CLIL unit for chemistry teachers (2).docx

The CLIL Unit for Chemistry teacher  To all my closest friends To all those who believed in me.  Index Introduction pg 4 Writing a CLIL Unit for chemistry teachers pg 6 Contents of the CLIL for chemistry teachers pg 8 The preview in the chemistry: Carbon, hydrocarbon, Alcohols and amines pg 8 3.2 The carbon pg 9 3.3 Polymers pg 11 3.4 Addition and condensation polymerization pg 14 3.5 Hydrocarbons and derivatives pg. 17 3.6 Alcohols pg 19 3.7 Amines pg 22 Conclusions pg 25 Bibliografy and sitography pg 26 Introduction In each school context, in the respect of the actual Italian law, called the ‘’good School’’ and coming out from the consulting of all the Italian community, each school is obliged to consider different kind of pupils because each of them should reach the plenary success in the school. The school context remain the place to promote the development of strategic point of view for the people, it is the major place where a student build its own personality. Moreover the school must contribute to perform in in student an active citizens, who are aware about who they are, who are aware on what they had eventually to do to improve society where they are now leaving, and where it is necessary to close or to make a change for the new lives that are going to came into the light. Alumni in the Italian school must know what is civilization, what means living in a culture where all the individual rights are respected, be educated to the peace, loyalty, cooperation among people, against each form of racism and peace or kind of ancient totalitarism. The future citizen will be able to serve the State with honourability, with severe intransigence and indulgence; this the State claims from its citizenship.( the Italian Constitution, 1945). Education is important for its citizenship (art 32 of Italian constitution). It seem to respect the same thoughts and speechs of Malala.’’ I do not care where I have to sit down in my school. All that I want is education. I have no fear of anyone.!) Declaration on human right of children and teenegers. Education have to be for all, sure also for handicapped or inabled people, for whom their rights were recognized after years of fight. To make it possible schools and the people working inside makes a pact with their students. It permits that pupils can apprehend all the key competencies ( Petracca, 2015) imposed also by European Community, so that students can grow up with particular competencies (Pellerey, 2014). In particular all the different kind of pupils called BES, special educational needs, are to be included in the school ( Index for the inclusion , Boith, Ascow 2014) also to fight against the premature leaving school. Unfortunatly inclusion doesn’t mean to have a person inside the school living overthere in a complete state of isolation. It means that people must feel inside the school and he must have the possibility to understand how to learning, how to catch the learning object for the own future. The pact guarantee that education of all alumni have to be pursed on the basis of high quality criteria, that implies the continuum learning of all school body (teachers, principal, collaborator, staff etc.), named for year LLP program.(or today as Intercultura, Comenius, Erasmus +). In a way we have to remember the high social role of teacher in the school because they remain a reference for all those who are called to save life with a particular regards to the boss ( the principal) of the school who, is actually became also the manager of the public school. To this pact families and pupils are called and have to take part too: in particular students are at the centre of the school: considered ( like in the Umanesim period) to whom the educative action have to be direct according to the Piaget and Vigotsky’ s theories.( Mondelli , 2015). During each cycle and at the end of it teachers have to certifies competencies as the sum of knowledge and skills, because certification is a passport of what they have learned, of what they know or what they don’t know and have to improve. Teachers, indeed, are the scaffolders, the guides to enrich the formal, non formal and informal knowledge of the novel pupils also with the aim that each pupil can reach the total autonomy and responsibility, as one of the most important principle of Italian Constitution. The text ley 107 of 2015, changed POF into PTOF. Ptof explains what that kind of school offers in terms of teaching, organization, timetable, for a period of three years to all the alumni studying over there. On the proposal of teacher Advice, PTOF can be changed not compulsory at the end of the three years, with the introduction of other important modification or pills, that means adding new subject offers, new particular area of interest for alumni, new interesting and challenging projects, etc. This for sure is a great escamotage to attract people in the school. Thus, together with high teaching quality and good organization skills in the school, that mean good organizational skills of the principal, in the school is possible to attract new alumni so that the RAV is considered positively. In particular is considered positively the presence of foreigners in the schools. With the effect of the same law, the schools at the last year must teach the characterizing matter for the final exam in a language, that are English for scientific matter and French for the others. It means that teachers, during the school years must vehiculate contents of their matter to their pupils with that language, as it is required on the basis of the actual schools programs. This methodology goes under the name of CLIL, and it gives alumni the way to learn specific learning object of that matter, while they are talking in the ‘ CLIL’ language. Can we estimate how much is efficient this methodology? Can we understand if results in acquiring new terms of a matter in the vehiculate language is immediate? What are the problems connected to this approach for dislexys student, because of the high percentage of them in the school all around the world? When is better to use the CLIL methodology? According to the recent literature, we cannot estimate how long pupils need to acquire new words in their vocabulary, in expecially way when you are working with a different kind of persons, not only children or teenegers, but also adults that are psychologically more instable, for the high numbers of pathologies associated with the adult life. That is why perhaps on the basys of a Bloom theory, the ‘absorbent mind ‘ highly active in children and almost lost in the adult life, we can define differently the way of learning of adults, children and teeneagers: we are exepected to collect great new words for children, medium one for teenegers and a little amount for adults. Apart from rapidity to apprehend new words, we must consider the kind of word alumni have to learn. For sure, the teacher will start with more common terms in that language, then it will be possible to teach English for special purpose, for the difficoulty that is hidden in the matter. This is probably why children start to be familiar with chemistry world around the elementary schools. Then the effects will be more visible waiting for the right time and using facilitating terms to transmit what a person like to transmit in her matter and waiting for. Essentialism is one of the goal necessary for teachers and educators to reach a good result. Synthetic words, synthetic schemes, and synthetic concepts to be delivered make you, perhaps a better teacher. TITLE of unit 1 Chemistry: a basic presentation Recipient Pupils of the I st year in the high schools for professional or technical institutes or adult education or pupils of the third year of high schools. Time 1 month, included ripetitions, evaluations and possible lab experiments. Places Classroom/ Laboratory Technological instruments required to teach this matter. PC , LIM, CUPBOARD, CAMERA, SCANNER, others tools for special educational needs. General Prerequisites To be able to understand simple English written test both in simple present or simple past. To be able to make essays or brief summary, paragraphs of the text Way to evaluation: written and oral text, collective question. General prerequisites related to this unit To know what are numbers, density, basic matter as requested at the end of middle school. Specific ‘Knowledges’ related to the content of this section. To know what is chemistry about; the experimental method The SI : Measurements and physical quantities. What is energy. Heat and temperature Volume, Mass, Density. Scientific Notation Errors , accuracy, Precision and Quantitative Measurements. Abilities to be possessed by pupils, according to the actual Gelmini Law or on the basys of the Good school Law. To describe what is chemistry about, the experimental method. to make some measuremet of heat; Volume, Mass and temperatures. To solve some simple exercise with scientific notation and on density, volume, and mass. Specific objects as related to the metacognition. To be able to make metacognition on what was learned and on how it was learned. Being able to produce definitions and to be able to organize an essential vocabulary with all the term related to the matter. Transversal skills as requested by European union Cooperation, language, communication, informatics and Math skills, social skills Competencies Applying this things to other life context such as Math, Physicl Lab, Computing Lab, and so on Main teacher strategies and methodologies for the teaching approach . Group work; project work; multimediality, laboratory, role playing, peer to peer, cooperative learning, alternance in school- work, Gigsgow, Feuerstein, brain storming, laboratory work, some innovative ways to teach given by theatre, music, and so on, flipped classroom, conceptual didactic, objective didactic and so on. Contents of the unit What is Chemistry about The experimental method The SI: Measurement and Physical quantities The energy Heat and temperature Volume, Mass and Density Errors, Accuracy, Precision in the quantitative Measurements, Scientific Notations. Sources for the oral and written comprehension given by the teacher to students Power point presentation, Personal images taken from Internet or specific sites of chemistry, audio- video records avalaible on internet or on specific sites related to the matter such as AACT sites, on-line sites, read of specific text such as reviews, books, e- books, some materials performed by the teachers, some videos and audios avalaible on chemistry sytes or selfmade or on internet. Menthal Maps and Conceptual Maps made by teachers or found on internet sites. Informatic tools or specific programs such as ACD Lab etc. Some theatral pieces on chemistry if existing or going to be created. Lab experiments. Songs, novels, poetry, letters, essays, summaries on the matter or specific topic, scientific literature avalaible on scifiinder sites or similar. Games showed by SCI or other foreign sites. Jouneys in specifc sites ( chemical sites or realated)., to museums, research on specific authors of a period related to the matter. Periodic exercitation. Materials requested for the written and oral production by teacher from pupils. Summary, letters, poetry, novels, songs, videos, audios, movies, comedies, oral discussion, lab reports, exercise productions, brief videos, creation of some specific glossaries, of other exercises, reproduction of some personal schemes, creation or reproduction of specific schemes., creation of theatral performances or similar, posters, articles, abstracts, power point presentation, and so on. Chemical scketch, stories, movies and so on.. First, intermediate and final evaluation made by teachers. Validation of the glossary is a good way to evaluate periodically the apprehension of the language at the intermediate level. Periodic exercises so described: Multiple choices answers, exercise of complention, cruciverbas, True or false answers, oral interrogation, group interrogation, matching or completing exercises, reproduction of on laboratory experience, speaking among alumni, etc. writing exercises.etc. practical experience. Strategies to reinforce the matter Adding activities to stimulate the reading, comprehension skills in adjunction to oral and written production, in extra school period or during the semester. Final product A video explaining what are density, mass, energy, volume, heat and temperatures and so on, an essay on this topic, a final map. A video reproducing the Isaac Newton laws. A research on what he did, a power point presentation to be presented to the other collegues; a sketch, to create a slogan for chemistry or chemical industries,etc Final evaluation The final evaluation is made on the basys of the final product and on the reached objectives. Can be:to make a movie, to create some spots for industries, a jouney on the basys of the personal requests, to create a slogan or a movie for the classroom and so on, make a broschure for specific purpose. Controls Correction of the activity in the classroom What is chemistry about? Chemistry is the study of the composition and of the properties of matter, and how this can undergoes changes. Chemistry is very old subject for the fact that it was known until the ancient time, but during it it was considered a pseudoscience, something of magic of the period and it was best known with the name of Alchemy. During that times people believed that chemists were able to transform lead and other metals into the precious gold. Today, instead, this old belief was overcame and now we now that chemistry can be divided into different divisions and can have different applications in our lives. So chemistry can be divided into organic chemistry and inorganic chemistry. Organic chemistry is the study of compounds of carbon, while inorganic chemistry is the study of the other chemical elements and related compounds. For someone chemistry is a ‘central science’ because it is a link with the other natural science such as physics, biology, astronomy, geology. As a matter of the fact all natural sciences, basic and applied Basic or pure science is concerned with the gathering of information solely for the sake of obtaining new scientific knowledge , while applied science is the practical application of scientific theories and laws., must refers to a certain extent to chemistry: plants, rocks, the atmosphere, medicines, the environment ( air, water, minerals and so on) cannot be deeply understood without the help of chemistry. At the same time chemistry has brought people new products and processes and common people use chemical products to their homes, like cleaners, medicines, cosmetics and so on. It can be said that chemistry is involved in a lot of aspect of everyday life. TRUE OF FALSE Say if the following sentence are true or false, the correct the false ones 1) Chemistry can be considered a recent science T F 2) Inorganic chemistry studies chemical elements and their compounds T F 3) Organic chemistry is based on carbon and carbon compounds T F 4) Matter undergoes changes that can be explained with the help of chemistry T F 5) Chemistry is called the central science because it studies the centre of the earth T F 6) Chemical products are commonly used in everyday life. T F DEFINITIONS Match the words or expressions in the first column to their definitions 1)Chemistry, 2) alchemy, 3) organic chemistry, 4) inorganic chemistry, 5) laboratory, 6) Natural sciences a) The predecessor of chemistry that sought a method of transforming metals into gold b) A branch of science that studies the composition, properties and a reactions of substances c) The science involved in the study of physical world and its phenomena. d) The branch of chemistry concerned with the compounds of carbon e) the branch of chemistry concerning chemical compounds that don’t contain carbon f) a building or room equipped for conducting scientific research. VOCABULARY Find in the text synonyms for the following words Analysis……………………………………………………………………….. Generally………………………………………………………………………………. Purpose………………………………………………………… Materials……………………………………………………………. Connection……………………………………………………………….. Stone………………………………………………………………… SPEAKING Do you think it is important to have a basic knowledge of chemistry in every day life? In what circumstances could you possibly apply this knowledge?Discuss your opinion with the other students. The experimental method The experimental , or scientific , method is fundamental for the study and the progress of science. This general method is used not only for chemistry, but also in biology, physics geology and other sciences. The experimental method can be described as a series of cycles , and each cycle is divided into seven steps. The first step consists in making objective observations, that is , observations that can be verified by other scientists. Starting from the observations and data obtained, in this second step scientists develop a general principle that is called hypothesis A hypothesys is a theory or supposition used to explain events or phenomena. It is provisionally accepted , waiting fot further investigations and observations tht can confirm or confutr the hypothesys itself. The hypothesys is not proven true , but only verified or corroborated by facts.. A hypothesis made is a tentative Adj, uncertain, experimental., and may or may not be true. As it is almost impossible to check every possible situation where a hypothesis might apply, in the third step scientids make a prediction using deductive reasoning ( generating a specific expectation from a generalization). Based on this prediction, in the fourth step experiments are designed and , in the fifth step , the results that have been obtained are analyzed. With the sixth step scientists deal with the two possible outcomes Result, consequances of the experiments: the results may or may not agree with the prediction. If the results disagree with the prediction, the hypothesis must be rejected and a new hyphotesis must be formulated. On the other hand, if the the results agree with the prediction scientists can accept the hyphotesis as true. This doesn’t mean that the hypothesis has been proved to be true, simply that it has not been disproved. The foundation of the experimental methods relies precisely on To depend ont his’s concept: a hypothesis can be accepted as true and not proved to be true. At this points scientists divulge their findings by means of scientific jounal , books, seminars, meetings. The seventh step is essential because it allows other people to verify the results . develop new tests or apply the new knowledge to solve other problems. See the scheme below for a better comphension: COMPRHENSION CHECK Put the steps of the experimental method into the correct order Drowing conclusions Forming hypothesis Reporting the results Analyzing datas Observing Making a predictions Perfoming experiments SPEAKING Based on the scheme of the previous exercise, illustrate eaxch step of the experimental method used using your own words. DEFINITIONS With the help of a dictionary, fid the correct words in the text for the following definitions A tentative explaination for a phenomenon that can be tested for further investigation The act of saying what will happen in the future The act of noting and recording something, such as a phenomenon, with instruments Factual information collected and organized for analysis A test done under controlled conditions in order to learn or verify something A meeting under the guidance of a professor or an expert to discuss an issue WRITING Find synonyms of the word in brackets, then rewrite the following sentences in your own words changing the coloured expressions 1) The experimental method can be described as a series of cycles, and each cycle is divided into seven steps (to describe, to divide) ……………………………………………………………………………………………………………………………………………………………………………. 2) If the result disagree with the prediction, the hypothesis must be rejected and a new hypothesis must be formulated ( to disagree, to reject, to formulate) …………………………………………………………………………………………………………………………………………………………………………………… 3) Based on the prediction, in the fourth step experiments are designed and, in the fifth step, the results that have been obtained are analysed ( prediction, to designed, to analyse)…………………………………………………………………………………………………………………………………………………………………………….. 4) The foundation of the experimental method relies precisely on this concept: a hypothesis can be accepted as true and not proved to be true. ( foundation, to rely on) ……………………………………………………………………………………………………………………………………………………………………………………. 5) At this point, scientist divulge their findings by means of scientific journals, books, seminars, meetings ( to divulge, findings) …………………………………………………………………………………………………………………………………………………………………………………….. VOCABULARY Write antonyms for the following words General………………Inductive…………….Essential…………….. Objective…………..To reject……………… Knowledge……………… Extentions ( see the end of this book) as listening The SI : measurements and physical quantities. Measurements are important both in everyday life and in science. Scientists often make measurements: to measure means to see how many times a basic unit is contained in the physical quantity that is going to be measured. If each nation had is own system of measurement, communication among scientists would be almost impossible. For this reason , a commonly accepted measurementsystem was adopted, so that all scientists can speak the same language and easily interpret the results they obtain. The International System of Units ( abbreviation is SI from the French Système international d’unites) is a worldwide measurement system based on the older metric system By the 18Th century, dozens of different units of measurement were commonly used troughout the world. In 1790 the French government asked the Academy of Science to designa simple decimal –based system of units.: the system they devised was the metric system. Since the 1960s, th international System of Units (SI) has been the internationally recognized standard metric system. It is a decimal system and it consists mainly of seven base units, each representing different physical quantities SI BASE UNITS Name Unit symbol quantity symbol metre m length l Kilogram kg mass m second s time t ampere A Electric current I kelvin K temperature T candela cd Luminous intensity Iv mole mol Amount of substance n Other units, called derived units, can be expressed using the base units. Some of the most common derived units are the pascal ( kg/m.s2) measuring pressure, the coulomb (A s) measuring electric charge, the square metre (m2) measuring surface, the cubic metre ( m3) measuring volume. Length is a fundamental physical quantity, and its base unit is the metre, while surface and volume are physical quantities that are derived from length. In addition to the SI units, a set of non- SI units are commonly accepted by scientists and in particular by chemists, who use them together with the SI units. Among these additional units are the minute ( for time) and the litre ( for volume). In order to indicate a multiple or a fraction of a unit a prefix may be added . Each prefix has a unique standardized symbol, accepted as part of the SI system. All multiples or submultiples are integer powers of ten. For example, kilo indicates a multiple of a thousand and milli-indicates a multiple of a thousandth. So a kilogram (ki) is 1,000 (one thousand) grams, a kilometre (km) is a 1000 metres, a milligram (mg) is 0.001 grams – that is to say there are 1000 metres, a milligram (mg) is 0.001 grams – that is to say there are 1000 milligrams in a gram. MAIN MULTIPLE AND SUBMULTIPLE IN THE SYSTEM Prefix symbol Meaning It multiplies by Giga- G Billions (109) 1,000,000,000 Mega- M Millions (106) 1,000,000 Kilo- k Thousands (103) 1,000 Deci- d Tenths (10-1) 0.1 Centi- c Hundredths (10-2) 0.01 Milli- m Thousandths (10-3) 0.001 Micro-  Millionths (10-6) 0.000001 Nano- n Billionths (10-9) 0.000000001 SPEAKING What kinds of units do you commonly use in everyday life?Have you ever heard about any units different from the ones you commonly use? Answer the questions and discuss with your classmates. READING COMPREHENSION Answer the following questions Where does the acronym SI come from? What is the SI system made up of? What are the most common derived units? What arethe most common additional units? What do prefixes indicate? VOCABULARY Translate the following physical quantities into Italian 1) Length………………………………………………. Mass…………………………………………………………. Time………………………………………………………… Electric current……………………-……………………………… Temperature………………………………………………………… Luminous intensity ……………………………………………….. Amount of substance………………………………………………… Pressure…………………………………………………………….. .Electric charge……………………………………………………….. ..Surface………………………………………………………………. .Volume……………………………………………………………….. SENTENCE COMPLENTION Complete the following sentences using words taken from the text: The decimal metrix system is the base for the ………………………………………….. The derived unit which measures pressure is…………………………………………….. The physical quantities which derive from the lenght are …………………………….. The prefix milli- indicates a multiple of ……………………………………………….. Prefixes have their own…………………………………………………………………… COMPREHENSION CHECK While the corresponding quantity next to the following units: Litre 7) Second Pascal 8) Cubic metre Kelvin 9) minute Square metre Kilogram Coulomb 1.4 Energy: the definition Matter and energy are the two components of the universe . energy is the ability ton do work, that is , the ability to make something happen. However , it is not easy to describe energy, as it is something that we cannot hold or see: we can only see the results of its application. For example , we can see something moving which means that it has kinetic energy, or we can feel something is hot, meaning it contains thermal energy. Energy exists in several forms, such as heat pr thermal energy, electrictrical energy, kinetic or mechanical energy, nuclear energy, light energy, chemical energy and others. Two general categories of energy are especially important to chemists: kinetic energy and potential energy. Kinetic energy is energy of motion. For example, a football kicked towards a goal has a large amount of kinetic energy. Kinetic energy can be converted into other types of energy. In a hydroelectric dam, the kinetic energy of the falling water is converted into electrical energy. Potential energy is stored energy. Objects can store energy in terms of their position: a ball on a tree has go potential energy that is converted into kinetic energy once the ball fall down. The same concept is illustrated in the figure at the center considering the person on the bycicle like the ball. On the other hand , the human body stores energy in chemical bonds that are broken and release energy when the body needs it. In the same way the fuels used to run car or heat homes store energy that is released when chemical rections take place. The SI unit of energy is the Joule (J)., that is 1 kg.m2/ s2. We often speak about energy consumption., but this expression is not correct. In fact, a scientific law- the law of conservation of energy This important law is one of the basic laws of the physic and governs any chemical reactions. It states that the total amount of energy in a closed system, that is a system that is isolated from its surrondings, remains constant over the time. A consequence of this law is that energy can be neither created nor destroyed: it can only be transformed from one state to another.-states that energy transforms from one form to another and it is never destroyed. For instance, if you go for a ride in your car, you turn it on and it make noise. After your ride, you park your car and you notice that engine is hot , and that the fuel is less too. Here is what has happened: the chemical energy of the fuel has become kinetic, sound and thermal energy as well. MATCHING Match the two halves of the sentences Describing energy a) Released in case of necessity You can’t perceive energy b) According to the law of conservation of energy Kinetic, thermal, nuclear energies are c) can be difficoult Electrical energy may d) but only its results Potential energy is e) some of the existing forms of energy Energy can be transformed into other forms f) derive from kinetic energy. FIND THE QUESTION Write questions for the following answers: …………………………………………………………………………………………………………………………………… Matter and energy …………………………………………………………………………………………………………………………………… the ability to do work …………………………………………………………………………………………………………………………………… Becouse it contains thermal energy …………………………………………………………………………………………………………………………………… Kinetic energy and potential energy. ……………………………………………………………………………………………………………………………… When chemical reaction take place …………………………………………………………………………………………………………………………………… No, it isn’t correct. Energy is never destroyed. SPEAKING In groups talk about some examples of the various types of energy you can experience everyday life. Compare your answers with the other groups DEFINITIONS: Match the words in the first column to their definition Component a) Material for producing energy Energy b) To hit with the the foot Kinetic c) Machine to convert energy into motion To kick d) Ability to do work To convert e) Unit for energy Potential f) Relating to movement To release g) part of a total Fuel h) to allow to go, to set free Joule i) that may come into existence Engine j) To change form one form into ano 1.5 Heat and temperature Heat, or thermal energy, is the amount of energy in a system. For example, electrical energy is converted into thermal energy when we use objects such as toasters Toaster: electrical device for toasting bread, hair dryers A hand-held appliance thatc an blow worm air in order to remove moisture from hair; used for styling hair. or light bulbs Incandescent lamps. As it is a form of energy, the unit of heat in the SI system is the joule (J). Most people still use the metric unit, the calorie (cal). 1 calorie corresponds to 4.184 joules. It takes one calorie to raise the temperatures of one gram of water of 1 °C. The kilocalories (kcal), which is 1000 calories, is often used since the calorie is a rather small amount of heat. Temperature is not energy, but a measure of the average heat of the particles in a substance. When we measure the temperature of something, we actually are measuring the average kinetic energy of the individual Particle of a substance. On the other hand, heat is the amount of energy that goes from one substance to another. Temperature does not depend on the size or type of an object. For example, a small cup of water might have the same temperature as a large tub of water, but the tub of water has more heat because it has more water and therefore more total thermal energy. If we bring two objects with different temperatures into contact there will be a transfer of energy from the hotter one to the colder one until both of them reach the same temperature. The thermometer The term Thermometer is the instrument used to measure temperature. The SI unit of temperature is the kelvin (K), but many scientists use also Celsius or centigrade (°C). In the USA the Farheneit scale (° F) is commonly used. The relation between the different units is the following: Fahrenheit to Celsius ° C= 5/9 (°F -32) Celsius to Fahrenheit °F= 9/5 C° + 32 Celsius to kelvin: K= °C + 273.15 Water boils at 100 °C (373.15) and frezzers at 0°C(273.15 K). At a temperature of Absolute Zero there is no motion and no heat. It is the lowest temperature possible MULTIPLE CHOICE Complete the sentences choosing the right options Thermal energy is also called: 4) Temperature is: a)Heat; b) pressure; c) temperature. a) a form of energy, b) the measure of the particles in a substance The unit for heat in the SI system is : c) the energy transferred from a hot Calorie; b) kilocalorie; c) joule object to a cold object The metric unit for heat is : 5) Temperatures are measured using: Calorie; b) kilocalorie; c) joule a) a light bulb; b) a tub of water c) a thermometer WRITING: In your blocknotes describe easily what is reported in the picture above: The temperatures in the different scales and the connections among them SPEAKING: In groups discuss the situationsin everyday life in which you use a thermometer. Which specific type of thermometer do you use in each situation? Compare your answers with the other groups. WRITING: Rewrite the following sentences in your own word. Use the suggested verbs in brackets : Electrical energy is converted into thermal energy when we use objects such as toasters, hair dryiers or light bulbs . ( to obtain) …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. The kilocalorie is often used since the calorie is a rather small amount of heat ( to measure) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Temperature is not energy, but a measure of the average heat of particles in a substance ( to refer) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Temperature does not depend on the size or type of an object ( to interfere) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………... Water boils at 100 °C and freezes at 0 °C ( to correspond) …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………....... Even objects which are very cold have some thermal energy because their particles are still moving ( to mantein) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 1.6 Volume Volume is a quantification of the space occupied by an object. The volume of a solid object is a number obtained by determining the three-dimensional space it occupies. Thus, volume is measured in terms of length; width and height are not, for the purposes of science, distinct form length. Length provides one dimension, width provides a second dimension, perpendicular to the first, and height, perpendicular both to length and width, makes up the third spatial dimension. In any case, the three of them are merely expressions of length differentiated according to the direction. The basic unit for the Volume in the SI system is the cubic metre (m3), but a submultiple, the cubic centimetre ( cm3) is often used. 1 cm3 is equivalent to the unit of capacity of 1 mL. Even if capacity and volume can be referred to as the same concept, their definitions are different: capacity is how much a contaniner can hold, whereas volume is how much space on object displaces. The volume of solids with regular shapes can be measured according to the direct formulae. For an object that is irregular in shape the most basic method is to immerse the object in water following the Archimedes’principle Archimedes of Syracuse 8287 BC- 212 BC) is generally considered to be one of the greatest mathematicians of all the times. The principle take his name because he was the first to discovery the law. tHe stated that any object immersed in a fluid is buoyed up by a force equal to the weight of the fluid diplaced by the object , and for a sunken object the value of the displaced fluid is equal to its volume. . This procedure involves reading the volume water before and after immersion: the difference between them is the volume of the object . Temperature and pressure Pressure is an effect which occurs when a force is applied on a surface. Pressure can be defined as the amount of force acting perpendicularly on a unit area. The symbol of pressure is P. It is calculated by dividing the force by the area. Mathematically the formula is P= F/A. The Si unit for pressure is the pascal (pa). may intervene and cause a variation in the volume of a given substance. This is particularly true when measuring the volume of gases. READING COMPRHENSION Answer the following questions 1)How can you define volume? 2) What dimensions are required for determining the volume of an object? 3) What unit of capacity is equivalent to 1 cubic centimetre? 4) How can you calculate the volume of objects with regular shapes? 5) How you can calculate the volume of object with irregular shapes? 6) What factors may intervene when measuring gases? DEFINITIONS Read the defiinitions given below and find the corresponding words in the text and the key word 1) It defines the third spatial dimension …………………………............ 2) Course taken by a moving thing …………………………………………………. 3) It is a basic SI unit for volume ……………………………………………………. 4) Outer form. ……………………………………………………... 5) Statement of a rule also using signs or numbers…………………………………….. 6) Liquid substance…………………………………………………………………….. 7) To be kept on the surface of water………………………………………………….. 8) Gone below the surface of water…………………………………………………… SENTENCE COMPLETION Use the following words to complete the sentence: pressure-volume- area-concept-dimensions-pascal-displaced-irregular. 1)If a bottle contains 60 mL of water and another contains 60 ML of alcohol it means that they have the same………………………………………………………….. 2) In order to measure the volume of objects with regular shapes you apply formulae based on the three spatial……………………………………………………………… 3) Volume and capacity are not exatly the same............................................................ 4) Archimedes’ principle is used to measure the volume of objects whose shape is ………………………………………………………………………………………. 5)The volume of given substances is influenced by temperature and ………………………………………………………………………………….. 6) The volume of a sunken object is equal to the fluid which has been …………………………………………………………………………………… 7) In order to calculate pressure you have to divide the force by the…………………… 8) In the SI system pressure is measured using the ………………………………….. 1.7 Mass Mass is defined as the quantity of matter that an object has .One of the qualities of mass it is that it has inertia: mass is a measure of how much inertia an object shows, but what is inertia? According to Isaac Newton’s first law of motion, inertia is the tendency of an object in motion to remain in motion, or of an object at rest to remain at rest, at a costant velocity unless it is acted upon by an outside force. So, the more mass something contains, the more difficoult it is to put it into motion or to stop it from moving. The basic unit of mass in the Si system is the kilogram (kg) even if for chemists it is common to use submultiples, such as the gram (g). Mass is not the same as weight. The weight (P) of an object depends on the force of attraction (gravity) between the object and the place where this is mearured. Newton’s second law of motion defines weight as the product of mass multiplied by acceleration, that is the gravitational pull. Therefore, the weight of a body varies according to gravity, and it would be different if measured on the moon, while mass is the same throughout the universe. Because of its inestimable value, scientists usually speak in terms of mass rather than weight. MULTIPLE CHOICE Answer the questions choosing the right options 1) How do mass and weight differ? Mass is the same weight b) Mass is the amount of matter and weight is the amount of matter plus energy.; c) Mass is the amount of matter and weights is the amount of matter plus gravity 2) What is the difference between the weight of a body measured in the earth and the weight of the same body measured on the moon.? a) The body weighs less on the moon; b) the body weighs less on the earth; c) the body has the same weight on the earth and on the moon. 3) What is the other name of the law of inertia ? a) Newton’s first law of motion; b) Newton’s second law of motion; c) Law of gravity 4) What law defines weight? a) Newton’s first law of motion; b) Newton’s second law of motions; C) The law of gravity. 5) What is the official SI unit for mass? a) Gram; b) Kilogram; c) Gravity. 6) In standard conditions, what happens to a body in motions? a) It tend to accelerate; b) It tend to stop; C) Ie tend to remain in motions at a costant velocity. VOCABULARY Find in the text the words with the following meaning Legge, 2) Riposo; 3) Esterna; 4) Peso, 5) attrazione; 8) Valore SPEAKING AND WRITING Pair work: without looking at the text explain Newton’s first and second law of motion to each other, giving also some practical examples. The write a short paragraph. ACKNOWLEDGEMENT Sir Isaac Newton (1642-1727) was an English physicist, mathematician, astronomer, philosopher, alchemist and theologian, and he is considered to be one of the most influential people in human history and one of the founders of modern physical science. Among his achievements there are the famous three law of motion. The first law of motion, often called the law of inertia, states that an object at rest tends to stay at rest and that object in uniforms motion tends to stay in uniform motion unless acted upon by an external force. According to the second law of motions, acceleration is produced when a force act on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed ( to accelerate the object). It means that heavier objects require more force to move the same distance as lighter objects. Newton’s third law of motion says that for every action there is an equal and opposite re-action. That is to say that whenever an object pushes another object it is pushed back in the opposite direction equally hard. An example is the recoil of a fireman, in which the force propelling the bullet is exerted equally back onto the gun and is felt by the shooter. READING COMPREHENSION Answer the following questions: What nationality was Newton In what period did he live? What was his profession? How many laws of motions did Newton discover? What is another name for the first law of motion? What happens if an object pushes another according the third law of motion? DEFINITIONS Read the definition and write the correct words from the text: 1)A person engaged in the study of God and religion. 2) Chronological records of past events 3) A person who establishes the basis for something 4) The act of increasing the speed 5) The backward action of a fireman upon firing 6) Causing the move forward. MATCHING SYNONYMS Match the words form the text in the first column to their synonyms. Uniform a) Quantity Achievement b) Applied Called c) Unvarying States d) Projectile Amount e) Accomplishment Produced f) Declares Needed g) Named Exerted h) Necessary 1.8 Density Object with similar volumes do not have similar masses: a ball of polystyrene A synthetic, thermoplastic materials used as a while rigid foam for insulating and packing and a ball of lead A heavy, soft ductile bluish- grey metallic element have considerably different masses. This property is density. The density of a substance (symbol , the Greek letter rho), is the ratio of mass to volume, that is mass divided by volume. Mathematically, the formula of density is = m/V. In the SI system, density is expressed by the derived unit kg/m3, but in chemistry we commonly use the submultiple g/ml, that is the same as g/cm3, or g/cc. It is possible to see density illustrated in everyday life by looking at the objects either floating or sinking in water. If an object such as a piece of wood floats on water it is less dense than water, if an object sinks it means that is has a higher density than water. Since the volumes of a liquids may vary with pressure and temperature, chemists usually specify the pressure and temperature at which they measure the density of a substance. In general measurements are taken at the normal atmospheric pressure (1 atm) and at the temperature of 20 °C: this temperature is close to room temperature and easy to obtain without a lot of heating or cooling. The density of water at 20 °C is 1 g/mL. Osmium and iridium almost have the same density and are the densest known substances. For problems on density is useful to remember the formula in the picture below. How instead can we measure unknown densities of bodies? It is shown in the picture below. TRUE OR FALSE Say of the following sentences are true or false, then correct the false ones. 1)The density of a substance is measured by multiplying mass by volume T F 2) kg/m3 is the same as g/mL T F 3) If an object sinks in water it means that it is denser than water. T F 4) The normal atmospheric pressure is 1 atm T F 5) Chemists usually measure the density of a substance at 0 °C T F 6) The densest known substance is concrete T F 7) Osmium is dense than water T F 8) Iridium is as dense as osmium T F EXERCISE: This is a list of density values of some substances. Then find the volume occupied form each substance considering a mass of 10 g. Substances density Volume Hydrogen 0.000084 g/ cm3 Oxygen 0.00133 g/ cm3 Ethyl alcohol 0.79 g/ cm3 Water 1 g/ cm3 Concrete 2.3 g/ cm3 Iron 7.87 g/ cm3 Lead 11.34 g/ cm3 Gold 19.32 g/ cm3 Osmium 22.6 g/ cm3 1.9 Errors, Accuracy, Precision in Quantitative Measurements Every measurement has a certain degree of uncertainty. This uncertainty derives from the measuring instrument and from the skill1 of the person doing the measuring. Errors in chemistry are classified as systematic (or determinate) and random (or indeterminate). A systematic error is caused by a defect in the instrument or by an incorrect method or technique of the analyst. This type of error is often called ‘determinate’ because its cause can be determined and so it can be theoretically eliminated. An example of a systematic error is the one caused by a dirty glass pipette, which will always deliver less than the intended volume of liquid. A systematic error is characterised by the fact that it is repetitive and that it has a definite direction (either by defect or by excess – either positive or negative). Random or indeterminate errors are unavoidable and are due to random events occurring during the measuring process. Indeterminate errors can be minimized just repeating the same measurement many times. Since random errors can be positive as well as negative, the average of several measurements is going to be more reliable than any single measurement, and the value obtained with a series of measurements will tend to scatter2 around the true value. We must remember that a true value is that value that would be obtained by a perfect measurement, but since there is no perfect measurement in chemistry, we can never really know the true value. In order to get as close as possible to the theoretical true value, we must always consider the reality of error. In measuring, accuracy and precision are two important but separate concepts. Accuracy refers to how closely multiple measurements of the same quantity cluster3 around the true value. Precision refers to how closely multiple measurements of the same quantity cluster to one another. The classic illustration distinguishing the two is to consider a target: if the centre of the target (or bull’s eye) represents the true value of a measurement, arrows surrounding the bull’s eye indicate a high degree of precision. Arrows surrounding the bull’s eye and at the same time are very close to one another indicate both accuracy and precision. A simple but clear example is the following. Imagine you are counting the number of people in a room. If there are a lot of people moving about in the room the measurement might be difficult. You might count them three or four times and get a different value each time. So to be sure of the right measure you repeat the same measure at list 3 or 4 times and than make an average value. TRUE OR FALSE Decide if the following sentences are true or false, then correct the false ones 1) It is possible to obtain a perfect measurement. T F 2) There are two types of errors in chemistry. T F 3) A determinate error is the same as a systematic error. T F 4) An imperfection of the instrument may cause a systematic error. T F 5) Random errors have a definite direction. T F 6) Repeating the same measurement help get closer to the true value. T F 7) Accuracy and precision refer to the same concept. T F 8) Several measurements of the same quantity that are very close to one another but not very close to the true value, indicate a high degree of accuracy. T F FIND THE QUESTIONS Write questions for the following answers 1 .............................................................................In systematic and random errors. 2 ................................................................................ Because it has a specific cause. 3 ................................................................It is repetitive and it has a definite direction. 4 ............................................................................... . No, they are unavoidable. 5 ...............................................................Repeating the same experiments more times. 6 ................................................ No, they are separate concepts. WRITING Write the definitions or the explanations for the following key words found in the text, then use them to build up a summarising paragraph. Types of errors How to minimize random errors …………………………………….. ……………………………………………….. Features of systematic errors Accuracy …………………………………… ……………………………………………… Features of random errors Precision ……………………………………. …………………………………………………1.10 Scientific Notation Have you ever seen the number 300,000,000 m/sec? It is the speed of light! And what about the number 0.00000000000095 g? It is the mass of a bacterium1 ! Scientists, but also mathematicians, doctors and engineers often work with very large or very small numbers. A system was developed to help represent these numbers in a way that was easy to read and understand: scientific notation. Scientific notation is a method of expressing a value as the product of a number between 1 and 10 (except ten), and a power of 10. In scientific notation the numbers are written like this: a × 10 (it must be read “a times ten to the power of b”), where a is called the coefficient and b is called the exponent or the power of 10. The coefficient a has a value of at least 1 but less than 10 (1 ≤ a < 10). The exponent b is an integer, and it gives the order of magnitude of the number. The speed of light showed above, in scientific notation is written 3.0 × 108 m/sec (it must be read “three point zero times ten to the power of 8”), while the mass of a bacterium is 9.5 × 10–13 g (it must be read ‘nine point five times ten to the power of minus thirteen’). How does scientific notation work? How can we transform large or small number using scientific notation? For a large number the decimal point is moved to the left until only one digit remains on the left. The number of places the decimal point is moved gives the exponent. For example, the mass of the earth is 5,980,000,000,000,000,000,000,00 0 kg, while in scientific notation this number becomes 5.98 × 1024 because the decimal is put after the first digit, the zeroes are dropped, and the exponent is 24 because there are twenty-four places from the decimal to the end of the number. In the same way for a small number the decimal point is moved to the right until only one digit remains to the left of the decimal point. Therefore the number 0.000000000753 kg, indicating the mass of a dust2 particle, becomes 7.53 × 10–10, because the decimal is put after the first digit found moving to the right and the exponent is –10 because there are ten places between the decimal point of the number given and the decimal in scientific notation. Besides making it easier to represent very small or very large numbers, with scientific notation comparisons between different numbers become more evident considering the order of magnitude and calculations are easier as well. Below a table with all the conversion unit is reported. READING COMPREHENSION Answer the following questions. 1 Why was scientific notation developed? 2 How can you define scientific notation? What value can a coefficient have? What kind of number is the exponent? What part of the scientific notation gives the order of magnitude? Complete the table writing the right unit for each measurement and what the following numbers in scientific notation refer to. Number Unit What 3.0 × 108 5.98 × 1024 9.5 × 10–13 7.53 × 10–10 FILL IN THE GAPS Complete the passage below with the following words: moves – large – scientists – exponent – sun – left – digit – magnitude. The mass of the ...................... (1) is really very big. It would be hard for ...................... (2) to write 2,000,000,00 0,000,000,000,000,000,000,000 kg. With scientific notation they can write the mass like this: 2.0 × 1030 kg, its order of ...................... (3) being 30. This very ...................... (4) number has been turned into scientific notation by moving the decimal point to the ...................... (5) until only one ...................... (6) has remained. The number of ...................... (7) of the decimal has given the ...................... (8). VOCABULARY l In the text, find words corresponding to the following definitions. 1) Visible radiation, illumination ...................... 2) A person who works applying scientific principles to the design and construction of cars, buildings etc. ...................................................................................................... 3) To stand for, symbolize ............................................................................................ 4) Number obtained by multiplying two or more numbers ...................... 5) A whole number ………………………………………………………………….. 7) The third planet of the solar system……………………………………………….. 8) One of the ten Arabic numerals (from 0 to 9) .......................................................... 9) The act of counting using a mathematical process .................................................. TITLE of UDA 2 The matter: a basic presentation Recipient Pupils of the I st year in the high schools for professional or technical institutes. Adult education or 3rd year scholars on high schools. Time 1 month, included ripetitions, evaluations and possible experiments. Places Classroom/ Laboratory Technological instruments required to teach this matter. PC , LIM, CUPBOARD, CAMERA, SCANNER, others tools for special educational needs. General Prerequisites To be able to understand simple English written test both in simple present or simple past. To be able to make essays or brief summary, paragraphs of the text Way to evaluation: written and oral text, collective question. General prerequisites related to this unit All the topics of unit 1 Specific ‘Knowledges’ related to the content of this section. To know what matter is; the states of the matter and its changes The Physical and Chemical Phenomena. Pure substance and mixtures Useful mixtures such as emulsions, colloids , suspensions. Gas mixtures and the all the related gas law Methods to separate mixtures. Abilities expected to be achieved by pupils, according to the actual Gelmini Law or on the basys of the Good school Law. To describe what is matter about, its state and changes. To distinguish a physical from a chemical phenomenon. To distinguish a pure substance from a mixture. To describe the different kind of mixtures and how to separate them. To predict which kind of technique to use to separate the different mix. Specific objects as related to the metacognition. To be able to make metacognition on what was learned and on how it was learned. Being able to produce definitions and to be able to organize an essential vocabulary with all the term related to the matter. Transversal skills as requested by European union Cooperation, language, communication, informatics and Math skills; social skills Competencies Applying this things to other life context such as Math, Physical Lab, Computing Lab, and so on Main teacher strategies and methodologies used for education Group work; project work; multimediality, laboratory, role playing, peer to peer, cooperative learning such as Gigsgow, Feuerstein, alternance in school- work, Gigsgow, laboratory work, some innovative ways to teach given by theatre, music, and so on, flipped classroom, conceptual didactic, objective didactic and so on. Contents of the unit What is Matter about Matter and States; changes of state. Physical and chemical Phenomena Classification of the matter in pure and substances and mixture The Gas Laws Useful mixtures. Emulsions, Colloids, Suspensions The chromatography Sources for the oral and written comprehension Power point presentation, Personal images taken from Internet or specific sites of the matter, audio- video records avalaible on internet or on specific sites related to the matter such as AACT sites, or selfmade video and movies, read of specific text such as reviews, books, e- books, some materials performed by the teachers, Menthal Maps and Conceptual Maps made by teachers or found on internet sites. Informatic tools or specific programs such as ACD Lab etc. Some theatral piece on chemistry if existing. Lab experiments. Songs, novels, poetry, letters, essays, summaries on the matter or specific topic of them. Games proposed by SCI or other foreign sites or by the use of some specific app, Journeys in specifc sites ( chemical sites or realated), to museums, research on specific authors of a period related to the matter. Periodic exercitation. Materials requested for the written and oral production by teacher from pupils. Summary, letters, poetry, novels, songs, videos, audios, comedies, oral discussion, lab reports, exercise productions, brief videos, creation of some specific glossaries, of other exercises, reproduction of some personal schemes, creation or reproduction of some jokes or specific schemes., creation of theatre performances or similar, posters, articles, abstracts, poster presentation, power point presentation, and so on. Chemical scketch, theatre, stories, films and so on.. First, intermediate and final evaluation made by teachers. Validation of the glossary is a good way to evaluate periodically the apprehension of the language at the intermediate level. Periodic evaluation with exercises prepared by teacher such as. multiple choices answers, exercise of complention, cruciverbas, True or false answers, individual oral interrogation, group interrogation, matching or completing exercises, reproduction of on laboratory experience, discussion of the exercises among alumni, peer to peer education etc. writing exercises.etc. practical experience. Strategies to reinforce the matter Adding activities to stimulate the reading, comprehension skills in adjunction to oral and written production, in extra school period or during the semester; continuoos repetition at the unit of the explained concepts Final product A video explaining what is matter, a short drawing or painting about physical experience; a power point presentation to take in the other classroom to schoolmates or to adults, a song or a sonnet or poetry with rime about the learning object Final evaluation The final evaluation is made on the basys of the final product and on the reached objectives. Can be:to make a movie, to create some spots for industries, to create a slogan or a movie for the classroom and so on, make a broshure for specific purpose (related to the field) Controls Correction of the activity in the classroom 2.1 What is matter? Scientists classify everything existitng thing in two main categories: matter and energy, which are considered to be, in this way , the main part of the universe. Indeed matter is really hard to define. A common way of defining matter is as anything that has mass and occupies space. In popular scientific books they give a simple explaination of what matter is: matter is the ‘’stuff’’ that every known object around us is made of. Matter is anything which has real existence: for example a car is made of matter because you can see and touch it, therefore it has real physical existence, it has mass and occupies space ,. Air, water, pasta , animals, milk, even you are made of matter.! But what is matter made of? Along the centuries, philosophers and scientists have speculated on the exact nature of matter. The idea that matter was made of very little buiding blocks was proposed by Demoscritus Democritus was one of the two founders of ancient atomist theory. He was born in Abdera , Thrace around 460 BC, died at the age of 90 and spent all his lihe studying, teaching and writing. in 5th- 4th centuries BC. This theory passed in the history as the particulate theory of the matter. Over time, the structure of matter was more exactly defined as we’ll see in the next pages, as we are going to examine in the next modules.. If you put some camphor into a drawer, even when the camphor has disappeared, the smell still persists. In the same way, some kitchen salt out into a glass of water tends to dissolve and disappear as well, but the water maintains a salty taste. The simple explaination of these phenomena is that matter is made up of small particles that cannot be seen but that show their existence, in this cases, with the smell od camphor and with the salty taste of water. COMPREHENSION CHECK Complete the following table which summarize the properties of the so- called three classical states SOLID LIQUID GAS Takes the shape of the part of the container occupied by its volume Particles that tightly packed and only vibrate Particles are well separated and move freely as high speed Not easily compressible Does not flow easily Flows easily TRUE OR FALSE Say if the following sentences are true or false, the correct the false ones. The gaseous state has not got its own shape T F A liquid can be easily compressed T F Plasma and Base – Einstein condensates are formed at the same temperature T F A solid has its own volume T F Liquids take the shape of their container T F In gases particles move according to exact trajectories T F VOCABULARY Find in the text the words that have the following Italian meaning. Libri di divulgazione scientifica ………………………………. Roba …………………………………… Secoli …………………………………………….. Cosiddetto ………………………………………………………. Cassetto …………………………………………………………….. Odore ……………………………………………………………….. Salato ………………………………………………………………… 2.2 STATES OF THE MATTER States of the matter are the distinct forms of matter. There are five main states of the matters. Solids, liquids and gases are the main and common states of the matter on our planet. Plasmas and Bose- Einsteins condensates represents the fouth and the fifth states of the matter. Plasmas are formed under conditions of extremely high temperature, while Bose- Einstein condensates are obtained when materials are cooled until they almost reach absolute zero. Mainly we found three states of the matter: solid, liquid and gas or vapor In solid, liquid and gases the particles behave in different way. At the macroscopic level , a solid has definite volume and shape. At the microscopic level, the particles that make up the solid are packed closely together and cannot move past one another. The particles are held together by strong forces , and so they can only vibrate next to each other. A solid cannot be compressed and it can only change its shape by force as when it is broken or cut. Liquids are fluid matter. They have a definite volume, but no definite shape as the forces between the particles are less strong than in solids. A liquid takes the shape of its container with the help of gravity. On the other hand, in outer spaces where there is no gravity, a liquid might float out of its container: the shape varies, but the volume remains constant. Liquids are also difficoult to compress because the particles are each close to the other and they can only move and slide past one another. A gas has no definite shape or volume , and it occupies the entire container in which it is confined. As the particles have extremely weak bonds, they move in continuous and random motions, only occasionally bumping into one another. Gases are able to fill up anything, also the atmosphere! Because the forces between the gas particles are so weak and the particles are spaced far apart, gases can be compressed. Example of gases forced into a small space are compressed air in a spray bottle or the carbon dioxide rushing out of a can of a fizzy drink. Squeeezed together, condensed ……………………………. A celestial body, illuminated by the stars ……………………………….. Unchainging, unvariable ……………………………………. A receptacle in which material is held or carried ………………………………………. Separated into parts with a sharp- edged instruments…………………………………. Having no specific pattern, structure or conformation………………………………… A gaseous state of matter distinct rom solids, liquids and normal gases ……………… Effervescent, sparkling ………………………………………………………………… Having force, being powerful …………………………………………………………. To move rhytmicaly aand rapidly back and forth……………………………………..        2 CLIL unit for the chemical science TITLE The preview in the chemistry ; carbon, Hydrocarbon, Alcohols and Amines Destinatary Schoolmates of the 4 th year in high school Time 4 h Places Laboratory Technological instruments PC , LIM, CUPBOARD, CAMERA Prerequisites To be able to understand simple English written test both in simple present or simple past. To be able to make essays or brief summary of the text Way to evaluation: written and oral text, collective question. Specific objects related to the content of the subject Being able to describe the main functional group in English language Being able to recognize and to classify the different organic groups Being able to describe the main characteristic of alcohols, amines and similar group. Specific objects as related to the metacognition To be able to make metacognition on what was learned and on how it was learned Being able to produce definitions and to be able to organize an essential vocabulary with all the term relalated to the matter. Transversal objectives Being able to use to apply the theory with the practice of the matter ‘’ Chemistry and materials’’. Strategies to guarantee apprehension Group work; project work; multimediality. Contents The preview in the chemistry ; carbon, Hydrocarbon, Alcohols and Amines Materials for the oral comprehension Power point presentation, Personal images taken from Internet or specific sites of the matter, audio- video records avalaible on internet, reading of specific test such as reviews, written test with multiple choice. Materials for the written comprehension Descriptive piece on organic chemistry avalaible on Chemistry sites in English language Correction with multiple choices answers with correction of the false one. Materials for the written production Esercitations: cruciverba; Completion activity, creation of a glossary of the speficic matters. Materials for the oral production Realization of a video with description in English language that shows the reproduction of a scientific experiment in chemistry Intermediate evaluation Validation of the glossary is a good way to evaluate periodically the apprehension of the language at the intermediate level Strategies to reinforce the matter Adding activities to stimulate the reading, comprehension skills in adjunction to oral and written production, Hydrocarbon, Alcohols and Amines Final product Individual or research group on the main natural substance containing Hydrocarbon, Alcohols and Amines Final evaluation The final evaluation is given by the final product Controls Correction of the activity in the classroom 3. Contents of the unit 3.1 The preview in the chemistry ; carbon, Hydrocarbon, Alcohols and Amines Living things are made up of chemical compounds which are divided into two main groups: organic and inorganic. The main interest of Organic chemistry is the study of the organic compounds, e.g of all the compounds in which there is the Carbon as main chemical element, which constitutes the organic compounds. The organic compounds that make up the cells, organs and tissues A part of an organism consisting of cells with the same structure and function. of living organisms are identical or similar to those found in non- living matter. Until the early 1800s the word ‘’organic’’referred to the chemical substances relating exclusively to living matter. This belief persisted until the German chemist Friederich Wohler synthetized urea in 1828. Up until then chemists had believed that the chemical compounds in living organisms were fundamentally different from those that occur in non-living things. This is why the chemical compounds associated with the living organisms were given the name ‘’organic’’: to emphasize their connection with life. Wohler proved that this theory was untrue: he found a very simple way to convert chemical compounds from living organisms into comparable compounds form non- living entities. As a result of Wohler’s research, the new definition of ‘’organic’’ came to be based on the observation that all these compounds had one property in common: they all contained carbon. Thus, the modern definition of organic chemistry, as the study of carbon compounds , was adopted. Since Wohler’s experiments hundred of organic compounds have ben synthetized and it is now clear that they are unique to living organisms. Organic compounds are very important in living things as they constitute the structures of the body and regulate their chemical processes. They can do this because of their complexity, which derives from the characteristic of the carbon atom. All organic compounds contain carbon but not all carbon compounds are classified as organic: they are usually made up of other elements such as oxygen, nitrogen, sulphur, phosphorus or halogen READING COMPREHENSION Read the text and answer the following questions How are chemical compounds classified? What is organic chemistry? Are organic compounds unique to living organisms? What did Wohler do? Why was his discovery so importanrt? What did the word ‘’organic’ mean in the past? VOCABULARY Use a monolingual dictionary and find synonyms for these words Make up …………., belief, ……… …..Occur……………., ……..Connection,………. Comparable, …………. entities, ……………..Adopted,……… Unique………… SENTENCE COMPLENTION Use the prompts to write full sentence. In living organisms, organic compounds make up ……………….. In the past scientist thought that……………………….. Chemists no longer believe…………………. Wohler found a way to…………………….. After his experiments, hundreds…………………………………. Organic compounds contain………………………………………. SPEAKING Discuss with your classmates, in groups. Organic compounds aree very important as they constitute the structure of the body and regulate their chemical processes. Can you think a practical examples? WRITING Summarize, with your own word the content of the unit 3.2 The Carbon The carbon atom is one of more versatile element better kwon in the organic chemistry, as it can form four covalent bounds in its compouds, building long chains of atoms which are varied and complex. Peculiar of this element is the possibility to make covalent bounds with other carbon atoms forming in this way a carbonic skeleton that can be settled long the three different dimension in the space. Then Carbons can bound covalently also other atoms that are hydrogen, oxygen, nitrogen and so on. Why the Carbon was choosen by nature to perform four covalent bound in all the dimensions and to be among chemical elements, the king of known life?. Becouse it forms one of the more stable bound that are known by scientists and because it is one of more abundant element on the earth capable to form unique long structures and backbone that make them a very ‘unique’ element. A second important feature of carbon is that it can form very long chains. Theoretically there is no limit to the length of these chains: very large hydrocarbon molecules (polymers) can be made up of as many as 100,000 carbon atoms. Carbon chains can take the form of a sort of backbone – like the fatty acids- but they can also be branched- like in amino acids- or they can form rings of various sizes- such as in sugars.. Carbon can bound other elements (not only hydrogen) - with a single bound like in methane (1). In this case the bond and the relative organic compound are called satured, because the to the carbon are tied other 4 elements or groups. - with a double bound (2) -with a triple bound (3) In these last two cases we’ll have unsatured compounds or bounds The variety of forms that carbon chainscn take is a major reason why carbon compounds exibith so much isomerism .Isomers are molecules with with the same molecular formula but different arrangements of atoms that determine different physical and chemical properties. For examples there are two butanes with the same molecular formula (C4H10) but different arrangements of atoms: butane has its four carbon atoms bonded in a continuous chain, whereas isobutene has a branched structure. These two molecules are constitutional isomers: different molecules with different chemical and physical properties. READING COMPREHENSION Read the text and decide if the following sentences are true or false. Correct the false ones. Carbon can form two covalent bonds T F Carbon can build very complex, long chains in different directions T F Carbon atoms can form bond with carbon atoms only T F Polymers are very long chains of atoms T F The skeleton, made up of carbons, can take various shapes T F Isomerism is a consequence of the length of these chains T F Isomers are molecules with the same formula and similar structure T F The bonds with the carbon can be single , double, triple T F Carbon is the most abundant element on earth and in human body T F Carbonis the basis of all known life forms because of its uniqueness T F VOCABULARY Match this words to their definitions Isomers a) a circular object Elaborate b) intricate and rich in details Skeleton c) Pentyful, rich Backbone d) The vertebrate spine or spinal column Branched e) impede, obstruct Ring f) Molecule with the same molecular formula Arrangement g) large in quantity , abundant Abundant h) a supporting structure or framework Copius i) Spread by dividing or putting out branches Hinder l) the way or form in which the way are set SPEAKING What is the backbone and what is function on human body?Why do you think the carbon skeleton is defined as a ‘’backbone’’? Discute it in groups and provide reason for your idea WRITING Describe the main characteristic of carbon molecules 3.3 Polymers Polymers are macromolecules consisting of repeated units called monomers. Before the 20’s, chemists though that molecules with molecular weights greater than a few thousand could not exist. Hermann Staudinger, a German chemist who had studied natural compound such as rubber Elastic material obtained from certain plants and cellulose, challenged this view as he discovered that these compounds were made up of macromolecules composed of 10000 or more atoms The process in which relatively small molecules ( monomers) combine chemistry to produce a very large chainlike or network molecule ( a polymer) is better known as polimerization. The monomer molecules involved in this process may be all alike , or they represent two, three, or more different compounds. The resulting polymers have certain unique physical properties such as elasticity, high textile strength, or the ability to form fibres. Polymer poperties are determined by their shape and the way that molecules aggregates are arranged.: this is defined as morphology. Their molecular structure, conformation and arientation can determine whether polymers are fragile or resistant. Crystalline or amorphous material coexist in polymers: crystalline materials have their molecules arranged in repeating patterns while amorphous materials Have their molecules arranged in repeating pattern while amorphous materials have their molecules arranged randomly.Morphology of most polymers is swmi-cristalline, which means that they form mixture of small crystals and amorphous materials and melt over a range of temperatures instead of a single melting point. The glass transition temperature is the point at which the polymers hardens into an amorphous solid.Many important natural materials are made up of polymeric macromolecules and scientists have created polymer synthetic analogues in the lab, thus affording the world myriad plastic, textiles, and other polymeric materials. These materials are used as fiber, flexible films, adhesive, resistant paints and they have contributed to transform the modern society. READING COMPREHENSION Read the text and answer the following questions What is a polymer? What is new about polymers? What did Staudinger do? Are all polymeric molecules natural? What is the name of the process by which monomers combine to perform a polymer? What are polymers used for? What determines their properties? What is the difference between crystalline and amorphous materials? What are most polymers like? What is the melting glass transition temperature? DEFINITIONS Find word in the text corresponding to these definitions An individual molecular structure or entity regarded as an elementary structural or functional constituent of a whole Polymeric macromolecules that are also structural components of animal and vegetable tissues. They find applications in manifactures. This is a process by which monomers molecules combine to form a polymer It is the mass of a material per unit volume. It can be high or low. The structure or outline of an item, or the spatial arrangement of atoms in a molecule If something is done this way, it has no specific pattern or purpose. VOCABULARY Match this words to their definitions Challenge a) a set of values with certain extent of variation Sought (seek) b) Making avalaible, providing Affording c) Models, samples or specific designs Tensile strength d) To question the validity of some ideas or thought Range e) Ability of being stretched or extended Fragile f) To make harder Patterns g) to try , endevour Harden h) easily broken or destroyed WRITING Describe these concepts in your own words. The way polymers have contributed to transforming life Polymer morphology Cristallinity and amorphousness in polymers The glass transtition temperature. RESEARCH PROJECTS Polymers all around us . They can be natural or synthetized in a lab. Whatever the origin they find several application in everyday life. Do same research and find a many example as possible. Than share your result with your classmates 3.4 Addition and condensation polymerization Polymerization is the process through which monomers combine, forming stable covalent chemical bonds between them, to create polymers. There are two types of polymerization: addition and condensation so that we will have addition polymers or condensation polymers. Condensation reaction occur when a polymer is formed from a reaction that leaves behind a small molecule, often water. In addition reaction instead, monomers reacts to form a polymer without the formation of by-products.This kind of reaction are usually carried out in the presence of a catalysts which, in certain cases, exert control over structural details that have important effects on the properties of the polymer. Both addition and condensation polymerization can produce linear and cross-linked polymers. Linear polymers are composed of chainlike molecules without branched or adjacent structures. They are thermoplastic, which means that they soften or melt upon heating.They may be viscous liquid or solids with varying degrees of crystallinity. Some of them can be dissolved in certain liquids. Cross-lynked polymers, in which the molecular structure is network, are thermosetting resins that do not dissolve in solvents. These material are called thermosets because the crosslinking which makes their shape is made permanent by heat. This name distinguishes them from thermoplastics which are not crosslinked and can be reshaped once molded. Plastic are used as a common example of polymers, but there are many other materials which are also polymers, but there are many other materials which are also polymers, including proteins ( sich as hair, wool, nails, tortoise shell), cellulose in the paper and trees, DNA, silly putty, rubber. Many polymers, both addition and condensation are used as fibres.starch and cellulose are members of a class of compounds called carbohydrates which are polymers of glucose. Nylon is a generic designation for a family of synthetic polymers known generically as polyamides. A thermoplastic silky material, nylon, is used in many application including fabrics, rope carpets and musical strings. TRUE OR FALSE Read the text and decide if the following statements are true or false The monomer molecules involved in polymerization form stable covalent chemical bonds when they combine. T F Structural details so not affect the properties of the polymer T F Condensation polymerization releases a water molecule T F Addition polymerization always forms by product T F Both addition and condensation polymerization need a catalyst to be performed T F Linear and cross-linked polymers are the products of addition polymerization T F Thermosets are very similar to thermoplastic T F Polymers are not only plastics but also variety of other materials T F Carbohydrates are polymer of glucose T F Nylon is an example of a natural polymer T F COMPREHENSION CHECK Fill in this table with the information from the text POLYMER STRUCTURE ASPECT REACTION TO HEAT REACTION In LIQUIDS Linear Cross-linked VOCABULARY Translate this words into Italian By products …………………….. Dissolve ……………………………… Thermosets ………………………… Reshaped ……………………………. Stable ……………………… Silly putty …………………………….. Exert …………………………… Starch …………………………….. Soften ………………………………. Rope ……………………………….. WRITING Complete the following question Because of the straordinary properties of the carbon, then ………………………………. 2) By adding a functional group to hydrocarbon ……………………………………… 3) It is responsible for the characteristics and properties of a compound. 4) All the compounds with the same functional group are ------------------------------------------------------ 5) An oxygen atom joined to an hydrogen atom, ------------------------------------------------------ 6)Alcohols ------------------------------------------------------- 7)Fluorine and chlorine ------------------------------------------------------- 8)Covalent bond are………………………………………………………………………… VOCABULARY Match the words in the first column with their antonyms in the second column Living a) Narrowly Unlimited b) limited Common c) Ionic Present d) Non- living Widely e) Uncommon Same f) Insoluble Soluble g) absent Covalent h) Different WRITING Write a short summary in the first column with their antonyms in the second column SPEAKING Discuss the importance of classifications in chemistry and science in general 3.5 HYDROCARBONS and DERIVATIVES The field of organic chemistry is so large that it is necessary to break it down into sub-groups or families of compounds .More than twenty million compounds are known and many hundreds of new ones are added to every day. They can be simply isolated form plants or animals, or they are created by modifying naturally occurring chemicals. The simpliest compounds in organic chemistry are hydrocarbons that conteins only two elements – carbon and hydrogen. The class of hyfrocarbon can further be divided in to subgroups depending on the way in which carbon and hydrocarbon atoms are joined to each other. In some hydrocarbons, for example, carbon and hydrogen atoms are joined to each other only by a single bonds. These hydrocarbons are known as saturated hydrocarbons. Alkanes are saturated hydrocarbons: this means that there are no double bounds in the molecule and they contain hydrogen bond and carbon atom only. There are many types af alkanes, the simplest being methane CH4, the natural gas, with just one atom of carbon. The smallest of these chemicals are gases at room temperature: methane, ethane and propane . Larger molecules are liquids : butane, pentane, hexane, heptane, octane, etc. The very largest ones are solids. They are all flammable. In other hydrocarbons, called unsatured, carbon and hydrogen atoms are joined to each other by double or triple bounds. Alkenes have two carbon atoms with a double bound between them, therefore they are unsatured hydrocarbons. Their name follow a similar pattern: ethane, propene, butane, pentene and so on. Hydrocarbons with one or more or triple bonds are called alkynes. They are together with alkenes insatured. Hydrocarbons derivatives are formed when there is a substitution of a functional group. These includes aromatic compounds, alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, amino acids, and carbohydrates. READING COMPREHENSION Read the text and answer these questions Have all the organic compounds been discovered yet? Are all of them isolated from natural elements? What do the simplest compounds of organic chemistry consist of? What are they called? What is the difference between saturated and unsaturated hydrocarbons? Are all the hydrocarbons alike? What are hydrocarbon derivatives? Can you provide some examples of hydrocarbon derivatives? EXCERCISES: FILL IN THE TABLE Fill in the table with the information on the text Hydrocarbon Type Bond Atoms Features Examples Alkanes Alkenes Alkynes WRITING Use the information in the table and write sentences to compare types of hydrocarbons VOCABULARY Find words in the text corresponding to the ITALIAN words. Campo Saturi Sottogruppi Temperatura ambiente Centinaia Infiammabili Uniti Saturi Sostituzione COMPREHENSION CHECK Find this informations in the text The function of hydrocarbons The reason why mixtures of volatile hydrocarbons are employed in sprays The condition under which hydrocarbons produce carbon dioxide and water Possible states of hydrocarbons Practical examples of hydrocarbons The origin of the name aromatic. VOCABULARY Find synonyms for these words. Principal -……………………… Straight…………………………….. Raw ………………………….. Scent …………………………… Impact ………………………… Derivatives……………………… SPEAKING Discuss the different uses of hydrocarbons 3.6 ALCOHOLS Alcohols are compounds with at least on hydroxyl group (OH) . They fall into different classes depending on how the OH group is positioned on the chain of carbon atoms. Primary Alcohols have two hydrogen atoms on the carbon joined to the OH groups. Secondary alcohols have only hydrogen atom on the carbon joined to the OH group Tertiary alcohols have no hydrogen atoms on the carbon attached to the OH molecule. Giving names to the alcohols follows two rules. The systematic nomenclature The systematic nomenclature corresponds to the IUPAC system, established as a unique way to name compounds. An alkyl group is group such as a methyl CH3 or ethyl CH3CH2. These are groups that contain chains of carbon atoms which may be branched. In primary alcohols the carbon atom carrying out the OH group is attached to one alkyl group, in secondary alcohols to two and in tertiary alcohols to three for alcohols adds the suffix-ol to the name of the parent alkane and uses a number to identify the carbon atom that carries the OH group. Instead the common names for alcohols are based on the name of the alkyl group, that is a group such as CH3 or ethyl CH3CH2 - These are groups that contains chains of carbon atoms which may be branched. In primary alcohols the carbon atom carrying the OH group is attached to one alkyl group, in secondary alcohols to two and in tertiary alchols to three. Therefore methanol (CH3OH) is commonly known as methyl alcohol. Ethanol (CH3CH2OH) is also called ethyl alcohol and 2- propanol (CH3CHOHCH3) is also named isopropyl alcohol. Methanol is highly toxic, whereas ethanol, or ethyl alcohols, is the alcohol associated with ‘’alcoholic’’ drinks. It is made by adding yeast to solutions that are rich in either sugars or starches. The yeast cells obtain energy from enzyme- catalized reactions that convert sugar or starch to ethanol in the blood can lead to coma or death. Alcohols have properties between the extremes of water and hydrocarbon: they are soluble in water when their hydrocarbon chain is shorter. Instead, as the hydrocarbon chain becomes longer, they became less soluble in water. Moreover they usually have higher boiling points than alkanes with similar molecular weight: ethanol, for example, reaches boiling point at 78.5 °C whereas propane , with the same molecular weight boils at – 42.1 °C. Phenols are another class of alcohols: they are strong disinfectants , whose derivatives are still employed today. The difference between alcohols and phenols is that the latter have the OH group attached to an aromatic ring, a structure formed by six carbon atoms. Wine is in general one of main source of alcohols COMPREHENSION CHECK Read the text and complete these sentence Alcohols are organic compounds with………………………….. 2)They are divided into three different classes according to 3)There are two different ways …………… 4) IUPAC names sounds like …………………. 5) Common names are based on…………………………………………….. 6) Some alcohols are dangerous :methanol……………………………………… 7)Alcohol solubility depends on ………………………………………………. 8) The longer the chain …………………………………………………………. 9) Another class of alcohol is ………………………………………………… WRITING Write full sentence to describe these items Alkyl group Systematic nomenclature Production of ethanol Boiling point of alcohols Phenols Position of OH group in phenols. VOCABULARY Match this words to their traslations Parent 5) Carry c) Lievito Yeasts 6) Reach d) Trasportare Starch a) Raggiungere e) Catalizzato Catalyzed b) Amido WRITING Write a short test to describe the main features of alcohols SPEAKING Alcoholic beverage consumption is increasing, expecially among very young people. Alcoholic drinks are often mistakenly thought to have no dangerous effect, expecially if compared to drugs. Despite this common belief, alcohol can have as many terrible consequences as drugs on people who abuse of it . What do you think about that?Discuss it in your groups and make list of the possible reason why this habit is increasing. 3.7 Amines These organic compounds are produced by replacing one or more of the hydrogen atoms in the ammonia molecules (NH3) with an organic functional group. AMMONIA is a very dangerous molecules. It has a penetranting odour, it is toxic, reactive and it is a corrosive gas. Amines are classified as primary, secondary, or tertiary depending on the number of the hydrogen atoms of ammonia that have been replaced by organic groups. The replacement of one hydrogen atom by one functional group gives rise to primary amines; of two hydrogen atoms by two functional groups to secondary amines; of three hydrogens atoms by three functional groups to tertiary amines. Important amines include amino-acids, biogenic amines, trimethylamine, and aniline. Naming amines can be confusing because there are many variations depending on whether we follow the rules of the IUPAC nomenclature or whether we follow the rules of the IUPAC nomenclature or whether we use the common names: for example, the simplest amine CH3NH2 can be called aminomethano (IUPAC name) or methyl amine (common name). Amines can be aliphatic or aromatic in nature . Most aliphatic amines display some solubility in water . Solubility decreseas wuìith the increase in the number of carbon atoms. Aliphatic amines display significant solubility in organic solvent Organic solvents: chemicals, such as benzene, that damage tissues by dissolving fats and oils. Exposure to them may occur by inhalation or by skin or eye contact and be very dangerous. . The very small amines, like methylamine and ethylamine, smell very similar to ammonia, and bigger amines tend to have a distinctive fishy smell. Aromatic amines have the nitrogen atom connected to an aromatic ring. Aromatic rings: it is closed ring structure formed by six carbon atoms, with a single hydrogen atom attached to each one. It is also called a benzene ring Aromatic amines , such as aniline, have a diminuished tendency to engage in hydrogen bonding. Their boiling points are high and their solubility in water is low, but they are readily soluble in the common organic solvents, at leasts as far as primary aromatic amines are concerned. Some amines are major industrial chemicals used in making rubber, dyes, pharmaceuticals and synthetic resins and fibres, and in many other applications. Amines are also ubiquitous in biology. TRUE OR FALSE Read the text and decide if the sentences are true or false. Corect the false ones Amines are derived from alcohols by substituting hydrogen atoms The number of hydrogen atoms replaced by organic groups determines their type. Amino acids are examples of amines. All amines are named by using IUPAC nomenclature Amines can be aliphatic and aromatic , the difference being in the aromatic ring connected to nitrogen Aliphatic amines have a distinctive smell Aromatic amines are only soluble in water Amines are used in many field apart from biology. COMPREHENSION CHECK Read the text again and answer these questions 1) What is the difference between primary, secondary and tertiary amines? 2) What is the difference between aliphatic and aromatic? 3) Can you provide examples of both aliphatic and aromatic amines? 4) What is their typical smells? Do they all smell the same? 5) What are organic solvents? 6) What is an aromatic ring? LISTENING DETAILS Can you make a list of all the characteristic of amines? VOCABULARY Find words or phrases in the text with these meanings. Onnipresente ………………. Tinte/colori ……………… Mostrare …………………. Coinvolgere ……………… Odorare di ……………… Resine ……………………. Di pesce ………………… Esposizione………………. TITLE of unit Atoms , Molecules and the Periodic table of elements Destinatary Pupils of the II nd year in the high schools for professional institutes. Time 4 h Places Classroom/ Laboratory Technological instruments required to teach this matter. PC , LIM, CUPBOARD, CAMERA, SCANNER, others tools for special educational needs. General Prerequisites To be able to understand simple English written test both in simple present or simple past. To be able to make essays or brief summary of the text Way to evaluation: written and oral text, collective question. General prerequisites related to this section To know what are matter, pure substances, mixtures and the classification in compounds and elements, omogenous and heterogeneous mixtures Specific ‘objects learning’ related to the content of the subject (Knowledge) Being able to describe what is an atom, Being able to describe what is a mass number and an atomic number. Being able to describe the electrons, as the main part of matter that conducts electricity. Being able to describe the periodic table and to use it by simple watching the table. Being able to recognize the bondings, and in making difference among the ionic bonding and the covalent one. Being able to recognize the structure of a molecules. Abilities expected by pupils, according to the actual Gelmini Law or on the basys of the Good school Law. to Describe atoms and what are the main parts that constitute them (Electrons, protons and neutrons) . to describe and to recognize ions and related charge ( Physic is the matter to be join to this subject) to calculate the isotopic mass and the atomic number of different atoms and/or of compound/ molecules. to classify and to calculate the Isotope and their Mass. To manage the Periodical table of elements, distinguishing the different sections of table and being able to recognize the classifications in Metals, Non metals, Metalloides. To be able to search the main periodical properties on this table.( Electronegativity, Ionization energy, Atomic radius, and others) also by using interactive tables on internet or on same apps. To be able to describe the different types of bonds. ( ionic, non ionic, covalent) and on the basys of atomic table being able to predict the possible kind of bond. Going inside the structure of molecules. To be able to draw a covalent, ionic bond The main informatic tools known for chemistry. Specific objects as related to the metacognition. To be able to make metacognition on what was learned and on how it was learned. Being able to produce definitions and to be able to organize an essential vocabulary with all the term related to the matter. Transversal objectives Being able to cooperate in different context, to use correctly the chemical tools, to learning while doing, to cooperate with the other students. Main teacher strategies and methodologies for the teaching approach . Group work; project work; multimediality, laboratory, role playing, peer to peer, cooperative learning, alternance in school- work, Gigsgow, Feuerstein, brain storming, laboratory work, some innovative ways to teach given by theatre, music, and so on. Sory telling Contents Atoms, Mass number and Atomic number; the electrons, Isotopes and Ions, The periodic table of Elements, The Bonding: ionic and covalent. The structure of molecules. Sources for the oral and written comprehension Power point presentation, Personal images taken from Internet or specific sites of the matter, audio- video records avalaible on internet or on specific sites related to the matter such as AACT sites, on-line sites, read of specific text such as reviews, books, e- books, some materials performed by the teachers, some videos and audios avalaible on chemistry sytes or selfmade. Menthal Maps and Conceptual Maps made by teachers or found on internet sites. Informatic tools or specific programs such as ACD Lab etc. Some theatral piece on chemistry if existing. Lab experiments. Songs, novels, poetry, letters, essays, summaries on the matter or specific topic of them. Plays showed by SCI or other foreign sites. Jouneys in specifc sites ( chemical sites or realated)., to museums, research on specific authors of a period related to the matter. Periodic exercitation. Materials requested for the written and oral production by teacher from pupils. Summary, letters, poetry, novels, songs, videos, audios, comedies, oral discussion, lab reports, exercise productions, brief videos, creation of some specific glossaries, of other exercises, reproduction of some personal schemes, creation or reproduction of some jokes or specific schemes., creation of theatre performances or similar, posters, articles, abstracts, poster presentation, power point presentation, and so on. Chemical scketch, teathe, stories, films and so on.. First, intermediate and final evaluation made by teachers. Validation of the glossary is a good way to evaluate periodically the apprehension of the language at the intermediate level. Periodic evaluation with exercises prepared by teacher such as. Multiple choices answers, exercise of complention, criciverbas, True or false choice, oral interrogation, group interrogation, matching exercises, cruciverbas, reproduction of on laboratory experience, speaking among alumni, etc. writing exercises.etc. Strategies to reinforce the matter Adding activities to stimulate the reading, comprehension skills in adjunction to oral and written production, in extra school periode or during the semester. Final product A video explaining what is an atom, how to calculate the relative mass, a short stories on periodic table , a drawing or painting on periodic table , to present in the other classroom to schoolmates or a power point presentation. Final evaluation The final evaluation is made on the basys of the final product and on the reached objectives. Can be: made a film , create a spot for an industries, create a jouney on the basys of the personal requests and so on. Controls Correction of the activity in the classroom 4. Conclusions Students during the CLIL Course should assimilate the right terms for their interested field while they are speaking in that language. Discussion in loci of an experience in English language, the possibility of making some deduction in this language and moreover to know how to present the right result to all people, or even sharing opinions, observations, even though with the presence of BES in the classroom, is a poof that CLIL methodology is being activated and that is well working. Infact CLIL (krashen, SD (2003)), that is realized by reducing the TTT to augmentate the speaking one of alumni, should guarantee the apprehension of terms in the vehiculanting language and for all the alumni in the classroom. The presence in classroom of BES can give an help, being a kind of natural reinforce for the assimilation phase. (Dudley, 2008) With the aim to facilitate the apprehension of pupils and to make it with efficacy, (apprehension environment) it is necessary to organize pupils so that all of them can catch essentially the right words. In this sense the DSA can learn and improve languages, also if some mistake can occur. The comparison of results, infact, is possible if we consider the cooperative learning as the best way to facilitate contamination both in terms of knowledge and competencies, so to respect the actual Italian law that want an e- portfolio for each student as referred to the EQF framework. For sure, the best didactical methodology is that of learning by doing, based on the cooperative learning (Comoglio, 1996) both formal that informal because in that way we can teach collateral objectives- of citizenship and of competencies-. The right methodologies a teacher should use are role-playing or brain storming, so to reach the right targets. Other efforts to reinforce the apprehension of the learning object may come from the TIC, from the exploration of internet sites dealing with different types of topics to be shared among alumni ( for example actuality) and all the topic tied to the things we are going to teach. TIC, guarantee the formative success of all the DA alumni. Moreover it is interesting that teacher must think to furnish the same notions trough the gamification ( Cajola, 2014), according also to Winnicott Theory. This is an explaination on why people in adult life or during teenagers and childhood use the ‘games’ to reach the success. 5. Bibliografy and sitografy Anderson, N., (2008), «Metacognition and good language learners», in Griffiths, C. (ed.), Lessons from Good Language Learners, Cambridge: Cambridge University Press, pp. 99-109. Coyle, D., 2006, «Content and language integrated learning – Motivating learners and teachers», in The Scottish Language Review, n. 13, pp. 1-18. Coyle Cajola Chiappetta, L.; (2008), Didattica per l’integrazione , Roma, Anicia edizioni.. Cajola Chiappetta, L., (2014), Didattica del gioco ed integrazione, Roma, Carocci editore, Comoglio, M (2000 ), Educating while you are playing. Learning and applying the cooperative learning, LAS. Comoglio, M, Cardoso M.A.(1996), to teach and to apprehend e apprendere in gruppo. Il Cooperative Learning, Roma Dudley, (2008), Improving practice and progression through Lesson Study, Handbook for headteachers, leading teachers and subject leaders Crown copyright 2008 Published by the Department for Children, Schools and Families Krashen, S.D.,(2003), Explorations in Language Acquisition and Use, Portsmouth: NH: Heinemann Strollo, M. (2015) Motivation in the school context , Franco angeli editori Milano References related to the Law in the School Guidelines for the integration of Handicapped Alumni 4 agosto 2009 Gelmini Law, Guidelines for the new technical institutes, for the new professional schools and for the new high scools MIUR 2010. Law of 8 ottobre 2010, n 170, Guidelines for the DSA Alumni MIUR D.M.27/12/2102, Instruments for BES Alumni and Territorial organization for the inclusion MIUR Law 12 /12/2014 Guidelines for the right o study of adopted children and for immigrated ones. MIUR Law 21/02/2015 Guidelines for the education of Adults in Center of adult instruction (Italian CIPIA) MIUR ‘’The Good School ’’, Law 107/2015; www.chimicaonline.it https://en.wikipedia.org/wiki/Gamification_of_learning https://www.coursera.org/learn/gamification www.didatticare.it www.istitutogalvani.it www.wikipedia.it www.wikihow.it www.usp.napoli.it http://www.ifsconfao.net/ 39