Matter and Energy

Unit Overview

This Unit facilitates students to understand the properties of matter in different states and the transfer or conversion of energy. Students will use particle theory to explain scientific phenomena in daily life. For example, students may conduct a practical work on observing the length or volume changes of metal rods in cold or hot environments, and use particle models to support their explanations. Through exploring the phenomenon of expansion and contraction due to temperature changes, students will discuss and understand the underlying scientific principles and daily life applications. In addition, students will learn about the concept of density and through scientific measurement and calculation, determine whether different substances float or sink in water. Teachers may also guide students to draw temperature-time graphs to use data in verifying whether the change of physical state processes (e.g. melting, freezing, boiling, condensation) support with hypotheses, while encouraging them to consider sources of error and ways to improve experimental reliability. In addition, this Unit uses daily examples (e.g. light bulbs converting electrical energy into light energy, regenerative braking system in electric vehicles) to explain the processes of energy conversion. Students will conduct experiments to understand different heat transfer processes and verify the direction of heat transfer based on experimental data. Teachers may guide students to use particle theory and observed data to verify relevant scientific concepts, and further apply the theory to explain other daily phenomena. Through different learning activities, students will understand the concepts of “evidence and models” and “matter and energy”, and develop scientific inquiry skills. Moreover, teachers can also arrange “Design and Make” activities to encourage students to propose diverse and original ideas, apply scientific method for creative problem-solving and experience the process of engineering practice. Teachers can also design other appropriate learning and teaching activities to facilitate students to develop and master the following skills: a) using specific data to induce a general trend, conclusion or model b) formulating a hypothesis based on observed phenomenon c) seeking evidence to support or refute claims d) commenting accuracy and precision in a scientific measurement e) using scientific formula for scientific inference f) identifying outliers and handling data from repeated measurements to assess the uncertainty incurred