Student Name: Julia DiOrio

Subject: Advanced Chemistry

Topic: Changes in Matter
Grade Level: 10th -12th
School and CI Name: Monticello High School, Jennifer Peairs
Date of Lesson Enactment: Thursday November 10, 2016
Duration: 70 min
Essential Questions: How does matter change? How are changes in matter classified? What factors impact
these changes?
Virginia Standards of Learning (SOLs):
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in
chemical formulas and balanced equations.
Key concepts include
f) reaction rates, kinetics, and equilibrium.
CH.5 The student will investigate and understand that the phases of matter are explained by kinetic theory and
forces of attraction between particles. Key concepts include
a) pressure, temperature, and volume;
d) phase changes;
Objectives:
Students will know
Kinetics is the study of reaction rates. Several factors affect reaction rates, including temperature,
concentration, surface area, and the presence of a catalyst.
Reaction rates/kinetics are affected by activation energy. Catalysts decrease the amount of activation
energy needed.
Temperature is a measurement of the average kinetic energy in a sample. There is a direct relationship
between temperature and average kinetic energy.
Chemical reactions are exothermic reactions (heat producing) and endothermic reactions (heat
absorbing).
Intermolecular forces are between molecules and interatomic forces are between atoms.
Chemical changes break interatomic bonds to rearrange atoms, and physical changes interrupt
intermolecular forces to rearrange molecules.
The names of all phase changes between solid, liquid, and gas.
Chemical changes are indicated by observations of color change, pH change, temperature change,
formation of a gas, and formation of a precipitate.
Students will understand
That each factor affects reaction rate based on whether it makes it easier for molecules to come in
contact or for them to overcome activation energy.
That if temperature is a measure of kinetic energy, then a change in temperature indicates a change in
energy.
That climbing up the state of matter latter indicates an increase in kinetic energy, an increase in
temperature, and therefore an endothermic process (and vice versa).
Students will be able to
Identify a process as either a chemical or a physical change.
Identify a process or energy diagram as either endothermic or exothermic.
Identify and explain the effect the following factors have on the rate of a chemical reaction: catalyst,
temperature, concentration, size of particles.
Identify a process as a chemical change given observation evidence.
Materials/Resources:
Unit 3 Notes Guide
Unit 3 Notes Guide Part 1 PPT

Changes in Matter Exit Quiz + Illuminate answer sheets

Illuminate Education (online program)

Safety
When asking students to stand up and move around, especially when demonstrated how molecules
come in contact with each other, requires concern for physical safety and potential for injury whether
intentional or by accident.
Procedures:
Lesson Segment
& Time Est.
Do Now
~3 min

Materials

Instructional Sequence

Unit 3 Notes
Guide

As students come in, they will be

responsible for completing a Do Now
activity in which they independently look
up the definition of 1) kinetic and 2)
molecular and write it in the blanks at the
beginning of their notes.
*Students will be allowed to use phones
and they may google the answer*

Internet
access

Instruction
~ 50 min

Unit 3 Notes
Guide

Then, the instructor will call on one

student to share their definitions before I
will ask the class as a whole what they
think Kinetic Molecular Theory (KMT)
describes.
Expected Answers
Kinetic: relating to motion
Molecular: relating to molecules
KMT describes the motion of molecules
Part 1: Physical vs. Chemical Change
The class will begin by going over the
differences between a chemical and a
physical change in terms of what is
happening at the molecular level. At this
point, students are able to identify the
type of change based on a particle
diagram, but this lesson will explain the
types of forces each type of change
affects. Students will gain this
information by dissecting what
intermolecular and interatomic mean
(between molecules and between atoms).
Physical change: Intermolecular forces
Chemical change: Interatomic forces
Part 2: State of Matter Ladder
Next, we will talk about a specific type of
physical change, phase changes, using a
diagram.

Referring to the KMT POGIL students

completed in lab, the instructor will call

Teacher (T) / Student (S)

Actions
T: provide instructions for
finding definitions and where
to write them and ask questions
S: use resources to define
terms, write their findings in
notes guide, and provide
answers when called upon

T: present information, ask

questions and enter into
feedback loops with students to
reach target understanding,
challenge misconceptions,
provide explanations where
previous knowledge is lacking,
answer student questions, and
make adjustment to pace
depending on class
understanding
S: Answering questions when
called upon, ask questions to
clarify when confused,
participate in discussion and in
physical models, take notes
based on what is provided to
them and what the instructor
covers verbally, and remain
engaged and attentive to each
part of the lesson

on a 1-2 students to share what they

observed as far as the motion of
molecules moving from a solid to a gas.
EA: Molecules moved faster from solid to
liquid to gas.
Students will draw an arrow on the right
side indicating that kinetic energy (the
energy of motion) increased going up the
ladder.
Part 3: Exothermic vs. Endothermic
Then, a new student will be asked what
happened to the temperature as they
moved from solid to liquid to gas.
EA: Temperature increased
Temperature will also have an upwards
arrow going up the ladder. Then it will be
explained that this is so because
temperature is a measure of kinetic
energy. An analogy will be made as a
mnemonic: When its cold outside, we
want to curl under a blanket and not
move around. When its summer and we
are running around outside, it is hot out
and we get sweaty as we move around.
If temperature measures kinetic energy, a
change is temperature means there has
been a change in energy.
A student will be called on to dissect the
word endothermic (EA: heat enters). A
diagram will be drawn of the board
indicating that we have a box, and inside
that box there is a ball. As the ball is
absorbing energy in an endothermic
reaction, what will it feel like if we were
to put a hand in the box? Why?
EA: Our hand will feel cold because the
ball is taking away energy from our hand.
Then, the instructor will introduce the
concept of an energy diagram, explaining
that the y axis represents energy and the x
axis represents reaction pathway or
time. Students will see that at the
beginning there are reactants (starting
materials) that then go through a change
(diagonal line) to get the product (ending
materials. A student will be called on to
describe the energy of the reactants as
either high or low then do the same for
the products. EA: Reactants have low
energy and products have high energy.
Then another student will be asked what
has to happen to the reactants to reach the
level of the products. EA: Energy has to
be added. The instructor will explain how
in science, we use a capital delta ()
indicates a change, so H represents a
change in heat (enthalpy will be taught at
a later time). When heat is ADDED to the

reactants, H is positive.
*The same process will be repeated for
exothermic*
Then, the class will return to the state of
matter ladder. A student will be called on
to describe what has to be done to climb
the ladder from solid to gas (EA: energy
must be added). Then another student
will be asked whether this is endothermic
or exothermic (EA: endothermic). The
process will be repeated for going down
the ladder. Students should draw an
upwards arrow and a downwards arrow to
the left of the diagram labelled as
endothermic and exothermic.
Part 4: Evidence of Chemical Change
Next, the lesson will switch gears to
talking about chemical changes. The
instructor will point out that the students
can identify a chemical change when
given the particle diagram, but we cannot
see molecules though the capability of
human sight. So how do we know when a
chemical change has occurred? We will
go through each station in the chemical
vs. physical change inquiry lab and
identify the changes as physical or
chemical then listing observations made
for chemical changes (checking off
observations made multiple times). At the
end the class will have a list of evidence
for chemical changes: color change,
temperature change, pH change,
formation of a gas, and formation of a
solid (precipitate). Then the class will be
asked if these chemical changes had to
show all of these signs. EA: No. Then, the
instructor will focus in on temperature
change asking about melting, a physical
change. Is there a temperature change
with melting? (EA: yes). Does this mean
it is a chemical change? (EA: No). We do
not need to see all five signs but we need
at least two signs to identify a process as
a chemical change.
Part 5: Rates of Reaction
Before the class can discuss factors that
affect rate of reaction, the students must
understand what is required for a
chemical reaction to occur:
1. Molecules have to collide (come
in contact)
2. Collisions have to have enough
energy (hit hard enough)
Each factor affecting reaction rate will be

introduced, demonstrated physically or

referred to through lab experience, and
then associated with reaction rate with a
molecular explanation based on the two
requirements for a reaction to occur.
Surface area Which dissolved faster in
lab, whole CaCl2 of crushed? EA:
crushed. What did crushing do to the
surface area? EA: increase surface area.
The instructor will demonstrate by using
a piece of paper with 4 edges and tearing
the paper in half to show how breaking
into smaller pieces produces more edges.
More surface area means more
opportunities for molecules to collide.
Temperature Two volunteers will be
asked to stand in front of the class.
Keeping feet in place and only moving
arms, how easy is it to reach over and
touch the other person? Now walk around
each other moving arms. How easy is it
to touch the other person? Higher
temperature means more kinetic energy
which makes it easier for molecules to
collide.
Concentration Another two students
will be asked to stand up front with feet
in place swinging arms. Then a third
student will be called up to stand between
them and do the same. Students will see
that increasing the concentration (adding
another person) makes it easier to come
in contact.
Catalyst The instructor will warn
students that the following concept will
make sense after we talk about it before
showing the definition for a catalyst
(lowers activation energy by providing an
alternate pathway for a transition state).
The slide for this section of the lesson
shows an activated complex energy
diagram. The instructor will explain that
this is just like the energy diagrams from
talking about endothermic and
exothermic reactions except we have
added the necessary energy for the
reaction to occur (the second requirement
shown earlier). Where before there was a
straight diagonal line, now there is a
bump. The next slide shows how a
catalyst provides a smaller bump. In other
words, a catalyst takes the requirement
for activation energy from a mountain to
a hill, allowing more of the collisions to
hit hard enough and react.

Mixing Did the CaCl2 dissolve faster

when mixed or when left alone? EA:
mixed was faster. Why? EA: mixing
forced more molecules to come in
contact.
All five factors will be summarized into
short relationship statements:
1. surface area = rate
2. temperature = rate
3. concentration = rate
4. (adding) catalyst = Act.
Energy = rate
5. mixing = rate
Practice
~ 5 min

Exit Quiz
~ 15 min

Unit 3 Notes
Guide

Changes in
Matter Exit
Quiz +
Illuminate
Answer
Sheet

This is intended as a flexible section

depending on the time it will take to
cover instruction. Each class will be able
to understand the content at different
rates (some requiring more explanation
than others). Depending on time, the
students will complete the short practice
section in which they identify processes
as chemical/physical changes and
exo/endothermic.
Students will have an opportunity to
check their answers against the key and
ask questions about the ones they got
wrong.
Once all content has been covered, the
instructor will do a quick two- to threeminute review of the major concepts of
the issues and allow for questions.

T: provide directions, answer

student questions, and provide
answer key
S: complete practice, check
answers, and ask questions
when needed

T: Provide directions and pass

out quiz
S: Take quiz independently

Students will complete a ten question

multiple choice quiz covering the major
points of todays lesson. Answer will be
bubbled in and evaluated using the
program Illuminate Education.

Assessment:
The major assessment for this lesson is the exit quiz given at the end of the class covering the concepts
learned that day. The quiz is ten multiple choice questions on the difference between chemical/physical
changes, endothermic vs. exothermic, and kinetic molecular theory. Students will have a physical copy of the
quiz in addition to a Scantron-type answer sheet designed through Illuminate Education. Illuminate allows for
automated grading and test analysis through the gradecam webapp (grading by holding answer sheet up to
computer camera). This technology will be used to easily assess what concepts were best understood and which
concepts students continue to struggle with.
Closure:
The lesson will be prefaced with the fact that the students will be expected to take a quiz on the content
covered in this class. Before students take the quiz, the instructor will do a fast review/summarization of the
major concepts covered in the lesson. This review is meant to bring the relevant concepts to the front of
students minds and remind them of how these concepts are applied before taking the exit quiz.

Accommodations for individual differences:

How is content mastered?
This lesson contains multiple methods of presenting content. Students will learn through direct
instruction, kinetic models (i.e. moving around the classroom as molecules), use of analogies, inquiry lab
activity (previously completed but discussed in this lesson). Some differentiation had to occur based on the
maturity of ADV vs. HON level classes with using kinetic models. For honors, all students will participate as a
molecule of a substance out in the hallway; however, advanced classes will be based on a few student
volunteers at the front of the classroom.
How is learning evaluated?
Honors and advanced will have different application and criteria for the exit quiz. Advanced students
will take the quiz immediately after learning content, and the quiz will be graded as 5 points for completion and
up to 10 points based on the score for a total of 15 points. Honors is expected to take in and understand
information more quickly, and so they will be assessed the next class period to evaluate how much of what they
learned stayed with them and it will be graded out of 10 points based purely on the score.

Behavioral and organizational strategies: Besides covering content, this lesson had a secondary purpose of
teaching students the importance of paying attention and taking good notes in order to perform well on
assessments. The notes were structured such that students had to be paying attention to the lesson to write
additional notes or add relationships to figures.
Resources/References:
Lesson adapted from activities and notes guide of Jennifer Peairs, Monticello High School