Student Impact Project 11-25

A CTION R ESEARCH :
S TUDENT I MPACT
P ROJECT
Chemistry: Matter Properties and Changes
Grades 10 12 at Karns City High School
Jaime Emmel
11/25/2015
11/25/2015
Action Research: Student Impact

Project
Chemistry: Matter Properties and Changes
Table of Contents
Contextual Factors 2
Standards .. 5
Unit Topic and Learning Goals 7
Prior Knowledge 9
Interpretation of Data . 13
Description of Instruction and Assessments . 15
Results 17
Reflection .. 19
Appendices 20
Appendix A . 21
Appendix B . 67
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CONTEXTUAL FACTORS
Demographic Information for Karns City High School
Karns City High School is located in Butler County, Pennsylvania. There are approximately
763 students and 52 teachers. The approximate student to teacher ratio is 15:1.1
Karns City High School is considered to be in a rural area of Butler Country. The population
of Butler County is 185,943.2
Karns City, PA has a population of 211 in a very rural community. The median income of
households from a census taken in 2013 was $37,502. The per capita was $16,786. 3
Municipalities served by this school district are: Bruin, Chicora, Petrolia, Karns City,
Fairview and East Brady; and Donegal, Parker, Perry Bradys Bend, Fairview, Brady and
Sugarcreek Townships.4
The student race demographics at the High School are: 0.38% African American, 0.13%
Hispanic, 0.13% Native American, and 99.36% Caucasian. The race demographics for the zip
code that the high school is located in are: 99% Caucasian and the other 1% is made up of
African American, Asian or Pacific Islander, and Mixed Races.5
30% of the students are eligible for the Free Lunch Program and 9% of students are eligible
for the Reduced-Price Lunch Program.6
The average teachers salary in Karns City School District is $47,732. The average salary for
the High School teachers are $54,950. The total expenditures for the district are
approximately $18,983,000. This figure includes the money spent of instruction, teacher
salaries, and teacher benefits. 7
1 http://public-schools.startclass.com/l/76703/Karns-City-High-School
2 http://quickfacts.census.gov/qfd/states/42/42019.html
3 http://www.city-data.com/city/Karns-City-Pennsylvania.html#b
4 The Butler County Answer Book, July 2015
5 http://www.movoto.com/schools/karns-city-pa/karns-city-high-school-420960001154/
6 http://www.usnews.com/education/best-high-schools/pennsylvania/districts/karns-city-area-
school-district/karns-city-high-school-16958/student-body
7 http://www.teachersalaryinfo.com/pennsylvania/teacher-salary-in-karns-city-area-school-
district/
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The staff in the district includes 115 full time teachers, 17 teacher aides, and 2 instructional
coordinators. 8
Along with the staff listed above, there are 4 guidance counselors, 2 librarians, 2 district
administrators, and 4 school administrators.9
There are approximately 209 students who are on Individual Education Plans and no
students listed as English Language learners. 10
For the 2012-2013 school year, Karns City High School had an SPP score of 83.8 along with
74% of the School Proficient or Advanced on the Math PSSA and 80% of the School Proficient
or Advanced on the Reading PSSA. Based on the Benchmark percentage for Math Karns
City was at 73% and for Reading it was 70%.11
Karns City High School has a graduation rate of 87%.12
The school district and community offer a large variety of activities that the students can
participate in. Sports offered include: Baseball, Basketball, Cross Country, Bowling,
Cheerleading, Football, Golf, Soccer, Track, Volleyball, and Softball.
Karns Citys Mission Statement
The mission of the Karns City Area School District, together with the community, is to
provide a quality education, in a safe, caring environment, which enables the student to
become a lifelong learner and a responsible member of the family and society.13
Classroom Factors
8 http://www.teachersalaryinfo.com/pennsylvania/teacher-salary-in-karns-city-area-school-
district/
9 http://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=4209600&details=
10 http://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=4209600&details=
11http://www.paauditor.gov/Media/Default/Reports/sch73905KarnsCityAreaSchoolDistrict073
015.pdf
12 http://www.publicschoolreview.com/school_ov/school_id/69232
13 Mission Statement as appears on http://www.edline.net/pages/Karns_City_High_School
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The classroom is set up to be a typical lab setting where there are five lab tables that the
students can sit at along with two smaller
tables up in the front of the room where
students can sit as well since the classes can
range in size from 10 students to
approximately 23 students. There is also a
lab bench in the front of the room for the
teacher to set up demonstrations. The image
to the right is a sketch of the lab area. The
only thing missing from the teacher
desk/area is the set of tables where the
students can sit when the class is larger than
the room allows for.
The technology that is available in this room

is pretty simple for a high school classroom.
There is a Smartboard in the front of the
room that allows for use of the program ActiveX that can be seen used in other high schools
in other Butler County Schools. There is also a laptop cart that is available for the students
to use to perform research along with performing lap experiments using the data collection
software called Logger Pro. This software works with Vernier systems that plug into the
computer to allow for easier access to collecting data.
Student Characteristics
The classes that this project focuses on is a regular Chemistry class. There are two sections
of the class that will be compared as a way to look at how the individual classes seem to take
the material that is being presented to them.
Periods 4 and 5
This is the larger of the two sections that are taught. There are 18 students in this class.
There are 13 girls and 5 boys in the class. The grade range in the class is grades 10-12. There
is a large variety of students in the class. There are football players and cheerleaders along
with the drum major for the marching band and students who are very heavily involved in
the marching band and choir. This class is not very talkative so it takes a lot of work to get
them to actually participate in class discussions. There are no IEPs in the class, but there
very well could be GIEPs, but the teachers have not been made aware of the students who
have those at this point.
Periods 7 and 8
This class contains 12 students. There are 11 boys and 1 girl. The class ranges in grades from
10-12. This class does not contain as much variety as the other class, but there is variety all
the same. Approximately half the boys in the class play football and the other approximate
have play soccer. This is a very talkative class so sometimes it takes a little more effort to
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keep the talking to a minimum. There are not IEPs in this class as well, and it is the same
issue here with the possibility of GIEPs as in the early section.
Grade and Subject
The class is Chemistry and at Karns City it is taught to students who have completed
Biology and Physical Science. This means that the students have also taken the Keystones at
some point. That then plays a role because some of them could have ended up in a Biology
Remediation class along with Chemistry. None of the students in either section is in
remediation along with Chemistry. The grades in the class range from 10th grade to 12th
grade. The subject that is being taught for this particular project is matter. This topic also
contains the properties and changes that occur with matter.
Instructional Implications
Knowing that my students are heavily involved sports has forced me to find ways to relate
the examples I use to the sports that they play so that they are more interested in. Also
knowing the demographic information about the schools allows me to see whether students
need time in class to use computers to complete work instead of doing it at home.
STANDARDS
Academic Standards
National Standards (From Textbook)
UCP.1: Systems, order, and organization

UCP.3: Change, constancy, and measurement
A.1: Identify questions and concepts that guide scientific investigations. Students should
form testable hypothesis and demonstrate the logical connections between the scientific
concepts guiding a hypothesis and design of an experiment. They should demonstrate
appropriate procedures, a knowledge base, and conceptual understanding of scientific
investigations.
A.2: Design and conduct scientific investigations. Designing and conduction scientific
investigations requires introductions to the major concepts in the area being investigated
proper equipment, safety precautions, assistance with methodological problems,
recommendations for use of technologies, clarification of ideas that guide the inquiry, and
scientific knowledge obtained from sources other than the actual investigation. The
investigation may also require student clarification of the question, method, controls, and
variables; student organization and display of data, student revision of methods and
explanations, and a public presentation of the results with a critical response from peers.
Regardless of the scientific investigation performed, students must use evidence apply logic,
and construct an argument for their proposed explanations.
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B.2: The atoms nucleus is composed of protons and neutrons, which are much more massive
than electrons. When an element has atoms that differ in number of neutrons, these atoms
are called different isotopes of the element.
E.2: Propose designs and choose between alternative solutions. Students should demonstrate
thoughtful planning for a piece of technology or technique. Students should be introduced to
the roles of models and simulations in these processes.
G.1: Individuals and teams have contributed and will continue to contribute to the scientific
enterprise. Doing science or engineering can be as simple as an individual conducting field
studies or as complex as hundreds of people working on a major scientific question or
technological problem. Pursuing science as a career or as a hobby can be both fascinating and
intellectually rewarding.
G.2: Scientists have ethical traditions. Scientist value peer review, truthful reporting about
the methods and outcomes of investigations, and making public the results of work.
Violations of such norms do occur, but scientists are responsible for such violations are
censured by their peers.
PDE Standards (From PDESAS)
3.2.C.A1: Differentiate between physical properties and chemical properties. Differentiate

between pure substances and mixtures; differentiate between heterogeneous mixtures and
homogeneous mixtures.
3.2.C.A3: Describe the three normal states of matter in terms of energy, particle motion, and
phase transitions
3.2.C.A4: Predict how combinations of substances can result in physical and/or chemical
changes. Interpret and apply the laws of conservation of mass, constant composition (definite
proportions), and multiple proportions.
Assessment Anchors (From PDESAS)
CHEM.A.1: Properties and Classification of Matter
Anchor Descriptors (From PDESAS)
CHEM.A.1.1: Identify and describe how observable and measureable properties can be used
to classify and describe matter and energy.
CHEM.A.1.2: Compare the properties of mixtures.
Eligible Content (From PDESAS)
CHEM.A.1.1.1: Classify physical or chemical changes within a system in terms of matter

and/or energy.
CHEM.A.1.1.2: Classify observations as qualitative and/or quantitative.
CHEM.A.1.1.3: Utilize significant figures to communicate the uncertainty in a quantitative
observation.
CHEM.A.1.1.4: Relate the physical properties of matter to its atomic or molecular structure.
CHEM.A.1.2.1: Compare properties of solutions containing ionic or molecular solutes (e.g.
dissolving, dissociating).
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CHEM.A.1.2.2: Differentiate between homogeneous and heterogeneous mixtures (e.g. how

such mixtures can be separated).
District Standards
As my time at Karns City is coming to a close, I have not been informed of any specific
district standards that I was responsible to have the students reach.
UNIT TOPIC AND LEARNING GOALS

Content Topic of Focus
The overall topic of this unit is matter. Specifically it looks into the properties and
characteristics of matter. Students also looked at different types of mixtures as well as how
to separate those mixtures.
Throughout the unit, the students performed experiments to test their knowledge of
mixtures and how to separate them; they took place in a debate to determine whether a
specific piece of matter is classified as either a solid, a liquid, or a gas, and also the students
took notes as well as worked on worksheets about all of the content covered in the chapter.
Skills of Focus
This particular unit is looking at the knowledge that the students have gained from previous
science class about matter and its classifications. Also it looks at the skill set that the
students have in the lab. The big questions that come into focus when looking at students in
a lab setting are:
Can a student follow directions?
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Can the student clean up after the experimentation is done?

Is the student responsible enough to use glassware and hot plates?
Has the student completed and returned the safety contract for working in the lab?
Has the student passed their lab safety quiz?
As long as the answers to these questions are yes, then a Chemistry teacher can then start to
look at the particular skill sets that the students need to have.
Recording quantitative data from a scale or flask

Recording qualitative data from making observations in the lab
Making inferences based on data compiled
These are just a few of the skills that come into focus in a Chemistry classroom as well as
any other science class.
Learning Goals and Objectives
The students will be able to classify different objects based on the state of matter category
that it would fall into. (Cognitive)
The students will be able to constructively debate whether Shaving Cream is considered to
be a solid, liquid, gas, or something in between based on research done on the computer and
through analyzing shaving cream. (Cognitive, Affective, Psychomotor)
The students will be able to list examples of physical and chemical properties when given a
variety of examples. (Cognitive)
The students will be able to classify some of the physical and chemical properties of four
unknown substances by mixing them with water. (Cognitive, Psychomotor)
The students will be perform calculations using the Law of Conservation of Mass. (Cognitive,
Psychomotor)
The students will be classify mixtures based on knowledge of the mixtures as heterogeneous
or homogeneous. (Cognitive)
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The students will be answer questions about each of the different types of techniques used
for separating mixtures. (Cognitive)
The students will be to use the techniques we learned yesterday to successfully separate a
mixture of seemingly unknown substances. (Cognitive, Psychomotor)
The students will be able to create a brochure for an assigned element that gives a set of
stats about the element as well as the history and usage of the element. (Cognitive,
Psychomotor)
The students will be able to perform calculations based on the law of definite proportions and
law of multiple proportions. (Cognitive, Psychomotor)
PRIOR KNOWLEDGE
Knowledge, Skills, and/or Dispositions Assessed Prior to Teaching
Prior to my class, the students have taken at least a Physical Science class. In Chemistry,
the topics taught in Physical Science are built upon. Students have been introduced to the
topics of:
Matter
Chemical Properties
Physical Properties
Chemical Changes
Physical Changes
Solid
Liquid
Gas
Law of Conservation of Mass
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Since I know that the students have taken a Physical Science class, I know that they have
been introduced to these topics. My overall goal as a student teacher is to get them more
familiar with the terms than when they were first introduced to them. I also would like to
increase their knowledge base about these relatively simple topics.
How will you pre-assess your students?
I plan to pre-assess my students by giving them a matching quiz that contains all of the
vocabulary from the chapter that we will be beginning to see how much they remember from
their previous science classes.
This will show how their memories allow them to recall the information that they have
learned. However, I know that it has been a few years since they have heard some of these
terms so I am not expecting anyone to get a perfect score.
How will you collect the data on the pre-assessment?
I will be grading the pre-assessment just like any other quiz, but the score will not be going
into the grade that the students receive for the class. It will be out of 27 questions.
The following pages contain the pre-assessment that the students were given to complete the
day before we started the new material.
Chapter 3 Pretest
Definitions
______1.) Form of matter that flows, has constant volume and takes the shape of its
container.
______2.) Form of matter that has its own definite shape and volume
______3.) Form of matter that not only flows to conform to the shape of its container, but also
fills the entire volume of its container
______ 4.) The gaseous state of a substance that is a solid liquid at room temperature
______ 5.) Characteristic of matter that can observed or measured without changing the
samples composition
______ 6.) Dependent on the amount of substance present such as mass, length and volume
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______ 7.) Independent of the amount of substance present such as density
______ 8.) The ability or inability of a substance to combine with or change into one or more
other substances
______ 9.) A change that alters a substance without changing its composition
______ 10.) A transition of matter from one state to another
______ 11.) A process that involves one or more substances changing into new substances
______ 12.) States that mass is neither created nor destroyed during a chemical reaction
______ 13.) A combination of two or more pure substances in which each pure substance
retains its individual chemical properties
______ 14.) A mixture that does not blend smoothly throughout and in which the individual
substances remain distinct
______ 15.) A mixture that has constant composition throughout
______ 16.) A uniform mixture that can contain solids, liquids, or gases
______ 17.) A technique that uses a porous barrier to separate a solid from a liquid
______ 18.) A physical separation technique that is based on differences in boiling points of
the substances involved
______ 19.) A separation technique that results in the formation of pure solid particles of a
substance from a solution containing the dissolved substance
______ 20.) A technique that separates the components of a mixture dissolved in either a gas
or a liquid based on the ability of each component to travel or to be drawn across the surface
of a fixed substrate
______ 21.) A pure substance that cannot be separated into simpler substances by chemical
or physical means
______ 22.) Organizes the elements into a grid of horizontal rows called periods and vertical
columns called groups or families
______ 23.) Made up of two or more different elements that are combined chemically
______ 24.) States that a compound is always composed of the same elements in the same
proportion by mass, no matter how large or small the sample
______ 25.) The ration of the mass of each element to the total mass of the compound
expressed as a percent
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______ 26.) States that when different compounds are formed by a combination of the same
elements, different masses of one element combine with the same fixed mass of the other
element in a ration of small whole numbers
______ 27.) The process during which a solid changes to a vapor without melting
Terms
a. Law of Multiple Proportions

b. Law of Conservation of Mass
c. Compound
d. Physical Change
e. Chemical Change
f. Physical Property
g. Chemical Property
h. Law of Definite Proportions
i. Periodic Table
j. Element
k. Percent by mass
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l. Mixture
m. Chromatography
n. Solid
o. Extensive Property
p. Gas
q. Intensive Property
r. Vapor
s. Liquid
t. Phase Change
u. Heterogeneous Mixture
v. Homogeneous Mixture
w. Solution
x. Filtration
y. Crystallization
z. Sublimation
aa. Distillation
INTERPRETATION OF DATA
What were the results of your assessment of prior knowledge?
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The graph below shows the results of Periods 4-5s pre-test scores.
Pre-test Score Period 4/5

30
Pre-test Score (out of 27)
25
20
15
10
5
0
0 5 10 15 20
Student ID
By looking at this graph, it is easy to notice that some students took it as a pre-test knowing
it would not affect their grade and some really did try to remember what they had been
taught before since the scores can be seen all over the board.
The graph below shows the results of Periods 7-8s pre-test scores.
Pre-test Score Period 4/5

30
Pre-test Score (out of 27)
25
20
15
10
5
0
0 5 10 15 20
Student ID
By looking at this graph, it is again easy to see how much the students actually remember
from their previous classes and how much they do not remember from previous classes. It is
also easy to see whether or not the students took this quiz as a serious grade effecting quiz.
What does this tell you about your students?
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This information tells me that the students do not necessarily remember every little thing
that they have heard in terms of matter from their previous science classes. It also tells me
however that they do realize it is a pretest and that it will not have any implications upon
their overall course grade.
Also this gives me a baseline for where to start instruction with the students. It will tell me
how much time I need to spend on the simple vocabulary as compared to actually increasing
the students knowledge base for the topics we are covering.
I think that I will be able to introduce the vocabulary as we get to them in the coverage of the
content. This has worked relatively well for the students in previous chapters, so I do not see
any problems with using it for this chapter as well.
The difficulty with actually using a pre-test to see where my students are in the
understanding of this information is that both of my classes are very different personality
wise. So some of them seem to grasp the topics much more quickly than others do. I try to
teach both of my classes in very similar manners but it does seem to go easier some days
than others in both classes.
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DESCRIPTION OF INSTRUCTION AND

ASSESSMENT
How many days of instruction?
This unit will take approximately 13 days. Of those 13 days, 8 days will be single period
instruction and the other 6 will be double period days.
List of Instructional Strategies that will be used
Lecture
Inquiry-based Experiments
Inquiry Debate
Guided Practice
Individual Practice
Guided Research Project
Copies of Lesson Plans
Copies of all of the lesson plans for this unit can be found in Appendix A at the end of this
document.
Lesson Day Title of Lesson Plan
1 Post Chapter 2 Test Day
2 States of Matter
3 Properties of Matter
4 Law of Conservation of Mass

5 Mixtures
6 Separating Mixtures
7 Separating Mixtures Lab
8 Element Brochure
9 Element Brochure
Quiz Law of Definite and Multiple
10
Proportions
11 Multiple Proportions Continued
12 Chapter 3 Review Day

13 Chapter 3 Test Day
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Copies of Materials
Copies of all materials used in this section can be found in Appendix B at the end of this
document. A copy of the pretest however can be found on page 10.
Day Activity
1 Chapter 3 Pre-Test
States of Matter Worksheet

2
A State Debate
Chemical and Physical Properties Worksheet

3
Properties of Matter Lab
Chemical and Physical Properties and Changes

Worksheet
4
Conservation of Mass Worksheet
5 Mixture Worksheet
6 -
7 Separation of Mixtures Lab
8
Element Brochure Project 1
9
10 Definite Proportions Worksheet
Element Quiz A, B, and C
11 Elements Compounds and Mixtures Data Table
Elements Compounds and Mixtures Write Up
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12 -
13 Chapter 3 Test
RESULTS
What were the Results of your assessment after instruction?
The results of the final assessment showed great improvement across the board. Part of what
I think assisted in the improvement was the scores was the actual teaching of the material.
For some of my students it has been obvious that it has been a longer time since they have
heard the terms that were mentioned on the pretest, but once they were reminded of the
terms and their meanings, the students showed great growth.
The overall goal of this project for me was to show that even though the students may have
the prior knowledge from a previous class does not always remember what they have learned
before. I know with my students that unless they took the time to look at the exact
definitions they were given in the question that they just wrote a random letter down which
was not exactly testing their prior knowledge.
Did you see student growth? How do you know?
Yes I did see growth in my students. The biggest way that I knew there was growth in my
students knowledge was through the results of their post-tests. However I also was able to
see growth as the chapter progressed with my students actually participating in the
classroom discussion.
The favorite activity between both of my regular chemistry classes was A State Debate and
this was because they actually got to have hands on experience with a substance that does
exist in all three states of matter. When they got to play with shaving cream during the
class, it was able to help them remember the differences between the three states of matter.
An additional favorite in all laboratory based classes are the actual in lab experiments. All of
my students enjoy participating in labs. It is also interesting to note that they do have to
remember how to behave in a lab which is something that is consistent in all science classes.
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Reporting the Data

Pre and Post Test Percentages
Period 4-5 To the left is the data
collected from my fourth
120.0
and fifth period Chemistry
Percentage (out of 100%)
100.0
class. These students come
80.0 from a collection of
60.0 backgrounds in terms of
40.0 science. There are a few
20.0 seniors who have not taken
0.0 a physical science class
0 5 10 15 20 where most of this would
Student ID have been learned in a few
years. There are also
Pre-test Percentage Post Test Percentage sophomores who are fresh
out of a physical science
class where this information is fresher in their minds. This class had some students show a
very high improvement. At Karns City, the classes report how many points each student
receives out of the total number of points on the assessment, which is where you can see a
much greater improvement, but part of that is because there were a few more points on the
post assessment than the pre-assessment. The greatest improvement with this class was
going from a 3.7% to a 75.8%. This shows that once the students are reminded of information
that they have learned prior then they will show improvement because sometimes things get
lost in the long term memory and are not as easily retrieved.
To the right is the data from my

seventh and eighth period Chemistry Pre and Post Test Percentages
class. I will be the first to say that Period 7-8
this class is very smart and they
120.0
seem to be able to apply the new
Percentage (out of 100%)
100.0
information to different scenarios
much quicker than fourth and fifth 80.0
period. This class had the greatest 60.0
improvement when a student went 40.0
from a 0.0% to a 95.5%, however this 20.0
data is not the most accurate because 0.0
the student was not present for the 0 2 4 6 8 10 12 14
pre-assessment. So a better Student ID
representation of improvement with
this group would be the student who Pre-test Percentage Post Test Percentage
went from a 22.2% to a 75.8%. This
again also shows that as students are reminded of information that they may already have
learned then their scores will improve.
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Just with any selection of students, the teacher has to keep in mind the background of
science that the students have. With both classes, I am aware of the science classes they may
have taken before getting to Chemistry. I am also aware of the fact that some students learn
differently than others. As a new teacher I am still learning ways to differentiate my
instruction to makes sure I meet the needs of my students. I have not had the experience
with IEPs like my peers have had so I am still learning when it comes to that.
REFLECTIONS
What were the effects of your instructional decisions?
Overall, I have very smart students. It has been evident since day one of being in charge of
the classroom. My instructional decisions resulted in positive outcomes. Every single one of
my students showed improvement from the pretest to the post test. I continued to teach the
students in the same method that I had been using since day one of teaching the class. I
taught them the vocabulary as it portrayed itself in the chapter.
I do not find it beneficial to the students to teach them all the vocabulary of a chapter right
off the bat because they will not succeed in being able to apply that vocabulary when you
need them to at the next point in the chapter. In a chapter like this one, some of the terms
are very similar and when you try to get the students to apply one of the vocabulary words
that is similar to the others. If you introduce the vocabulary as you get to the skills necessary
to make use of the vocabulary, then the students will be able to apply the knowledge to
problems specific to the vocabulary and then can identify similar problems when combined
with the other vocabulary words that are similar.
I think that this unit went very well. However there are always things that are worth
changing. As a new teacher, I am learning that coming up with the activities on my own is
much better than getting them off the internet when looking at explaining them to your
students. I used a modelling activity from a school in Texas to solidify my students
understanding of elements, mixtures, and compounds. The entire activity was a giant flop in
my personal opinion, which is always a great way to feel on observation day. The students
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struggled to see the activity for what it was supposed to be. All they were able to see was
nuts and bolts, not elements or compounds. Even when I tried it with my second class, which
normally goes much smoother, it did not go according to plan. The next time I teach this unit
I will not be using that activity as my first modelling activity of the concept. I will most likely
use an online simulation that mirrors the same ideas, but is easier to understand.
My overall goal with this project was to look at what my students remembered from previous
science classes. Science is one of those topics that snowballs on top of itself from class to
class. If a student does not learn the topic in a Physical Science class, then they will struggle
with the same topic when it comes back up in Chemistry. I also know that my students came
from different backgrounds of Physical Science and Biology, but at the same time I knew that
the topics I was teaching were covered at least once before.
My overall goal was achieved because I was able prove that when you remind students of
what they have been taught in other classes, you will be able to deepen their knowledge of
the content. It is also interesting to watch their faces when they make the realization of what
they are learning and how they can relate it to the knowledge they already have. My other
favorite thing is watching their face when they finally get the hang of a topic that they have
been struggling with for a few days and see how knowing that information will make their
lives easier. Unfortunately I will not be at Karns City when a lot of the information in this
chapter comes back into play.
APPENDICES
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Appendix A: Lesson Plans
Appendix B: Materials
APPENDIX A
Secondary Ed Student Teaching Lesson Plan
Teacher: Miss Emmel
Name of Course: Chemistry
Cooperating Teacher Approval:
Heading
TOPIC FOR THE LESSON: Post Chapter 2 Test Day
Time in Minutes: 42 Grade Level/Course: 10th through 12th
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Standards
A.1: Identify questions and concepts that guide scientific investigations. Students should form
testable hypothesis and demonstrate the logical connections between the scientific concepts
guiding a hypothesis and design of an experiment. They should demonstrate appropriate
procedures, a knowledge base, and conceptual understanding of scientific investigations.
A.2: Design and conduct scientific investigations. Designing and conduction scientific investigations
requires introductions to the major concepts in the area being investigated proper equipment,
safety precautions, assistance with methodological problems, recommendations for use of
technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from
sources other than the actual investigation. The investigation may also require student clarification
of the question, method, controls, and variables; student organization and display of data, student
revision of methods and explanations, and a public presentation of the results with a critical
response from peers. Regardless of the scientific investigation performed, students must use
evidence apply logic, and construct an argument for their proposed explanations.
B.2: The atoms nucleus is composed of protons and neutrons, which are much more massive than
electrons. When an element has atoms that differ in number of neutrons, these atoms are called
different isotopes of the element.
thoughtful planning for a piece of technology or technique. Students should be introduced to the
roles of models and simulations in these processes.
enterprise. Doing science or engineering can be as simple as an individual conducting field studies
or as complex as hundreds of people working on a major scientific question or technological
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problem. Pursuing science as a career or as a hobby can be both fascinating and intellectually
rewarding.
G.2: Scientists have ethical traditions. Scientist value peer review, truthful reporting about the
methods and outcomes of investigations, and making public the results of work. Violations of such
norms do occur, but scientists are responsible for such violations are censured by their peers.
Objective(s) Assessment of Objective(s)
Key Vocabulary for Today
Base unit: a defined unit in a system of measurements that is based on an object or event in the
physical world
Second: SI base unit for time; the frequency of the radiation given off by a cesium-133 atom
Meter: SI base unit for length; the distance that light travels in a vacuum in 1/299,792,458 of a
second
Kilogram: SI base unit for mass; defined by a platinum and iridium cylinder kept in France
Kelvin: SI base unit for temperature; scale devised by William Thomson where zero kelvin is the
temperature when all particles are at their lowest possible energy state
Derived Unit: unit that is defined by a combination of base unites
Volume: the space occupied by an object
Liter: most useful unit of volume; equal to one cubic decimeter
Density: a physical property of matter and it is defined as the amount of mass per unit volume
Dimensional Analysis: a systematic approach to problem solving that uses conversion factors to
move from one unit to another
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Conversion Factor: a ratio of equivalent values used to express the same quantity in different
units; is always equal to 1 and changes the units of a quantity without changing its value
Significant figure: all known digits including one estimated digit
Accuracy: refers to how close a measure value is to an accepted value
Precision: refers to how close a series of measurements are to one another
Error: the difference between an experimental value and an accepted value
Percent Error: expresses error as a percentage of the accepted value
Graph: a visual display of data
Pre-Planning
Characteristics of Students
PERIOD 4/5: 18 students 5 males and 13 females
PERIOD 7/8: 12 students 11 males and 1 female
Modifications & Adaptations
No students with IEPS.
Materials/Resources
Camcorder VCR/DVD Worksheets Handouts Computer Notes
Internet Approved Readings ________________________
_________ ______________________ ________________________
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Activities
Setting the Stage/B.A.R.N. Time (in minutes)
I will hand back the students exams and give them a chance to look 5 minutes
over their tests and see where they lost points.
Teachers Activities Students Activities Time (in minutes)
Once the students have the chance to Look over their tests. Ask 20 minutes
look over their tests I will open the questions. Ask for
floor for any questions that they may explanations as to why
have about their tests and where they they lost points.
may have lost points.
I will distribute the Chapter 3 pretest

and allow the students the time to take Take the Chapter 3
the test. pretest.
10 minutes
Closure Time (in minutes)
Answer orally, What did we define matter as at the beginning of

this class?
7 minutes
Teacher: Miss Emmel
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Heading
TOPIC FOR THE LESSON: States of Matter
Standards
The students will be able to classify different Verbal Questioning

objects based on the state of matter category
that it would fall into.
The students will be able to constructively

debate whether Shaving Cream is considered to Debate
be a solid, liquid, gas, or something in between
based on research done on the computer and
through analyzing shaving cream.
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States of matter the three different forms of matter that people come into contact with naturally
in the world
Solid form of matter that has its own definite shape and volume
Liquid form of matter that flows, has constant volume, and takes the shape of its container
Gas form of matter that not only flows to conform to the shape of its container but also fills the
entire volume of its container
Vapor gaseous state of a substance that is a solid or a liquid at room temperature
Pre-Planning
Materials/Resources
_________ ______________________ ________________________
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Activities
Setting the Stage/B.A.R.N.
Time (in minutes)
B: Yesterday we talked about different ways to measure matter and

analyze the data that we collect from the experiments we do.
A: The students will be listing the three types of matter that they
have learned about in previous science classes. 5 minutes
R: Matter is all around the students and they have had experiences
with every single state of matter that is in existence.
N: Today we will be looking into more details about the different

states of matter.
During my prep period right before Complete the bell ringer. 5 minutes (B.A.R.N.)
class I will pass out slips of paper for
the students to respond to the bell
ringer question.
After the students complete the bell

ringer, it will lead us into a discussion
about each of the different states of Take notes on the 15 minutes
matter. We will take notes on a foldable about each of the
foldable I will provide to the students. different states of matter.
Once we complete taking our notes, I Split up into teams and

will distribute the rules for our debate begin researching actually 22 minutes
for today and let the students know with the shaving cream.
which team that they will be
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participating on. Students will be

allowed to start some of the research
with the actual shaving cream.
Take a break.
After the bell rings, I will allow the 3-4 minutes

students to grab lap tops and do some Research on the
research about what the internet says computer.
that Shaving Cream is in terms of 20 minutes
states of matter.
I will tell the students that it is time to Participate in the debate

about shaving cream. 20 minutes
stop researching and that now it is
time to begin the debate. I will
moderate the debate to keep it from
getting to far out of control.
I will ask the students to write on the back of their bell ringer which
state of matter they think that Shaving Cream falls under or if they
think it is a combination of multiple states. 2 minutes

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Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Properties of Matter
Standards
The students will be able to list examples of Verbal Questioning

physical and chemical properties when given a
variety of examples.
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The students will be able to classify some of the

physical and chemical properties of four
unknown substances by mixing them with Lab
water.
Physical property characteristic of matter that can be observed or measured without changing
the samples composition
Extensive property dependent on the amount of substance present
Intensive property independent of the amount of substance present
Chemical property the ability or inability of a substance to combine with or change into one or
more other substances
Pre-Planning
Materials/Resources
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_________ ______________________ ________________________
Activities
Time (in minutes)
B: Yesterday we talked about the states of matter.
A: The students will be asked to list different types of properties

that can be observed about matter.
5 minutes
N: Today we will be looking at the properties of matter.
ringer question.
After the students complete the bell Take notes on the 15 minutes
ringer, it will lead us into a discussion foldable.
about the physical properties of matter.
We will take notes on a foldable I will
provide to the students.
Then we will begin talking about the

chemical properties of matter which
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they will take notes on in the same Take notes on the 15 minutes
foldable that we took notes on before. foldable.
5 minutes
I will split the students up into the Pair up with their partners
pairs that they will be working as on and work on the lab.
the experience. Also I will distribute
the lab document so that they can
begin figuring out what to do.
Take a break. 3-4 minutes
I will monitor their work to make sure Work on the lab. Ask 40 minutes
that everyone is following the safety questions when they
rules established in the class. arise.
I will post a picture of a piece of matter and ask the students to list 2 minutes
2 physical properties and 2 chemical properties that they could find
out about the object on the back of their bell ringer.
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Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Law of Conservation of Mass
Standards
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The students will be perform calculations using Worksheet

the Law of Conservation of Mass.
Law of conservation of mass states that mass is neither created nor destroyed during a chemical
reaction it is conserved
Pre-Planning
Materials/Resources
_________ ______________________ ________________________
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Activities
Time (in minutes)
B: Last week we talked about chemical and physical properties and

changes.
A: The students will be asked identify whether the changes listed on

the board or chemical or physical. 5 minutes
N: Today we will be looking at the law of conservation of matter

and mixtures.
ringer question.
I will start the lesson by asking the Participate in the 3 minutes

students to review what chemical and discussion.
physical changes are and what the
other name for chemical changes is.
I will the lead into a discussion about Take notes.

what conservation of mass is and how
it was researched. 3 minutes
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Perform the sample

problem.
I will also go through an example of
how to do a Conservation of Mass
problem.
2 minutes
Research the three
I will have the students get computers scientists and write a
and ask them to perform research on paragraph about their
the following three scientists: Antoine work.
Lavoisier, Joseph Proust, and John
Dalton. I will be asking to the students
27 minutes
to see how these three scientists
works remain current today.
While the students are working, I will

distribute their homework for the
evening.
I will post a picture of a piece of matter and ask the students to list 2 minutes
2 physical properties and 2 chemical properties that they could find
out about the object on the back of their bell ringer.
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Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Mixtures
Standards
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The students will be classify mixtures based on Worksheet

knowledge of the mixtures as heterogeneous or
homogeneous.
Mixture a combination of two or more pure substances in which each substance retains its
individual chemical properties
Heterogeneous Mixture a mixture that does not blend smoothly throughout and in which the
individual substances remain distinct
Homogenous Mixture A mixture that has constant composition throughout; it always has a single
phase
Solutions homogenous mixtures
Pre-Planning
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Materials/Resources
_________ ______________________ ________________________
Activities
Time (in minutes)
B: Yesterday we talked about the law of conservation of mass and

how the mass of the reactants equals the mass of the products.
A: The students will be asked to complete a law of conservation of

mass calculation. 5 minutes
N: Today we will be looking mixtures and the different types of

mixtures.
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ringer question.
I will start the conversation with a brief Participate in the 2 minutes

review of how to complete the bell discussion.
ringer.
I will distribute the paper that the 7 minutes

students will be using to make the Create the foldable.
foldable for todays notes. I will walk
the students through making the
foldable.
I will then start the notes that go with Take notes on the
this piece of the section of the foldable. 10 minutes
textbook.
I will have the students take notes

about the different types of solutions
that exist and think about different 5 minutes
examples of each type.
I will distribute the worksheet that I

have prepared for the students to work
on.
Work on the homework.
9 minutes
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I will have two images on the board for the students to look at. I 2 minutes
will ask them to write on the back of the bell ringer which one of
the two images is considered to be a heterogeneous mixture and
which one is a homogeneous mixture.
Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Separating Mixtures
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Standards
The students will be answer questions about Verbal Questioning

each of the different types of techniques used
for separating mixtures.
Filtration a technique that uses a porous barrier to separate a solid from a liquid
Distillation a physical separation technique that is based on differences in the boiling points of
Crystallization a separation technique that results in the formation of pure solid particles of a
substances from a solution containing as much dissolved substance as it can possibly hold
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Sublimation the process during which a solid changes to a vapor without melting
Chromatography a technique that separates the components of a mixture dissolved in either a

gas or a liquid based on the ability of each component to travel or be drawn across the surface of
a fixed substrate
Pre-Planning
Materials/Resources
_________ ______________________ ________________________
Activities
Time (in minutes)
B: Yesterday we talked about the different types of mixtures.
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A: The students will be asked to identify the substances on the 5 minutes

board as a mixture or a pure substance.
N: Today we will be looking at the different ways to separate

mixtures.
ringer question.
I will start class with a quick review

about what mixtures are and how we
can identify the difference the different Participate in the 7 minutes
types and we will also go over their discussion.
homework from the night before.
10 minutes
Then we will begin to take notes about
Take notes.
the five different methods of
separation techniques.
7 minutes
I will start to pose the students with Answer the questions.
questions about what kind of technique
is best suited to separate a select few
10 minutes
types of mixtures.
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I will then ask the students how their

memorizing of the elements and their
symbols is going. We will then play a Participate in the game.
review game to help them memorize
the elements.
I will remind the students that Friday they will be performing an 2 minutes
experiment and that they need to dress accordingly.
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Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Separating Mixtures Lab
Standards
The students will be to use the techniques we Lab

learned yesterday to successfully separate a
mixture of seemingly unknown substances.
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Filtration a technique that uses a porous barrier to separate a solid from a liquid
Distillation a physical separation technique that is based on differences in the boiling points of
Crystallization a separation technique that results in the formation of pure solid particles of a
substances from a solution containing as much dissolved substance as it can possibly hold
Sublimation the process during which a solid changes to a vapor without melting
Chromatography a technique that separates the components of a mixture dissolved in either a

gas or a liquid based on the ability of each component to travel or be drawn across the surface of
a fixed substrate
Pre-Planning
Materials/Resources
_________ ______________________ ________________________
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Activities
I will get everything for the lab set up in my prep period before
class.
I will monitor the students while they Perform the experiment. 70 minutes
complete the lab.
If there is an extended amount of time

at the end of the class, then I will start Take notes. 14 minutes
the notes for the next section of the
book.
I will make sure that the students get all of their lab materials 2 minutes
handed in on time.
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Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Element Brochure Lesson Plan
Standards
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The students will be able to create a brochure Brochure

for an assigned element that gives a set of stats
about the element as well as the history and
usage of the element.
Element A pure substance that cannot be separated into simpler substances by physical or
chemical means
Pre-Planning
Materials/Resources
_________ ______________________ ________________________
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Activities
Time (in minutes)
B: Last week we learned what elements and compounds were.
A: The students will be able to give the symbol for any three
element names.
5 minutes
R: This is a good way to practice their research abilities for other
classes outside of chemistry.
N: Today we will be starting a 2 day project where you will be make

a brochure for the element that you have been assigned.
I will distribute the directions for the Create the brochure 79 minutes
project and collect the bell ringers.
I will let them get the laptops and once

they are logged on I will share the
Google Doc that they will be using so
that I can guarantee that the
document gets saved in case someone
doesnt turn one in.
I will monitor the students working to

make sure that they are staying on
task.
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I will remind the students that the project is due Thursday at the
start of class.
Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Quiz and Law of Definite Proportions and Law of Multiple Proportions
Standards
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The students will be able to perform Worksheet

calculations based on the law of definite
proportions and law of multiple proportions.
Law of Definite Proportions states that a compound is always composed of the same elements in
the same proportion by mass, no matter how large or small the sample
Percent by Mass the ration of the mass of each element to the total mass of the compound
expressed as a percentage
Law of Multiple Proportions states that when different compounds are formed by a combination
of the same elements, different masses of one element combine with the same fixed mass of the
other element in a ratio of whole small numbers
Pre-Planning
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Materials/Resources
_________ ______________________ ________________________
Activities
Time (in minutes)
B: Last week we learned what elements and compounds were.
A: The students will be able to give the symbol for any three
element names.
5 minutes
R: This is a good way to practice their research abilities for other
classes outside of chemistry.
N: Today we will be taking a quiz on the topics we studied over the

last two weeks and will begin talking about the last two
mathematical concepts of this chapter.
I will let the class work on the bell Work on the bell ringer 5 minutes (B.A.R.N.)
ringer while I collect the Element and turn in the element
brochure projects. brochure project.
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I will distribute the quiz for the first Take quiz

few sections of the chapter and
monitor as the student work on the 37 minutes
quiz.
Take a break 3-4 minutes
After the break, I will begin by

introducing the vocabulary for this last
section. Take notes
3 minutes
I will then go into more details about

the law of definite proportions and how
it connects to percent by mass.
12 minutes
Work through practice

We will work through at least 2
problems
practice problems together before I let 10 minutes
the students try one on their own.
I will introduce the topic of law of Take notes

multiple proportions which we will pick
up with in class on Friday.
10 minutes
I will distribute the homework for them

to begin working on so that they can
Work on homework
ask their questions as they come up. 5 minutes
2 minutes
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I will ask the students how they are handling this topic to see if
there is anything in particular that they students need me to work
on tomorrow.
Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Quiz and Law of Definite Proportions and Law of Multiple Proportions
Standards
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The students will be able to perform Worksheet

calculations based on the law of definite
proportions and law of multiple proportions.
Law of Definite Proportions states that a compound is always composed of the same elements in
the same proportion by mass, no matter how large or small the sample
Percent by Mass the ration of the mass of each element to the total mass of the compound
expressed as a percentage
Law of Multiple Proportions states that when different compounds are formed by a combination
of the same elements, different masses of one element combine with the same fixed mass of the
other element in a ratio of whole small numbers
Pre-Planning
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Materials/Resources
_________ ______________________ ________________________
Activities
Time (in minutes)
B: Yesterday we learned about the law of definite proportions and

we were introduced to the law of multiple proportions.
A: The students will be answering a percent by mass problem

posted on the board. 5 minutes
R: This is relates to the topics we covered in class yesterday.
N: Today we will be talking more in depth about the law of multiple

proportions.
Work on the bell ringer. 5 minutes (B.A.R.N.)
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I will let the class work on the bell

ringer while I walk around to check on
their homework from last night.
I will start the lesson by asking the Participate in discussion 5 minutes

students to remind me what the law of
multiple proportions states.
I will then proceed with the notes for

this topics until we have covered Take notes 20 minutes
everything that we need to before we
take our test next week.
I will distribute their homework that

they will be able to work on for the 12 minutes
remainder of the first period. Work on homework
3-4 minutes
Take a break
40 minutes
Play Kahoot
After the break I will have the students
get laptops so that they can participate
in the Kahoot game so that they can
practice their elements before the quiz
on Monday.
I will ask the students how they are handling this topic to see if 2 minutes
there is anything in particular that they students need me to work
on next week before their test.
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Teacher: Miss Emmel
Heading
TOPIC FOR THE LESSON: Chapter 3 Review Day
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Standards
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rewarding.
Pre-Planning
Materials/Resources
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_________ ______________________ ________________________
Activities
Students will be asked to get their study guides out and ask any 5 minutes
questions that they have on that before we play the review game.
I will ask student to grab a lap top so Grab a laptop, log in, and 5 minutes
that they can log into the Kahoot game get ready to review.
for us to review the topics that they
have discussed the last two weeks.
We will play a Kahoot Review game

about analyzing data which is the Play the Review Game.
chapter we covered this week in class. 20 minutes
Winner will receive a mole dollar for

winning.
12 minutes
After the game, I will ask the students Get last minute help with
if there is any kind of calculation they the calculations we had in
would like to go over before we take this chapter.
the test.
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Ask any final questions before they take the test tomorrow. 2 minutes
Teacher: Miss Emmel
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Heading
TOPIC FOR THE LESSON: Chapter 3 Test Day
Standards
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rewarding.
Pre-Planning
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Materials/Resources
_________ ______________________ ________________________
Activities
Students will be asked to get their study guides out and ask any 5 minutes
questions that they have on that before we take the test.
I will distribute the tests just as the bell Take the test. 42 minutes
is ringer so that students have the
maximum amount of time needed to
finish the test.
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Anyone who finishes early will be given a crossword puzzle that Time will vary
deals with the elements of the periodic table which we will begin
the discussion of next week.
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APPENDIX B: MATERIALS
Chapter 3 Pretest
Definitions
______1.) Form of matter that flows, has constant volume and takes the
shape of its container.
______2.) Form of matter that has its own definite shape and volume
______3.) Form of matter that not only flows to conform to the shape of its
container, but also fills the entire volume of its container
______ 4.) The gaseous state of a substance that is a solid liquid at room
temperature
______ 5.) Characteristic of matter that can observed or measured without

changing the samples composition
______ 6.) Dependent on the amount of substance present such as mass,

length and volume
______ 7.) Independent of the amount of substance present such as density
______ 8.) The ability or inability of a substance to combine with or change

into one or more other substances
______ 9.) A change that alters a substance without changing its

composition
______ 10.) A transition of matter from one state to another
______ 11.) A process that involves one or more substances changing into
new substances
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______ 12.) States that mass is neither created nor destroyed during a
chemical reaction
______ 13.) A combination of two or more pure substances in which each

pure substance retains its individual chemical properties
______ 14.) A mixture that does not blend smoothly throughout and in
which the individual substances remain distinct
______ 15.) A mixture that has constant composition throughout
______ 16.) A uniform mixture that can contain solids, liquids, or gases
______ 17.) A technique that uses a porous barrier to separate a solid from a
liquid
______ 18.) A physical separation technique that is based on differences in

boiling points of the substances involved
______ 19.) A separation technique that results in the formation of pure

solid particles of a substance from a solution containing the
dissolved substance
______ 20.) A technique that separates the components of a mixture

dissolved in either a gas or a liquid based on the ability of each
component to travel or to be drawn across the surface of a fixed
substrate
______ 21.) A pure substance that cannot be separated into simpler

substances by chemical or physical means
______ 22.) Organizes the elements into a grid of horizontal rows called
periods and vertical columns called groups or families
______ 23.) Made up of two or more different elements that are combined
chemically
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______ 24.) States that a compound is always composed of the same

elements in the same proportion by mass, no matter how large
or small the sample
______ 25.) The ration of the mass of each element to the total mass of the
compound expressed as a percent
______ 26.) States that when different compounds are formed by a

combination of the same elements, different masses of one
element combine with the same fixed mass of the other element
in a ration of small whole numbers
______ 27.) The process during which a solid changes to a vapor without
melting
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Terms
A. Law of Multiple Proportions

B. Law of Conservation of Mass
C. Compound
D. Physical Change
E. Chemical Change
F. Physical Property
G. Chemical Property
H. Law of Definite Proportions
I. Periodic Table
J. Element
K. Percent by mass
L. Mixture
M. Chromatography
N. Solid
O. Extensive Property
P. Gas
Q. Intensive Property
R. Vapor
S. Liquid
T. Phase Change
U. Heterogeneous Mixture
V. Homogeneous Mixture
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W. Solution
X. Filtration
Y. Crystallization
Z. Sublimation
AA. Distillation
Solids, Liquids, and Gases

The following materials are all solids, liquids, or gases. Draw
the shape around each word according to its trait.
Solid: Circle Liquid: Square Gas: Triangle
Water Nitrogen Helium
Ice Salt Propane
Jelly Glass Chlorine
Clay Air Hydrogen

Mud Rope Paint
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Wood Lava Mustard
Metal Body Odor Shampoo
Apple Lemonade Sulphur

Dioxide
Deodorant Gasoline Mercury
Whipped Shaving Foam Xenon

Cream
A State Debate!
Although the three states of matter are solid, liquid, and gas, not all
substances seem to fit perfectly into one of these groups. Take a
look at the substance below and see if you can decide whether it
should be called a solid, liquid, gas, or something in between.
Materials:
Shaving cream
Paper towel
Penny
Magnifying glass (optional)
Activity
Procedures:
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1. Place a small mound of shaving cream on a paper towel. Look at

the shaving cream. Would you call it a solid, liquid, or a gas?
Why? One characteristic of a solid is that it keeps its shape without
being in a container. Does this make the shaving cream a solid?
Why or why not?
2. Very gently place a penny on top of the shaving cream. What do
you observe? Does the shaving cream act most like a solid, liquid,
or gas?
3. Shaving cream is very light. Look at it very closely or use a
magnifying glass if you have one. What do you think makes it so
light? Does this make you change your opinion of whether it is a
solid, a liquid, or a gas?
4. Rub a little shaving cream between your thumb and index
finger. Does it feel like a solid, liquid, or gas?
5. Leave the shaving cream blob out over night. Look at it very
closely the next day. How has it changed? Has its state changed?
Leave it for a few more days and see if you think it has changed
state.
Think about this
Another example of a substance with a weird state is a mixture of
corn starch and water. In a cup, place 2 tablespoons of corn starch
and 1 tablespoon of water. Mix with a popsicle stick. If you mix
quickly the material will act more like a solid. If you mix slowly, it
will act more like a liquid. Poke it with the Popsicle stick and then
press it gently. What do you notice?
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Where's the Chemistry?

Its not always so easy to say definitely that a substance is a solid,
liquid, or gas. Some materials, like cornstarch mixed with water,
can act more like a solid when treated a certain way and more like
a liquid when treated a different way. Shaving cream seems to
have an unusual state because it is a liquid soap with a lot of gas
bubbles mixed in it. The gas makes it so thick and frothy that it
keeps its shape and supports light objects like a solid. When you
let the liquid from shaving cream evaporate, all that's left is the
very light and thin solid soap and the spaces where the gas bubbles
were.
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https://www.teachengineering.org/view_activity.php?url=collection/uoh_/activities/uoh_sep_
mixtures_activity1/uoh_sep_mixtures_activity1.xml
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Student Impact Project 11-25

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Student Impact Project 11-25

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A CTION R ESEARCH :

Grades 10 12 at Karns City High School

Action Research: Student Impact

Unit Topic and Learning Goals 7

Description of Instruction and Assessments . 15

Karns City High School has a graduation rate of 87%.12

Karns Citys Mission Statement

The technology that is available in this room

Grade and Subject

National Standards (From Textbook)

UCP.1: Systems, order, and organization

PDE Standards (From PDESAS)

3.2.C.A1: Differentiate between physical properties and chemical properties. Differentiate

Assessment Anchors (From PDESAS)

CHEM.A.1: Properties and Classification of Matter

Anchor Descriptors (From PDESAS)

Eligible Content (From PDESAS)

CHEM.A.1.1.1: Classify physical or chemical changes within a system in terms of matter

CHEM.A.1.2.2: Differentiate between homogeneous and heterogeneous mixtures (e.g. how

UNIT TOPIC AND LEARNING GOALS

Can a student follow directions?

Can the student clean up after the experimentation is done?

Recording quantitative data from a scale or flask

Learning Goals and Objectives

How will you pre-assess your students?

How will you collect the data on the pre-assessment?

______ 7.) Independent of the amount of substance present such as density

______ 10.) A transition of matter from one state to another

______ 15.) A mixture that has constant composition throughout

a. Law of Multiple Proportions

Pre-test Score Period 4/5

Pre-test Score Period 4/5

What does this tell you about your students?

DESCRIPTION OF INSTRUCTION AND

List of Instructional Strategies that will be used

Copies of Lesson Plans

1 Post Chapter 2 Test Day

4 Law of Conservation of Mass

7 Separating Mixtures Lab

12 Chapter 3 Review Day

States of Matter Worksheet

Chemical and Physical Properties Worksheet

Chemical and Physical Properties and Changes

7 Separation of Mixtures Lab

10 Definite Proportions Worksheet

Element Quiz A, B, and C

11 Elements Compounds and Mixtures Data Table

Elements Compounds and Mixtures Write Up

Did you see student growth? How do you know?

Reporting the Data

To the right is the data from my

Appendix A: Lesson Plans

Teacher: Miss Emmel

Name of Course: Chemistry

Cooperating Teacher Approval:

TOPIC FOR THE LESSON: Post Chapter 2 Test Day

Time in Minutes: 42 Grade Level/Course: 10th through 12th

UCP.1: Systems, order, and organization

UCP.3: Change, constancy, and measurement

Objective(s) Assessment of Objective(s)

Key Vocabulary for Today

Derived Unit: unit that is defined by a combination of base unites

_ __________

_ __________

_ __________