Science Grade 06 Unit 02 Exemplar Lesson 01: Classifying Metals, Non-Metals, and Metalloids

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1 Unit: 02 Lesson: 01 Suggested Duration: 10 days Grade 06 Unit 02 Exemplar Lesson 01: Classifying Metals, Non-Metals, and Metalloids This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will use physical properties to compare metals, non-metals, and metalloids. Students will use comparative and descriptive investigations to separate metals, non-metals, and metalloids by their physical properties. Students will learn how the periodic table is used to classify metals, non-metals, and metalloids by their properties. Students will calculate density of a regular, measurable solid and the density of an irregular shaped solid (voiume by displacement). Students will again calculate density of regular and irregular solids in Lesson 02. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: 6.6A Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting Standard 6.6B Calculate density to identify an unknown substance. Scientific Process TEKS Supporting Standard 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns. 6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/23/13 page 1 of 28

2 Grade 06 Unit 02 PI 01 Compare a sample of a metal, nonmetal, and metalloid using physical properties including luster, conductivity, malleability, magnetism, ductility, and state of matter. Calculate the density of each sample, and explain in writing how the properties of each element relate to its classification as a metal, nonmetal, or metalloid. Display the results in a graphic organizer, such as a three-flap flip book. Standard(s): 6.2A, 6.4A, 6.6A, 6.6B ELPS ELPS.c.5B, ELPS.c.5G Key Understandings Metals and non-metals have specific properties that can be used to determine their identity and classification. What properties help you to separate different metals and non metals? How do physical properties determine how a metal or nonmetal will act? Metalloids are substances that may exhibit some properties of both metals and non-metals. How do the properties of metalloids make them unique? What kinds of everyday items require metalloids? Density of an unknown substance can be calculated to determine the identity of an unknown substance. How can density be used to help identify an unknown substance? Vocabulary of Instruction Unit: 02 Lesson: 01 Suggested Duration: 10 days metals conductivity sonorous malleability density property ductility non-metals metalloids Materials battery (D-cell, 1 per station) calculator (1 per student) candy bar (Fun Size Milky Way, 1 per group) candy bar (Fun Size Three Musketeers, 1 per group) carbon (charcoal, 1 per station) colored pencils (2 different colors NOT red, per student) conductivity testers (see Advanced Preparation, 1 per station) container/pitcher of water (1 per pair) copper pipe or wire (1 per station) density cube (metal, 1 per group) density cube sets (1 or 2 per class) fishing weight (lead, 1 per group flashlights (1 per station) graduated cylinder (100 ml, see Advance Preparation, 1 per pair) graduated cylinder (500 ml or large enough to hold candy bar, 1 per group) iron pipe or filings (1 per station) knifeinderreteers (ityr Density.ar sink?fferent objects, some with regular shapes and some with irregular shapes. to fi (plastic,1 per group) lead pipe or fishing weight (1 per station) light bulb (mini, 1 per station) magnets (1 per station) marker or vis à vis (red, 1 per student) objects ( irregular shaped, see Advance Preparation, 2 per pair) paper clips (2 per station) Periodic Table (from STAAR Grade 8 Reference Materials, see Advance Preparation, 1 per student) pipette (1 per pair) ruler (metric, 1 per student) safety goggles (1 per student) soda can (aluminum, 1 per station) sulfur (1 piece per station) triple beam balance (1 per pair) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Last Updated 04/23/13 page 2 of 28

3 Teacher Resource: PowerPoint: Examples and Non-Examples Unit: 02 Lesson: 01 Suggested Duration: 10 days Teacher Resource: Physical Properties Station Cards (1 card per station, see Advance Preparation) Handout: Metals and Non-Metals Student Data Table (1 per student) Teacher Resource: Metals and Non-Metals Student Data Table KEY Teacher Resource: Conductivity Tester Instructions (1 for projection) Handout: Physical Properties of Metals and Non-Metals (1 per student) Teacher Resource: Element Cards (1 set per group, see Advance Preparation) Handout: Physical Properties of Metalloids (1 per student) Handout: Blank Periodic Table (1 per student) Handout: Candy Bar Density (1 per group) Handout: Mystery Elements PI (1 per student, 1 for projection) Teacher Resource: Evaluate Instructions PI (1 for projection) Resources None Identified Advance Preparation 1. Print and cut apart one set of the Teacher Resource: Physical Properties Station Cards. There are two station cards per sheet. Place station card in a plastic sheet protector, or laminate for protection. 2. Print and cut apart the Teacher Resource: Element Cards. You will need one set per group. 3. If you do not have access to conductivity testers, you can build them using a battery, two paperclips, two lengths of wire, and electrical tape per tester. Students can view the Teacher Resource: Conductivity Tester Instructions to see how to use the device. You will need one tester per station. 4. If your students did not affix a copy of the Periodic Table of the Elements to their science notebook (from the STAAR Grade 8 Reference Materials) during Unit 01, you will need to provide them a copy. You can download the Periodic Table from Texas Education Agency STAAR Grade 8 Reference Materials : 5. Gather pairs of irregular shaped objects, one larger than the other, such as rocks, marbles, or toy metal cars, for Calculating Density of Irregular Shapes. 6. The graduated cylinders being used for Calculating Density of Irregular Shapes needs to be 100 ml or large enough to hold the irregularly shaped objects. 7. Safety Note: When purchasing candy for the Candy Bar Density activity, do not use candy bars containing nuts, to prevent allergic reactions. 8. Prepare attachment(s) as necessary. Background Information Although the periodic table is only introduced in, content for this unit is an important foundational piece for students in Grade 8 to enable them to explain how elements are arranged by properties in the periodic table. During this unit, students are introduced to the periodic table by connecting elements physical properties (metals, non-metals, and metalloids) to their arrangement on the periodic table Additionally, students will learn to calculate density. This will be the students first exposure to calculating density. Calculating density requires a multi step mathematical process. The calculation of density can be used in the next grades, but it is explicitly taught only at and will be tested as a STAAR Grade 8 Assessment Supporting Standard under Reporting Category 1: Matter and Energy. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Examples and Non Examples 1. Facilitate a discussion: What is matter? (Matter is anything that takes up space and has mass.) We will be talking about matter and its physical properties in this lesson. What helps us distinguish the physical properties of matter? Answers may vary. Some student responses may include: tools help us measure different observable properties; characteristics help us observe properties; or our five senses can help us observe properties. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Teacher Resource: PowerPoint: Examples and Non-Examples Instructional Notes: Concept attainmentis an instructional strategy designed to present a concept through examples and non-examples. Students will construct an operational definition of the term Last Updated 04/23/13 page 3 of 28

4 2. Show the Teacher Resource: PowerPoint: Examples and Non-Examples. Say: Look at the pictures, and consider the patterns found in the Examples. 3. Ask a student volunteer to create an example on the board. 4. Instruct students to raise their hands if they agree that it is an example that fits the pattern. Only allow yes or no answers as to whether the student example represents an example. Do not require students to give reasons yet. Unit: 02 Lesson: 01 Suggested Duration: 10 days element by recognizing that only one type of pattern exists in the example arrangements. Because students tend to remember the last item shown, it is best to end an example and non-example exercise with an example, rather than a non-example. Notebooks: Students write an expanded version of an element, examples, and non-examples in their science notebooks. 5. Ask two more student volunteers to create their own examples. 6. Again, ask for a show of hands for agreement or disagreement as to whether the student examples are examples. Deny or confirm whether or not the examples are correct. Note: The examples should all be uniform in pattern. These represent elements. The non-examples show mixed patterns. These may be compounds or mixtures. 7. Instruct students to predict what the example models represent in regards to the topic of Structure of Matter. 8. Ask: What is an element? Answers may vary. Acknowledge any correct answers. 9. Write the following definition on the board, compare it to any suggested student answers, and instruct students to write this expanded version in their science notebooks: An element is a pure substance that is composed of the same type of matter throughout and cannot be divided into simpler substances through normal processes. 10. Ask: Do the examples or non examples represent elements? (Examples) Why do the examples represent elements and the non examples do not? Refer back to the definition of an element. Students should recognize that only one type of shape and/or pattern exists in the examples. The non-examples have mixed patterns and/or shapes. 11. Review the slides again. Instruct students to decide if there is more than one pattern in each example picture. Remind students to look for the unique pattern of the examples that can help distinguish them from the non examples in each picture. 12. Show the final two slides, and allow students to predict if the pictures represent examples or non examples. 13. Instruct students to work with a partner to add examples and non-examples from the presentation to their science notebooks. Monitor and assist as necessary. EXPLORE Comparing Metals and Non Metals Suggested Days 1 (continued) and 2 1. Set up the stations using Teacher Resource: Physical Properties Station Cards, and divide the class into groups. 2. Discuss safety rules and the procedures for each station and rotations. Specifically address safety goggles and horse play. 3. Distribute a copy of the Handout: Metals and Non-Metals Student Data Table to each student. 4. Display and demonstrate Teacher Resource: Conductivity Tester Instructions. To demonstrate how to use the conductivity tester, use a piece of metal that is not a sample in the investigation. Materials: magnets (1 per station) flashlights (1 per station) conductivity testers (see Advanced Preparation, 1 per station) battery (D-cell, 1 per station) paper clips (2 per station) light bulb (mini, 1 per station) carbon (charcoal, 1 per station) Last Updated 04/23/13 page 4 of 28

5 5. Instruct students to write yes or no in the blanks in the data table for the physical properties they test at each station. These properties are luster, magnetism, and conductivity; they are marked with an asterisk (*). 6. Explain to students the other physical properties on the handout will be explored later, as a whole class. 7. The last row titled Part 2: Label the element as a metal or a non-metal will be completed in the Explain section. 8. After students finish testing the first three physical properties, allow volunteers to share their results. Check the answers from the investigation to correct any misconceptions. 9. Instruct students to complete the Handout: Metals and Non-Metals Student Data Table. 10. Demonstrate brittleness and malleability using the samples, if possible. 11. After the investigation, facilitate a class discussion in which students share the information from their data tables. We will be looking at the last three physical properties on your periodic table. What is malleability? Answers should come from the handout. Which elements do you think are malleable? (Lead, copper, aluminum, and iron when heated) What is brittleness? Answers should come from the handout. Which elements do you think are brittle? (Sulfur and carbon) What does the word ductile mean? Answers should come from the handout. Which elements do you think are ductile? (Iron, lead, copper, and aluminum) iron pipe or filings (1 per station) lead pipe or fishing weight (1 per station) sulfur (1 piece per station) copper pipe or wire (1 per station) soda can (aluminum, 1 per station) safety goggles (1 per student) Attachments: Teacher Resource: Physical Properties Station Cards (1 card per station, see Advance Preparation) Handout: Metals and Non-Metals Student Data Table (1 per student) Teacher Resource: Metals and Non-Metals Student Data Table KEY Teacher Resource: Conductivity Tester Instructions (1 for projection) Safety Note: Students should wear safety goggles throughout the investigation. Notebooks: Unit: 02 Lesson: 01 Suggested Duration: 10 days Students can affix a copy of the periodic table in the back of their science notebooks to use as a reference throughout the year. EXPLAIN Metals and Non Metals 1. Using the Handout: Physical Properties of Metals and Non-Metals, ask students to work with a partner to predict which of the elements are metals and non-metals. They can discuss each one as you call them out to the class. 2. Write metals and non metals on the board, and write the elements in the two categories as the students share their predictions. 3. Distribute a copy of the Handout: Physical Properties of Metals and Non- Metals to each student. Suggested Day 2 (continued) Attachments: Handout: Physical Properties of Metals and Non-Metals (1 per student) Handout: Metals and Non-Metals Student Data Table (from previous activity) 4. Review each point for metals and non-metals with the students. Students should follow along on their data sheet from the previous Explore activity. 5. Complete the last row titled Part 2: Label the element as a metal or a non metal by looking at the data sheet and the handout to determine the correct answer. 6. When the data table is complete, Ask: Were all the materials you tested easy to separate into metals or nonmetals? Answers may vary, but most responses should indicate that it was easy. What properties helped you to separate the materials? Answers will vary: luster, magnetism, conductivity, etc. Did all metals give the same results? (No) Which metals did you find not to be attracted to a magnet? (Aluminum, copper, and lead) Which metals did not have luster? (Iron and lead) Why don t all the metals behave the same way? Answers will vary. Lead students to the conclusion that the characteristics of metals and non-metals are generalizations, and there are some that do not have all the characteristics, but most of them. EXPLORE/EXPLAIN Metalloids Suggested Day 3 and 4 Last Updated 04/23/13 page 5 of 28

6 1. Divide the class into groups. Distribute a set of Teacher Resource: Element Cards to each group. Organize cards into metals and non-metals by physical characteristics. Facilitate a discussion about any cards that are difficult to sort. You can also have the students create a title card to label the two categories. 2. When all groups have separated the element cards, they may have questions about the placement of some of the elements. 3. Ask: Which of the cards are difficult to sort? (At, Te, Si, B, As, Ge, and Po) Why are they hard to classify? (The elements have properties of both metals and non-metals.) What do you call something that is not a metal or a non-metal? Answers may vary. Lead students to metalloids. 4. Distribute the Handout: Physical Properties of Metalloids. Ask students to read through the handout and create a third category for any cards that are metalloids. 5. Discuss each point of the handout with the students. Ask: What are the main properties that all metalloids have in common? (All metalloids are solids and they have properties of both metals and nonmetals.) How do their properties make them unique? (They are semiconductors.) What everyday items use metalloids? (They are used in computers, calculators, and communications.) 6. Review the cards, and check to ensure the elements are in the correct categories. 7. Give each student a copy of the Handout: Blank Periodic Table, two different colors of colored pencils (not red), a red marker or vis à vis, and a copy of the Periodic Table from the STAAR Grade 8 Reference Materials (see Advance Preparation). Students need to have their copy of the Handout: Metals and Non-Metals Student Data Table available. 8. Instruct the students to: Write the symbol and name of the metals they tested on the chart in the correct squares of the Blank Periodic Table. Write the metals from the Element Cards sort on the chart in the correct squares of the Blank Periodic Table. Color the labeled squares in one color of their choosing (not red). 9. Ask the students to think about the properties of silver and gold. Ask: What are some of their properties? (Ductile, malleable, luster, conductivity, but not attracted to a magnet) Would these properties classify them as metals or non-metals? (Metals; aluminum was not attracted to a magnet either) Materials: colored pencils (2 different colors NOT red, per student) marker or vis à vis (red, 1 per student) Periodic Table (from STAAR Grade 8 Reference Materials, see Advance Preparation, 1 per student) Attachments: Teacher Resource: Element Cards (1 set per group, see Advance Preparation) Handout: Physical Properties of Metalloids (1 per student) Handout: Blank Periodic Table (1 per student) Handout: Metals and Non-Metals Student Data Table (from previous activity) Check For Understanding: Using the element cards and adding the titles of metals and non-metals, reinforces the connection between the elements and their groupings. Use this activity as an opportunity to check student understanding. Instructional Notes: The purpose of this activity is to have student discussions about the physical properties of metals and non-metals. Students should come to the conclusion that there are some elements that do not fit the pattern. After allowing sufficient time for discussion, suggest that it may be necessary to create a third category in the sort for the elements that are not clearly metals or non-metals. Allow time for students to resort their cards. There is some disagreement as to whether astatine is a metalloid or not. For the purposes of this unit, astatine will be considered a metalloid. Notebooks: At this grade level, the periodic table will be used as a graphic organizer to assist in learning about the properties of metals, non-metals, and metalloids. In depth study of the periodic table will occur in Grade 8. Unit: 02 Lesson: 01 Suggested Duration: 10 days 10. Instruct the students to add silver to their Blank Periodic Table. 11. Instruct the students to: Write the symbol and name of the non-metals they tested on the chart in the correct squares of the Blank Periodic Table. Write the symbol and name of the non-metals from the Element Card sort on the chart in the correct squares of the Blank Periodic Table. Color the labeled squares in a color different from the one they used for metals (not red). 12. Ask the students to think about the properties of helium and oxygen. Ask: Last Updated 04/23/13 page 6 of 28

7 What are some of their properties? (Not ductile, not malleable, low luster if a solid but no luster if a gas, not attracted to a magnet or exhibit conductivity) Would these properties classify them as metals or non-metals? (Nonmetals) Unit: 02 Lesson: 01 Suggested Duration: 10 days 13. Instruct the students to: Write the symbol and name of the metalloid listed on the Handout: Physical Properties of Metalloids in the correct squares of the blank periodic table. Draw the stair step line that separates the metals and non-metals in red marker or vis à vis. 14. Ask the students to think about the properties of metalloids. Ask: Are their properties different than metals or non-metals? (They tend to have some properties of both metals and non-metals.) Would these properties classify them as metals or non-metals? (Neither, because they have properties of both and need to have their own category on the table.) 15. Ask students to review the colored and labeled periodic table and look for patterns. Ask: What patterns exist in the periodic table? (Metals are on the left of the stair step; non-metals are on the right of the stair step; and metalloids are along the stair step.) 16. Instruct students to affix their periodic tables in their science notebooks. EXPLORE/EXPLAIN Calculating Density of a Cube Suggested Day 5 1. Divide the class into groups or pairs. 2. Remind students that volume is the amount of space an object takes up. 3. Explain to students there are two ways to find volume. The first way that will be explored is by using a formula. Students should be familiar with this method. 4. Instruct students to record the formula for calculating volume in their notebooks. (V= l x w x h) Discuss each part of the formula with them: V = volume, l = length, w = width, and h = height. Remind students of the units used with volume (cm 3 ). 5. Give each group or pair a cube from the density set. Ask them to measure, calculate, and record the volume of the cube. 6. Remind students that mass is the amount matter an object contains. 7. Direct students to use a balance to measure and record the mass of the cube. To aid students in calculating regular density, you can round measurements to whole numbers. Remind students of the untis used with mass (g). Calculators are also recommended for this activity. 8. Write or project the formula for calculating density (D = m / v) on the board. Instruct students to record the formula in the notebook. Discuss each part of the formula with them: D = density, m = mass, and v = volume. Explain to students the units used with density (g/cm 3 ). 9. Give each group or pair a calculator, and instruct students to calculate the density of their cube. Check their results against the density list that comes with the density cube set. Materials: density cube sets (1 or 2 per class) rulers (metric, 1 per student) triple beam balance (1 per pair or group) calculator (1 per pair or group) Instructional Notes: In this lesson, students will calculate the density of a cube. Make sure each student has an opportunity to measure both volume and mass of the cube. To aid students in calculating regular density, instruct students to round their measurements to whole numbers. The use of calculators is recommended. Notebooks: Instruct students to write the formulas for density and volume as well as the steps for calculating density in their notebooks. 10. Instruct groups to switch cubes with another group, so all students have a chance to measure volume and calculate density. 11. Instruct students to write the steps for calculating density in their science notebooks. Explore/Explain Calculating Density of Irregular Shapes Suggested Day 6 and 7 Last Updated 04/23/13 page 7 of 28

8 1. Divide students into pairs. Remind students of the formula for calculating volume of a regular shaped object, which they wrote in their notebook (V = l x w x h). 2. Say: Materials: Unit: 02 Lesson: 01 Suggested Duration: 10 days Today, we will use the second method of calculating density. The strategy used today is how to find volume when an object does not have a regular shape. It is called displacement. 3. Model how to: read the meniscus by leaving the graduated cylinder on the table and reading the measurement at the bottom of the curve of water add the unknown object to the cylinder without breaking the bottom out of the cylinder 4. Project the following steps for calculating the density of an irregularly shaped object, and then, instruct students to write them in their notebooks: Use the balance to find the mass of the object. Record the mass and unit. Pour water into a graduated cylinder up to an easily read value such as 50 ml, and record the number and unit (ml). Tilt the graduated cylinder slightly, and allow the sample to slide down the side of the cylinder. Record the new level of the water in ml. Subtract the two numbers. The difference between the two numbers is the object's volume. Remember that 1 ml is equal to 1 cm 3 because 1 ml of water will fit in a 1 cubic centimeter space. Record the volume and unit. Calculate the density of the object by dividing the mass by the volume (D = m / v). Record the density including the units (g/ cm 3 ). 5. Give the smaller, irregularly shaped objects to each pair of students. Instruct students to create a data table to record measurements as they calculate both the volume and density. Include a column for mass. Instruct one student measure mass and the other volume. 6. Give each pair of students the larger, irregularly shaped objects. Instruct students to switch roles to ensure that both students have an opportunity to measure and calculate density. Remind the students to record their data in the table from the previous step. graduated cylinder (100 ml, see Advance Preparation, 1 per pair) container/pitcher of water (1 per pair) pipette (1 per pair) triple beam balance (1 per pair) calculator (1 per pair) objects ( irregular shaped, see Advance Preparation, 2 per pair) Safety Notes: Instruct students to tip the cylinder to one side and place the object against the inside of the glass. Release the item, and allow it to slowly slide down the side of the cylinder. Dropping a heavy object may cause the bottom of the cylinder to break. Instructional Notes: In this lesson, students will calculate the density of an irregularly shaped object. The object may be rocks of various sizes, toy metal cars, fishing weights, etc. Have two different sizes of each item so that students will be able to test if size makes a diffence in density. Students do not have to know the term intrinsic but should understand that density will not change because the size of the sample has changed. Notebooks: Instruct students to write the steps for calculating volume and density by water displacement in their notebooks. 7. Ask: Does the size of the material tested cause a change in density? (No. A small piece of rock and a large piece of the same kind of rock will have the same density.) How can density be used to help identify an unknown substance? (Since every element has its own unique density, determining the density of an unknown element will help you determine what the element is.) 8. Some students may have the misconception that density is related to size. Explain to students that density is an intrinsic property. This means that density is independent from the mass or volume of the sample. The density of a specific object does not change if the size of that objects changes. 9. Instruct students to practice finding the density of different objects, some with regular shapes and some with irregular shapes. 10. Instruct students to practice finding density given numbers, without the objects. ELABORATE 1 Candy Bar Density Suggested Day 8 1. Divide the class into groups of four, and distribute the Handout: Candy bar Density to each group. 2. Instruct students to read through the handout, and answer any questions they may have. Distribute investigation materials. Materials: candy bar (Fun Size Milky Way, 1 per group) candy bar (Fun Size Three Musketeers, 1 per Last Updated 04/23/13 page 8 of 28

9 3. As students complete the lab, monitor and assist where needed. 4. Review the questions with students at the end of the investigation. Unit: 02 Lesson: 01 Suggested Duration: 10 days group) knife (plastic, 1 per group) ruler (metric, 1 per student) triple beam balance (1 per group) graduated cylinder (500 ml or large enough to hold candy bar, 1 per teacher) calculator (1 per student) Attachments: Handout: Candy Bar Density (1 group) Safety Note: Do not use candy bars containing nuts, to prevent allergic reactions. ELABORATE 2 Tying it All Together Suggested Day 9 1. Divide the class into pairs or groups. 2. Distribute a piece of sulfur, sample of carbon (charcoal), lead fishing weight, and metal density cube to each group. 3. Ask the students to find the densities of the samples using either of the strategies they used in the last few days. 4. After the students have calculated the densities, ask them to work with a partner and discuss which elements were metals and which were non-metals. 5. Ask: Which two elements would go on the left side of the stair step on the periodic table? (Lead, and the other metal cube) Which two elements would go on the right side of the stair step? (Sulfur and carbon) In terms of density, how can you describe a metal? (Metals are usually dense elements.) In terms of density, how can you describe a non-metal? (Non-metals are usually not very dense.) Can anyone find an element that is dense? Answers may vary. Any metal. Where would you find an element that is not dense? (Right side of the stair step) Materials: graduated cylinder (1 per group) ruler (metric, 1 per group) triple beam balance (1 per group) calculator (1 per group) sulfur (1 piece per group) carbon (charcoal, 1 piece per group) fishing weight (lead, 1 per group) density cube (metal, 1 per group) EVALUATE Categorize by Properties Suggested Day 10 Grade 06 Unit 02 PI 01 Compare a sample of a metal, non-metal, and metalloid using physical properties including luster, conductivity, malleability, magnetism, ductility, and state of matter. Calculate the density of each sample, and explain in writing how the properties of each element relate to its classification as a metal, nonmetal, or metalloid. Display the results in a graphic organizer, such as a three-flap flip book. Standard(s): 6.2A, 6.4A, 6.6A, 6.6B ELPS ELPS.c.5B, ELPS.c.5G 1. Refer to the Teacher Resource: Evaluate Instructions PIfor informatio on administering the performance assessment. Attachments: Handout: Mystery Elements (1 per student, 1 for projection) Instructional Note: It may be helpful to project a color copy of the Handout: Mystery Elements so students can see the element photographs more clearly. Notebooks: You may wish to instruct students to use their notes to complete the Performance Indicator. Last Updated 04/23/13 page 9 of 28

10 Physical Properties Station Cards Station A Carbon Record all findings on the Metals and Nonmetals Student Data Table. Materials: carbon magnet flashlight conductivity tester Procedure: 1. Shine the flashlight on the sample to test for luster. Write shiny or dull in the box. 2. Hold the magnet close to the sample to see if it is attracted to it. Write yes or no in the box. 3. Use the instructions your teacher has provided to use the conductivity tester. If the light comes on, write yes in the box. If the light does not come on, write no in the box. Station B Iron Record all findings on the Metals and Nonmetals Student Data Table. Materials: iron pipe or iron filings magnet flashlight conductivity tester Procedure: 1. Shine the flashlight on the sample to test for luster. Write shiny or dull in the box. 2. Hold the magnet close to the sample to see if it is attracted to it. Write yes or no in the box. 3. Use the instructions your teacher has provided to use the conductivity tester. If the light comes on, write yes in the box. If the light does not come on, write no in the box. 2012, TESCCC 06/06/12 page 1 of 3

11 Station C Lead Record all findings on the Metals and Nonmetals Student Data Table. Materials: lead pipe or fishing weight magnet flashlight conductivity tester Procedure: 1. Shine the flashlight on the sample to test for luster. Write shiny or dull in the box. 2. Hold the magnet close to the sample to see if it is attracted to it. Write yes or no in the box. 3. Use the instructions your teacher has provided to use the conductivity tester. If the light comes on, write yes in the box. If the light does not come on, write no in the box. Station D Sulfur Record all findings on the Metals and Nonmetals Student Data Table. Materials: sulfur magnet flashlight conductivity tester Procedure: 1. Shine the flashlight on the sample to test for luster. Write shiny or dull in the box. 2. Hold the magnet close to the sample to see if it is attracted to it. Write yes or no in the box. 3. Use the instructions your teacher has provided to use the conductivity tester. If the light comes on, write yes in the box. If the light does not come on, write no in the box. 2012, TESCCC 06/06/12 page 2 of 3

12 Station E Copper Record all findings on the Metals and Nonmetals Student Data Table. Materials: copper pipe or wire magnet flashlight conductivity tester Procedure: 1. Shine the flashlight on the sample to test for luster. Write shiny or dull in the box. 2. Hold the magnet close to the sample to see if it is attracted to it. Write yes or no in the box. 3. Use the instructions your teacher has provided to use the conductivity tester. If the light comes on, write yes in the box. If the light does not come on, write no in the box. Station F Aluminum Record all findings on the Metals and Nonmetals Student Data Table. Materials: aluminum soda can magnet conductivity tester flashlight Procedure: 1. Shine the flashlight on the sample to test for luster. Write shiny or dull in the box. 2. Hold the magnet close to the sample to see if it is attracted to it. Write yes or no in the box. 3. Use the instructions your teacher has provided to use the conductivity tester. If the light comes on, write yes in the box. If the light does not come on, write no in the box. 2012, TESCCC 06/06/12 page 3 of 3

13 Metals and Non-Metals Student Data Table Property Description Carbon ( C) Iron (Fe) Lead (Pb) Sulfur (S) Copper (Cu) Aluminum (Al) *Luster The way it reflects light; shiny or dull *Magnetism Attracted or not attracted to a magnet *Conductivity How well it allows electricity to move through Malleability How well it can be hammered into sheets Brittleness How easily it breaks Ductile Can be drawn into a wire Part 2: Label the element as a metal or a non-metal. 2012, TESCCC 04/16/13 page 1 of 1

14 Metals and Non-Metals Student Data Table KEY Property Description Carbon ( C) Iron (Fe) Lead (Pb) Sulfur (S) Copper (Cu) Aluminum (Al) *Luster The way it reflects light; shiny or dull No No Not as a solid; yes as a liquid No Yes Yes *Magnetism Attracted or not attracted to a magnet No Yes No No No No *Conductivity How well it allows electricity to move through No Yes Yes No Yes Yes (low) Malleability How well it can be hammered into sheets No No, at room temperature; yes, if heated Yes No Yes Yes Brittleness How easily it breaks Yes No No Yes No No Ductile Can be drawn into a wire No Yes Yes No Yes Yes Part 2: Label the element as a metal or a non-metal. Non-Metal Metal Metal Non-Metal Metal Metal 2012, TESCCC 04/16/13 page 1 of 1

15 Conductivity Tester Instructions Unit: 02 Lesson 1 1. Straighten both paperclips. 2. Wrap or twist the end of one paperclip around the metal part of the light bulb. 3. Hold the other end of the paperclip to the bottom (negative terminal) of the D-cell battery. 4. Have your partner hold the other paperclip to the top (positive terminal) of the D-cell battery and also to the sample. 5. While the paperclips are in contact with the battery, light, and sample, place the bottom of the light bulb on the sample. 2012, TESCCC 04/16/13 page 1 of 1

16 Physical Properties of Metals and Non-Metals METALS usually Are silver-grey in color Are solids at room temperature (except for Mercury) Reflect light when polished (luster) Can be bent or hammered flat (malleable) Can be drawn into wire (ductile) Are strong and resist bending and breaking (tensile strength) Have a characteristic sound when struck with an object (sonorous) Have high melting points Have high boiling points Are good conductors of heat and electricity Have high densities (heavy for their size) Can be attracted to a magnet NONMETALS usually Exist as solids, liquids, or gases at room temperature Do not reflect light well (no luster) Are brittle Cannot be hammered flat (not malleable) Cannot be drawn into wire (not ductile) Are soft and bend or break easily (low tensile strength) Do not have a characteristic sound when struck with an object (not sonorous) Have low melting points Have low boiling points Are poor conductors of heat and electricity Have low densities (light for their size) Are not attracted to a magnet This list provides general statements regarding the physical properties of metals, nonmetals and metalloids. Some exceptions to the general rules may occur. 2012, TESCCC 0405/13 page 1 of 1

17 Element Cards Name: Iron Symbol: Fe Name: Copper Symbol: Cu Luster: Shiny Luster: Shiny Conductivity: Yes Conductivity: Yes Magnetism: Yes Ductile: Yes Malleable: Yes, if heated Malleable: Yes Brittleness: No Brittleness: No Name: Aluminum Symbol: Al Name: Lead Symbol: Pb Luster: Shiny Luster: Dull Conductivity: Yes Conductivity: Yes Ductile: Yes Ductile: Yes Malleable: Yes Malleable: Yes Brittleness: No Brittleness: No Name: Gold Symbol: Au Name: Titanium Symbol: Ti Luster: Shiny Luster: Shiny Conductivity: Yes Conductivity: Yes Ductile: Yes Ductile: Yes Malleable: Yes Malleable: Yes Brittleness: No Brittleness: No 2012, TESCCC 06/06/12 page 1 of 4

18 Element Cards Name: Chromium Symbol: Cr Name: Sodium Symbol: Na Luster: Shiny Luster: Shiny Conductivity: Yes Conductivity: Yes Magnetism: Yes (low) Ductile: Yes Ductile: Yes Malleable: Yes Malleable: Yes Brittleness: No Brittleness: No Name: Carbon Symbol: C Name: Sulfur Symbol: S Luster: No Luster: No Conductivity: No Conductivity: No Brittleness: Yes Brittleness: Yes Name: Oxygen Symbol: O Name: Helium Symbol: He Luster: No Luster: No Conductivity: No Conductivity: No Brittleness: No Brittleness: No 2012, TESCCC 06/06/12 page 2 of 4

19 Element Cards Name: Chlorine Symbol: Cl Name: Nitrogen Symbol: N Luster: No Luster: No Conductivity: No Conductivity: No Brittleness: No Brittleness: No Name: Iodine Symbol: I Name: Neon Symbol: Ne Luster: No Luster: No Conductivity: No Conductivity: No Brittleness: No Brittleness: No Name: Boron Symbol: B Name: Silicon Symbol: Si Luster: No Luster: Shiny Conductivity: Semi Conductivity: Semi Brittleness: Yes Brittleness: Yes 2012, TESCCC 06/06/12 page 3 of 4

20 Element Cards Name: Germanium Symbol: Ge Name: Arsenic Symbol: As Luster: Shiny Luster: Shiny Conductivity: Semi Conductivity: Semi Brittleness: Yes Brittleness: Yes Name: Antimony Symbol: Sb Name: Tellurium Symbol: Te Luster: Shiny Luster: Shiny Conductivity: Semi Conductivity: Semi Brittleness: Yes Brittleness: Yes Name: Polonium Symbol: Po Name: Astatine Symbol: At Luster: Shiny Luster: Shiny Conductivity: Semi Conductivity: Semi Brittleness: Yes Brittleness: Yes 2012, TESCCC 06/06/12 page 4 of 4

21 Physical Properties of Metalloids METALLOIDS Are generally solids Can be shiny or dull (luster) May or may not be drawn into wire (ductile) May or may not be hammered flat (malleable) May or may not be brittle Conduct heat and electricity better than nonmetals, but not as well as metals Tend to make good semiconductors Have boiling points that are widely varied Have melting points that are widely varied Have densities that are widely varied A metalloid s reactivity will depend on the element with which it is reacting. When boron is reacting with sodium, it will behave as a nonmetal, but when reacting with fluorine, it behaves as a metal. The main metalloids are listed along the zig-zag line on the periodic table. They are as follows: boron (B), silicon (Si), germanium (Ge), arsenic (As), antimony (Sb), tellurium (Te), astatine (At), and polonium (Po). 2012, TESCCC 04/05/13 page 1 of 1

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23 Candy Bar Density Density is the amount of matter that will fit in into a given space. It is a measure of the number of grams of a substance that will fit into a space of one cubic centimeter. We experience density on a daily basis. When we determine if an object is light or heavy, or will sink or float, density is the reason why. You may be surprised to find out that a Diet Coke will float and a regular Coke will sink when placed in water. This is due to the different densities of the sodas. We are going to investigate the density of two different candy bars, Milky Way and Three Musketeers. Think of density in the following manner: How many grams of water will fit in this 1 cubic cm container? The answer is 1 gram. Therefore, the density of water is 1g/cm 3. One gram of water will fit inside a one cubic centimeter container. We can use a math formula to calculate the density of any substance. We only need to know two variables: the mass of the substance and the volume of the substance. D = m / v, where D = density, m = mass, and v = volume. Materials: 2 candy bars Milky Way and Three Musketeers Fun Size triple beam balance string metric ruler plastic knife calculator Procedure: 1. Remove the wrappers from each of the candy bars, and measure their mass. DO NOT place candy bar directly onto the balance; place a piece of paper down first. Record your values. 2. Measure the length, width, and height of each candy bar using the string. Measure the length of the string with the metric ruler. Record your values. 3. Calculate the volume of each bar using the following formula: V = L x W x H. 4. Calculate the density of each candy bar using the following equation: D = m / v, where D = density, m = mass, and v = volume. Use the calculator. 5. Now that we know the density of water, make a prediction about which candy bar will sink or float when placed in water. 6. Your teacher will do a demonstration to test your prediction. Record your result*(10). 7. Cut each candy bar into equal halves. Draw a cross-section of each candy bar in the appropriate box. Label the parts of your drawings (i.e., candy ingredients). 2012, TESCCC 04/05/13 page 1 of 3

24 Data Table: Milky Way Three Musketeers 1. mass of paper grams grams 2. mass of paper + candy bar grams grams 3. mass of candy bar (#2 - #1) grams grams 4. length of candy bar centimeters centimeters 5. height of candy bar centimeters centimeters 6. width of candy bar centimeters centimeters 7. volume (V = L x W x H) cm 3 cm 3 8. density D = m/v (#3 #7) g/cm 3 g/cm 3 9. prediction (sink or float) 10. *actual (sink or float) Observations: Milky Way half Three Musketeers half 2012, TESCCC 04/05/13 page 2 of 3

25 Questions: 1. Based on your data, why do the two candy bars have different densities? 2. Would you expect a Diet Coke s density to be greater than or less than water s density (1.0 g/cm 3 )? Explain your answer. 3. Would you expect a regular Coke s density to be greater than or less than water s density (1.0 g/cm 3 )? Explain your answer. 4. What is your favorite candy bar? Based on what you have discovered in this lab, would your favorite candy bar sink or float?. Explain your answer. 5. Why is it important to know the density of a substance? Who do you think would use such information and why? 6. How could you make the Three Musketeers bar sink? 2012, TESCCC 04/05/13 page 3 of 3

26 Mystery Elements PI Part A Mystery Element A Physical Properties: Good Conductor Shiny Luster Malleable Magnetic Ductile Solid Questions: 1. Calculate the density of this element: Mass: 178 g Volume: 20 cm 3 Density: g/cm 3 2. Is this element a metal, nonmetal, or metalloid? 3. Where would you most likely find this element on the periodic table? Why? Mystery Element B Physical Properties: Semi Conductor Shiny Luster Brittle Not Magnetic Not Ductile Solid Questions: 1. Calculate the density of this element: Mass: 46 g Volume: 20 cm 3 Density: g/cm 3 2. Is this element a metal, nonmetal, or metalloid? 3. Where would you most likely find this element on the periodic table? Why? Mystery Element C Physical Properties: Poor Conductor (Insulator) Dull Luster Brittle Not Magnetic Not Ductile Solid Questions: 1. Calculate the density of this element: Mass: 96 g Volume: 20 cm 3 Density: g/cm 3 2. Is this element a metal, nonmetal, or metalloid? 3. Where would you most likely find this element on the periodic table? Why? 2012, TESCCC 04/05/13 page 1 of 2

27 Mystery Elements PI Part B Using the information from Part A, compare and contrast the three different mystery elements. Using their physical properties, and explain how you know which element is a metal, nonmetal, or metalloid. Also, include the location of the elements on the periodic table. Your paper must have an introduction, a body, and a conclusion. Image Citations: Jurii. (Photographer). (2009). Nickel. Retrieved from Jurii. (Photographer). (2009). Silicon. [Web Photo]. Retrieved from RTC. (Photographer). (2003). Se,34. [Web Photo]. Retrieved from , TESCCC 04/05/13 page 2 of 2

28 EVALUATE Instructions PI Unit: 2 Lesson: 01 Performance Indicator Compare a sample of a metal, nonmetal, and metalloid using physical properties including luster, conductivity, malleability, magnetism, ductility, and state of matter. Calculate the density of each sample, and explain, in writing, how the properties of each element relate to its classification. Display the results in a graphic organizer such as a three-flap flip book. (6.2A; 6.4A; 6.6A, 6.6B) 5B, 5G 1. Using the Handout: Mystery Elements PI, instruct students to complete the Performance Indicator. 2. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 3. Answer any questions students may have regarding the assessment. 2012, TESCCC 04/05/13 page 1 of 1