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Teaching the Concept of Particle Theory (Grade 7 Science)

Teaching the Concept of Particle Theory (Grade 7 Science). Drorit Weiss & Maria Makris Intermediate science abq. Concept Overview. Matter is anything that takes up space and mass – so everything around us! But… what is matter made of?

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Teaching the Concept of Particle Theory (Grade 7 Science)

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  1. Teaching the Concept of Particle Theory (Grade 7 Science) Drorit Weiss & Maria Makris Intermediate science abq

  2. Concept Overview Matter is anything that takes up space and mass – so everything around us! But… what is matter made of? Matter is made up of particles (the “building blocks” of matter). PARTICLE THEORY is the way scientists explain how particles stay together as matter, and how particles behave when matter is in different states.

  3. Curriculum Expectations – Grade 7 • Big Idea: • The particle theory of matter helps to explain the physical characteristics of matter. • Overall Expectations: • Investigate the properties and applications of pure substances and mixtures; • Demonstrate an understanding of the properties of pure substances and mixtures, and describe these characteristics using the particle theory.

  4. Curriculum Expectations – Grade 7 (Cont.) 3.2 State the postulates of particle theory of matter; 3.3 Use the particle theory to describe the differences between pure substances and mixtures. 3.4 Distinguish between solutions and mechanical mixtures.

  5. Sequence of Lessons / Concepts • Lesson 1 • The postulates of particle theory. • All matter is made up of particles; • All particles are in constant motion; • There are attractive forces between particles. • Lesson 2 • Temperature affects the speed at which particles move. • Temperature is a measurement of the energy of particles; higher temperature = higher energy = faster particle movement.

  6. Sequence of Lessons / Concepts (Cont.) • Lesson 3 • Particles behave differently when matter is in different states. • In a gas, there are spaces between the particles; • In liquids an solids, the particles are close together and have strong forces of attraction between them. • Comparing the characteristics of solids, liquids and gases with the speed /type of motion of their particles.

  7. Sequence of Lessons / Concepts (Cont.) • Lesson 4 • Pure substances (all particles are identical) vs. Mixtures (made up of two or more types of particles).

  8. Sequence of Lessons / Concepts (Cont.) • Lesson 5 • Types of Mixtures • Solutions are mixtures in which the two types of particles mix smoothly into one visible part. • Mechanical Mixtures (or Heterogeneous Mixtures) are mixtures in which the particles don’t mix well, or mix unevenly. You can see both types of particles.

  9. Teaching Strategies Video Presentation:  www.youtube.com/watch?v=s-KvoVzukHo

  10. Teaching Strategies (Cont.) • Laboratory Investigation: • In small groups, students will add food coloring to hot, room and ice cold water temperatures to see whether heating or cooling affects the speed of water molecules. • Students will record their observations and also draw their own molecular model. • Materials: • Hot water in a clear cup/flask • Room temperature water is a clear cup/flask • Cold water in a clear cup/flask • One or two colours of food coloring in small cups • Eye droppers • Safety: • Teacher and students must wear safety goggles • Caution should be exercised when working with hot water

  11. Teaching Strategies (Cont.) • Temperature and Particle Motion Gizmo: • As a teacher-led projector demonstration, show the particle effects of: • Increasing and decreasing temperature • Selecting light versus heavy gases Discuss!

  12. Potential Areas of Difficulty and Solutions • Students may have difficulty imagining the abstract nature of particle structure and movement • Using a variety of visual aids/resources such as: videos, images, etc may help students familiarize themselves with the particle theory model • The difference between pure substances vs. mixtures and the associated scientific terminology • Students can draw and study diagrams that illustrate each substance • In class discussion, teacher (and students) can regularly use correct scientific vocabulary and examples when referring to these substances • Applying these concepts to a substance undergoing state changes (water being converted to ice or vapour) • Lab demonstration, discussion • Diagrams or storyboard assignment • Discuss constant and variable conditions

  13. Practical Applications How a thermometer works Coal gasification The water cycle in weather Medicines and their heats of sublimation Mixture separation in the food industry Water purification Hot-air balloons Diffusion and Osmosis

  14. Differentiated Assessment As a culminating task, students can select 4 activities from the choice board below:

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