Unit 2 — PS: Interactions of Matter
Description
This unit focuses on the structure and behavior of matter at the molecular level, examining how particles behave in solids, liquids, and gases. Students investigate how thermal energy affects particle motion and state changes, and develop models to predict and describe these phenomena. The unit also explores synthetic materials derived from natural resources and their impact on society, connecting atomic-level interactions to observable properties and real-world applications.
Essential Questions
- How do atomic and molecular interactions explain the properties of matter that we see and feel?
- What happens at the molecular level in each state of matter and when matter changes between states?
- How can we trace synthetic materials back to natural ingredients?
- How can energy be transferred from one object or system to another?
Learning Objectives
- Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
- Use cause-and-effect relationships to predict changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
- Gather, read, and synthesize information about how synthetic materials formed from natural resources affect society.
- Assess the credibility, accuracy, and possible bias of publications and methods used to support claims about synthetic materials.
- Describe molecular arrangements and motion in solids, liquids, and gases using qualitative models.
- Obtain, evaluate, and communicate information to show that synthetic materials come from natural resources and affect society.
- Recognize the distinction between heat as thermal energy transfer and temperature as a measure of kinetic energy.
Supplemental Resources
- Graphic organizers for comparing properties of solids, liquids, and gases
- Printed diagrams and models showing molecular arrangement in different states of matter
- Sentence strips for organizing information about thermal energy and state changes
- Chart paper for displaying cause-and-effect relationships between thermal energy and particle motion
- Printed source materials and articles about synthetic materials for credibility assessment activities
No core standards aligned for this unit.
Students read science and technical texts to gather and analyze information about matter and its properties, citing textual evidence to support conclusions and integrating information presented in diverse formats including diagrams, graphs, and models.
Students apply ratio and rate reasoning to solve real-world problems related to properties of matter, and use abstract and quantitative reasoning and mathematical modeling to analyze data from chemical and physical processes.
Formative Assessments
- Model development activities showing particle motion and state changes in response to thermal energy changes
- Reading and analysis of scientific and technical texts about synthetic materials with citation of specific evidence
- Evaluation of multiple sources for credibility, accuracy, and bias regarding how synthetic materials affect society
- Cause-and-effect relationship mapping connecting thermal energy changes to particle behavior and state transitions
Summative Assessment
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Benchmark Assessment
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Alternative Assessment
Students may demonstrate understanding of particle motion and state changes through a labeled diagram with written or oral descriptions in place of a full written model. Visual supports such as particle arrangement templates or pre-drawn diagrams may be provided to scaffold model development.
IEP (Individualized Education Program)
Students benefit from scaffolded support when developing particle motion models, such as graphic organizers that separate cause-and-effect relationships into manageable steps and visual diagrams that anchor abstract molecular concepts to observable phenomena. For reading and analyzing scientific texts about synthetic materials, providing highlighted or annotated passages, pre-taught vocabulary, and options for oral or illustrated responses in place of extended writing helps students access and demonstrate understanding. Output flexibility is especially important in this unit, as students may show understanding of thermal energy concepts through labeled diagrams, verbal explanation, or guided written frames rather than open-ended prose. Frequent check-ins during model-building tasks allow teachers to provide corrective feedback before misconceptions become entrenched.
Section 504
Students should be given extended time on tasks that require reading technical texts about synthetic materials or completing multi-step cause-and-effect analyses of particle behavior. Preferential seating reduces distraction during model-development and inquiry activities that involve sustained focus on abstract content. Printed copies of any diagrams, directions, or board notes related to particle motion and state changes ensure students can reference key information without losing their place during instruction.
ELL / MLL
Visual supports such as labeled diagrams of particle arrangements in solids, liquids, and gases, as well as illustrated vocabulary cards for key terms like thermal energy, kinetic energy, and state change, help make abstract molecular content accessible. Directions for model-building and text analysis tasks should be given in clear, simple steps, and students should be invited to restate instructions in their own words before beginning. When reading about synthetic materials and their societal impacts, paraphrased summaries and bilingual glossaries support comprehension and allow students to engage meaningfully with content-area vocabulary in both English and their home language.
At Risk (RTI)
Connecting particle behavior to familiar everyday experiences — such as ice melting, water boiling, or materials like plastic and nylon — provides concrete entry points into abstract molecular concepts. Simplifying the initial complexity of cause-and-effect mapping by starting with a single state change before extending to full transition sequences helps students build confidence and a foundational understanding before tackling more complex relationships. When engaging with scientific texts about synthetic materials, offering shorter, carefully selected passages with guiding questions reduces cognitive load and supports students in locating and citing evidence without feeling overwhelmed by dense text.
Gifted & Talented
Students can explore the chemistry of synthetic material development at a deeper level, investigating how the manipulation of molecular structure produces specific macroscopic properties and evaluating trade-offs between performance, cost, and environmental impact. Extending the source evaluation work to include peer-reviewed scientific literature or industry reports challenges students to apply more rigorous standards of credibility and bias analysis than a single text requires. Students might also investigate emerging or novel materials — such as biodegradable polymers or smart materials — and examine how atomic-level interactions drive innovation, connecting thermodynamic principles to cutting-edge real-world applications.