Learning Objective #1

Learning Objective 1:

Students will be able to analyze data from experiments to determine if a chemical reaction has occurred and construct a scientific explanation using a claim, evidence, and reasoning framework.

Concepts

Understanding the Properties of Substances

Students need to understand that substances have specific properties that can be observed and measured (e.g., density, melting point, boiling point, solubility, flammability, and odor).

Distinguishing between Physical and Chemical Changes

Students should be able to differentiate between physical changes (changes in state or form) and chemical changes (formation of new substances)

Formative Assessment Questions

Identify three observable properties that can be used to classify a substance as a solid, liquid, or gas.

Question 1 maintains a DOK level 1, asking students to recall basic knowledge but focusing on properties relevant to the standard.

Describe three specific changes in properties (such as flammability, color, odor, or texture) that you would observe as wood burns.

DOK Level: 2, Bloom's: Applying. Question 2 requires students to apply knowledge about chemical reactions to a specific scenario at a DOK level 2.

Explain why the observation of a cloudy mixture when two clear liquids are combined is not sufficient evidence to conclude that a chemical reaction has definitely occurred. What further evidence would be needed to support the conclusion that a chemical reaction took place?

DOK Level: 3, Bloom's: Analyzing. Question 3 increases the level of analysis by requiring the student to critique an assumption and explain what evidence would provide more certainty.

Analyze the following experimental data, and for each scenario, justify whether or not a chemical reaction occurred based on the properties observed. Then, identify one limitation in the data that could affect the certainty of your conclusion:

Scenario 1: Two clear liquids are mixed, and the resulting solution becomes bright orange and produces a gas.
Scenario 2: A white solid is added to a clear liquid and dissolves completely. There is no change in temperature or color observed.
Scenario 3: A shiny metal is heated, becomes dull and gray, and its mass increases.

DOK Level: 4, Bloom's: Evaluating. Question 4 maintains DOK level 4 by requiring evaluation of complex data and identifying limitations, aligning with the standard's emphasis on analyzing data to determine if a chemical reaction occurred.

Explanation

Alignment with MS-PS1-2: As per the standard, all questions focus on the observable properties of substances (density, melting point, boiling point, solubility, flammability, and odor).

DOK Level Alignment: The questions are structured to match the complexity levels specified by the DOK levels.

Bloom's Taxonomy Alignment: Each question is designed to promote the cognitive process (remembering, applying, analyzing, evaluating) associated with the specified Bloom's level.

Emphasis on Justification: Questions 2 and 4 specifically require students to explain their reasoning and justify their conclusions based on evidence, fostering deeper understanding.

Anticipated Misconceptions & Remediation

All visible changes indicate a chemical reaction: Students may believe that any observable change in a substance signifies a chemical reaction. For instance, they might think that melting ice is a chemical change because the substance looks different, even though it's still water (H₂O).

Clarification: Emphasize that physical changes, like phase changes, can be visible but don't alter the substance's chemical identity.

Activity Suggestion: Illustrate the difference by using examples like dissolving sugar in water (physical change) and baking soda reacting with vinegar (chemical change).

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