 2 minutes remaining. At the pictures
end, the teacher will remind students that it is acceptable if
• Clarifying
Questioning/Engagement/Writing/Checking for Understanding

they did not finish. They will have other chances to finish
Bookmarks
reading the article.
• Language
4. Teacher will pair students within Expert Groups. Support for
Agreeing and
Activities/Tasks/ Strategies/Technology/

5. Second Read (10:00): Student 1 will read paragraph 1 to for

their partner. Student 1 will then choose one of the Disagreeing
clarifying bookmark sentence starters to make a statement • Multiple
Lesson Continuum

about the reading. Student 2 will then read paragraph 2 to opportunities

their partner. Student 2 will then choose of the clarifying to read, write,
bookmark sentence starters to make a statement about the speak, and
reading. The pair of students will continue until they have listen
finished reading the article to one another.
Special Needs:
NOTE: Model this for students in the front of the classroom. • Provide audio
This technique gets tedious so you might ask students to each versions of the
use this skill three or four times so six to eight paragraphs are articles (either
looked at closely. record the
article or
6. Third Read (10:00): Students will review the article and someone reads
answer the questions on the Jigsaw Matrix with their the article to
partner. Students should discuss their answers with other the group).
students in the Expert Group and add any information to • Provide article
their own papers that may be missing. ahead of time
for pre-
Interacting With the Concept/Text (Day 6) reading
• Teacher
Jigsaw Matrix Sequence proximity for
immediate
1. Students are sitting in their Base Groups. support

SAUSD Common Core Unit Page 37

High School Chemistry-MATTER Lesson #3

2. Teacher will assign a random student to begin in each Accelerated

Base Group. This will ensure students do not listen to Learners:
what groups near them are saying and change their own • Use the 12
responses. Clarifying
Bookmarks
Base Group Share (about 8:00/student, 32 min total) instead of 6
Clarifying
3. Expert student #1 will share which article they read. Bookmarks
He/She will read the first question out loud and then • Assign to
his/her answer. expert group 4
4. Other members of the Base Group will take notes on • Students read
their Jigsaw Matrix. This continues until all the an additional
questions/answers are read out loud. article and
start on the
*NOTE: Watch for students swapping papers and copying. extension
Questioning/Engagement/Writing/Checking for Understanding

Prevent this by explaining this is a listening and paraphrasing activity early.

activity. It takes too long to copy word for word, so rewrite it
using own words.
Activities/Tasks/ Strategies/Technology/

5. The next Expert student (if Expert Group 2 went first

then Expert Group 3 will go next) will share which
article they read. The pattern of reading out loud
question and answer will continue with other group
Lesson Continuum

members taking notes on their Jigsaw Matrix. This

continues until all Experts have shared their article.
6. Expert student #1 will share his/her one-sentence for
article #2 (if the student was Expert Group #1 then
he/she will share theme of article for Article #2).
7. The student that is Expert Group 2 for Article #2 will
then respond with “I agree with _____ because…” or
“I disagree with _____ because….”
Base Group Discussion (about 10 mins)

8. Students in Base Groups will independently review

(skim and scan) and choose one sentence directly
from all four articles as the theme of article and write
this down on resource page titled “Theme of Water-
Related Articles.” (Day 5 3.5).

9. This pattern continues with the next Expert student.

SAUSD Common Core Unit Page 38

High School Chemistry-MATTER Lesson #3

Class Discussion (about 10 mins)

10. Teacher will randomly select one student from each
Base Group and they will share their theme of article
that they shared (and was agreed on) in their Base
Group out loud to the class.

11. Have students work in base groups to summarize the

main point of each article in their own words.
Sentence Starters can be put on the overhead or smartboard:
• How can we summarize what we discussed?
• What have we discussed?
• How can we bring these ideas together?
• What is the main point we want to communicate after
discussing this?
• What is our conclusion?
• We can say that…
• It boils down to…
• We can agree that…
• Even though some might think that…, we conclude
that

Extending Understanding:
1. As a team, students go through each article and think about
how each article applies to their lives. Students might also
think of a time when they observed information from the
article in real life or how they could apply the information
to help them.
2. As an exit slip, students do a quick write to share one of
these connections, citing the article.

Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 39

High School Chemistry-MATTER Day 5 3.1

WATER-RELATED VIDEOS/QUICKWRITE

DIRECTIONS: (1) At the end of watching each video below, reflect upon the theme of the video. Write down your one sentence paraphrase of
the theme of the video below. (2) At the end of watching all the videos, go into your Base Group and you will share one of your theme of the
video. (Tallest Student in Base Group begins by sharing his/her theme for Video #1). (3) Student to the right of the Tallest Student responds with
“I agree with _____ because…” or “I disagree with _____ because…”. (4) Continue clockwise from the Tallest Student with steps 2 and 3 for
Videos #2 – 4.

VIDEO: 1. Engineering Safer 2. Chemistry of Ice 3. Boiling Point of Water 4. Measuring

Drinking Water in Africa as a Function of Altitude Evaporation From Crops
LINK: http://science360.gov
LINK: http://science360.go /obj/video/8037e238-41a8- DISCOVERY LINK: http://science360.gov
v/obj/video/02bc18ee-9d02- 4bbb-b903- EDUCATION: Search for /obj/video/5b86956d-b1b0-
4b6e-ba3b- 9da2557caf9c/chemistry-ice “Boiling Point as a Function 4d3f-8071-
a794748e70fc/engineering- of Altitude” a2dcb8e2906c/measuring-
safer-drinking-water-africa Time: 5:22 (first 4:30) evaporation-crops
Time: 3:28 (ALL)
Time: 2:34 (ALL) Time: 1:43 (ALL)

THEME OF THE
VIDEO:
(INDIVIDUAL
REFLECTION)

Page 40
High School Chemistry-MATTER TEACHER NOTES Day 5 3.1a

WATER-RELATED VIDEOS/QUICKWRITE
RELEVANT CONNECTIONS TO ACCOMPANY JIGSAW MATRIX READING ARTICLES

Article #1: “WHAT-ER” YOU GOING TO DO ABOUT WATER CONSERVATION?

Science 360 Video: “Engineering Safer Drinking Water in Africa”

Time: 2:34 (all)

LINK: http://science360.gov/obj/video/02bc18ee-9d02-4b6e-ba3b-a794748e70fc/engineering-safer-
drinking-water-africa

SYNOPSIS: Access to safe drinking water is a global problem for nearly a billion people. For
approximately 200 million people, many in Africa, high levels of naturally occurring fluoride in the
water cause disfiguring and debilitating dental and skeletal disease. University of Oklahoma (OU)
environmental scientist Laura Brunson is back from Ethiopia where, with support from the National
Science Foundation, she’s developing fluoride filtering devices that use inexpensive materials readily
available right there in the villages.

Article #2: THE HIDDEN FORCE IN WATER

Science 360 Video: “Chemistry of Ice”

Time: 5:22 (first 4:30 or all if time permits)

LINK: http://science360.gov/obj/video/8037e238-41a8-4bbb-b9039da2557caf9c/chemistry-ice

SYNOPSIS: This NBC Learn video explains how the molecular structure of H 2 O changes as it
reaches its freezing point, and turns from a liquid to a less dense solid crystal lattice.
Page 41
High School Chemistry-MATTER TEACHER NOTES Day 5 3.1a

Article #3: WHAT’S TAKING SO LONG? (District Log-in Required). Downloaded video in electronic Copy

Discovery Education: “Boiling Point of Water as a Function of Altitude”

Time: 3:28 (all)

Video Downloaded and included on the “electronic copy” of this unit OR:
Link: http://app.discoveryeducation.com/search?Ntt=boiling+point+of+water

SYNOPSIS: A rational function describes how the boiling point of water depends on the altitude.

Article #4: MR. FREEZE – WHAT’S YOUR PHASE?

Science 360: “Measuring Evaporation From Crops”

Time: 1:43 minutes (all)

LINK: http://science360.gov/obj/video/5b86956d-b1b0-4d3f-8071-
a2dcb8e2906c/measuring-evaporation-crops

SYNOPSIS: By measuring the moisture leaving a field of crops, UNL Biological Systems
Engineering Professor Suat Irmak provides farmers with valuable research-based information.
Farmers conserve energy and water, save money, and ultimately grow better crops. Provided by the
University of Nebraska Lincoln.

Page 42
High School Chemistry-MATTER Day 5 3.1b

Boiling Point of Water as a Function of Altitude

Discovery Education

Page 43
High School Chemistry-MATTER Day 5 3.2

6 Clarifying Bookmarks
What I can do What I can say How I can respond to my partner
I am going to think I’m not sure what this is about, but I think it may mean… I agree/disagree because...
about what the
selected text may This part is tricky, but I think it means… I think I can help, this part means...
mean. After rereading this part, I think it may mean…

I am going to What I understand about this reading so far is… I agree/disagree because...
summarize my
understanding so far. I can summarize this part by saying… I don’t understand, can you explain more?
The main points of this section are…

12 Clarifying Bookmarks
What I can do What I can say How I can respond to my partner
I am going to think I’m not sure what this is about, but I think it may mean… I agree/disagree because...
about what the
selected text may This part is tricky, but I think it means… I think I can help, this part means...
mean. After rereading this part, I think it may mean…

I am going to What I understand about this reading so far is… I agree/disagree because...
summarize my
understanding so far. I can summarize this part by saying… I don’t understand, can you explain more?
The main points of this section are…

I am going to use my I know something about this from… I think I can help, I read/heard about this when...
prior knowledge to I have read or heard about this when… I also know something about this, and I would like
help me understand. I don’t understand the section, but I do recognize… to add...

I am going to apply One reading/idea I have encountered before that relates to Tell me more about ________; I don’t think I
related concepts this is.. studied about....
and/or readings.
We learned about this idea/concept when we studied… I agree/disagree, I think the concept is related to...
This concept/idea is related to…

Page 44
High School Chemistry-MATTER Expert Group 1 Day 5 3.3a

“WHAT-ER” YOU GOING TO DO ABOUT WATER CONSERVATION?

FAST FACTS

About 780 million people around the world

don’t have access to safe drinking water.
Mini Joke
Q: What happens when you illegally park Less than 1 percent of our planet’s water is
a frog? freshwater that we can drink.
A: It gets toad away!
About 70 percent of the planet’s freshwater
is used for irrigation, or supplying water to
land and crops.

2, 072 gallons of water is used to make four

new tires.
The Water Cycle

Most decisions about water use are made by ordinary people, such as farmers and factory
managers. Experts say children who learn about water at a young age can become leaders in
meeting our planet’s challenges.

We can begin with the water cycle. We never get “new” water. Nature recycles water over and
over again. Here’s how it works:

1. The sun shines on lakes, rivers, 2. The vapor rises into the sky,
streams and oceans. Heat turns water into where it cools. When it gets cold enough, the
invisible water vapor. This is called vapor turns into clouds. This is condensation.
evaporation. Air currents move clouds all around the Earth.

3. The clouds get cooler. Tiny drops

4. Most precipitation falls back
of water vapor turn into rain, snow, sleet or
into the ocean, but some falls on land. Most of
hail. We call this precipitation. Snow may
the water eventually finds its way back into the
melt and turn into runoff, which flows into
ocean through rivers and underground sources.
rivers and the ocean, as well as into the ground.
Some of the runoff seeps into the ground.
Plants use the water, and it evaporates from
their leaves.

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High School Chemistry-MATTER Expert Group 1 Day 5 3.3a

Used Water to “New” Water

What happens to the wastewater that flows from your toilet, kitchen sink, and
bathroom shower?

The process below begins with how wastewater from homes in Orange County first travels to the Orange
County Sanitation District (OCSD) before flowing to the Orange County Water District (OCWD).

Step One: Pre-Purification (at OCSD)

Wastewater is first treated at the Orange County Sanitation District (OCSD). OCSD collects more than
200 million gallons of wastewater per day and removes a high degree of impurities through several
processes. A stringent source control program limits metals and chemicals flowing into OCSD’s plants in
Fountain Valley and Huntington Beach. The wastewater undergoes treatment through bar screens, grit
chambers, trickling filters, activated sludge, clarifiers and disinfection processes before it is sent to the
Groundwater Replenishment System at the Orange County Water District (OCWD) where it undergoes a
state-of-the-art purification process consisting of microfiltration, reverse osmosis, and ultraviolet light
with hydrogen peroxide.

Step Two: Microfiltration (at OCWD)

Microfiltration is a separation process that uses polypropylene hollow fibers, similar to straws, with tiny
holes in the sides that are 0.2 micron in diameter (1/300 the diameter of a human hair). By drawing water
through the holes into the center of the fibers, suspended solids, protozoa, bacteria and some viruses are
filtered out of the water.

Step Three: Reverse Osmosis (at OCWD)

Reverse osmosis (RO) membranes are made of a semi-permeable polyamide polymer (plastic). During
the RO process, water is forced through the molecular structure of the membranes under high pressure,
removing dissolved chemicals, viruses and pharmaceuticals in the water. The end result is near-distilled-
quality water so pure that minerals have to be added back to stabilize the water.

Step Four: Ultraviolet (UV) Light with H 2 O 2 (at OCWD)

After RO, the water is exposed to high-intensity ultraviolet (UV) light with hydrogen peroxide (H 2 O 2 ) to
disinfect and to destroy any trace organic compounds that may have passed through the reverse osmosis
membranes.

Approximately 35 million gallons per day of the GWRS water are pumped into injection wells to create a
seawater intrusion barrier. Another 35 million gallons are pumped daily to Orange County Water
District’s percolation basins in Anaheim where the GWRS water naturally filters through sand and gravel
to the deep aquifers of the groundwater basin that serve as an underground reserve of water.

Quick and Easy Water Conservation Tips

1. Water your lawns early in the morning before sunrise or in the evenings after sunset. This will
maximize water absorption into the soil and minimize loss due to evaporation.
2. Take five-minute or less showers, and draw less water for baths.
3. Turn off the water while brushing your teeth or shaving.
4. Only wash laundry with full loads.
5. Use a bowl or fill up the sink to clean vegetables.
6. Wash the car with a bucket instead of the hose.
7. Use a broom instead of water to clean your sidewalks and driveways.

Page 46
High School Chemistry-MATTER Expert Group 2 Day 5 3.3b

THE HIDDEN FORCE IN WATER

Calvin and Hobbes

A Molecular Comparison of Gases, Liquids, and Solids

Some of the characteristic properties of gases, liquids, and solids are listed in Table 1 below.

Table 1. Some Physical Properties of the States of Matter

Gas Assumes both the volume and shape of its container
Is compressible
Flows readily
Diffusion within a gas occurs rapidly
Liquid Assumes the shape of the portion of the container it occupies
Does not expand to fill container
Is virtually incompressible
Flows readily
Diffusion within a liquid occurs slowly
Solid Retains its own shape and volume
Is virtually incompressible
Does not flow
Diffusion within a solid occurs extremely slowly

These physical properties can be understood in terms of the energy of motion (kinetic energy) of
the particles of each state by comparing them to the intermolecular forces between those particles.
Intermolecular forces are the forces of attraction that exist between molecules. In other words, these
forces of attraction are the “glue” that holds molecules together. On the other hand, forces of attraction
between atoms in a molecule are intramolecular forces.

Gases consist of a collection of widely separated molecules in a constant, chaotic motion. The
average energy of the attractions between the molecules is much smaller than their average kinetic
energy. The lack of strong attractive forces between molecules allows a gas to expand to fill its container.

In liquids the intermolecular attractive forces are strong enough to hold molecules close together.
Thus, liquids are much denser and far less compressible than gases. Unlike gases, liquids have a definite
volume, independent of the size and shape of their container. The attractive forces in liquids are not
strong enough, however, to keep the molecules from moving past one another. Thus, any liquid can be
poured and it assumes the shape of whatever portion of its container it occupies.

Adapted by SAUSD for Common Core

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High School Chemistry-MATTER Expert Group 2 Day 5 3.3b

In solids the intermolecular attractive forces are strong enough not only to hold molecules close
together, but to virtually lock them in place. Solids, like liquids, are not very compressible because the
molecules have little free space between them. Because the particles of a solid are not free to undergo
long-range movement, solids are rigid.

Figure 1 below compares the three states of matter. The state of a substance depends largely on
the balance between the kinetic energies of the particles and the interparticle energies of attraction. The
kinetic energies, which depend on temperature, tend to keep the particles apart and moving. The
interparticle attractions tend to draw the particles together. Substances that are gases at room temperature
have weaker interparticle attractions than those that are liquids; substances that are liquids have weaker
interparticle attractions than those that are solids.

Figure 1. Molecular-level comparison of

gases, liquids, and solids. The particles
can be atoms, ions, or molecules.

Intermolecular Forces in Water

The strengths of intermolecular forces such as hydrogen bonding are generally much weaker than ionic or
covalent bonds (Figure 2). Less energy, therefore, is required to vaporize, or evaporate, a liquid or to
melt a solid than to break covalent bonds in molecules. For example, only about 4 kJ/mole to 25 kJ/mole
of energy is required to overcome the intermolecular attractions between H 2 O molecules in solid H 2 O to
melt it to liquid H 2 O and then to vaporize it. In contrast, the energy required to break the covalent bond
to dissociate (split apart) H 2 O into H and O atoms is 463 kJ/mole. Thus, when a molecular substance like
H 2 O changes from solid to liquid to gas, the molecules themselves remain intact.

Figure 2. Intermolecular
attraction. Comparison of a
covalent bond (intramolecular force)
Covalent bond and an intermolecular force
(hydrogen bond).

One of the remarkable consequences of hydrogen bonding is found when the densities of ice and
liquid water are compared. In most substances the molecules in the solid are more densely packed than in
the liquid. Thus, the solid phase is denser than the liquid phase. However, the density of ice at 0°C
(0.917 g/mL) is less than that of liquid water at 0°C (1.00 g/mL), so ice floats on liquid water (Figure 3).

Figure 3. Comparing densities of liquid and

solid phases. The solid phase of water, ice, is
less dense than its liquid phase, causing the ice to
float on the water.

Adapted by SAUSD for Common Core

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High School Chemistry-MATTER Expert Group 2 Day 5 3.3b

The lower density of ice compared to that of water can be understood in terms of hydrogen-
bonding interactions between H 2 O molecules. In ice the H 2 O molecules assume an ordered, open
arrangement as shown in Figure 4 below. This arrangement optimizes the hydrogen bonding interactions
between molecules, with each H 2 O molecule forming hydrogen bonds to four other H 2 O molecules.
These hydrogen bonds, however, create the open cavities shown in the structure. When the ice melts, the
motions of the molecules cause the structure to collapse. The hydrogen bonding in the liquid is more
random than in ice, but it is strong enough to hold the molecules close together. Consequently, liquid
water has a more dense structure than ice, meaning that a given mass of water occupies a smaller volume
than the same mass of ice.

Figure 4. Hydrogen bonding in ice.

(a) Hydrogen bonding between water
molecules. (b) The arrangement of H2O
molecules in ice. Each hydrogen atom
on one H2O molecule is oriented
toward an adjacent H2O molecule. (c)
As a result, ice has an open, hexagonal
arrangement of H2O molecules,
characteristic of snowflakes.

The lower density of ice compared to liquid water profoundly affects life on Earth. Because ice
floats (Figure 3), it covers the top of the water when a lake freezes in cold weather, thereby insulating the
water below. If ice were denser than water, ice forming at the top of a lake would sink to the bottom, and
the lake could freeze solid. Most aquatic life could not survive under these conditions. The expansion of
water upon freezing (Figure 5) is also what causes water pipes to break in freezing weather.

Figure 5. Expansion of water upon

freezing. Water is one of the few
substances that expand upon freezing.
The expansion is due to the open
structure of ice relative to that of liquid
water.

Adapted by SAUSD for Common Core

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High School Chemistry-MATTER Expert Group 3 Day 5 3.3c

WHAT’S TAKING SO LONG?

FAST FACTS

Water makes up 70 – 75% of your total body

weight.

Mini Joke Reducing water in the body as little as 5% can

Q: Is it dangerous to swim on a full stomach? result in as much as 20-30% drop in physical
A: Yes. It's better to swim in water. performance, 10% reduction can make you sick,
and 20% can mean death.

39, 090 gallons of water are used to manufacture

a new car, including tires.

Do We Really Need Water to Survive?

Water is a colorless and odorless liquid made up of molecules containing two atoms of hydrogen and one
atom of oxygen (H 2 O). Water is essential for all life to exist, as it makes up more than 70 percent of
most living things. While a human can survive more than a week without food, a person will die within a
few days without water.

Water serves as a solvent (something that dissolves) for nutrients and delivers nutrients to cells, while it
also helps the body eliminate waste products from the cells. Both the spaces between cells (intercellular
spaces) and the spaces inside cells (intracellular spaces) are filled with water. Water lubricates joints and
acts as shock absorbers inside the eyes and spinal cord. Amniotic fluid, which is largely water, protects
the fetus from bumps and knocks.

Water also helps the body maintain a constant temperature by acting as a thermostat. When a person is
too hot, whether from being in a hot environment or from intense physical activity, the body sweats.
When sweat evaporates, it lowers the body temperature and restores homeostasis.

The most efficient way for the body to get water is for a person to drink water. It is recommended that an
adult drink eight to ten eight-ounces of glasses of water a day. Athletes and active teens should drink at
least ten to twelve glasses daily. However, many foods and beverages contain water, which can make up
part of this daily intake. Fresh fruits and vegetables, cooked vegetables, canned and frozen fruits, soups,
stews, juices, and milk are all sources of water. Most fruits and vegetables contain up to 90 percent
water, while meats and cheeses contain at least 50 percent. Metabolic processes in the human body
generate about 2.5 liters of water daily. So, yes! Water is essential to survive!

Bubbles Or No Bubbles?

Evaporation occurs when molecules have sufficient kinetic energy to escape the surface of a liquid into
the gas (vapor) phase. Essentially, all liquids in an open container will evaporate but not necessarily boil.
Some liquids have a higher rate of evaporation than others though. Why? The molecules on the surface
of the liquid must possess sufficient kinetic energy to overcome the intermolecular forces of their
neighbors and escape into the gas phase. Vapor pressure, the pressure exerted by molecules in the gas
phase, thus depends on the intermolecular forces of molecules. The weaker the attractive forces, the
larger the number of molecules that are able to escape and therefore, the higher is the vapor pressure.
The stronger the attractive forces, the smaller the number of molecules that are able to escape and

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High School Chemistry-MATTER Expert Group 3 Day 5 3.3c

therefore, the smaller is the vapor pressure. Substances with high vapor pressure (such as gasoline)
evaporate more quickly than substances with low vapor pressure (such as motor oil).

Figure 1. Evaporation versus Boiling

Evaporation occurs when vapor escapes
from the surface of the liquid. Boiling
occurs when enough heat has been
absorbed by the liquid and bubbles of
vapor form within the liquid.

For water, hot water evaporates more quickly than cold water because vapor pressure increases with
increasing temperature. As the temperature of liquid water increases, the molecules move more
energetically and a greater number can therefore escape more readily from their neighbors and change
from a liquid molecule of H 2 O to a vapor molecule of H 2 O. As Figure 1 illustrates, evaporation occurs
without bubbles (vapor) forming while boiling occurs when bubbles (vapor) form in the liquid and
consequently, a higher rate of vaporization occurs.

So when does water boil?

Why Does It Take Longer To Cook At Higher Altitudes?

A liquid boils when its vapor pressure equals the atmospheric pressure acting on the surface of the liquid.
At this point bubbles of vapor are able to form within the liquid as shown in Figure 1. The following
table shows the approximate boiling point of pure water at various altitudes:

Table 1 Boiling Point of Pure Water.

Place Altitude Boiling Point Boiling Point
(feet) (°F) (°C)
Dead Sea - 1, 312 215 101.7
Sea Level (Orange County) 0 212 100.0
Mammoth Mountain (California) 11,060 191.3 88.5
Mount Everest (Himalayas) 29, 028 157 69.4

At sea level, water boils at 100.0 °C while at a higher altitude in Mammoth Mountain, water boils at
lower temperature of 88.5°C. Why is there a difference in boiling point of water at different altitudes? At
sea level, since there are a few miles of air above us, lots of stuff (molecules) in the air is all pulled to the
earth by gravity. Thus, the amount of air pushing down on you increase. Conversely, as you go higher
up in the atmosphere (11,060 feet), there is less atmospheric pressure (i.e. much less air pressing down on

Figure 2. Molecules in the Air. More molecules

at Earth’s surface (sea level) result in a higher
atmospheric pressure. Less molecules at high
altitudes (mountains) result in a lower atmospheric
pressure.

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High School Chemistry-MATTER Expert Group 3 Day 5 3.3c

you). As Figure 2 shows above, more molecules at sea level (Earth’s surface) results in a higher
atmospheric pressure while at higher altitudes (mountains) there are less molecules and thus, a lower
atmospheric pressure.

The same is true for being underwater: the closer to the surface you are, the less pressure you feel in your
ears; the deeper you go, the greater the pressure. But as you go up in the atmosphere, the surrounding air
pressure is less.

Question: So why does it take more time to cook an egg in water at a higher altitude (11,060
feet) up in the atmosphere if the boiling point of water is lower at higher altitudes?

As long as water is present, the maximum temperature of the food being cooked is the boiling point of
water. We now understand that water boils when the vapor pressure of the water equals the atmospheric
pressure. When there is less atmospheric pressure, a lower vapor pressure is required to get the water
boiling, hence a lower boiling temperature.

Even though the boiling point of water at the top of Mammoth Mountain is 88.5°C, which means water
will boil sooner, the egg needs to be in the boiling water for a longer time before being fully cooked.
Thus, the time to cook an egg in water at the top of Mammoth Mountain is 5 minutes 27 seconds while at
sea level in Orange County, it only takes 3 minutes 29 seconds.

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High School Chemistry-MATTER Expert Group 4 Day 5 3.3d

MR. FREEZE – WHAT’S YOUR PHASE?

Ms. B. Haven: Freezy, I'm feeling hot.

Mr. Freeze: I find that unlikely.
Ms. B. Haven: Okay, so my hair is brittle and
my skin is dry. I'd weather the blizzards just to
have you. You're the most perfect man I've
ever known. What do you say we heat
things up?
Mr. Freeze: My passion thaws for my bride
alone.
Ms. B. Haven: Ooh. Talk about your cold
shoulder.

What Will Happen to Mr. Freeze With Heat Energy?

Batman: I saw what happened to your wife, I'm sorry.
Mr. Freeze: I'm beyond emotions. They've been frozen dead in me.
Batman: That suit you wear, a result of the coolant?
Mr. Freeze: Very good, a detective to the last. I can no longer survive outside a sub-zero
environment.

Every phase change is accompanied by a change in energy (or heat) of the system. Mr. Freeze survives
at sub-zero temperatures, at temperatures less than 0°C! Assuming Mr. Freeze is made of water
molecules, where does this place him on the heating curve of water shown in Figure 1? If thermal energy
(heat) is added to him, he does not change and melt from ice to liquid immediately. But something about
Mr. Freeze does change. What do you notice happens to his sub-zero body temperature of -20°C when
heat is added? Mr. Freeze’s body temperature increases to 0°C.

Figure 1 Heating Curve of Water.

Phase changes only occur on the
horizontal sections.
Question: So
why did Mr. Freeze not
immediately melt once heat was absorbed?

In a solid as Mr. Freeze (who is at a sub-zero temperature less than 0°C), the ice molecules of water are in
a fixed position with respect to one another and closely arranged to minimize motion. The initial heat
absorbed by Mr. Freeze is being used to weaken the intermolecular attractive forces that hold his ice
molecules close together. As more and more heat is absorbed, the kinetic energy (energy of motion) of

Adapted by SAUSD for Common Core

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High School Chemistry-MATTER Expert Group 4 Day 5 3.3d

the solid ice molecules increases. The increasing vibration and movement of the ice molecules due to the
increasing kinetic energy causes the temperature of the solid ice to increase. Mr. Freeze is still pure solid
ice at this point.

Since water has a normal melting point of 0°C, the temperature at which water changes from a solid to a
liquid state, any heat absorbed is used to bring the temperature of sub-zero Mr. Freeze up to 0°C.
Therefore, it is only when the ice molecules of Mr. Freeze have reached a temperature of 0°C does Mr.
Freeze begin to melt with continuous heat being added! At 0°C, Mr. Freeze experiences a melting phase
change, from solid ice →liquid water.
Thus at 0°C, the water molecules of Mr. Freeze will coexist as a solid and as a liquid, in a solid/liquid
equilibrium. The first horizontal section of the heating curve in Figure 1 represents this. Additional heat
energy added to Mr. Freeze at this point does not change his temperature of 0°C. The heat absorbed
(called the Heat of Fusion) is now transforming the solid ice to liquid water. Once enough heat is
absorbed to overcome the attractive forces between all the ice molecules, Mr. Freeze has completely
transformed into Mr. Liquid, existing as only liquid molecules. Mr. Freeze will essentially have thawed.
Batman: Freeze! Mr. Freeze: That's Mr. Freeze to you.

Can It Get Worse for Mr. Freeze?

Absolutely!

We have seen liquid water over several days begin

to evaporate. In general, each state of matter
(solid, liquid, or gas) can change into either of the
other two states. For example, liquid water can
change to solid water (ice) by losing heat
(enthalpy decreases) or change to gas (water
vapor) by absorbing heat (enthalpy increases).
Figure 2 shows the name associated with each of
these transformations. These transformations are
called either phase changes or changes of state. Figure 2. Phase changes and the names
Changes of state are changes in physical properties, associated with them. The changes represented
not chemical properties. The water molecule is still by red arrows indicate energy absorbed while the
H 2 O whether it is ice, water, or steam (gas). blue arrows indicate energy released.
Mr. Liquid’s temperature, with additional heat energy added, increases as shown in section C of Figure 3.
All the additional heat energy at this point is being used to overcome the intermolecular attractive forces
of the liquid water molecules. Mr. Liquid’s temperature will increase to100°C and at this temperature,
Mr. Liquid will begin the vaporization phase change, transforming into Mr. Vapor and he will cease to
exist in one location!

Figure 3. Heating Curve of Water. Heat

absorbed at Sections A, C, and E are used to
overcome intermolecular attractive forces.
As a result, only temperature increases and
no phase change occurs.

Adapted by SAUSD for Common Core

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High School Chemistry-MATTER Expert Group 1 Day 5 3.4a

#1: “WHAT-ER” YOU GOING TO DO ABOUT WATER CONSERVATION?

1. Evaporation and condensation are opposite processes; evaporation occurring when heat is absorbed
by liquid water molecules that then change into gas water molecules. Compare and contrast the two
processes by drawing a thinking map that best represents your information.

2. The article writes: “We never get new water.” What is the implication of this statement regarding our
usage of water and Africa’s access to safe drinking water?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. Roughly 80 to 90 percent of Southern California’s water is imported from Northern California or the
Colorado River. The transportation of the water has been an environmental concern due to the
deterioration of habitats for endangered species. The costs for recycling wastewater and importing
water are about the same. In addition, a little known fact is that bottled water (i.e. Crystal Geyser and
Arrowhead) is essentially the same as recycled water, minerals are just added to perfectly good
drinking water for taste. Your task: Develop an argument that you will share with the staff and
students at Godinez that explains the process of recycling wastewater and convincing them that the
end product is perfectly good drinkable water without the extra cost of a plastic bottle.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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High School Chemistry-MATTER Expert Group 2 Day 5 3.4b

#2: THE HIDDEN FORCE IN WATER

1. Redraw Figure 2 from the article showing all the details. Your Task: (1) In the figure you have
drawn, next to hydrogen bond and covalent bond, write the name of the corresponding force,
intermolecular forces or intramolecular forces. (2) Above each bond/force, label with the amount
of energy needed to overcome or break the bond/force. (3) Write one to two complete sentences
using all of the bolded phrases from this prompt to explain the figure.
Figure 2:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

2. For each category, order the three states of matter (solid, liquid, and gas) with respect to H 2 O from
lowest (weakest) to highest (strongest).
CATEGORY ORDER
(Lowest/Weakest→Highest/Strongest)
1. Strength of Intermolecular Forces
(Interparticle Attraction) Gas < Liquid < Solid
2. Ability to Flow (Move)
3. Absorbed the Most Heat
4. Amount of Kinetic Energy
5. Density

3. Examine the figure below.

(1) What geometric shape are _____________________________________________________________________
the water molecules forming _____________________________________________________________________
and which state of matter does it _____________________________________________________________________
represent? Explain. (2) “The _____________________________________________________________________
density of ice (solid water) is _____________________________________________________________________
fortunately less than the density _____________________________________________________________________
of liquid water”. Interpret this
_____________________________________________________________________
statement and how is this
statement significant to life on _____________________________________________________________________
Earth? _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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High School Chemistry-MATTER Expert Group 3 Day 5 3.4c

#3: WHAT’S TAKING SO LONG?

1. Examine the image below of human cells in a petri dish as seen from a microscope. Identify and label
where the intercellular spaces versus intracellular spaces could be found. Write a complete
sentence using the all of the bolded phrases from this prompt plus the words between and inside to
explain your understanding.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

2. Carefully examine the figure below of water (H 2 O) molecules. Applying your knowledge of the
difference between intercellular space and intracellular space, match covalent bond and hydrogen
bonds with either intermolecular forces of attraction or intramolecular forces of attraction and
label these forces in the figure. Explain your matching of the bond with the force using all of the
bolded phrases plus the words between, inside, molecule, and atoms.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. Analyze the substances, formulas and boiling points. Your Task: (1) In the table, predict the order of
the substances’ vapor pressure and intermolecular forces (IMF). (1 = highest or strongest and 4 =
lowest or weakest).
Substance Chemical Formula Structural Formula Boiling Vapor IMF
Point Pressure
Water H2O 100 °C
Acetone C3H6O 56 °C

Hydrogen Peroxide H2O2 150.2 °C

Isopropyl Alcohol C 3 H 7 OH 82.5 °C

(2) Justify the order of your substances by explaining the relationship between boiling point, vapor
pressure and IMF. (3) How and why will acetone’s boiling point and vapor pressure change but not its
IMF at the top of Mount Everest?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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High School Chemistry-MATTER Expert Group 4 Day 5 3.4d

#4: MR. FREEZE – WHAT’S YOUR PHASE?

1. Examine the heating curve.

Your Task: (1) Label the phase(s), or

states of matter, that exists at each part
of the curve (1 – 5). (2) Explain why
temperature remains constant during
parts 2 and 4 of the curve although heat
is continuously being absorbed. (3)
What is the name of the endothermic
transformation (phase change) occurring
at part 4

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

2. Using the heating curve above: (1) Draw a dot on the curve to identify the freezing point of this
substance and identify the temperature of this freezing point. (2) Compare and contrast freezing
point with melting point.

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

3. Referencing key information from the heating curve and relevant evidence from the article, identify
and explain which phase will most likely exhibit the highest kinetic energy and how does this relate
to the phase’s intermolecular forces and the distance between the particles? Use all bolded phrases
in this prompt in your response.

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

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High School Chemistry-MATTER Day 5 3.5

THEME OF WATER – RELATED ARTICLES

#1: “WHAT-ER” YOU GOING TO DO ABOUT WATER CONSERVATION?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

#2: THE HIDDEN FORCE IN WATER

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

#3: WHAT’S TAKING SO LONG?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

#4: MR. FREEZE – WHAT’S YOUR PHASE?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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High School Chemistry-MATTER Lesson #4

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 7 & 8 Grade Level/Course: Duration: 2 Class Period
Lesson: 4 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Enduring Understandings: Substances with different bulk properties undergo phase transformations
that result in changes to the attractive forcers between the particles.
Essential Question:
1. How is heat related to temperature and phase changes and the relevance of a heating curve?
2. How are kinetic energy and intermolecular forces of attraction related to state of matter?

Content Standards:
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.
HS-PS1-3 Plan and conduct an investigation individually and collaboratively to
produce data to serve as the basis for evidence, and in the design: decide on types,
how much, and accuracy of data needed to produce reliable measurements and
consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.7 Translate quantitative or technical information expressed in words
in a text into visual form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an equation) into words.
RST.9-10.9 Compare and contrast findings presented in a text to those from
other sources (including their own experiments), noting when the findings
Common support or contradict previous explanations or accounts.
Core and RST.9-10.3 Follow precisely a complex multistep procedure when carrying out
Content experiments, taking measurements, or performing technical tasks, attending to
Standards special cases or exceptions defined in the text.
Writing Standards for Literacy in Science and Technical Subjects:
WHST.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.2f Provide a concluding statement or section that follows from
and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Speaking and Listening Standards (ELA):
ELA-Literacy.SL.9-10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line
of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.

SAUSD Common Core Unit Page 65

High School Chemistry-MATTER Lesson #4

Student Resource: Day 7-4.1 Heating Curve of Water Lab

Materials/ Student Resource: Day 8-4.2 Heating Curve of Water Lab Analysis Questions
Resources/ For Each Lab Group--250 ml Beaker, crushed ice cubes, thermometer, spatula,
Lesson timers (only use cellphone times IF your teacher approves it), Bunsen burner
Preparation set up (Bunsen burner, rubber tubing, ring stand, wire mesh, thermometer
clamp), matches, timer. Alternatively use a hot plate. Safety goggles.
Content: Language:
Students will observe and record that Students will discuss lab procedure
heat can be used for two different and results and determine how to
things; increasing kinetic energy to represent their data through a
raise the temperature OR to cause a concluding statement.
Objectives phase change.

When graphing, students will solidify

the concept that during a phase change
the temperature does not change, but
IMF weaken.
Depth of Level 1: Recall Level 2: Skill/Concept
Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking
Demonstrating independence Building strong
content knowledge
College and Responding to varying demands of audience, task, purpose, and
Career Ready discipline
Skills X Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Building knowledge through content-rich nonfiction texts
Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING
UNDERSTANDING (covered in prior lessons)
PROVIDES
Vocabulary
TEACHER
Academic

SIMPLE

Bunsen Burner
Intermolecular forces of attraction

SAUSD Common Core Unit Page 66

High School Chemistry-MATTER Lesson #4

Solid Phase Change

THE MEANING
FIGURE OUT
Liquid Mixed phase (multiple phases present
STUDENTS
Gas at once)
Heating Curve Solidification
Condensation
Boiling
Melting
Pre-teaching Before the unit:
Considerations 1. Teacher may want to review intermolecular forces of attraction in a
solid vs. a liquid vs. a gas covered in Lesson 3, day 5 and 6. The IMFs
weaken as the substance absorbs energy which allows the molecules to
move farther apart. This difference in distance between molecules is
what gives a solid, liquid, or gas its distinct properties.
2. Teacher might have students add this information about IMF to their
Tree Map created during Lesson 2, day 4. Additional information
learned from lesson 3 could be added to the thing map (Day 3 2.)

Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent
Methods Practice
Guided Inquiry Reflection
Preparing the Learner
Prior Knowledge, Context, and Motivation:

1. This lab is intended to be an exploratory lab where students see firsthand that
during a phase change energy is absorbed but it does NOT cause a
temperature change.
Lesson Continuum

NOTE: Students may see slight changes in temperature during a phase change
which can be ignored for the purpose of this lab. These temperature changes
Lesson occur because the thermometer in ice is also reading the temperature of the air in
Open- between the ice cubes. Additionally our thermometers may not be calibrated
ing accurately, so while the ice is 0° C, the thermometer may not read this.
2. The heating curve will not be perfect, with more inaccuracies at the beginning
of the curve as the ice may begin melting before students begin recording
temperature. If possible, keep ice in a freezer until the start of each class or
add a block of dry ice to keep the ice as close to 0° C as possible.
3. This is a very straight forward lab for students and sometimes they will miss
the purpose of it. Teacher can help emphasize this by reviewing the purpose
of the lab and asking students to predict what their heating curve would look
like during phase change based on the information given.

SAUSD Common Core Unit Page 67

High School Chemistry-MATTER Lesson #4

Interacting With the Concept/Text Differentiated

1. Students should carefully read through the purpose, Instruction:
procedure, and the data table to make sure they
understand what needs to be recorded during the lab. English
2. When teacher is confident students understand the Learners:
• Cooperative
procedure, students should get lab materials and
groups for
appropriate safety gear and set up for the lab. immediate
REMINDER: students should record temperature for feedback
five minutes BEFORE they light their Bunsen burners. • Clarifying
This will help them get a longer, flatter melting curve. Bookmarks
• Language
3. After the water has boiled for 5 minutes, students can Support for
stop recording data points. Water should be at a strong Agreeing and
boil. for
Questioning/Engagement/Writing/Checking for Understanding

4. After completing the lab, students should clean up their Disagreeing

lab set up and begin on the graphing and data analysis • Multiple
opportunities
questions.
to read, write,
5. Students should use their Tree Map and any other notes
Activities/Tasks/ Strategies/Technology/

speak, and
from this unit to answer the Graph Analysis and Post- listen
Lab Questions.
6. During this time the teacher should be checking that Special Needs:
Lesson Continuum

students are graphing correctly and begin to notice the • Provide audio
trends in the graph (temperature increases when only one versions of
phase is in the beaker but remains constant when more the articles or
than one phase is in the beaker. This constant electronic
temperature represents a phase change, hence why there copy to allow
are two phases present in the beaker simultaneously. zooming
• Enlarge
Clarifying
Extending Understanding:
Bookmarks.
1. Have students compare their graph to other lab groups as Accelerated
well as to a more precise heating curve graph. Have them Learners:
look closely for differences between the graphs. • Use the 12
2. Students may notice thermometers in class recorded Clarifying
different boiling or melting temperatures as well as how Bookmarks
long it took for a phase change to occur. instead of 6
3. Students should try to account for any sources or error in Clarifying
their lab and revise the procedure to try and eliminate some Bookmarks
of the errors. • Multiple
4. If time permits, students could re-run the lab and see how opportunities
their two sets of data compare. to share
thoughts/idea
s
• Complex lab
procedure to
follow in
groups

SAUSD Common Core Unit Page 68

High School Chemistry-MATTER Lesson #4

Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 69

This page was intentionally left blank.

Page 70
High School Chemistry – MATTER Day 7 4.1

Name _______________________________ Period________ Date ____________

Heating Curve of Water Lab
SAFETY GOGGLES MUST BE WORN AT ALL TIMES!

Purpose Create a graph to represent the heating curve of water. Observe that heat energy can be
used to raise the temperature of a substance OR to weaken the intermolecular forces (a.k.a.
bonds) in a substance and cause a phase change.

Materials: 250 ml Beaker, crushed ice cubes, thermometer, spatula, timers (only use cellphone
times IF your teacher approves it), Bunsen burner set up (Bunsen burner, rubber tubing, ring
stand, wire mesh, thermometer clamp), matches, timer. Alternatively use a hot plate.

Procedure: Remember: If you don’t have a thermometer clamp, a hand MUST ALWAYS hold the
thermometer when using it. Thermometer MUST stay in the beaker throughout the lab so it
doesn’t measure air temperature.

1. Set up your beaker on the wire mesh above the Bunsen burner OR on the hot plate. Do NOT turn
it on.
2. Put about 100ml of crushed ice cubes into the beaker. Record this temperature at time 0. (DO
NOT let the thermometer rest on the glass).
3. Record the temperature & phases WITHOUT adding heat for 5 minutes.
4. Adjust your Bunsen burner so medium heat is applied to your beaker with ice. If using a heating
plate, turn the plate to LOW and stir the ice occasionally with a metal spatula.
5. Record the temperature & phases (solid, liquid, gas) every 1 minute until the water has been
boiling (with LOTS of bubbles) for 5 minutes. REMEMBER, there may be more than one
phase present. Record all phases present.
6. After water has boiled for 5 minutes, all remaining water can go into the sink. Dry off your
lab bench and return all lab materials.
7. Work with your lab team to graph your data and answer the questions below.

Data/Observations:
Time Temp. °C Phase/Phases Time Temp. °C Phase/Phases
(1 minute) water is in (1 minute) water is in
Starting 0 °C Ice (solid 10
Temp phase)
0 11
1 12
2 13
3 14
4 15
5 16
6 (light Bunsen 17
burner!)
7 18
8 19
9 20

Page 71
High School Chemistry – MATTER Day 7 4.1

Graphing: Use your data from above to create a “Line Graph”

Graph Analysis: Label the following points on the graph above

1. Phase change between solid and liquid as “A”
2. Phase change between liquid and gas as “B”
3. Heating the liquid as “C”

Post Lab Analysis:

1. What is the chemistry term for a phase change when a solid becomes a liquid?

2. What is the chemistry term for a phase change when a liquid becomes a gas?

3. Describe the phase change that occurs during solidification:

4. Describe the phase change that occurs during condensation:

5. What happens to the intermolecular forces of attraction inside an ice cube when it melts?

6. Why did the temperature of the liquid stop right around 100°C even though you
continued heating the water?

Page 72
High School Chemistry MATTER Day 8 4.2

Name _________________________________ Period___________ Date____________

Heating Curve of Water Lab: Analysis Questions

Purpose: Examine the heating curve of H 2 O and determine what is happening at the molecular
level at each stage and why.
Heating Curve of Water: The graph is not drawn to scale, but it is drawn to emphasize
differences in the amount of time required for each of the 5 steps.

2 gram of H2O is
heated from -20 °C
to 120 °C

Point on Phase or phases of Point on Phase OR Temp. If it is a phase

the Graph matter (s, l, g) the Graph Change? change, name it.

A AB
B BC
C CD
D DE
E EF
F BA

1. Write in the following 4 phase changes in the appropriate location on the graph above:

Vaporization l g Condensation g l Fusion s l Solidification l s

2. At what point (A,B, C, D, E, or F) on the graph

a. Is all the ICE gone? __________ b. Is all of the LIQUID gone?_________

3. Heat and temperature are related, yet different. During phase changes, the water is
being heated, yet the temperature does not increase. What is the heat being used to do
during these phase changes?

Page 73
High School Chemistry MATTER Day 8 4.2

4. Label the substances in the containers below as solid, liquid, or gas. The round dots
represent the individual molecuels in each substance.

5. Using the pictures above, identify two differences between the molecule arrangement or
intermolecular force strength of a liquid and a solid.
-

6. Using the pictures above, identify two differences between the molecule arrangement or
intermolecular force strength of a gas and a solid.
-

7. Looking at the graph above, why does it take so much more time & heat to boil water
completely than to melt ice completely? HINT: Think about the intermolecular force
strength in a solid versus a gas.

Conclusion: In this two day lab you learned what a heating curve for water looks like as
well as what occurs at the molecular level during the phase changes. Use this knowledge to:
1) Describe the difference between a phase change and a temperature change.
2) Explain the 3 different states of matter and how the intermolecular force strength changes
as the phase changes.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Page 74
High School Chemistry MATTER Lesson #5

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 9 & 10 Grade Level/Course: Duration: One class period
Lesson: 5 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Enduring Understandings: Substances with different bulk properties undergo phase transformations
that result in changes to the attractive forcers between the particles.
Essential Question:
1. How does the arrangement of electrons influence the relative charge of a molecule and its
associated bonding?
2. How do intermolecular forces between particles explain the bulk properties of substances?
3. What is the relationship between intramolecular forces (bonding) and intermolecular
forces?
Content Standards:
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.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations or descriptions.
Writing Standards for Literacy in Science and Technical Subjects:
Common
WHST.9-10.2d Use precise language and domain-specific vocabulary to
Core and
manage the complexity of the topic and convey a style appropriate to the
Content
discipline and context as well as to the expertise of likely readers.
Standards
WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
Speaking and Listening Standards (ELA):
SL.9-10.1a Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Teacher Resource: Day 9 -5.1 Card Sort of Compounds & IMFs
Student Resource: Day 9 -5.1 Card Sort of Compounds & IMFs Student sheet
Materials/ Student Resource: Day 9-5.2 Card Sort Analysis questions
Resources/ Student Resource: Day 9- 5.3 Who is the Strongest? Intermolecular Forces
Lesson Article
Preparation Student Resource: Day 10 –5.4 Collaborative Annotation Chart
Student Resource: Day 10 – 5.5.Pyramid of Intermolecular Forces &
Summary

SAUSD Common Core Unit Page 75

High School Chemistry MATTER Lesson #5

Content: Language:
Students will be able to understand Students will discuss the relative
that nonpolar molecules are a result of importance of key terms and
atoms pulling equally on electrons, determine meaning of vocabulary
while polar molecules are a result of terms to complete the Collaborative
unequal pulling on electrons, creating Annotative Chart.
a charge.

Objectives Students will understand how IMFs

and intramolecular forces hold water
molecules together.

Students will be able to differentiate

between the three different IMF and
which is the strongest.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and
College and discipline
Career Ready
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Building knowledge through content-rich nonfiction texts

Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING
UNDERSTANDING
PROVIDES
Vocabulary
TEACHER
Academic

SIMPLE

Intra-molecular Force(s) (bonds Substance

between atoms) Boiling Point
Inter-molecular Force(s) (bonds Melting Point
between molecules) Molar Mass
Annotation Lewis Dot Structure

SAUSD Common Core Unit Page 76

High School Chemistry MATTER Lesson #5

Hydrogen Bonds Ionic bonds

THE MEANING
FIGURE OUT
STUDENTS
London-Dispersion Forces Covalent bonds
Polar Molecule Attractive Forces
Non-Polar Molecule IMF = Intermolecular forces of
Dipole attraction
Pre-teaching Before the unit
Considerations Students will need to work in groups for this activity and will benefit having a
partner of similar reading ability and skills to foster a functional conversation.
Consider placing your more advanced readers together so they remain challenged.
Pairs can be mixed back up for activities involving groups of four, such as filling in
the Pyramid of IMF
Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent Practice
Methods
Guided Inquiry Reflection
Preparing the Learner: Prior Knowledge, Context, and Motivation:
Day 9
1. Card Sort that includes topics such as boiling and melting points which should
be common knowledge, as well as topics learned earlier in the year in
Chemistry such as molecular formulas and Lewis dot structures.
2. Students will work in groups to sort the strips of data table into a reasonable
order, discussing their reasoning with group members. This card sort is slightly
different in that there is no one correct way of sorting the slips, it functions
more as a platform to get the students to discuss the trends, similarities and
differences in the compounds on the data table. Students will need to justify
their reasoning for sorting.
3. Students interacting with the Card Sort activity may be unsure what they are
looking at. Review the heading to ensure students are familiar with the
Lesson Continuum

vocabulary. They may still be uncomfortable with inter- and intra- molecular
forces
Lesson
Day 10
Open- 1. When students read the article “Who’s the Strongest?” they will need to
ing annotate the article in preparation for the “Collaborative Annotation”
conversation.
2. Help students see that annotations are simply another way of highlighting and
taking notes when reading an article, but more effective because they remind
students what they were thinking when they made a note or put a star next to a
paragraph.
3. Allow students time to ask questions about what the different symbols mean.
4. Have students read the first paragraph independently and use at least 2 of the
symbols.
5. Ask students to share what they marked with their neighbor or to ask for help if
they are still confused.
6. Check students understand how to use the different marks by listening to a few
of their comments and marking them on an overhead. Do an additional
paragraph is the class is still confused.
7. It will be slow at first as students need to refer back to the cart, but will because
an easy task as they learn what each symbol represents.

SAUSD Common Core Unit Page 77

High School Chemistry MATTER Lesson #5

Interacting with text: Day 9 Differentiated

1. Students are analyzing the different cards and discuss Instruction:
the trends, similarities and differences in the English
compounds on the data table. Learners:
2. Students will need to justify their reasoning for sorting. • Students can
read the article
There is no one correct way of sorting the slips.
aloud, in pairs,
3. Students will record their card sort onto the data table or solo.
in the Student Resource Handbook. • Pair Share
Questioning/Engagement/Writing/Checking for Understanding

Day 10 • Cooperative
1. Students will read the article independently “Who is groups
the strongest? Intermolecular Forces” annotating it as •Multiple
they read with the suggested marks (?, *, !, O). opportunities to
Activities/Tasks/ Strategies/Technology/

2. Students will then discuss the text with their partner, speak
using the Collaborative Annotation Chart as a tool to
guide their discussions on what they marked in the text, Special Needs:
with a comment/ question/ response, along with their • Peer grouping
Lesson Continuum

for immediate
partners comment/ question/ response to their
support
comment. • Teacher
3. These questions can be submitted for a grade or proximity for
finished as homework if incomplete. feedback and
guidance
Extending Understanding: Day 10 • Students can
1. Students will take information gained in article and read the article
card sort and sort knowledge into the pyramid graphic aloud, in pairs,
organizer. or solo.
2. They will apply knowledge to compare and contrast the
strength of the forces between two different compounds • Provide article
the day before
and explaining what influence intermolecular forces
have on determining if a substance is a gas at room Accelerated
temperature. Learners:
3. Students will need to look back at their Card Sort Table • Independent
and Article in order to completely fill out the pyramid reading
graphic organizer. •Opportunity to
4. As a class or in teams, have students answer the two explain topic/
summary questions. Remind students to paraphrase and reasoning/
use their own words when they write, rather than thoughts with
copying down phrases from the text. equally high-
level readers.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 78

High School Chemistry – MATTER CUT APART THE HORIZONTAL ROWS Day 9 5.1
PLACE IN ENVELOPE. 1 PER TEAM

Substance Formula Melting Boiling Molar Intra-molecular Inter-molecular Force(s) Lewis Dot Structure
Point (˚C) Point (˚C) Mass Force(s) (bonds (bonds between molecules)
between atoms)
Sodium
NaCl 800 1,413 58.5 Ionic Ionic
Chloride
Magnesium
Fluoride
MgF 2 1,248 2,260 62 Ionic Ionic

Potassium
KI 681 1,330 166 Ionic Ionic
Iodide

Methane CH 4 - 183 - 162 16 Covalent London Dispersion

Hydrogen (dipole-
Water H2O 0 100 18 Covalent
dipole)
Hydrogen Hydrogen (dipole-
Fluoride
HF - 83 19 20 Covalent
dipole)

Methanol CH 3 OH - 98 65 32 Covalent Dipole-dipole

Hydrochloric
HCl - 144 - 85 36.5 Covalent Dipole-dipole
Acid

Acetic Acid CH 3 COOH 16 118 60 Covalent Dipole-dipole

Benzene C 6 H6 5 80 78 Covalent London dispersion

Naphthalene C 10 H 8 80 218 128 Covalent London dispersion

Adapted by SAUSD from Prentice Hall, AP Chemistry, The Central Science

Page 79
High School Chemistry – MATTER Day 9 5.1
Directions: After arranging your Sort Cards and checking your work with the teacher, carefully fill in the Table below
Melting Intra-molecular Inter-molecular
Boiling Molar Lewis Dot
Substance Formula Point Force(s) (bonds Force(s) (bonds
Point (˚C) Mass Structure
(˚C) between atoms) between molecules)

Page 80
High School Chemistry – MATTER Day 9 5.2

Name ____________________________________

Card Sort Analysis Questions

Directions: With your group, look at the Card Sort Table you created and answer the questions below to
explain your thinking. Be specific with each of your responses.

1. Explain how did you sort your table? Which columns were the main characteristics in
determining order? Why did you use these characteristics?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which compound is a liquid for the narrowest range of temperatures?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Find two compounds in the table with similar molar masses. Compare their melting
points. Which of the characteristics listed appears to correlate with the differences in
melting point?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Compare the covalent compounds with the ionic compounds and make a generalization
about structure and melting point.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Compare the characteristics of methane, benzene, and naphthalene. What factor
seems to be responsible for the differences in melting?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________________________________________

Page 81
High School Chemistry – MATTER Day 9 5.2a

Name ____________________________________

TEACHER: Card Sort Analysis Questions

REMINDER: Make sure resource 5.1 is cut apart BEFORE students are given the strips.

Directions: With your group, look at the Card Sort Table you created and answer the questions below to
explain your thinking. Be specific with each of your responses.

1. Explain how you sorted your table? Which columns were the main characteristics in determining
order? Why did you use these characteristics?
• Sorted by melting point or boiling point. Sorted by bond type. Sorted by molar mass.
There is no correct answer. The goal is to observe and justify.
• Reasons will vary for which characteristics were used to determine order. Students may
cite arranging substances from high to low temperatures or lightest to heaviest. Students
may use multiple categories to sort.
2. Which compound is a liquid for the narrowest range of temperatures?
• Focus is seeing that a compound is a liquid after it melts but before it boils.
• Hydrochloric Acid is only a liquid for 59 degrees (all of which are subzero)
3. Find two compounds in the table with similar molar masses. Compare their melting points. Which
of the characteristics listed appears to correlate with the differences in melting point?
• Sodium Chloride & Magnesium Fluoride. Melting point differs by 613 degrees. Both
ionic bonds.
• Methane & Water & Hydrogen Fluoride. Melting points range by 183 degrees. All
covalent bonds. Hydrogen bonds/London Dispersion bonds
• Methanol & Hydrochloric Acid. Melting points only differ by 46 degrees. Covalent
bonds and both dipole-dipole.
4. Compare the covalent compounds with the ionic compounds and make a generalization about
structure and melting point.
• More covalent compounds than ionic. All covalent have hydrogen. All covalent have two
non-metals. Covalent bonds have multiple kinds of inter-molecular forces. Melting points
are lower. Highest melting point is 80°C and that’s for Naphthalene which is much larger
than all the other compounds.
• Not as many ionic compounds. No hydrogen in them. Electrons are moving. All inter-
molecular forces are ionic. Melting points are much higher.

5. Compare the characteristics of methane, benzene, and naphthalene. What factor seems to be
responsible for the differences in melting?
Methane= -98°C
Benzene= 5°C
Naphthalene= 80°C
The larger the compound or the more carbon or the more double bonds the higher
the temperature.
NOTE: Remind students the :: is a double bond

Page 82
High School Chemistry – MATTER Day 9 5.3

Who is the Strongest?

Intermolecular Forces of Attraction

Directions: As you read this article, use the annotation

chart below to mark up text. Be sure to read the
information provided in the figures as well as the main
body text.

Symbol/ Comment/ Question/ Response

Section
?  Questions I have
 Wonderings I have
 Confusing parts for me
*  Key ideas expressed
 Author’s main points
!  Surprising details/claims
 Emotional response
O  Ideas/sections you connect with
 What this reminds you of

Solids, Liquids, and Gases

In solids, such as ice, the particles are not able to move around much because they have a fairly strong
attraction for one another. When energy is added to the ice, the heat energy becomes kinetic energy and
overcomes or “breaks” some of the intermolecular forces of attraction. These intermolecular forces are
electrical in nature, meaning they are related to the number and position of electrons. Intermolecular
forces are weaker than either ionic or covalent bonds but we should not underestimate the importance of
these forces.

Figure 1. Intermolecular forces are not changed by phase

changes from solid to liquid to gas. In gases the
molecules are moving too fast for the intermolecular
forces to have any effect, so it is almost like they do not
exist. But in solids, the particles are slowed enough for the
intermolecular forces of attraction to exert their effect and
draw the molecules close together.

The strength of these attractive forces are responsible for determining if a compound is a gas, liquid, or a
solid at room temperature. The more tightly they cling to each other, the more compressed the molecules
in the compound. The most tightly attracted particles are found in solids and the compounds with the
weakest attractions between molecules are in a gas.

Intermolecular Forces of Attraction in Non-polar Molecules

Nonpolar molecules, such as the halogens (F2, Cl2, Br2), oxygen (O2), nitrogen (N2), carbon dioxide
(CO2), and methane (CH4) have shapes and bonds that are symmetrical (Fig. 2). The electrons of these
molecules are distributed evenly so that there is no permanent electrical charge anywhere on the
molecule, and the intermolecular forces are small. The balanced and symmetrical shapes of nonpolar
molecules cause them to have very little attraction to each other. Small, nonpolar molecules tend to be
gases or liquids with low boiling points.

Adapted by SAUSD from Prentice Hall, Chemistry. Comic by Nick D Kim (nearingzero.com)
Page 83
High School Chemistry – MATTER Day 9 5.3

www.school-for-champions.com/chemistry/polar_molecules.htm
Figure 2. If you drew a line through the
middle of this CO2 molecule, both sides
would be identical, including the
location of the electrons. Because
electrons are balanced, neither side of
the molecule is more negative than the
other side. Overall, a non-polar molecule
is neutral (has no charge).
www.school-for-champions.com/chemistry/polar_molecules.htm

When there are larger sized nonpolar molecules, such as a hydrocarbon found in gasoline, octane (C8H18),
the attractive forces between molecules begins to increase (Fig. 3). Larger molecules have more electrons.
When there are more electrons, which are in constant motion, there is more chance that they may be
distributed unevenly, causing one part of the molecule to briefly have a greater number of electrons.
Because the electron distribution is uneven, there is a temporary partial negative charge, with one part of
the molecule having an abundance of electrons and another part having a deficiency in electrons. This
makes the molecule temporarily polar (having two poles) and can trigger the formation of more dipole
molecules

Figure 3. Octane’s larger

structure has many more
electrons. The Lewis Dot
Diagram (right) does not
accurately show that the electrons
are constantly moving around the
hydrogen and carbon atoms.
http://www.green-planet-solar-energy.com/what-is-octane.html

These attractive forces, called London dispersion forces, are much weaker than ionic or covalent bonds
which hold atoms together by sharing or giving up electrons. When larger molecules have London
dispersion forces, the molecules are more difficult to separate, which is what happens when a substance
boils. Because of this, larger molecules tend to have higher boiling points and can be liquids or solids at
room temperature. They simply require more energy (heat) to break apart the London dispersion forces
holding the molecules together.

Intermolecular Forces of Attraction in Polar Molecules

Not all molecules share electrons equally like covalent bonds. Polar molecules have permanent, separated
charges as a result of their shape and the types of atoms in the molecule. Some atoms, particularly
oxygen, nitrogen, and fluorine, have a greater tendency to pull the electrons of a covalent bond toward
themselves when bonded to different elements. This property is called electronegativity and is one of the
trends on the periodic table. In water, oxygen has a stronger pull on the electrons than hydrogen, so the
oxygen portion of the atom is slightly negative while the hydrogen ends are slightly positive (Fig. 4).

Figure 4. Oxygen wants the electrons to complete

its octet shell and pulls strongly on each
hydrogen’s electron. The electrons are closer to
oxygen than they are to the hydrogen atoms,
giving the oxygen end of water a slightly negative
charge. The hydrogen ends, therefore, are slightly
positive in charge.

Adapted by SAUSD from Prentice Hall, Chemistry. Comic by Nick D Kim (nearingzero.com)
Page 84
High School Chemistry – MATTER Day 9 5.3

The positive hydrogen atoms are attracted to the negative oxygen atoms of nearby water molecules and
form hydrogen bonds. While hydrogen bonds are not real bonds, they are importance intermolecular
forces. In terms of strength, they are much weaker than ionic bonds, and located between covalent bonds
and the weak London dispersion forces.

Figure 5. Because of the slight charges on either

end of a single water molecule, and the fact that
“opposites attract,” additional water molecules
are attracted. They are held together using
hydrogen bonds. Take note that the water
molecules are arranged so the hydrogen atom of
one water molecule orients itself to face an
oxygen atom of another water molecule.

You observed the cumulative power of

hydrogen bonds when you completed the Penny
Drop Lab and were able to fit many water drops
onto a single penny.
http://schoolworkhelper.net/unique-properties-of-water/.

The strong attractions between water molecules cause the water to pull together into small drops rather
than spread out over the surface of your car’s windshield. Surface tension, the attraction of water
molecules to other water molecules, allowed us to fit 20, 30 or even 50 drops of water on the surface of
one penny.

This and many of the other unique properties of water are

a result of hydrogen bonding. A water molecule has only 3
atoms with a low molar mass of 18amu, but has a
relatively high freezing point of 0ºC and high boiling point
of 100ºC. A similarly sized nonpolar compound, methane,
CH4, has a boiling point of -161ºC. This is because
it is much easier to pull the molecules of methane apart as
it lacks hydrogen bonds.
www.onlypositive.net

When there is a strong attraction between molecules, the substances are

probably liquids or solids at room temperatures, and inversely, when
there are weaker attractive forces, the substances are probably gases at
room temperature.

Adapted by SAUSD from Prentice Hall, Chemistry. Comic by Nick D Kim (nearingzero.com)
Page 85
This page was intentionally left blank.

Page 86
High School Chemistry – MATTER Day 9 5.4

Who is the Strongest? Intermolecular Forces

Collaborative Annotation Chart

Directions: After you have read and annotated the article, discuss the various comments and marks you
and your partner made. You will need to record the comments you made on the article as well as your
partners responses in the table below. Use the “sample language support” to get your discussion flowing.

Symbol/ Comment/ Question/ Response Sample Language Support

Section
?  Questions I have  The statement, “…” is confusing to me because…
 Wonderings I have  I am unclear about the following sentence(s)
 Confusing parts for me  I don’t understand what s/he means when s/he states…
*  Key ideas expressed  One significant idea in this text is…
 Author’s main points  The author is trying to convey…
!  Surprising details/claims  I was surprised to read that…
 Emotional response  How can anyone claim that…
O  Ideas/sections you connect with  This section reminded me of…
 What this reminds you of  This connects with my experience in that…

Symbol/ Comment/ Question/ Response Partner’s Comment/ Question/

Section Response

Adapted by SAUSD for Common Core from Sonja Munèvar Gagnon’s QTEL Strategies
Page 87
This page was intentionally left blank.

Page 88
High School Chemistry – MATTER Day 9 5.5

Name ______________________________
Pyramid of Intermolecular Forces

Directions: Label the pyramid by

placing the appropriate IMF into Strongest
the appropriate level:
• London Dispersion
• Ionic/Covalent Bond
• Hydrogen Bonding

Include examples of molecules

from the Card Sort at each level as
well as other key details about
each type of IMF.

Weakest

Summary:
What influence do Intermolecular forces have on determining if a substance is a gas at room
temperature (review Card Sort Table if needed)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Compare and contrast the intermolecular forces between benzene and water (3 sentences
minimum).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 89
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Page 90
High School Chemistry-MATTER Lesson #6

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 11 & 12 Grade Level/Course: Duration: 2 class periods
Lesson: 6 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Enduring Understandings: Substances with different bulk properties undergo phase
transformations that result in changes to the attractive forcers between the particles
Essential Question:
1. How do intermolecular forces between particles explain the bulk properties of substances?

2. How does a change in temperature correlate with microscopic changes of the kinetic energy
and the strength of the intermolecular force between water molecules, and to the overall
macroscopic observation of phase changes?

3. How does the addition of a solute (NaCl) affect the intermolecular forces between water
molecules and consequently, the freezing point of a pure solvent (H 2 O)?

Content Standards:
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.
HS-PS1-3 Plan and conduct an investigation individually and collaboratively to
produce data to serve as the basis for evidence, and in the design: decide on types,
how much, and accuracy of data needed to produce reliable measurements and
consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.3 Follow precisely a complex multistep procedure when carrying
out experiments, taking measurements, or performing technical tasks; analyze
Common the specific results based on explanations in the text.
Core and RST.9-10.6 Analyze the author’s purpose in providing an explanation,
Content describing a procedure, or discussing an experiment in a text, identifying
Standards important issues that remain unresolved.
RST.9-10.8 Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating
or challenging conclusions with other sources of information.
Writing Standards for Literacy in Science and Technical Subjects:
WHST.9-10.1Write arguments focused on discipline-specific content.
WHST.9-10.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
WHST.9-10.9 Draw evidence from informational texts to support analysis,
reflection, and research.
Speaking and Listening Standards (ELA):
SL.9-10.1Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on

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High School Chemistry-MATTER Lesson #6

grades 10-12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
SL.9-10.4 Present information, findings, and supporting evidence, conveying
a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
Teacher Guide: 6.1“Let’s Chill” Lab
Student Guide: 6.1 “Let’s Chill” Lab
Teacher Resource: 6.2 Myth Busters Cooling a Soda Video
Teacher Resource: 6.2a The Power of Salt Article/Discussion Questions
Student Resource: 6.2 The Power of Salt /Discussion Questions
Computer Access for Online Simulation: “Why Does Salt Melt
Ice?” http://antoine.frostburg.edu/chem/senese/101/solutions/faq/why-salt-melts-
ice.shtml.

“Let’s Chill” Lab Materials (for a class of 36 with 12 teams of 3 students)

1. 2400 grams (~5.5 lbs) of ice minimum for class of 36 (200 grams per
team)
2. One 2 Liter bottle of soda per class (or individual cans of 12oz cans)
Materials/ 3. 720 grams NaCl minimum (60 grams per team)
Resources/ 4. Tap water
Lesson 5. 6 or 12 Digital balances, 500 gram capacity recommended (1 per team
Preparation or 1 shared by 2 teams)
6. 24 thermometers, preferred range of -20°C to 100°C (2 per team)
7. 24 600-mL or 1000-mL beakers (2 per team)
8. 24 100-mL beakers (2 per team)
9. 12 100-ml graduated cylinder (1 per team)
10. 12 spatulas (1 per team)
11. Refrigerator (required if testing Sample #3)
12. Freezer (required if testing Sample #4
13. Goggles (1 per student)

Content: Language:
Students will be able to conduct an Students will independently write and
investigation to determine how the verbalize an explanation to support
freezing point, a bulk property, of their hypothesis.
water, is affected by the addition of a
Objectives solute, sodium chloride. Students will analyze complex text
and collaborate to discuss responses
Students will be able to hypothesize a to text-dependent questions.
real-world situation using prior
knowledge, conduct an experiment to
collect data, and analyze the data to

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High School Chemistry-MATTER Lesson #6

draw a conclusion that requires them

to compare and contrast their
hypothesis with relevant evidence.

Students will be able to incorporate

their prior learning related to phase
changes and intermolecular forces to
explain how microscopic changes
result in a macroscopic change of
freezing-point depression (a
colligative property).
Depth of Level 1: Recall Level 2: Skill/Concept
Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking
Demonstrating independence Building strong
content knowledge
College and Responding to varying demands of audience, task, purpose, and
Career Ready discipline
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Building knowledge through content-rich nonfiction texts
Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
TEACHER PROVIDES

KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING

UNDERSTANDING
EXPLANATION

Microscopic changes Lowering

SIMPLE

Macroscopic changes Depression

Ice/salt/water bath
Academic Vocabulary
(Tier II & Tier III)

Initial
Final

Freezing point Solute

FIGURE OUT THE

Colligative properties Solvent

STUDENTS

MEANING

Intermolecular forces of attraction Colligative properties

Boiling point Phase changes
Freezing-point depression Sodium chloride
Kinetic energy
Solution
Hypothesis

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Pre-teaching Day 11
Considerations Before the lab:
1. Check availability of ice.
2. Prepare in a central location (or at student lab benches) the materials
and chemicals needed by students:
a. Glassware
b. Thermometers
c. NaCl (fine or rock)
d. Spatulas
e. Pre-poured, room temperature soda
f. Digital balances
g. Goggles
3. Teacher will group students into teams of three and assign them a lab
station.
4. Computer Access for MythBusters video: “Cooling a 6-pack of Soda”
5. Computer Access for Online Simulation: “Why Does Salt Melt
Ice?” http://antoine.frostburg.edu/chem/senese/101/solutions/faq/why-
salt-melts-ice.shtml
Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent
Methods Practice
Guided Inquiry Reflection
Preparing the Learner (~10 minutes. All times are suggested. Adapt as
needed for your classroom and students)
Prior Knowledge, Context, and Motivation:

Day 11
1. Turn to the page titled “Let’s Chill – An Inquiry Lab to Freezing-Point
Depression.”
Lesson Continuum

Lesson Opening

2. Teacher will read out loud as students read along, the prompt to
the Hypothesis. Model the setup of a hypothesis
3. Students will independently take 3 minutes to complete the TASK to
the Hypothesis.
4. To their seat partner, students take turns to share their ordering and read
their explanation.
5. Teacher takes a class poll of which chilling option will require the least
amount of time. Record this (on the board?) as it will be revisited at the
end of the lesson.
6. Teacher will randomly select (name cards are an option) a student to read
the purpose.
7. Teacher reviews procedure, materials/chemicals to be used.
8. Teacher directs students to begin the lab.

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9. Students complete and collect data for Parts I and II Differentiated

(Procedure). Instruction:
TEACHER NOTE REGARDING PART II: If a
refrigerator and/or freezer are unavailable, a cooler may be English
used in place with ice inside. Part II is OPTIONAL, though Learners:
students should have sufficient soda to carry out in lab teams • Peer
or as a whole class. grouping in
labs for
10. Students complete Data Analysis in their lab teams and immediate
reach a consensus about which method was the most support
effective at cooling the soda. Students must justify their • Clarifying
answer with facts. Bookmarks
11. Teacher asks students to identify their conclusion by • Language
moving to a specific corner of the room. Assign each support for
Questioning/Engagement/Writing/Checking for Understanding

corner of the room as one method and have students agreeing and
move to that corner. Remind students it is all about for
THEIR results (if they did something wrong, they don’t disagreeing
get to make up their data and go where they think they • Partner with
Activities/Tasks/ Strategies/Technology/

should go). student of

12. Ask students to talk in their corner group and determine equal reading
how effective the method was (what was the speed
temperature change?). Teacher does not need to confirm • Model for
Lesson Continuum

or negate student conclusion. students

NOTE: If all students end up in the same corner, have them hypothesis
arrange themselves by how well this technique worked with the writing
smallest temperature change on one side of the classroom and
the largest temperature change on the other end of the line. Special Needs:
Students have to analyze their data to do this and discuss • Provide
results. audio
versions of
13. In lab groups or as a whole corner if not too large, ask the articles
students to predict WHY they think that method worked (either record
the best. Give students 3 minutes. the article or
14. Ask for a volunteer or randomly call on someone from someone
each corner to explain as time permits. reads the
15. Have students return to their seats and listen carefully to article to the
segment of MythBuster video (3:13 minutes): “Cooling group)
a Six-Pack of soda” [Time Frame to Show: 4:57 – 8:10].
• Give extra
Purpose of Video Segment: Shows a test of similar chilling time for lab
methods used in the “Let’s Chill” Lab to determine how completion
quickly, and with which chilling method, is best to cool a drink.
• Teacher
proximity for
**NOTE: If time does not permit, step 12-14 can be
immediate
completed on Day 12.
feedback

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Day 12 (50:00) Accelerated

1. Brief class recap of Day 11 results and analysis. Learners:
2. (If any steps were not completed, start with those before • Use the 12
moving forward). Clarifying
3. Teacher directs students to sit together with their lab team. Bookmarks
4. Teacher brings up online simulation, “Why Does Salt Melt instead of 6
Ice?” for discussion: Clarifying
http://antoine.frostburg.edu/chem/senese/101/solutions/faq/why Bookmark
-salt-melts-ice.shtml • Peer
Steps and Discussions with Students: grouping
with equally
5. Click on the link above to bring up the simulation. accelerated
6. Once the site is open, click the “RESET” option in the learners
simulation window. Discuss with students that the • Have student
simulation currently displays molecules of water in the solid explore the
Questioning/Engagement/Writing/Checking for Understanding

and liquid phase at equilibrium at 0°C. simulation at

7. Temperature Increase: Increase temperature to “10°C” by home or
placing the cursor to the left of the “0” and then input “1”. before class
Discuss the increase in temperature is due to heat added and and have the
Activities/Tasks/ Strategies/Technology/

as a result, the increase in kinetic energy of water molecules student lead

increases temperature. In addition, there is a corresponding the
decrease in strength of the intermolecular force between simulation
water molecules. for the class
Lesson Continuum

8. Add Solute: Click “RESET” to return to solid/liquid phase

equilibrium at 0°C. Click “ADD SOLUTE”. Discuss how
addition of solute lowers the number of water molecules
that “re-freeze”. There is an increase in number of water
molecules that melt from solid to liquid and now move with
higher kinetic energy with weaker intermolecular forces of
attraction between molecules. Thus, the temperature must
be lower than 0°C to extract the additional kinetic energy
from liquid water molecules in order for them to “re-
freeze”.

Purpose: A visual simulation of how the kinetic energy and

consequently, the strength of the intermolecular force (H-
bonding) between water molecules are affected by an increase
in temperature and the addition of a solute.

9. First Read of article: Students independently and silently

reads with a pencil “The Power of Salt (NaCl): A Look at
Freezing-Point Depression.”
10. Second Read of article: Students reread independently and
annotate the article with the symbols below and write a
comment/question/or response about what they just read.

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High School Chemistry-MATTER Lesson #6

11. When the students finish reading (at their own pace), partner up
and have a chat using the language support about at least three of
their comments. Students practice paraphrasing each other to
record the conversation rather than writing their response word
for word.
12. Then students take turn in their table teams or lab teams to read
out loud each Discussion Question before discussing and
agreeing on a response. Students independently write a response
to each Discussion Question. Clarifying Bookmarks are used
between students.
13. Teacher’s discretion of method(s) to recap the concept of
colligative properties, freezing-point depression, solute, solvent,
and solution in connection with lab, article, and discussion
questions.
Extending Understanding:
1. Teacher shares with students that over 250 species of fish that
live in the below freezing Antarctic waters have developed
antifreeze in their blood to overcome the problem of ice crystals
forming in their blood.
2. Students apply their prior knowledge and learning from the Let’s
Chill Lab to develop a written explanation of the purpose and
role of antifreeze in the fish’s blood, on a microscopic scale.
Students should think through their answers by Building on and
Challenging Ideas with their partner in conversation before
writing.
• How can we add to this idea of…
• What other ideas or examples relate to this idea?
• What else could support this idea?
• Do you agree?

Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

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Page 98
High School Chemistry -MATTER Day 11 6.1

Name ______________________Lab Partners __________________ & ___________________

Date____________ Period_____
LET’S CHILL
An Inquiry Lab to Freezing-Point Depression
TEACHER NOTES (DAY 11)

1. Check for availability of ice (crushed recommended) for Day 11.

2. Assign students in lab teams specific responsibilities/roles for lab, for example:
a. Getting goggles and returning them getting ice, serving as time keeper and thermometer
holder, data and observations recorder, task manager
b. Getting glassware (if not at lab bench), cleaning them and returning them, cleaning off lab
bench

3. Part II (Procedure): Substitute “soda in ice cooler” for “soda in freezer” and “soda in
refrigerator” if a freezer and/or refrigerator is unavailable.

4. Recommend completing through Data Analysis including lab team share-out to class of their Data
Analysis.

5. If time permits after Data Analysis share-out, show segment of MythBuster video (3:13 minutes):
“Cooling a Six-Pack of Soda” [Time Frame to Show: 4:57 – 8:10].
Purpose of Video Segment: Shows a test of similar chilling methods used in the “Let’s Chill” Lab
to determine how quickly, and with which chilling method, is best to cool a drink.

Hypothesis
It’s a warm day in the summer and a lone can of soda sits on a shelf in the kitchen cabinet. You’re
wishing for a cold soda and wonder how to chill it as quickly as possible in the least amount of time. You
have four chilling methods listed below.
Your Task: Using your best judgment, number the chilling methods below from one to four (one
represents requiring the least amount of time to chill). Explain and justify your hypothesis.

Chilling Options I think … because …

____ Soda in freezer ___________________________________________________________
____ Soda in refrigerator ___________________________________________________________
____ Soda in an ice/water bath ___________________________________________________________
____ Soda in an ice/salt/water bath ___________________________________________________________
___________________________________________________________
Purpose
(1) Understand and explain how changes in temperature correlate with microscopic changes of the
kinetic energy and the strength of the intermolecular force between water molecules, and to the
overall macroscopic observation of phase changes.
(2) Evaluate changes to the freezing (melting) point of water with the addition of a solute such as
NaCl with explanations correlating with microscopic changes to kinetic energy and
intermolecular forces.
(3) Become familiar with colligative properties, more specifically, freezing-point depression
(lowering) and how it relates to drivers on the road and party hosts chilling drinks.

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High School Chemistry -MATTER Day 11 6.1

Materials/Chemicals
**NOTE: Teacher provided 2000ml of soda/class. The works out to about 150 ml per lab team (assuming
12 lab teams of 3 for 36 student class) with ~200ml for a demo or a spill.
1. Ice, crushed 8. 100-ml beakers (2)
2. 150 ml of soda 9. 100-ml graduated cylinder
3. Solid NaCl (sodium chloride) 10. Spatula
4. Tap water 11. Freezer
5. Digital balance (500 g capacity required) 12. Refrigerator
6. Thermometer (2) 13. Goggles
7. 600-mL or 1000-mL beakers (2)
Procedure
Part I
1. Acquire the materials/chemicals listed above if not already at your lab bench.
2. Ice/Water Bath (1000-ml beaker #1):
A. Use graduated cylinder to measure out 100-ml tap water and pour into 1000-ml beaker.
B. Use digital balance to measure out 100 g of ice into 1000-ml beaker. Swirl the beaker to help
ice squish together.
3. Ice/Salt/Water Bath (1000-ml beaker #2):
A. Use digital balance and a spatula to measure out 60 grams of NaCl into 1000-ml beaker.
B. Use graduated cylinder to measure out 100-ml tap water and pour into 1000-ml beaker.
C. Swirl the beaker to dissolve the NaCl in the tap water to create a salt/water solution.
D. Use digital balance to measure out 100 g of ice into 1000-ml beaker. Swirl the beaker.
4. Use graduated cylinder to measure out 50 mL of soda into two 100-mL beakers.
5. Using separate thermometers, concurrently read the initial temperature (T 0 ) of the soda in both
100-ml beakers. Record your values in the Data Table.
6. At the same time, place each 100-ml beaker of soda into the two different 1000-ml beakers and
begin a countdown of 5 minutes.
7. Observe the 1000-ml beakers of ice/water and of ice/salt/water with the following questions in
mind: What is happening to the ice? What phase change(s) are occurring? Is there evidence of a
change in intermolecular forces between the water molecules in the ice? Record your
observations below.
8. At the end of 5 minutes, read the final temperature (T 5 ) of the soda. Record your values in the
Data Table.
Part II (OPTIONAL)
**NOTE: Every lab group has 50ml of soda left to conduct this experiment.
**NOTE: Could be done as a whole class activity, all students combine soda together to test both
conditions.
1. Use graduated cylinder to measure out 25 mL of soda into two 100-mL beakers.
2. Using separate thermometers, concurrently read the initial temperature (T 0 ) of the soda in both
100-ml beaker. Record your values in the Data Table.
3. At the same time, place one of the 100-ml beakers in the refrigerator and one in the freezer and
begin a countdown of 5 minutes.
4. At the end of 5 minutes, take the samples out of the refrigerator and the freezer and read the final
temperature (T 5 ) of the soda. Record your values in the Data Table.

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High School Chemistry -MATTER Day 11 6.1

Data Table

Sample T 0 (initial T 5 (final

temperature) 0C temperature) 0
C
1. Soda in ice/water bath
2. Soda in ice/salt/water bath
3. Soda in refrigerator (optional)
4. Soda in freezer (optional)

Observations
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Data Analysis
Revisit your hypothesis. How did your hypothesis compare to your results? Which “chilling method”
would you choose to chill your soda? Support your claim using evidence from your data table and
observations. Underline These Key Words: (1) temperature; (2) initial; (3) final; (4) hypothesis; (5)
results; and (6) compare.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Page 102
High School Chemistry -MATTER Day 11 6.2

Name ______________________Lab Partners __________________ & ___________________

Date____________ Period_____
LET’S CHILL
An Inquiry Lab to Freezing-Point Depression
Hypothesis
It’s a warm day in the summer and a lone can of soda sits on a shelf in the kitchen cabinet. You’re
wishing for a cold soda and wonder how to chill it as quickly as possible in the least amount of time. You
have four chilling methods listed below.
Your Task: Using your best judgment, number the chilling methods below from one to four (one
represents requiring the least amount of time to chill). Explain your hypothesis.

Chilling Options ___________________________________________________________

____ Soda in freezer ___________________________________________________________
____ Soda in refrigerator ___________________________________________________________
____ Soda in an ice/water bath ___________________________________________________________
____ Soda in an ice/salt/water bath ___________________________________________________________
___________________________________________________________
Purpose
(1) Understand and explain how changes in temperature correlates with microscopic changes of the
kinetic energy and the strength of the intermolecular force between water molecules, and to the
overall macroscopic observation of phase changes.
(2) Evaluate changes to the freezing (melting) point of water with the addition of a solute such as
NaCl with explanations correlating with microscopic changes to kinetic energy and
intermolecular forces.
(3) Become familiar with colligative properties, more specifically, freezing-point depression
(lowering) and how it relates to drivers of automobiles and party hosts chilling drinks.
Materials/Chemicals
1. Ice, crushed 8. 100-ml beakers (2)
2. 150ml of soda 9. 100-ml graduated cylinder
3. Solid NaCl (sodium chloride) 10. Spatula
4. Tap water 11. Freezer
5. Digital balance (500 g capacity required) 12. Refrigerator
6. Thermometer (2-you may need to share) 13. Goggles
7. 600-mL or 1000-mL beakers (2)
Procedure
Part I
1. Acquire the materials/chemicals listed above if not already at your lab bench.
2. Ice/Water Bath (1000-ml beaker #1):
A. Use graduated cylinder to measure out 100-ml tap water and pour into 1000-ml beaker.
B. Use digital balance to measure out 100 g of ice into 1000-ml beaker. Swirl the beaker.
3. Ice/Salt/Water Bath (1000-ml beaker #2):
A. Use digital balance and a spatula to measure out 60 grams of NaCl into 1000-ml beaker.
B. Use graduated cylinder to measure out 100-ml tap water and pour into 1000-ml beaker.
C. Swirl the beaker to dissolve the NaCl in the tap water to create a salt/water solution.
D. Use digital balance to measure out 100 g of ice into 1000-ml beaker. Swirl the beaker.
4. Use graduated cylinder to measure out 50 mL of soda into two 100-mL beakers.

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High School Chemistry -MATTER Day 11 6.2

5. Using separate thermometers, concurrently read the initial temperature (T 0 ) of the soda in both
100-ml beakers. Record your values in the Data Table.
6. At the same time, place one 100-ml beaker of soda into the 1000-ml beakers and begin a
countdown of 5 minutes.
7. Observe the 1000-ml beakers of ice/water and of ice/salt/water with the following questions in
mind: What is happening to the ice? What phase change(s) are occurring? Is there evidence of a
change in intermolecular forces between the water molecules in the ice? Record your
observations below.
8. At the end of 5 minutes, read the final temperature (T 5 ) of the soda. Record your values in the
Data Table.
Part II (OPTIONAL)
1. Use graduated cylinder to measure out 25 mL of soda into two 100-mL beakers.
2. Using separate thermometers, concurrently read the initial temperature (T 0 ) of the soda in both
100-ml beaker. Record your values in the Data Table.
3. At the same time, place one of the 100-ml beakers in the refrigerator and one in the freezer and
begin a countdown of 5 minutes.
4. At the end of 5 minutes, take the samples out of the refrigerator and the freezer and read the final
temperature (T 5 ) of the soda. Record your values in the Data Table.
Data Table

Sample T 0 (initial temperature) 0C T 5 (final temperature) 0

C
1. Soda in ice/water bath
2. Soda in ice/salt/water bath
3. Soda in refrigerator (optional)
4. Soda in freezer (optional)

Observations
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Data Analysis
Revisit your hypothesis. How did your hypothesis compare to your results? Which “chilling method”
would you choose to chill your soda? Support your claim using evidence from your data table and
observations. Underline These Key Words: (1) temperature; (2) initial; (3) final; (4) hypothesis; (5)
results; and (6) compare.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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High School Chemistry—Matter Day 11 6.1a

Myth Busters: How to cool a Soda

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Page 106
High School Chemistry -MATTER Day 12 6.2

The Power of Salt (NaCl): A Look at Freezing-Point Depression

Water alone, without any substance dissolved in it, is called a pure solvent. Water, with sodium chloride
dissolved in it, is no longer a pure solvent but is now a solution. Solutions are homogeneous mixtures that
contain two or more different substances. The major component is called the solvent, and the minor
component is called the solute. From the lab, the ice/salt/water bath prepared was a solution of 200 grams
total of water (solvent) and 60 grams of NaCl (solute).

One of the physical properties of pure water is a freezing point of 0°C, but solutions with water as the
solvent freeze at lower temperatures below 0°C. The opposite affect is observed for the boiling point.
Pure water has a boiling point of 100°C but once a solute is added to water to form a solution, the boiling
point of the solution is now above 100°C. The lowering of the freezing point and the raising of the
boiling point are physical properties that depend on the quantity of the solute particles added to the pure
solvent but not on the kind or identity of the solute particles. Such properties are called colligative
properties.

A common application of the principles of freezing-point depression and boiling-point elevation is the
coolant in radiators of cars. Ethylene glycol (C2H6O2, antifreeze) is added to the water (coolant) in cars to
lower the freezing point of the water below 0°C and raise the boiling point of water above 100°C. Cars
can thus withstand subfreezing temperatures without freezing up in Minnesota and the engine can operate
at a higher temperature without over-heating in Arizona. Another useful application of the principle of
freezing-point depression is the sprinkling of salt (NaCl) on an icy road or sidewalk to make them safer
for people to drive or walk on them. Adding the salt (NaCl) essentially melts the ice by lowering the
freezing point of water.

How does the addition of a solute (NaCl) to a pure solvent (water)

lower the freezing point of water (ice)?

When water freezes at 0°C the hydrogen bonds give water a rigid
structure (water expands as it freezes) as shown in Figure 1.

Ice (solid water) is typically coated with a thin film of liquid water.
Once salt is sprinkled on the ice, the ice begins to melt to form an
increasing amount of liquid water and essentially, a salt solution is
formed with a lower freezing point of 0°C. The presence of the salt Figure 1 The solid water has a
in the water disrupts the crystalline structure of the ice and interferes definite crystalline structure as a
with the attraction of the hydrogen bonds between the water result of the hydrogen bonding.
molecules. In other words, the salt prevents the melting ice from re-
freezing. As a result, water molecules experience a weaker
attraction to each other and move with a greater amount of kinetic
energy. In order for the liquid water in the salt solution to re-freeze,
the temperature must be lower than 0°C to extract the additional
kinetic energy from these liquid water molecules. The freezing
point of this salt solution is thus lower than the freezing point of
pure water. This difference between the freezing point of a solution
and the freezing point of the pure solvent is referred to as the
freezing-point depression.

Figure 2 Salt melts ice by lowering the

freezing point of the water around the ice.
The ice melts and is unable to re-freeze
except at a much lower temperature.

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High School Chemistry -MATTER Day 12 6.2

Collaborative Annotation Chart

Directions: As you reread independently, annotate the article with the symbols below and write
a comment/question/or response about what you read. When you and your partner are each
finished reading, have a conversation using the language support about at least three of your
comments. As you record your partner’s response, paraphrase in your own words what your
partner said rather than writing their response word for word.
Symbol Comment/Question/Response Sample Language Support
* • Article’s main points • One significant idea in this text is…
• Key ideas expressed • The article is trying to explain that…
• Significant ideas
! • Shocking statements or parts • I was shocked to read that …(further
• Emotional response explanation)
• Surprising details/claims • How part about…made me feel…
Ο • Ideas/sections you connect with • I can connect with what the author said
• Something you have seen in your because…
personal life • This experience connects with my own
• What this reminds you of experience that…

Symbol and Paraphrase your Partner’s

Comment/Question/Response
Paragraph # Comments/Question/Response

Page 108
High School Chemistry -MATTER Day 12 6.2

Discussion Questions related to Let’s Chill Lab

1. Use at least two of the four articles from Lesson 3 (Day 5 and 6) to respond to the following:
a) Explain how the intermolecular force that exists between water molecules in the solid phase
is different in the liquid phase?
• The IMF in liquids is stronger than the IMF found in the gas phase, but it is not strong
enough to lock molecules into place, so liquids take the shape of their container.
• Because solids are held together by IMFs that lock molecules into place, solids have a
rigid structure (3.3a)
• As a solid, ice molecules are in a fixed position that prevents them from moving (3.3d)

b) Why does ice float in liquid water?

• Ice floats because it expands when it freezes, giving it a lower density than water.
• This happens because of how the hydrogen bonds rigidly arrange themselves when
freezing. They form a box arrangement which leaves an open cavity in the middle of the
structure, reducing density of the molecule. Liquid water is much more random in
hydrogen bond arrangement and actually holds the molecules closer together. (3.3a)

2. Using your observation notes from the Heating Curve of Water and article 3.3d, how does a
change in temperature correlate with microscopic changes of the kinetic energy and the strength
of the intermolecular force between water molecules in the solid phase, and to the overall
macroscopic observation of phase changes?

• As temperature increases, kinetic energy increases and molecules move faster. (3.3d)
• The increase in kinetic energy starts to weaken IMFs. (3.3d)
• As molecules move faster, the temperature of a solid starts to increase (3.3d)
• Macroscopically, we saw this because the ice began to melt! (lab)
• Melting is a phase change (lab). We saw this again when the water boiled in another
phase change (lab).
• Melting occurs when there is enough heat to overcome all attractive forces between the
ice molecules.

3. How does the addition of a solute (NaCl) change the kinetic energy and the intermolecular forces
of the water molecules in the solid phase (ice) and prevent the liquid water molecules from “re-
freezing”?
• When salt is added it disrupts the crystalline structure of the ice and this makes it harder
for hydrogen bonds to form (salt is in the way). The salt makes it harder to reform the
hydrogen bonds and prevents it from refreezing as easily (at 0°C). This allows the water
to drop below zero degrees and remain unfrozen.

4. What are colligative properties and how does the knowledge of freezing-point depression
(lowering) benefit drivers of an automobile? Or party hosts trying to chill their drinks for their
guests?
• Colligative properties are physical properties that depend on the amount of the solute
particles added to a pure solvent. It does not matter what kind of solute is added.
• It benefits automobile drivers because salting roads melts ice AND makes it harder for
ice to reform.
• It is helpful for party hosts because it helps get the water temperature below freezing and
cools drinks faster than using just ice which is only at zero degrees. This only works for
closed beverages (Don’t add salt to your soda )

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Page 110
High School Chemistry-MATTER Day 12 6.2

The Power of Salt (NaCl): A Look at Freezing-Point Depression

1. Water alone, without any substance dissolved in it, is called a pure solvent. Water, with sodium
chloride dissolved in it, is no longer a pure solvent but is now a solution. Solutions are homogeneous
mixtures that contain two or more different substances. The major component is called the solvent, and
the minor component is called the solute. From the lab, the ice/salt/water bath prepared was a solution of
200 grams total of water (solvent) and 60 grams of NaCl (solute).

2. One of the physical properties of pure water is a freezing point of 0°C, but solutions with water as the
solvent freeze at lower temperatures below 0°C. The opposite affect is observed for the boiling point.
Pure water has a boiling point of 100°C but once a solute is added to water to form a solution, the boiling
point of the solution is now above 100°C. The lowering of the freezing point and the raising of the
boiling point are physical properties that depend on the quantity of the solute particles added to the pure
solvent but not on the kind or identity of the solute particles. Such properties are called colligative
properties.

3. A common application of the principles of freezing-point depression and boiling-point elevation is the
coolant in radiators of cars. Ethylene glycol (C 2 H 6 O 2 , antifreeze) is added to the water (coolant) in cars
to lower the freezing point of the water below 0°C and raise the boiling point of water above 100°C. Cars
can thus withstand subfreezing temperatures without freezing up in Minnesota and the engine can operate
at a higher temperature without over-heating in Arizona. Another useful application of the principle of
freezing-point depression is the sprinkling of salt (NaCl) on an icy road or sidewalk to make them safer
for people to drive or walk on them. Adding the salt (NaCl) essentially melts the ice by lowering the
freezing point of water.

4. How does the addition of a solute (NaCl) to a pure solvent (water)

lower the freezing point of water (ice)?

5. When water freezes at 0°C the hydrogen bonds give water a rigid
structure (water expands as it freezes) as shown in Figure 1.

6. Ice (solid water) is typically coated with a thin film of liquid

water. Once salt is sprinkled on the ice, the ice begins to melt to
form an increasing amount of liquid water and essentially, a salt
solution is formed with a lower freezing point of 0°C. The presence Figure 1 The solid water has a
of the salt in the water disrupts the crystalline structure of the ice and definite crystalline structure as a
interferes with the attraction of the hydrogen bonds between the result of the hydrogen bonding.
water molecules. In other words, the salt prevents the melting ice
from re-freezing. As a result, water molecules experience a weaker
attraction to each other and move with a greater amount of kinetic
energy. In order for the liquid water in the salt solution to re-freeze,
the temperature must be lower than 0°C to extract the additional
kinetic energy from these liquid water molecules. The freezing point
of this salt solution is thus lower than the freezing point of pure
water. This difference between the freezing point of a solution and
the freezing point of the pure solvent is referred to as the freezing-
point depression.

Figure 2 Salt melts ice by lowering the

freezing point of the water around the ice.
The ice melts and is unable to re-freeze
except at a much lower temperature.

Page 111
High School Chemistry-MATTER Day 12 6.2

Collaborative Annotation Chart

Directions: As you reread independently, annotate the article with the symbols below and write
a comment/question/or response about what you read. When you and your partner are each
finished reading, have a conversation using the language support about at least three of your
comments. As you record your partner’s response, paraphrase in your own words what your
partner said rather than writing their response word for word.
Symbol Comment/Question/Response Sample Language Support
* • Article’s main points • One significant idea in this text is…
• Key ideas expressed • The article is trying to explain that…
• Significant ideas
! • Shocking statements or parts • I was shocked to read that …(further
• Emotional response explanation)
• Surprising details/claims • How part about…made me feel…
Ο • Ideas/sections you connect with • I can connect with what the author said
• Something you have seen in your because…
personal life • This experience connects with my own
• What this reminds you of experience that…

Symbol and Paraphrase your Partner’s

Comment/Question/Response
Paragraph # Comments/Question/Response

Page 112
High School Chemistry-MATTER Day 12 6.2

Discussion Questions related to Let’s Chill Lab

1. Use at least two of the four articles from Lesson 3 (Day 5 and 6) to respond to the following:
a) Explain how the intermolecular force that exists between water molecules in the solid phase
is different in the liquid phase?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

b) Why does ice float in liquid water?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Using your observation notes from the Heating Curve of Water lab and article 3.3d, how does a
change in temperature correlate with microscopic changes of the kinetic energy and the strength
of the intermolecular force between water molecules in the solid phase, and to the
overall macroscopic observation of phase changes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How does the addition of a solute (NaCl) change the kinetic energy and the intermolecular forces
of the water molecules in the solid phase (ice) and prevent the liquid water molecules from “re-
freezing”?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What are colligative properties and how does the knowledge of freezing-point depression
(lowering) benefit drivers of an automobile? Or party hosts trying to chill their drinks for their
guests?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Page 114
High School Chemistry-MATTER Lesson #7

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 13 Grade Level/Course: Duration: 1 day
Lesson: 7 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Enduring Understandings: Substances with different bulk properties undergo phase
transformations that result in changes to the attractive forcers between the particles
Essential Question:
1. How do intermolecular forces between particles explain the bulk properties of substances?
2. How is heat related to temperature and phase changes and the relevance of a heating curve?
3. What is the relationship between intramolecular forces (bonding) and intermolecular forces?

Content Standards:
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.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.10 By the end of grade 10, read and comprehend science/technical
texts in the grades 9–10 text complexity band independently and
proficiently. RST.9-10.2 Determine the central ideas or conclusions of a text;
trace the text’s explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
RST.9-10.10 By the end of grade 10, read and comprehend science/technical
texts in the grades 9–10 text complexity band independently and proficiently.
Common
Writing Standards for Literacy in Science and Technical Subjects:
Core and
WHST.9-10.2f Provide a concluding statement or section that follows from and
Content
supports the information or explanation presented (e.g., articulating
Standards
implications or the significance of the topic).
WHST.9-10.2d Use precise language and domain-specific vocabulary to
manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.
Speaking and Listening Standards (ELA):
SL.9-10.1b Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose,
audience, and task.

SAUSD Common Core Unit Page 115

High School Chemistry-MATTER Lesson #7

Student Resource: Day 1/13-1.1 States of Matter and Forces of Attraction:

Materials/ Extended Anticipatory Guide
Resources/ Student Resource: Day 13-7.1-Card Sort Extension Questions
Lesson
Preparation

Content: Language:
Students will be able to solidify their Students will evidence to support their
knowledge about how IMFs are answers in the extended anticipatory
related to the three phases of matter. guide, summarize information they
have read, and discuss it with their
Objectives Students will be able to find group until a consensus regarding the
supporting information by rereading validity of the information is reached.
previous texts, labs, and activities to
answer the essential questions
regarding this unit on matter.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and
College and discipline
Career Ready
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Building knowledge through content-rich nonfiction texts

Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING
PROVIDES SIMPLE
Academic Vocabulary
(Tier II & Tier III)

EXPLANATION

UNDERSTANDING
TEACHER

This is a review day. Vocabulary

should already have been learned.
Teacher may act to clarify terms that
still cause confusion

SAUSD Common Core Unit Page 116

High School Chemistry-MATTER Lesson #7

IMFs Solid, Liquid, Gas

OUT THE MEANING

STUDENTS FIGURE
Intermolecular vs. intramolecular Condensation
Phase change v.s Temperature Evaporation
change Fusion
Polar vs. Non-Polar Solidification
Hydrogen Bonds Surface Tension
London-Dispersion Forces Cohesion
Ionic Bonds Kinetic energy
Covalent Bonds Heat

Pre-teaching Before the unit:

Considerations This is a review lesson. Depending on the comfort level of your students and
their areas of weakness or strength, you may choose to review specific
questions or skip certain questions as a class.

Be mindful of students who are copying teammates and consider limiting

groups to two students so everyone is involved in looking up all of the answers.
Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent
Methods Practice
Guided Inquiry Reflection
Preparing the Learner
1. This lesson is intended to help students answer questions by going back to
Lesson the text to find the answers.
Open- 2. Resist the urge to tell students where the answers are, but ensure that
ing everyone has his or her student handbook.
3. Ensure that every student has his or her handbook for this lesson as well as
any additional resources used during this unit
Interacting with the concept/text:
Questioning/Engagement/Writing/Checking
Lesson Continuum
Activities/Tasks/ Strategies/Technology/

General Review Activity (Limit time to 15 minutes MAX)

1. Students begin by taking 2 minutes to review their student handbook,
looking at the lessons, articles, activities, and labs from the past 12 days.
2. Students then take 5 minutes to write down 10 different water-related
for Understanding

concepts learned. The use of new academic vocabulary and language

should be use. Complete sentences are not required
3. When completed, have students pair up with someone in the classroom.
Does not need to be their elbow partner.
4. The youngest student shares everything on their list while the second
student listens for anything not on their list. These items should be added
to their list. Students switch roles.
5. If students have all of the same ideas (or similar ideas), together they must
come up with two NEW concepts together.

SAUSD Common Core Unit Page 117

High School Chemistry-MATTER Lesson #7

6. When both students have shared, they should discuss Differentiated

what they think were the most important properties of Instruction:
water and write 3-4 sentences to answer and justify this.
*There is no correct answer to this question, but students should Students who
provide justification for why a specific fact is the “most” Need
important fact about water* Additional
Support
Focused Review Activity (40 minutes) •Peer grouping
7. Students will be completing Day 13 of the Extended to provide
Anticipatory Guide by finding supporting pieces of immediate
information throughout the previous texts, labs, and feedback
activities they have completed. •Multiple
Questioning/Engagement/Writing/Checking for Understanding

8. Give students sufficient time to look back through the opportunities to

text, and remind students that they need to agree with speak
their teammates on the evidence they choose before Teacher
writing it down. proximity for
Activities/Tasks/ Strategies/Technology/

9. Every student should work to find supporting evidence immediate

for each question, rather than dividing the questions feedback.
among a group. To help ensure this, keep groups small •Students
so collaborative work is easier. determine
Lesson Continuum

10. Require students to translate the writing into their own working pace.
words, rather than copying the text directly. •Can be easily
completed at
Extending Understanding: home without
**If there is extra time in class or to be assigned as a homework modifications
assignment or extra credit assignment** •Teacher can
1. Have students in pairs of two create a quiz consisting of limit resources
five essential concepts covered on one specific day of student uses to
this unit. Assign topics to student teams so topics are complete the
only repeated 2 times. E.A.Guide
a. IMFs
b. Intermolecular vs. Intramolecular Accelerated
c. Water’s properties Learners:
d. Surface Tension and Cohesion • Multiple
e. Solid opportunities to
f. Liquids speak and share
g. Gases thoughts/ideas/
h. Solids vs. liquids vs. gases questions
2. Have students self-assess which topics are their weaker •Self-
topics and then have them work to answer those topic’s determined
questions. pace
a. Additional copies of the questions could be made • Grouping
or posted on the teacher’s website for students to with equal
answer at home as another way to study for the ability students
final assessment.

SAUSD Common Core Unit Page 118

High School Chemistry-MATTER Lesson #7

Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 119

This page was intentionally left blank.

Page 120
High School Chemistry – MATTER Day 13 7.1

Quick Write: “Water – What I Now Know”

TASK #1: Review the lessons, articles, activities, labs, etc. from the past 12 days (six lessons).
You ONLY have TWO minutes. READY, SET, GO!!
TASK #2: TOP TEN - Recall and write down ten different water-related concepts that demonstrates the
learning that you have accomplished in the six lessons. Refer back to the resources if needed. Complete
sentences are not required. Use all the NEW academic vocabulary/language that you have learned.
You ONLY have FIVE minutes. GO!
1. _________________________________________________________________________________
_________________________________________________________________________________
2. _________________________________________________________________________________
_________________________________________________________________________________
3. _________________________________________________________________________________
_________________________________________________________________________________
4. _________________________________________________________________________________
_________________________________________________________________________________
5. _________________________________________________________________________________
_________________________________________________________________________________
6. _________________________________________________________________________________
_________________________________________________________________________________
7. _________________________________________________________________________________
_________________________________________________________________________________
8. _________________________________________________________________________________
_________________________________________________________________________________
9. _________________________________________________________________________________
_________________________________________________________________________________
10. _________________________________________________________________________________
_________________________________________________________________________________

TASK #3: Find your partner and sit together ASAP. Youngest person reads their list first. If you are
listening, listen for a concept that you do not have on your list. Add this concept to your TOP TEN if you
do not have ten; otherwise, add the concept below. Ask your partner to re-read the concept if needed.
Switch roles. IF you and your partner have 10 concepts that are very similar, then together you will
come up with 2 NEW concepts. Take the challenge!
You ONLY have FIVE minutes! GO!
1. _________________________________________________________________________________
_________________________________________________________________________________
2. _________________________________________________________________________________
_________________________________________________________________________________

TASK #4: You and your partner must decide which water-related concepts were the most important,
intriguing, or fascinating. Three complete sentences are required. Provide justification for your choices.
You ONLY have THREE minutes! GO!
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Page 122
High School Chemistry-MATTER Lesson #8

SAUSD Common Core Lesson Planner Teacher:

Unit: Matter
Day: 14 & 15 Grade Level/Course: Duration: 2 days
Lesson: 8 High School Chemistry Date:

Big Idea: Forces attract, hold together, or repel.

Enduring Understandings: Substances with different bulk properties undergo phase transformations that
result in changes to the attractive forcers between the particles
Essential Question:
1. How do intermolecular forces between particles explain the bulk properties of substances?
2. How is heat related to temperature and phase changes and the relevance of a heating curve?
3. What is the relationship between intramolecular forces (bonding) and intermolecular forces?

Content Standards:
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.
Reading Standards for Literacy in Science and Technical Subjects:
RST.9-10.7 Translate quantitative or technical information expressed in words
in a text into visual form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an equation) into words.
RST.9-10.3 Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks, attending to
special cases or exceptions defined in the text.
Writing Standards for Literacy in Science and Technical Subjects:
WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and
Common evidence for each while pointing out the strengths and limitations of both
Core and claim(s) and counterclaims in a discipline-appropriate form and in a manner
Content that anticipates the audience’s knowledge level and concerns.
Standards WHST.9-10.2f Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Speaking and Listening Standards (ELA):
SL.9-10.1b Work with peers to set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose,
audience, and task.

SAUSD Common Core Unit Page 123

High School Chemistry-MATTER Lesson #8

Teacher Resource: 8.1 – Team Assessment “Heating Curve of Ethanol”

Materials/ Teacher Resource: 8.2 – Team Assessment Key --“Heating Curve of Ethanol”
Resources/ Teacher Resource: 8.3 – Individual Assessment
Lesson
Preparation

Content: Language:
Students will be able to synthesize a Students will analyze complex text
number of topics learned over the past 13 and translate it into a well-organized
Objectives
days and apply them to a real world graph and short answer questions.
situation.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and
College and discipline
Career Ready
Skills Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Building knowledge through content-rich nonfiction texts

Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING
UNDERSTANDING
PROVIDES
TEACHER

SIMPLE
Academic Vocabulary

This is an assessment day. Students

(Tier II & Tier III)

should have a strong understanding

of all unit-related vocabulary terms.

Compare and contrast

STUDENTS

OUT THE
FIGURE

Elevated
Depressed

SAUSD Common Core Unit Page 124

High School Chemistry-MATTER Lesson #8

Pre-teaching Before the unit:

Considerations • The team assessment is designed to be a “Closed Book” assessment.
• The individual assessment, however, is designed to be an “Open Book”
assessment, referring to the student resource handbook. You may choose
to disclose this to students or not or only allow use of certain activities.
• If you inform students the assessment is “Open Book,” remind them that
they will run out of time trying to complete the assessment if they need
to look up every answer.
• You may choose to give the whole assessment or to modify it on the
electronic copy. This resource is not included in the Student Resource
Handbook and copies will need to be made for each class.
Lesson Delivery
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent
Methods Practice
Guided Inquiry Reflection
Preparing the Learner
• Carefully consider the groupings you place students in for the team
assessment. Grouping by grade in the class or previous assessment
might be a good way to ensure teams are equal in skill/ability.
Lesson • If students are unfamiliar with team-assessments, you might consider
Open-ing the following set up for the assessment.
o -All students within a team must complete every question or
short answer on their own test paper.
o -When everyone is done, the team staples all of their tests
together and the teacher grades one test out of every pile. Any
blank answer is zero for the team.
Lesson Continuum

Interacting with the concept/text: Differentiated

Day 14: Team Test (Closed Book) Instruction:
1. Students should read the instructions and background
information very carefully when completing this Students Who
portion of the assessment. Need Additional
Activities 2. After completing the graphing activity and labeling of Support
Tasks
Strategies
the graph, students should work together to construct a • Group work for
Tech response to the short answer questions. peer support
Questioning • Extended time
Engagement Day 15: Individual Test (Designed to be completed with • Using the
Writing use of Student Resource Handbook)
Checking resource room
for Under-
1. Students will complete the short answer questions, the to take
standing fill in the blank questions as well as the text passage. assessment
2. If the teacher chooses, the students may use the Student • Use of student
Resource Handbook. The goal of allowing use of the resource
handbook is to encourage students to read and re-read handbook
the text and to promote the highest quality of answers.

SAUSD Common Core Unit Page 125

High School Chemistry-MATTER Lesson #8

Extending Understanding: • Assessment

given ahead of
1. When the assessments are graded and returned to time to pre-
Questioning/Engagement/Writing/Checking for students, require all students to complete test read or work
Activities/Tasks/ Strategies/Technology/

corrections for every question that was incorrect. through with

Require students to include an explanation of their case manager
corrected information as well as a reference to the • Teacher
Lesson Continuum

activity, article, or lab they used to find the correct proximity for
Understanding

answer. immediate
2. Students might work in teams to correct the team support
portion of the test and individually to do the solo
part of the test. Accelerated
Learners:

• Like-ability
grouping to
challenge
students
• Individually
paced work

Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

SAUSD Common Core Unit Page 126

 HS Chemistry Day 14 8.1

Names: __________________
Teammates Names: _________________, ____________________, __________________

Create a Heating Curve: The Team Assessment

Directions: Graph the heating curve of Ethanol using the information given below. Check off each box as you
add the additional information to your graph so that nothing is missed. Each teammate MUST complete his or
her own graph.
Background Information: Boiling point of ethanol is 60°C. Ethanol’s starting temperature is -120°C. The melting
point of ethanol is -105°C.
After 2 minutes, freezing cold ethanol starts to melt. It takes 2 minutes to melt completely.
After 8 more minutes it begins to boil. It boils for 6 minutes.
Heat is added for 2 more minutes until ethanol reaches 80°C.
Label “Fusion” where this takes place
Label “Phase Change” everywhere a phase change occurs
Indicate where ethanol is only a SOLID (S), only a LIQUID (l), and only a GAS (g).
Of these three phases, label which phase has the: Weakest Intermolecular Forces of Attraction
(IMF), Strongest IMF, Medium IMF

80
Heating Curve of Ethanol
70 Phase Change
60

50
40
30

20
10

0
-10
Temperature °C

-20

-30
-40

-50
-60

-70
-80
-90

-100

-110
Fusion. Phase Change
-120

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Heat is Added (Time in minutes)

Page 127
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Page 128
 HS Chemistry Day 14 8.2

Names: __________________
Teammates Names: _________________, ____________________, __________________

Create a Heating Curve: The Team Assessment

Directions: Graph the heating curve of Ethanol using the information given below. Check off each box as you
add the additional information to your graph so that nothing is missed. Each teammate MUST complete his or
her own worksheet.
Background Information: Boiling point of ethanol is 60°C. Ethanol’s starting temperature is -120°C. The melting
point of ethanol is -105°C.
After 2 minutes, freezing cold ethanol starts to melt. It takes 2 minutes to melt completely.
After 8 more minutes it begins to boil. It boils for 6 minutes.
Heat is added for 2 more minutes until ethanol reaches 80°C.
Label “Fusion” where this takes place
Label “Phase Change” everywhere a phase change occurs
Indicate where ethanol is only a SOLID (S), only a LIQUID (l), and only a GAS (g).
Of these three phases, label which phase has the:
Weakest Intermolecular Forces of Attraction (IMF), Strongest IMF, Medium IMF

80
Heating Curve of Ethanol

70
60

50
40
30

20
10

0
-10
-20
Temperature °C

-30
-40

-50
-60

-70
-80
-90

-100

-110
-120
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Heat is Added (Time in minutes)

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HS Chemistry Day 14 8.2

Short Answer: Intermolecular forces are continually weakened when heat is added to a
substance. Compare and contrast what happens during a phase change versus a temperature
change. Reference the heating curve of ethanol to explain your answer.

As a team, brainstorm an answer for the question below and then construct your response. Each
team member must complete the short answer question or the whole team will receive a zero for
the question.

Brainstorming Space:

Answer:

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High School Chemistry—MATTER Day 15 8.3a

Name ___________________________________ Date__________ Period___________

Individual Assessment
Short Answer: Provide a clear and concise explanation for each of the questions below.

Substance Melting Point Boiling Point

Methane (CH4) - 183 °C - 162 °C
Water (H2O) 0 °C 100 °C
1. Identify the intermolecular force(s) present in methane and in water based on the table
above.
• IMF in water is hydrogen bonding. Intramolecularly bonded by covalent bonds. IMF in methane is
London Dispersions. Intramolecularly methane has covalent bonds.

2. Based on the given melting and boiling points in the table above, infer the strengths of
the substances by comparing and contrasting their intermolecular forces. Use data from the table
to support your logic and answer.
• The IMF in water is much stronger than in methane. This can be inferred by the
lower melting and boiling point of methane. The lower boiling point means it requires
less energy to break apart the bonds holding together the molecules in methane than
in water.
3. Explain how hydrogen bonds create surface tension in water. Discuss polarity. Include
relevant observations from the penny drop lab.
• Hydrogen bonds create surface tension by creating an interlocking web of water
molecules all bonded together with hydrogen bonds. Hydrogen bonds form like this
because water is a polar molecule with one end being slightly positively charged and
the other end being slightly negative. This polarity of water means water molecules
are attracted to each other. Surface tension is what held together the water droplets
on top of the penny. Without hydrogen bonds, only a few drops would have remained
on top of the penny. With hydrogen bonds holding all of the water molecules
together, students are able to get ~30 drops of water to stick onto of a penny.

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 High School Chemistry—MATTER Day 15 8.3a

Graph Analysis:

4. What phase(s) exist at each of the numbered sections above?

Point 1. _____Gas
Point 2. ______Liquid/Gas
Point 3. ______Liquid
Point 4. ______Solid/Liquid

5. At what temperature is this substance condensing? ___60 degrees

6. At what temperature is this substance freezing? ________20 degrees
7. At which numbered section(s) is/are phase changes occurring? ___2 and 4
8. At which numbered section(s) is/are the kinetic energy of the molecules the greatest? ____1
9. Relate your answer to #8 to the associated intermolecular force of attraction.
• In section 1, intermolecular forces of attraction are at their lowest because the IMFs have
been weakened until they broke apart allowing the substance to become a gas in section 1.
10. Evaluate the change in temperature from point A to E with regards to heat.
• Heat is lost as the substance cools off from Point A to E (exothermic)
11. From point A to E, the intermolecular forces of attraction and the kinetic energy of the substance are
changing. Discuss these two changes, comparing each at Point A and Point E on the graph.
• At Point A the kinetic energy is much higher than at Point E. You can tell because of
the relative temperature.
• At point A the intermolecular forces have been overcome by the increase in kinetic
energy (that’s what let the substance become a gas). At point E the IMF are very
strong, holding the substance in a rigid form (solid).
12. Draw in the missing section of this heating curve on the graph and label the phase that best fits. Using
the terms temperature and heat, justify (prove) your chosen phase.
• Should extend below Letter E to represent the solid phase.

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High School Chemistry—MATTER Day 15 8.3a

13. You are in a competition to make hot chocolate as quickly as possible. Which order of operation is
best? Heat the milk alone and then add the bar of chocolate OR add the bar of chocolate to the milk
and then heat together? Apply your knowledge from the “Let’s Chill” lab and “The Power of Salt
(NaCl)” article to justify your decision. Refer to the following excerpt to guide your response.

Reading Passage:
Pure water boils at a temperature of 100°C. Once a solute such as sodium chloride is added to water, the
salt dissolves and forms a salt solution with a boiling point higher than 100°C. The higher boiling point is
due to the fact that sodium chloride particles dissociate into sodium (Na+) and chloride ions (Cl-) that are
now strongly attracted to the surrounding polar water molecules. Additional heat is now needed to
weaken the intermolecular forces of attraction between water molecules plus the sodium and chloride ions
attached to the water molecules. In other words, the addition of salt causes an elevation of the boiling
point of a pure solvent.

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High School Chemistry—MATTER Day 15 8.3

Name ___________________________________ Date__________ Period___________

Individual Assessment
Short Answer: Provide a clear and concise explanation for each of the questions below.

Substance Melting Point Boiling Point

Methane (CH 4 ) - 183 °C - 162 °C
Water (H 2 O) 0 °C 100 °C
1. Identify the intermolecular force(s) present in methane and in water based on the table
above.
____________________________________________________________________________________

2. Based on the given melting and boiling points in the table above, infer the strengths of
the substances by comparing and contrasting their intermolecular forces. Use data from the table
to support your logic and answer.
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3. Explain how hydrogen bonds create surface tension in water. Discuss polarity. Include
relevant observations from the penny drop lab.
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 High School Chemistry—MATTER Day 15 8.3

Graph Analysis:

4. What phase(s) exist at each of the numbered sections above?

Point 1. _________________________________________
Point 2. _________________________________________
Point 3. _________________________________________
Point 4. _________________________________________
5. At what temperature is this substance condensing? __________________________________
6. At what temperature is this substance freezing? ____________________________________
7. At which numbered section(s) is/are phase changes occurring? __________________________
8. At which numbered section(s) is/are the kinetic energy of the molecules the greatest? _________
9. Relate your answer to #8 to the associated intermolecular force of attraction.
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10. Evaluate the change in temperature from point A to E with regards to heat.
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11. From point A to E, the intermolecular forces of attraction and the kinetic energy of the substance are
changing. Discuss these two changes, comparing each at Point A and Point E on the graph.
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12. Draw in the missing section of this heating curve on the graph and label the phase that best fits. Using
the terms temperature and heat, justify (prove) your chosen phase.
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High School Chemistry—MATTER Day 15 8.3

13. You are in a competition to make hot chocolate as quickly as possible. Which order of operation is
best? Heat the milk alone and then add the bar of chocolate OR add the bar of chocolate to the milk
and then heat together? Apply your knowledge from the “Let’s Chill” lab and “The Power of Salt
(NaCl)” article to justify your decision. Refer to the following excerpt to guide your response.

Reading Passage:
Pure water boils at a temperature of 100°C. Once a solute such as sodium chloride is added to water, the
salt dissolves and forms a salt solution with a boiling point higher than 100°C. The higher boiling point is
due to the fact that sodium chloride particles dissociate into sodium (Na+) and chloride ions (Cl-) that are
now strongly attracted to the surrounding polar water molecules. Additional heat is now needed to
weaken the intermolecular forces of attraction between water molecules plus the sodium and chloride ions
attached to the water molecules. In other words, the addition of salt causes an elevation of the boiling
point of a pure solvent.

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