Physical Science Kara West & Mark Davis Phase Changes 2 2007-04-30 1. How are the types of phase changes related, including the variations of sublimation and deposition? 2. What happens to the molecules and energy during the different phase changes? 3. How are evaporation and boiling point different? What variation exists in temperature during these changes? W = Help the students know Where the unit is going and What is expected (prior knowledge, interests) ~ H = Hook all students and Hold their interest? ~ E = Equip students, help them Experience the key ideas and Explore the issues ~ R = Provide opportunities to Rethink and Revise their understandings and work ~ E = Allow students to Evaluate their work and its implications ~ T = Be Tailored (personalized) to the different needs, interests and abilities of learners ~ O = Be Organized to maximize initial and sustained engagement as well as effective learning. Understanding by Design Professional Workbook (p. 14), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright©2005 ASCD

Analyze the effects of hot/cold temperatures on solids, liquids, and gases,
Generate hypotheses for phase changes based on experimental learning,
Develop a rationale based on evidence for answering their hypotheses,
Investigate their hypothesis through paired and whole group activities.

the differences between endo- and exo- changes in the phases of matter,
the variations in characteristics of molecules throughout the phase change,
the differences between sublimation and deposition on matter and the associated properties (eg. vaporization),
how energy (temperature in particular) is not affected during the phase change.

The unit will consist of curriculum created in departmental common planning and will consist of the following recognized standards:

NECAP GSE 9-11 PS2 Systems and Energy & Patterns of Change 5

Describing and diagramming changes in energy (transformation) that occur in different systems (eg. Chemical –exo/endo, Physical – phase changes).

NSTA Physical Science Content Standard B

As a result of their activities in grades 9-12, all students should develop an understanding of changes in properties and chemicals and scientific inquiry.

NSTA Physical Science Assessment Standard B

Achievement data collected focus on the science content that is most important for students to learn.

Students will utilize scientific equipment to inquire about phase changes.
Students will describe how kinetic energy and explain the behavior of gases, liquids, and solids and develop a report analyzing their understanding.

Through warm-up questions, the students will share prior and learned knowledge abort daily subjects in the unit with peer support.
By completing an objective and short essay test, the students will demonstrate their knowledge, computational skills, and persuasive writing strategies for the unit.

In-Class Lab and PAIR Method (W,T): Direct instruction and differentiated support for the various stages of phase change and the current unit.

Investigating Phase Changes Lab (E,R): The lab focused on an experiment demonstrating what happens at different temperatures of water.

Phase Change Report (E,R,T): Develop understanding and analysis in a report that graphs findings, explains results, and forms a conclusion to the initial hypothesis.