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MYP6 Unit 4 - Materials and change

Content

Scheme of work

Materials and change

This unit gives students practical experience with basic scientific equipment and introduces some of the most important ideas in physical science. Students will learn how to identify and use common laboratory apparatus, including glassware, measuring instruments, clamp stands and the Bunsen burner.

The unit begins with the properties of everyday materials and laboratory equipment skills, then moves into physical and chemical change, states of matter, kinetic theory, and the difference between heat and temperature.

6u4.1 - Materials and their properties

In this lesson students are introduced to the idea that different materials have different properties. These properties explain why particular materials are chosen for particular uses.

Common material properties

Activity - Materials property circus

Students move around a series of stations testing the properties of everyday materials such as metal, plastic, glass, ceramic, paper, rubber, wood and fabric.

Possible stations

  • Sort materials into natural and synthetic materials.
  • Test whether materials are magnetic.
  • Compare flexibility by gently bending samples.
  • Compare transparency by trying to read text through the material.
  • Test water resistance using a few drops of water.
  • Compare how warm or cold materials feel to the touch.

Discussion

Students should explain which properties make a material suitable for a particular use, for example glass for windows, metal for cooking pans, rubber for gloves, or plastic for bottles.

Summary

  • Materials have different properties.
  • The properties of a material affect what it is used for.
  • Scientists use observation and simple tests to compare materials.

Check your understanding

  • Why is glass useful for windows?
  • Give one property that makes metal useful for cooking pans.
  • Why might rubber be used to make gloves?

6u4.2 - Basic laboratory apparatus

In this lesson students learn the names and functions of common laboratory apparatus. They should be able to identify equipment, sketch it simply, and describe what it is used for.

Glassware

Other apparatus

Activity - Apparatus matching challenge

Students match each piece of apparatus to its name, diagram, function and one safety point.

Student task

  • Identify each piece of apparatus.
  • Draw a simple sketch in the equipment inventory section of the yellow book.
  • Write one sentence describing the function of each item.
  • Add one safety point where appropriate.

Example

A measuring cylinder is used to measure the volume of a liquid. It is more accurate than a beaker for measuring volume.

Summary

  • Different pieces of apparatus have different purposes.
  • Glassware should be handled carefully.
  • Correct apparatus choice improves practical work.

Check your understanding

  • Which piece of apparatus is best for measuring volume?
  • What is a conical flask useful for?
  • What is the function of a clamp stand?

6u4.3 - Measuring mass, volume and temperature

This lesson reinforces the importance of accurate measurement and correct units. Students practise using a mass balance, measuring cylinder and thermometer.

Important quantities and units

Activity - Measurement circus

Students rotate through stations where they measure mass, volume and temperature.

Possible stations

  • Use a mass balance to measure the mass of different objects to 2 decimal places.
  • Measure 25 cm3, 50 cm3 and 100 cm3 of water using a measuring cylinder.
  • Compare the accuracy of a beaker and measuring cylinder for measuring volume.
  • Measure the temperature of tap water, warm water and ice water.
  • Record all measurements in a table with correct units.

Reading a measuring cylinder

The surface of water curves slightly in a measuring cylinder. This curve is called the meniscus. The volume should be read from the bottom of the meniscus at eye level.

Summary

  • Measurements must always include units.
  • A mass balance can measure mass to 2 decimal places.
  • A measuring cylinder is more suitable than a beaker for measuring volume.
  • Thermometers are used to measure temperature.

Check your understanding

  • Why must measurements include units?
  • Why is a measuring cylinder better than a beaker for measuring volume?
  • How should you read the meniscus?

6u4.4 - Using a Bunsen burner safely

In this lesson students learn how to use a Bunsen burner safely. This is an important laboratory skill and must be practised carefully.

Parts of the Bunsen burner

Flames

Activity - Bunsen burner licence

Students practise lighting and using a Bunsen burner safely under direct supervision.

Students must demonstrate

  • Checking that the gas tube is correctly connected.
  • Closing the air hole before lighting.
  • Lighting the Bunsen burner safely.
  • Using the yellow safety flame.
  • Changing to the blue heating flame.
  • Turning the gas off safely.

Safety

  • Wear safety glasses.
  • Tie back long hair.
  • Stand up while using the Bunsen burner.
  • Keep paper and loose materials away from the flame.
  • Never leave a lit Bunsen burner unattended.

Summary

  • The yellow flame is used when the Bunsen burner is not heating something.
  • The blue flame is hotter and is used for heating.
  • Bunsen burners must be used carefully and only with teacher permission.

Check your understanding

  • Why is the yellow flame called the safety flame?
  • Which flame is hotter?
  • Give two safety rules for using a Bunsen burner.

6u4.5 - Physical and chemical change

In this lesson students learn the difference between physical and chemical changes. The key idea is whether a new substance is made.

Physical changes

In a physical change, no new substance is made. The material may change shape, size or state, but the particles are still the same substance.

Chemical changes

In a chemical change, a new substance is made. Chemical changes are often difficult to reverse.

Activity - Change stations

Students observe a range of changes and decide whether each is physical or chemical.

Possible stations

  • Ice melting.
  • Salt dissolving in water.
  • Paper being torn.
  • Sugar dissolving in water.
  • Vinegar reacting with sodium hydrogen carbonate.
  • Magnesium burning as a teacher demonstration.
  • Iron nail in copper(II) sulfate solution as a teacher demonstration or controlled activity.

Students should classify each change and give evidence for their decision.

Example

When ice melts, liquid water is made. The substance is still water, so melting is a physical change.

When paper burns, ash and gases are made. New substances are produced, so burning is a chemical change.

Summary

  • Physical changes do not make new substances.
  • Chemical changes make new substances.
  • Evidence for chemical change can include gas production, colour change, heat or light, and formation of a solid.

Check your understanding

  • Is dissolving salt in water a physical or chemical change?
  • What is the main sign that a chemical change has happened?
  • Why is burning usually a chemical change?

6u4.6 - Heating and cooling materials

This lesson gives students practice setting up apparatus for heating and recording temperature data over time.

Heating safely

When heating a liquid, the apparatus must be stable and the thermometer must not touch the bottom of the beaker. The Bunsen burner should be used carefully and the area around the flame must be kept clear.

Activity - Heating water safely

Students heat a measured volume of water and record its temperature at regular time intervals.

Apparatus

  • Beaker
  • Measuring cylinder
  • Thermometer
  • Bunsen burner
  • Tripod and gauze
  • Heat-proof mat
  • Timer

Procedure

  • Measure a fixed volume of water using a measuring cylinder.
  • Pour the water into a beaker.
  • Set up the tripod, gauze, heat-proof mat and Bunsen burner.
  • Record the starting temperature.
  • Heat the water gently and record the temperature every minute.
  • Stop heating when instructed by the teacher.
  • Draw a line graph of temperature against time.

Possible research question

How does heating time affect the temperature of water?

Summary

  • Heating practicals require careful apparatus setup.
  • Temperature can be recorded over time.
  • Temperature data can be shown using a line graph.

Check your understanding

  • Why should the thermometer not touch the bottom of the beaker?
  • Which variable is plotted on the x-axis in this activity?
  • Why is a line graph suitable for this data?

6u4.7 - States of matter

In this lesson students review the three common states of matter: solid, liquid and gas. They also learn the names of changes of state.

States of matter

Changes of state

Activity - Observing changes of state

Students observe ice melting and water warming. If suitable, this can be extended into a simple heating curve activity.

Procedure

  • Place crushed ice and a small amount of water in a beaker.
  • Measure the temperature.
  • Warm the beaker gently.
  • Record observations as the ice melts.
  • Discuss what is changing and what stays the same.

Summary

  • Matter can exist as a solid, liquid or gas.
  • Changes of state are physical changes.
  • During a change of state, the substance remains the same substance.

Check your understanding

  • What is the change from liquid to gas called?
  • Why is melting a physical change?
  • Which state of matter has no fixed shape or fixed volume?

6u4.8 - Kinetic theory

Kinetic theory explains the properties of solids, liquids and gases using particles. The word kinetic means movement.

Particle model

Activity - Particle model role-play

Students model solids, liquids and gases using movement.

Student task

  • Model a solid by standing close together and vibrating in fixed positions.
  • Model a liquid by staying close but moving around each other.
  • Model a gas by moving freely and spreading out.
  • Explain how the model changes when energy is added.

Explaining melting using particles

When a solid is heated, its particles gain energy and vibrate more. Eventually the particles can move around each other. The solid has melted and become a liquid.

Summary

  • Kinetic theory explains matter using moving particles.
  • Particles in solids, liquids and gases are arranged and move differently.
  • Heating increases particle movement.

Check your understanding

  • What does kinetic mean?
  • How do particles move in a solid?
  • What happens to particles when a substance is heated?

6u4.9 - Heat, temperature and temperature scales

Heat and temperature are related, but they are not the same thing. This lesson introduces the difference between them and reviews common temperature scales.

Heat and temperature

Temperature tells us how hot something is. Heat is energy transferred from a hotter object to a cooler object.

Temperature scales

Kelvin scale

Scientists often use the Kelvin scale because it starts at absolute zero, the lowest possible temperature.

K = °C + 273

Activity - Comparing temperature scales

Students convert simple Celsius temperatures into Kelvin and discuss where different temperature scales are used.

Examples

  • 0 °C = 273 K
  • 20 °C = 293 K
  • 100 °C = 373 K

Summary

  • Temperature tells us how hot something is.
  • Heat is energy transferred from hotter objects to cooler objects.
  • Celsius and Kelvin are important temperature scales in science.

Check your understanding

  • What is the difference between heat and temperature?
  • Convert 25 °C into kelvin.
  • Why do scientists use the Kelvin scale?

6u4.10 - Review and unit test

This lesson reviews the major ideas and skills from the materials and change unit before the final unit test.

Revision checklist

Practical challenge - Measure, heat and record

Students safely measure a known volume of water, heat it using a suitable apparatus setup, and record the temperature change over time.

Skills assessed

  • Choosing suitable apparatus.
  • Measuring volume accurately.
  • Using a thermometer correctly.
  • Heating safely.
  • Recording data in a table with units.

Summary

  • This unit builds confidence with laboratory equipment.
  • Students should understand simple changes in materials.
  • Students should be able to use particles to explain the states of matter.

Check your understanding

  • Give two examples of physical change.
  • Give two signs of chemical change.
  • Describe the movement of particles in a gas.
  • Explain why a measuring cylinder is used instead of a beaker when accuracy matters.

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