standard: element appropriate concepts/knowledge exclusions

One Stop Shop For Educators

Georgia Department of Education Kathy Cox, State Superintendent of Schools

SCIENCE TEACHER NOTES Approved of 22

Copyright 2009 © All Rights Reserved

STANDARD: S8P1 Students will examine the scientific view of the nature of matter.

ELEMENT

Appropriate Concepts/Knowledge

Exclusions

d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

The properties of a substance are those characteristics that are used to identify or describe it. A substance has characteristic properties which are independent of the amount of the sample.

Physical properties are readily observable and will retain the same composition (nothing new is created).

Color, size, odor, luster, hardness, melting point, boiling points, conductivity, density(mass divided by volume)

Changes in state of matter (melting, boiling, freezing, condensing) do not create a new substance and retain their original composition and is therefore a physical property.

Chemical properties are only observable during a chemical reaction and allows for change (something new is created). The property is the ability to change whereas the change is the action itself.

Reactivity (describes how easily something reacts with something else), combustibility (a substance or

Calculate density when given a means to determine a substance.

Predict formulas for stable binary ionic compounds based on balance of charges.

Use IUPAC nomenclature for transition between chemical names and chemical formulas of Binary ionic and covalent compounds.

High School Physical Science

Identify substances based on chemical and physical properties.

Predict formulas for stable ionic compounds based on balance of charges.

Use IUPAC nomenclature for both chemical names and formulas (Ionic compounds, Covalent compounds, Acidic compounds).

High School Chemistry





material that is able or likely to catch fire and burn)

Appropriate Technical language: Physical, chemical, property, density, melting point, boiling point, reaction, reactivity, reactant, combustibility

Language NOT included: Formulas, Ionic compounds, Covalent compounds, IUPAC nomenclature

Characteristics of Science Standard(s) S8CS1,S8CS2, S8CS5, S8CS8 Demonstration of Properties: Take a piece of paper. Cut it, tear it, ball it up. It is still paper. (Physical property). Next, take a flame and light it. As it burns (combustible), notice the paper changing. It releases a gas(smoke) and leaves ashes. (Chemical property). Take ice. Apply heat. Watch the changes in state of matter. Whether ice, liquid water, or water vapor, it is still WATER. (Physical). http://www.brainpop.com/science/matterandchemistry/propertychanges/

Sample Question From www.georgiaoas.org website: The observation that ice cubes float in a glass of water can be explained by the fact that

a. Most substances have less energy as solids than as liquids. b. Most substances are less dense as solids than as liquids. c. Ice has less energy than liquid water. d. Ice is less dense than liquid water.

A different chemical substance is formed when a a. Piece of cloth is cut. b. Cup breaks. c. Candle burns. d. Piece of chalk breaks.

http://www.brainpop.com/science/matterandchemistry/propertychanges/

http://www.georgiaoas.org/






ELEMENT


Exclusions

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

Physical change- any change in size, shape, or form, or state where the identity of the matter stays the same

Ex. Melting, freezing, condensing, evaporating, breaking, cutting, bending

Chemical change- occurs when one type of matter changes into a different type of matter with different properties

Substances before a chemical change are “reactants.” After a chemical change, the new substances are formed, they are termed “products.” After a chemical change, the product cannot go back to its original reactants.

Many reactions involve heat. Some produce a gas- bubbling. Formation of precipitate (to cause a solid to separate out from a solution) and changes in color are also observable evidence.

Ex. Burning, digestion, respiration, photosynthesis, decomposition, rusting, fermenting

Experimentally determine indicators of a chemical reaction: specifically precipitation, gas evolution, water production, and changes in energy to the system.

Apply concepts of mole and Avogadro’s number to conceptualize and calculate Empirical/molecular formulas, mass, moles and molecules relationships, molar volumes of gases.

Identify and solve different types of stoichiometry problems, specifically relating to mass to moles and mass to mass.

Demonstrate the conceptual principle of limiting reactants.

Explain that quantities in a chemical reaction are based on molar relationships using principles of equilibrium and partial pressures.






Appropriate Technical language: Physical change, chemical change, precipitate, color, products, reactants

Language NOT included: Mole, Avogadro’s number, molecular formulas, stoichiometry, endothermic reaction, exothermic reaction

Characteristics of Science Standard(s) S8CS1, S8CS2, S8CS4, S8CS6 http://www.elmhurst.edu/~chm/vchembook/104Aphysprop.html http://www.elmhurst.edu/~chm/vchembook/105Achemprop.html Given a list of changes, students must identify if it is a chemical or physical change. Unknown Powders Lab- Students are given 4 packets of powders they must identify. They will observe physical and chemical properties. They will use a hand lens to observe crystal size and shape. They will add water (solubility) and vinegar(fizzing) to determine any changes. Once it is determined which packet is which substance, students will also determine their UNKNOWN packet.

Sample Question From www.georgiaoas.org website: Lucy noticed that her coin collection had begun to tarnish. Some of the metal in the coins had begun to change color. The formation of tarnish is most similar to which of the following changes?

a. Shredding a piece of paper into hundreds of tiny strips. b. Dropping a dinner plate on the floor. c. Melting ice cubes in a glass of juice. d. Burning a piece of paper to ashes in a fireplace.

http://www.elmhurst.edu/~chm/vchembook/104Aphysprop.html

http://www.elmhurst.edu/~chm/vchembook/105Achemprop.html







ELEMENT


Exclusions

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

The Periodic Table of Elements represents our understanding of the structure and usefulness of the atoms that have been identified in our environment.

The modern periodic table contains over 100 squares for the elements. They are arranged by increasing atomic number (left to right, up to down). The square has the atomic number, atomic mass, element name, and element’s chemical symbol.

Properties of an element can be predicted from its location in the periodic table. Each horizontal row of the table is called a period (7 periods) where each row represents the number of energy levels present in an atom of the element. The columns are called groups (18 groups). Elements in each group have similar characteristics.

Metals are located on the left, Nonmetals on the right, metalloids are in a zigzag line between metals and nonmetals.

Elements located on the left of the Periodic Table are most reactive metals, least reactive in the middle, nonmetals on the right.

Determine the trends of the following: number of valence electrons, types of ions formed by representative elements, and location of metals, nonmetals, and metalloids

Use the Periodic Table to predict the above properties for representative elements.


Students will use the periodic table to predict periodic trends, including atomic radii, ionic radii, ionization of energy, and electronegativity of various elements.

Compare and contrast trends in the chemical and physical properties of elements and their placement of the Periodic Table.






Appropriate Technical language: Periodic Table of Elements, period, group, metals, nonmetals, metalloids, atomic mass, atomic number, element name and symbol

Language NOT included: Valence electrons, ions, carbon chemistry with radioactive material, electronegativity

Characteristics of Science Standard(s) S8CS5 Adopt an Element. Students will each get an element to research. They will begin by using its placement on the periodic table for properties. www.chemicoolcom and www.chemicalelements.com are useful sites.

Sample Question From www.georgiaoas.org website: Each element of the Periodic Table is assigned an atomic number. This number is the same as

a. The number of electrons in the atom’s nucleus. b. The number of protons in the atom’s nucleus. c. The number of neutrons in the atom’s nucleus. d. The number of protons and neutrons in the atom’s nucleus.

Which is usually true about metals? a. Metals melt at lower temperatures than other elements. b. Metals always have their atoms arranged into crystals. c. Metals do not combine easily with nonmetals. d. Metals conduct electricity more easily than nonmetals.

http://www.chemicoolcom/

http://www.chemicalelements.com/







ELEMENT


Exclusions

g. Identify and demonstrate the Law of Conservation of Matter.

The Law of Conservation of Matter, also known as the Law of Conservation of Mass, states that the total mass of the products of a reaction is equal to the total mass of the reactants. In other words, Matter is not created or destroyed, but only changes its form.

No matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same.

Demonstrate the Law of Conservation of Matter in a chemical reaction.

Apply the Law of Conservation of Matter by balancing the following types of chemical reaction: synthesis, decomposition, single and double replacement


Identify and balance the following types of chemical reactions: synthesis, decomposition, single and double replacement, and combustion.


Appropriate Technical language: Law of Conservation of Matter, reactants, product

Language NOT included: Synthesis, decomposition, single and double chemical replacement

Characteristics of Science Standard(s) S8CS2 Demonstration of Chemical Reaction in a Closed System: Alka-Seltzer in a closed zip-loc bag (Students see the gas emitted as it remains and swells the bag). They see how some matter is converted and released as a gas and thus must be accounted for. Activity: Smores (2 Graham Crackers + 1 Marshmallow + 1 Square of Chocolate = 1 Smore Take the reactants and measure their mass. When heated, the reactants combine and melt to produce a single smore.

Sample Question Which of the following reactions best illustrates the Law of Conservation of Mass?





a. H2O2 → H2O + O2 b. Na + CuS → Na2S + 2 Cu c. K + AgCl → KCl + Ag d. NaOH + 2 HCl → NaCl + H2O

When wood burns, a small amount of ashes is made. Why is the mass of the wood before the fire not equal to the mass of the ashes after the reaction?

a. The mass of the wood has been destroyed. b. The mass of the wood and the oxygen that allowed it to burn will equal the mass of the ashes and the gas given off during the

burning. c. The mass of the wood and the ashes equals the mass of the oxygen and the smoke given off during the time that the wood

burned. d. The wood has holes in it so it is actually lighter in mass than it appears. The mass of just the wood will equal the mass of just the

ashes after the burning.





STANDARD: S8P2 Students will be familiar with the forms and transformations of energy.

ELEMENT


Exclusions

a. Explain energy

transformation in terms of the Law of Conservation of Energy.

According to the Law of Conservation of Energy, energy cannot be created or destroyed. Energy always comes from somewhere and goes somewhere

Energy can be changed from one form to another. Ex. Battery (stored chemical energy)

converts to light energy in a flashlight

We partake daily in energy transformations.

Wherever there is an energy transformation, some energy will likely go into heat, which spreads around and is therefore not available for use.

Appropriate Technical language: Energy, transformation, Law of Conservation of Energy

Language NOT included: Systemic energy flow

Characteristics of Science Standard(s) S8CS1a,b; S8CS5b; S8CS6 Ask students to work in groups of 3 to create an “energy chain.” This chain should somehow link and show energy transformations using forms of energy. Students must realize that all energy must be accounted for since none is gained or lost. Have the students illustrate their chains on a poster. Ex. Battery in a car (chemical) →wired to the car horn (electrical)→honk the horn(sound)

Sample Question From www.georgiaoas.org website: When electrical energy is “used” b y an electric light, what really happens to the energy? A. It is given off as other forms of energy. B. It changes to matter. C. It stops at the electric light. D. It disappears.







ELEMENT


Exclusions

b. Explain the relationship between potential and kinetic energy.

Kinetic energy is the energy of motion and potential energy is stored energy that results from an object’s position or shape.

Potential energy is based on height and weight of an object. Kinetic energy is based on mass and velocity of an object.

An increase in Kinetic energy results in a decrease of Potential energy. An increase in Potential energy results in a decrease of Kinetic energy.

Appropriate Technical language: Potential energy, Kinetic energy, force, gravity, mass, velocity

Language NOT included:

Characteristics of Science Standard(s) S8CS1; S8CS3; S8CS4; S8CS5; S8CS6;S8CS8; S8CS9 These websites show the relationship between potential and kinetic energy . http://www.classzone.com/books/ml_science_share/vis_sim/mem05_pg69_potential/mem05_pg69_potential.html, http://www.classzone.com/books/ml_science_share/vis_sim/mfm05_pg126_coaster/mfm05_pg126_coaster.html, and http://www.funderstanding.com/coaster.

Sample Question From www.georgiaoas.org website: A car stopped at the top of a ramp has a. heat energy, b. potential energy, c. kinetic energy, d. mechanical energy. Which represents kinetic energy? a. a bear standing in a field of berries, b. a salmon resting in still water, c. a bear holding a salmon it has caught, d. a salmon leaping up a waterfall

http://www.classzone.com/books/ml_science_share/vis_sim/mem05_pg69_potential/mem05_pg69_potential.html

http://www.classzone.com/books/ml_science_share/vis_sim/mfm05_pg126_coaster/mfm05_pg126_coaster.html

http://www.funderstanding.com/coaster







ELEMENT


Exclusions

c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics.

Energy appears in different forms.

Heat energy is in the disorderly motion of molecules (form of thermal) between two objects with different temperatures.

Mechanical energy is in moving bodies or in elastically distorted shapes

Light (radiant) energy is electromagnetic energy that travels in transverse waves.

Electrical energy is the movement of electrical charges.

Sound is the movement of energy through substances in longitudinal waves.

Chemical energy is in the arrangement of atoms in molecules

Gravitational energy is in the separation of mutually attracting masses.

Nuclear energy is produced when atoms are split.

Appropriate Technical language: Heat, light, electricity, mechanical, motion, sound, molecules

Language NOT included: Heat capacity, specific heat, phase changes, fission, fusion, exothermic, endothermic

Characteristics of Science Standard(s) S8CS1; S8CS3; S8CS5; S8CS6; S8CS9 Students will create a list of energy forms and transformations. Show a 30 second movie clip. Have students identify as many energy forms they can while watching the movie clip. Discuss afterwards what they saw. “Garfield” is great for showing, entertaining and full of energy transformations. This is good also as a pre-test, post-test. The students are amazed at how many energy forms they learn and add to their initial lists.





Sample Question From www.georgiaoas.org: What kind of energy transformation occurs when you turn on a vacuum cleaner? a. mechanical to electrical, b. electrical to mechanical, c. chemical to electrical, d. thermal to electrical The major reason for burning gasoline in an automobile engine is to convert a. chemical energy to mechanical energy, b. kinetic energy to potential energy, c. radiation to electrical energy, d. thermal energy to electrical energy







ELEMENT


Exclusions

d. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).

When heat is transferred, thermal energy always moves from warmer to cooler objects. The warmer object loses thermal energy and becomes cooler as the cooler object gains thermal energy and becomes warmer until both reach the same temperature.

Heat can be transferred by conduction, convection, and radiation.

Conduction is the transfer of heat by direct contact. Conduction occurs most easily in solids.

Ex. Ice cube melting in your hand

Radiation is heat transfer that occurs when heat is transferred by electromagnetic waves. It can occur in empty space, as well as in solids, liquids, and gases.

The Sun is a source of radiation; also, the warmth you feel sitting next to a fireplace.

Convection is heat transfer due to the movement of a liquid or gas. These movements or currents are created by density differences produced by temperature differences. A current is created when the warmer/less dense material rises forcing the cooler/more dense material to sink.

Heat capacity of a substance using mass, specific heat, and temperature (High School)

Molecular motion as it relates to thermal changes in terms of conduction, convection, and radiation





Ex. Smoke rising up a chimney

Appropriate Technical language: Heat, conduction, radiation, convection, conductor, current. Molecules, insulator

Language NOT included: Specific heat, thermal pollution

Characteristics of Science Standard(s) S8CS1; S8CS2; S8CS4; S8CS6; S8CS9 Demonstrations: Beaker of boiling water on Hot Plate with wooden spoon and metal spoon (shows conduction, insulator and conductor, convection in liquid, radiation above). Beaker of water next to it got warm- radiation. Conduction of chocolate (melt chocolate chips, white chocolate chips, marshmallows in aluminum pan on hot plate). Example of radiation: Frosty melting out in the Sun, Crayon shavings on a business card- hold over a flame. Shavings melt because of radiation. Convection: Add food coloring to hot water- watch what happens- you will see patterns. The food coloring flows and follows the current created in the liquid by convection.

Sample Question From www.georgiaoas.org: What is the process by which heat energy gets from Earth from the Sun? a. conduction; b. radiation; c. subduction; d. convection Which of the following is an example of heat transfer by convection? a. A hot wood stove heats an entire room; b. The handle of a pot that is being heated becomes warm; c. A teaspoon in a glass of hot tea becomes warm; d. The coils of a toaster become red






STANDARD: S8P3 Students will investigate relationship between force, mass, and the motion of objects.

ELEMENT


Exclusions

a. Determine the relationship between velocity and acceleration.

Velocity is the speed (the rate at which you are moving) and direction of a moving object

Ex. Going 90 km/h, I headed north.

Acceleration is the rate of change of velocity; can cause an object to speed up, slow down, or change direction.

If you are increasing speed or decreasing speed or turning you are accelerating.

A small object moving at high velocity can have a lot more energy than a large object moving at low velocity.

Speed and velocity are not the same thing; a measure of velocity includes direction; velocity and acceleration are not the same thing; speed, velocity, and acceleration are all important properties that describe the amount of energy an object has; speed, velocity, and acceleration can be measured.

Acceleration is dependent on gravity. The steeper a hill, the more gravity pulling you forward, the higher your acceleration.

An object moving at a constant speed (cruise control) is not accelerating unless it is turning.

Calculating velocity and acceleration (High School).

Gravity is an accelerating force, pulling objects toward earth’s surface at the rate of 9.8 meters per second every second.





Appropriate Technical language: Velocity, acceleration, speed, distance, motion, position, constant speed

Language NOT included: Instantaneous speed

Characteristics of Science Standard(s) S8CS1; S8CS2; S8CS4; S8CS6; S8CS9 Good websites: http://www.brainpop.com/science/motionsforcesandtime/acceleration/ and http://www.fearofphysics.com/Xva/xva.html Activity: Marble Derby (Average Speed and Acceleration Rate) Students will find the speed of a marble rolling down a ramp at different positions along the ramp. They will time the marble three times for each distance indicated, then calculate an average time for each roll before calculating the average speed of the marble. They will repeat the entire experiment to check for accuracy of results. Students will measure the speed of a marble rolling down a ramp and calculate its rate of acceleration (Acceleration equals final velocity minus initial velocity divided by the time it takes to make that change). They will vary the height of the ramp to vary acceleration (the steeper the ramp, the greater the acceleration). Rulers with grooves make great ramps for marbles.

Sample Question From www.georgiaoas.org website: Which one of the following is NOT consistent with a car which is accelerating? a. moving with an increasing speed; b. moving with a decreasing speed; c. moving with a high constant speed; d. changing direction. A dancer moves 5 m toward the left of the stage over the course of 15 s. What is her average velocity for this time? 5 m / 15 s = .33 m/s, left

http://www.brainpop.com/science/motionsforcesandtime/acceleration/

http://www.fearofphysics.com/Xva/xva.html







ELEMENT


Exclusions

b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.

A force is a push or a pull.

Direction of force determines the direction of motion.

Balanced forces are two or more equal forces whose effects cancel each other out and do not change the motion of an object.

They are equal forces in opposite directions. Ex. A child pushing on a box with 10 N of force and another a child pushing on the opposite side with 10 N of force. The box does not move.

Balanced forces cancel each other out resulting in a net force of zero.

An unbalanced force acting on an object changes its speed or direction of motion, or both. It is two or more unequal forces acting on an object, causing the object to accelerate.

Ex. A child pushing on a box with 10 N of force to the left and another child pushing to the right with 20 N of force. The box will move in the direction of greater force since the force is unbalanced.

Unbalanced forces are not equal and do not cancel each other out, so cannot result

Apply Newton’s three laws of everyday situations by explaining the following: Inertia; Relationship between force, mass, and acceleration; Equal and opposite forces

Relate falling objects to gravitational force

Explain the difference in mass and weight High School Standards

Types of friction are rolling, static, sliding, and fluid.





in a net force of zero.

Every object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and on how far apart they are (Mass and distance).

Friction is a rubbing force that acts against motion between two touching surfaces and always slows an object down.

The tendency of an object to resist any change in its motion is Inertia. An object at rest will remain at rest and an object in motion will remain in motion unless an outside (unbalanced) force acts on it. The greater the mass, the greater the inertia.

Appropriate Technical language: Force, motion, balanced force, unbalanced force, gravity, inertia, friction, net force

Language NOT included: Newton’s laws of motion, rolling friction, static friction, sliding friction, and fluid friction.

Characteristics of Science Standard(s) S8CS1; S8CS4 Tug of War game: balanced forces will cancel each other out, equally pulled, doesn’t appear to move; unbalanced- not equal, one pulls harder, the center flag moves. Stack Attack: Place a penny about 2 inches from a stack of 5 nickels. With your fingers, thump the penny, “shooting” it into the nickel on the very bottom of the stack. Aim only at the bottom nickel. When the penny hits the nickel, it should be moved out from under the stack without upsetting the other nickels. The forces on the stack of nickels is balanced until the bottom nickel and struck. Because of the unbalanced force, the bottom nickel moves. Great for groups to conduct.

Sample Question From www.georgiaoas.org website: Simon rolled a ball down a hill. The ball stopped before it reached the bottom of the hill. Which of these MOST LIKELY stopped the






ball from rolling? a. mass; b. gravity; c. friction; d. inertia What must happen to an object in order to accelerate it? a. A net force must be applied.; b. Some weight must be removed.; Its frictional coefficient must be reduced.; d. It must contain momentum. Jeff was riding in a car. Which change demonstrates the GREATEST effect of inertia? a. The car makes a sudden stop.; b. The car slows down gradually.; c. The car changes into another lane.; d. The car runs out of gas and rolls to a stop.






ELEMENT


Exclusions

c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.

Simple machines increase the advantage a person has over his or her work. They make work easier.

The amount of work done on an object is determined by how much force was used to move the object and the distance the object was moved. You exert force over some distance.

Ex. Worker lifts a box onto a truck. (150N of force x 1meter of distance) vs. Worker using an inclined plane (50N of force x 3 meters of distance). Same amount of work but less force is needed over a greater distance.

Six Simple Machines Inclined Plane- a plane, or flat surface; the

steeper the incline, the more work; the flatter the incline, the less force to raise an object

Ex. Ramp, Playground slide, Wheelchair ramp

Wedge- has a pointed end used to separate, penetrate, or stabilize; moveable inclined plane; as the slant increases, more force must be exerted

Ex. Axe, Doorstop, Nail

Calculate amounts of work and mechanical advantage using simple machines





Screw- an inclined plane wrapped around a cylinder; used to fasten, push or pull, or raise objects; the more threading, the less effort required but more turning is needed

Ex. Screw, Jar or Bottle lids, Light bulb, Fan blades

Wheel and Axle- Force is applied to the wheel which turns the axle or vice versa, causing movement; size/ratio of the wheel and axle affect how much force/distance advantage is obtained by its use

Ex. Doorknobs, Faucet handles Pulley- rope, belt, or chain wrapped around

a wheel; can be fixed (nonmoving) or moveable; by combining fixed and moveable pulleys, the mechanical advantage of the system can be increased

Ex. Flagpole, Window blinds Lever- an arm which pivots about a fixed

point(fulcrum) and used to move a load; force is applied to the arm and the farther the force is from the fulcrum, the easier it is to move the load; divided into classes depending on the placement of the load and fulcrum

Ex. See-saw, wheel barrow, fishing rod





Appropriate Technical language: Machine, simple machine, lever, inclined plane, pulley, wheel and axle, wedge, screw, work, force, mechanical advantage, fulcrum

Language NOT included: compound machine, power

Characteristics of Science Standard(s) S8CS5; S8CS6; S8CS9 Group Project- Simple Machine (One per group): What is it, how does it work and how does it affect work, what is the mechanical advantage, list examples, create and demonstrate your simple machine (Provide Legos for construction), supply pictures. Provide project with power points and demonstrations. Project to be presented to the class. Facts and Neatness counts.

Sample Question From www.georgiaoas.org website: Which activity makes use of a pulley? a. raising a flag on a tall flagpole; b. a tug-of-war game; c. tying a knot to hold down a tent; d. a jump-rope game Which best explains why a person using a ramp can load heavy boxes onto a truck more easily than a person can using only human strength? a. The person using a ramp needs less force; b. The person using human strength needs less force; c. The ramp reduces the weight of the boxes; d. Friction makes it harder to lift boxes without a ramp.


standard: element appropriate concepts/knowledge exclusions

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