ESSENTIAL
KNOWLEGDE
FOR
Properties and Changes in Matter
2-4
The student will demonstrate an understanding of the properties of matter and
the changes that matter undergoes. (Physical Science)
2.4.1
Recall the properties of solids and liquids.
Taxonomy
level: 1.2-A Remember Factual Knowledge
It
is essential for students to know the
properties of solids and liquids.
Liquid
·
A liquid is a form of matter that does not have its own
shape.
·
A liquid takes the shape of the container it is in.
·
A liquid can flow, be poured, or spilled.
·
A liquid can change to a solid by freezing, for example,
water to ice cubes.
Solids
·
A solid is the only form of matter that has its own shape.
·
Some examples of solids are a chair, a rock, or a table.
·
Some properties of solids are color, shape, size, weight,
texture, sinks, floats, hardness, and
magnetism.
Assessment
Guidelines:
The
objective of this indicator is to recall
the properties of solids and liquids; therefore, the
primary
focus of assessment should be to remember these properties. However,
appropriate
assessments
should also require students to identify
objects as a solid or a liquid; or recognize
the
properties
of solids and liquids
2.4.2
Exemplify matter that changes from a solid to a liquid and from a liquid to a
solid. Taxonomy level: 2.2-B
Understand Conceptual Knowledge
It
is essential for students to know that
matter can change from a solid to a liquid and a liquid
to
a solid.
Solid
to a liquid
·
By heating—for example solid butter, chocolate, popsicles,
or ice cream will melt into a
liquid
when heat is added.
Liquid
to a solid
·
By cooling—for example melted wax will harden into the shape
of its container when heat is
removed.
Assessment
Guidelines:
The
objective of this indicator is to exemplify
matter that changes forms; therefore, the primary
focus
of assessment should be to give examples matter changing from a solid to liquid
and a
liquid
to a solid. However, appropriate assessments should also require students to identify
examples
of matter that has changed using a picture, drawing, or diagram.
2.4.3
Explain how matter can be changed in ways such as heating or cooling, cutting
or tearing, bending or stretching.
Taxonomy level: 2.7-B Understand
Conceptual Knowledge
It
is essential for students to know that
matter can be changed in many different ways.
Heating
For example, when you heat butter, it melts
Cooling
For example, when you cool water, it freezes to ice
Cutting
For example, when you cut meat, it changes from one piece to
many pieces
Tearing
For example, when you tear paper, it changes from one piece
to many pieces
Bending
For example, when you bend metal, it changes shape like
bending a paperclip could make it straight instead of curvy
Stretching
For example, when you stretch modeling clay, it becomes thin
Assessment
Guidelines:
The
objective of this indicator is to explain
how matter can be changed; therefore, the primary
focus
of assessment should be to construct a cause-and-effect model of the various
ways that
matter
is affected by heating or cooling, cutting or tearing, bending or stretching.
However,
appropriate
assessments should also require students to recall
that heating or cooling, cutting or
tearing,
bending or stretching matter are all ways to change matter.
2.4.4
Recognize that different materials can be mixed together and then separated
again.
Taxonomy
level: 1.1-A Remember Factual Knowledge
It
is essential for students to know that
materials can be mixed together and then separated
again.
·
For example, a salad may contain lettuce, tomatoes, and
cucumbers. The ingredients can be
mixed
all together and then separated out again.
·
Another example may be taking a handful of different coins or
buttons and separating them
out
into the individual types of coins or buttons.
Assessment
Guidelines:
The
objective of this indicator is to recognize
that materials can be mixed together and then
separated;
therefore, the primary focus of assessment should be to remember that some
mixtures
can
be separated.