Refilling a car engine with antifreeze
Antifreeze (Conservation of Mass) - Teacher's Guide
Grades 9-12
This lesson focuses on two main ideas:
- Conservation of matter and mass
- Function of antifreeze to lower the freezing point of water in cars
Procedure
INTRODUCTION (15 minutes)
Read the introduction to students and review new vocabulary. Students will watch the “Motorweek” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video.
EXTENSION (15-30 minutes)
Complete extension activities with students, as you see fit.
ASSESSMENT (15 minutes)
Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.
REFLECTION (10 minutes)
Have students complete a reflection.
Standards
HS-PS1-7.
Use mathematical representations to support the claim that atoms, and therefore
mass, are conserved during a chemical reaction
- Science and Engineering Practices
Using Mathematics and Computational Thinking
Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. - Use mathematical representations of phenomena to support claims.
- Disciplinary Core Ideas
PS1.B: Chemical Reactions
- The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
- Crosscutting Concepts
Energy and Matter
- The total amount of energy and matter in closed systems is conserved.
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
- Science assumes the universe is a vast single system in which basic laws are consistent.
Summative CER
Option 1:
Construct an argument on how mass is conserved when mixing antifreeze and water. Use evidence and reasoning from the videos and activities to support your argument.
Option 2:
Explain the properties of antifreeze (ethylene glycol) that make it such a suitable coolant for cars. Use evidence and reasoning from the videos and activities to support your explanation.
Reflection Questions
- How are mass and matter (atoms) conserved in the antifreeze and water reaction?
- What is the function of antifreeze in cars, and what properties of antifreeze allow it to accomplish its goal/purpose?
Summative CER Rubric
| No Response Score Point 0 |
Not There Yet Score Point 0.5 |
Beginning To Score Point 0.75 |
Yes Score Point 1.0 |
|---|---|---|---|
| The claim is missing | The claim is incorrect or irrelevant. | The claim partially takes a position on the topic or issue addressed within the prompt. | The claim takes an appropriate position on the topic or issue addressed within the prompt. |
| There is no type of evidence in the response | The evidence is irrelevant or does not support the claim. | The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. | The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources. |
| There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence. | Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence. | Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence. | Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence. |