Parent plan · Week 2 · Investigating Matter — connect, calculate and revise — Physical Science: Chemistry
Parent teaching plan · 36 weeksUnits to teach or revisit
Chapter 1 · Investigating Matter
- Unit 1.1 · Measurement, Units & Experimental Evidence
- Unit 1.2 · Classifying Matter & Separating Mixtures
Assigned readings
Develop this chapter question: How can measurements distinguish matter and support a reliable claim?
This week’s goals
- Explain models, species, arrows and axes before substituting values.
- Conserve the relevant atoms, charge, amount and energy account.
- Apply independently, state limits and revise from evidence.
Read A clear sample is still a scientific question at chapter launch and revisit it alongside this week’s linked units, figures and investigation.
Five flexible sessions, normally 50–60 minutes. Two core unit sessions are scheduled, with a third for selected demanding topics. Sample week uses a complete 90-minute paper plus about 30 minutes of corrections within two ordinary-hour equivalents.
Session 1 · Density and Measurement Evidence — calculate, explain and revise
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Calculate/graph the records with correct labels. Answer the analysis questions, compare an alternative account, revise the model and submit a report with evidence, uncertainty and next test.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Mean masses are 10,20,30 g; all give 1.00 g/mL. Repeats span.2 g, supporting approximate consistency in this illustrative range. A known calibration mass or independent volume standard would address accuracy; the repeats alone do not exclude common bias. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 2 · Consolidation — Measurement, Units & Experimental Evidence
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. An unknown has mass 37.5 g at volume 15.0 mL. Three repeat densities cluster near 2.50 g/mL, but the independently certified reference is 2.80 g/mL. Calculate density and explain the evidence limits.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Density is 37.5/15.0 = 2.50 g/mL. Repetition supports precision, but the difference from 2.80 suggests a method/reference comparison issue; check calibration, conditions and uncertainties rather than claim identity from one property.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 3 · Consolidation — Classifying Matter & Separating Mixtures
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. A mixture contains 6.00 g salt and 4.00 g sand. You recover 5.10 g of dry salt-containing material. Calculate apparent salt recovery and explain why its purity remains uncertain.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Apparent recovery is 5.10/6.00 ×100 = 85.0%. The calculation treats the recovered mass as salt, but residual sand or other substances require a separate purity test. Distinguish mass loss from composition evidence.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 4 · Chapter review and targeted correction
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Attempt the full chapter review before consulting guidance. Include the changed transfer cases and explain why an earlier error occurred. Select further practice from marked evidence.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Use each item’s supplied worked guidance and criteria; retain both an independent attempt and an explained correction.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 5 · Chapter quiz and human marking
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Attempt the complete chapter quiz independently. Mark objective answers afterward and have a parent/teacher judge written explanations using the criteria. Discuss priority corrections.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
A correct unsupported number does not replace the requested reasoning. Use the item criteria and preserve examples of independent work.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Submit this week
- Labeled first/revised models and intermediate calculations.
- Assigned practice and assessed attempts with explained corrections.
- Investigation record/report when assigned, identifying supplied versus collected data.
Parent / teacher weekly conference
Use actual written work to adjust support. Do not count a copied solution as independent mastery. Extend or redistribute time where needed; home-study records do not certify supervised or mandated laboratory requirements.
- Can each relevant symbol and unit be explained?
- Does the calculation conserve the appropriate quantities?
- Can the learner solve a changed case and explain an assumption?