PurposeThis lesson is an introductory lesson for chemistry or biology students to learn about the emergent phenomena of matter. The computer simulation will provide a visual model of molecular interactions at different states. Upon completion of this lesson students will be able to visualize the submicroscopic world of matter and phase transitions, and understand the difference between elements and compounds.
OverviewAfter a brief mini-lecture and follow-up handout defining the terms atom, molecule, element, and compound, students use the Concord Consortium Molecular Workbench “Atomic Motion in Different States of Matter” simulation to deepen their understanding of the submicroscopic properties of these different states of matter.
Student Outcomes
Learner Objectives:- Student will be able to define the states of matter and compare and contrast their properties.- Student will be able to classify materials as elements, compounds, or mixtures, stating the evidence for the classification.
This work is supported by the National Science Foundation under NSF grant CNS-1138461. However, any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not necessarily reflect the views of the Foundation.
Computational Thinking in STEM Skills:1e. Analyzing Data. 1f. Visualizing Data: 3a. Using Computational Modeling to Understand a Concept3c. Assessing Computational Models
Next Generation Science Standards:PS1 Matter and its Interactions; PS1A Structure and Properties of Matter
Illinois State Science Standards:12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).
PrerequisitesNone.
BackgroundThe lesson begins with an introduction to the terms atoms, molecules, elements, and compounds. Below are brief definitions of each term and their relation to one another. Elements: substances that cannot be separated into simpler substances. Salt is made up
of the elements sodium and chloride. Water is made up of the elements hydrogen and oxygen.
Atoms: the smallest particle of an element that has the properties of that element. Compounds: substance formed when two or more elements are chemically joined.
Water, salt, and sugar are examples of compounds. When the elements are joined, the atoms lose their individual properties and have different properties from the elements they are composed of.
Molecules: consist of two or more atoms of the same element, or different elements, that are chemically bound together.
A compound is a molecule that contains at least two different elements. All compounds are molecules but not all molecules are compounds.
Molecular hydrogen (H2), molecular oxygen (O2) and molecular nitrogen (N2) are not compounds because each is composed of a single element. Water (H2O), carbon dioxide (CO2) and methane (CH4) are compounds because each is made from more than one element.
This work is supported by the National Science Foundation under NSF grant CNS-1138461. However, any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not necessarily reflect the views of the Foundation.
Teaching NotesThe teacher will begin the lesson with a discussion about atoms, molecules, elements and compounds. Students will then complete the “Atoms, Molecules, Elements, and Compounds” handout (included below) to apply the definition of atoms, molecules, elements, and compounds to submicroscopic models. After the discussion, students will use the Molecular Workbench program (downloaded for free from http://mw.concord.org/modeler/index.html) to investigate the state of matter and phase transitions on a submicroscopic level.
Students will investigate and complete seven sections of the “Atomic Motion in Different States of Matter” simulation. It is recommended that students work in pairs through these activities. The index page is pictured below.
In Sections 1-3 students will analyze the interactions of matter at various states. Students are required to take snapshot pictures of the interactions and insert them into the report. A “camera” is built into the computer program to take pictures.
Section 4 will ask students to investigate the melting process of Xenon. Section 5 will model the interface between a solid and liquid. Section 6 will provide an inside view of compounds and mixtures. Section 7 summarizes the concepts learned with four questions. Lastly, students should click on the create a report link to save or print a copy of
their work.
Students may be also complete the simulation “Phase Changes” found in the Activity Center: http://mw2.concord.org/public/part1/index.cml. This activity can be used as an extension if some students finish before others.
This work is supported by the National Science Foundation under NSF grant CNS-1138461. However, any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not necessarily reflect the views of the Foundation.
Pre-class PreparationIt is recommended to download the Molecular Workbench program before students work with the simulation. The program can be downloaded from the Concord Consortium website at http://mw.concord.org/modeler/index.html.
Materials and ToolsThe Molecular Workbench simulations can be downloaded for free athttp://mw.concord.org/modeler/index.html.
Each simulation requires Java software, which can also be downloaded for free at www.java.com.
If you are using iPads in the classroom, try using the ‘Next Generation Molecular Workbench’ found at http://mw.concord.org/nextgen. The simulations are not exactly the same as those presented in this lesson, but can be substituted to teach the same objectives.
A supply of paper and printer are needed if you want students to submit a print copy of the report. Students can also save the report and send you an electronic copy of the report.
AssessmentThe lab report can be used as an assessment for understanding the learning objectives.
Additional Information
The Concord Consortium is a non-profit technology lab for science, mathematics, and engineering. The mission of the Concord Consortium is to show how teaching and learning can seamlessly incorporate the best features of digital technology to dramatically improve education. The Molecular Workbench is one project created by the Concord Consortium to provide visual interactive computational experiments for teaching and learning science.
Handout begins on following page.
This work is supported by the National Science Foundation under NSF grant CNS-1138461. However, any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not necessarily reflect the views of the Foundation.
