ALEX Resources

   View Standards     Standard(s): [SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

This module was authored by the Auburn University NanoBio MSP Fellows Will Haynes, Hannah Taylor, and Catherine Wolfe under the review and guidance of Drs. Virginia Davis and Chris Schnittka. This lesson is about compounds, mixtures, and solutions and relating those to synthetics, with the focus being plastics. This lesson focuses on how plastics are made and the negative impacts of some plastics. It goes on to explain how the addition of nanoscale particles can be the solution for these problems. This lesson includes a lecture and a hands-on activity where the students are creating plastic from the milk protein casein. 

   View Standards     Standard(s): [ELA2021] (8) 25 :

25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting

[ELA2021] (8) 9 :

9. Participate in collaborative discussions about arguments by evaluating claims, findings, reasoning, relevance, and evidence from multiple sources.

[ELA2021] (8) -4 :

R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

[SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

In this activity, students will investigate the effectiveness of a pharmaceutical medicine and its natural counterpart. They will evaluate the pros and cons of each and make a recommendation about the best choice for the consumer. Students present their research to the class and evaluate the research of their peers.

This activity was created as a result of the Alex Resource Development Summit.

   View Standards     Standard(s): [SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

[ELA2021] (8) 8 :

8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.

In this activity, students will research synthetic medicines and their natural counterparts which perform the same functions.  After evaluating the pros and cons of each, students will write a persuasive paragraph expressing their opinions about whether to use synthetic or natural medicines.

This resource was created as a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [DLIT] (8) 3 :

R3) Assess the validity and identify the purpose of digital content.

[SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

In this activity, the students will read an article that explores the relationship between synthetic and natural materials. Next, the students will watch a short video clip related to synthetic materials in order to understand the impact these resources can have on society. As they watch the video, the students will assess its validity and purpose by using a graphic organizer.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

In this lesson, the teacher models and describes the kinds of information students will be looking for in their research project on a synthetic product. This is done by using an example of a synthetic product that students make in the classroom: a gel worm (not for eating.) Students make it by combining a sodium alginate solution with a calcium chloride solution. The teacher uses this product to model answers to the three questions students need to answer in their research:

1. What natural resources are used to make the synthetic product?
2. What chemical processes are used to make the synthetic product?
3. What are the negative and positive impacts to society of making and using the synthetic product, compared to making and using a more natural product with a similar function?

Students choose or are assigned a synthetic product to research. They investigate the product to answer the three questions. Students apply their learning to make an advertisement, poster, short video, or article about their synthetic product.

Students will be able to find and analyze information to describe that chemical processes are used to convert natural resources into synthetic materials and products. They will also be able to give examples of how the production of synthetic products has impacts, both positive and negative, on society.

   View Standards     Standard(s): [SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

A mixture contains two or more substances that retain all their original properties and can be physically separated. Mixtures can be homogenous or heterogeneous.

The classroom resource provides a video that will describe the two types of mixtures. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

An element is as simple as it gets: substances that cannot be broken down into simpler substances. When elements get together and mix chemically, they make compounds, like water and salt!

The classroom resource provides a video that will describe the difference between elements and mixtures. There is also a short test that can be used to assess students' understanding.