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Science Handbook

PassKey 2009Summer School

Program

Cobb County School District,Georgia

(March 27, 2009)

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Table of Contents

Note To the Teachers and Students . . 4

Using Simulations . . . . . . 6

Using Systems . . . . . . . 7

Lessons

Lesson 1 - Cells. . . . . . . . 8

Lesson 1 Quiz. . . . . . . . . 12

Lesson 2 - Genetics & Heredity . . . . 15

Lesson 2 Quiz . . . . . . . . 19

Lesson 3 - Reproduction & Taxonomy. . . 21

Lesson 3 Quiz . . . . . . . . 26

Lesson 4 - Ecology . . . . . . . 28

Lesson 4 Quiz . . . . . . . . 32

Lesson 5 - Structure and Properties of Matter. 35

Lesson 5 Quiz . . . . . . . . 40

Lesson 6 - Energy Transformations . . . 42

Lesson 6 Quiz . . . . . . . . 46

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Lesson 7 - Forces, Waves, and Electricity. . 49

Lesson 7 Quiz . . . . . . . . 54

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Note To the Teachers and StudentsThis booklet is a guide and resource for reviewing for the GHSGT and passing

the examination. The other significant resource available to every student is the teacher, either in summer school or during the regular school year.

Students can use this booklet in conjunction with a formal class or independently of a formal class. In either case passing the examination depends completely upon you, the student. To make the review efficient the student should do the following for each lesson:

1. Key Concepts: Read the concepts, underline ideas that are unclear, and write down all that you know about each line (make a list or use whole sentences when writing what you know).

2. Key Vocabulary & Student Section: Circle the words that you already know or can use in a sentence. Then, decide what is important for you to learn or review today. Make a list.

3. Sample Questions: Answer them in the space provided.4. Lesson on _______:

a. If you are in a class, the teacher may go over some details about the lesson. Take notes and ask questions.

b. If not, you can read about the topic in a text, encyclopedia, or on the Internet. Again, take notes and ask yourself questions.

c. You may have access to computer simulations about some of the concepts in the lessons. It will be important for you to try these simulations yourself, even if the teacher shows you in class.

5. Systems: Put what you learned about the lesson into a “system” using the sheet provided. This will help organize your thoughts and understanding.

6. Gizmo at Explorelearning.com: A gizmo is an interactive simulation that encourages inquiry and exploration. Following the exploration guide to reinforce major topics in Science.

7. Reinforce Concepts and Vocabulary:a. Vocabulary Strategy: The vocabulary strategy will allow you to

use the terms and show mastery. Do the best that you can and you will have the opportunity to revisit this at the end of the lesson

b. Graphic Organizer/Concept Map: The organizer will allow you to pull important information together and represent the information visually.

8. Short Quiz: Take this quiz and see how well you do. If you are struggling, go back to #4 and repeat simulations, rereading a section, or asking your teacher. Teachers like questions, so do not be shy in asking about what you do not understand.

9. Daily Quiz: Take this quiz and see how well you know the information. Ask your teacher for clarification of any questions that you miss. Good luck.

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If you are not in a class, getting together with a friend and working out loud with one another will help. Be sure, however, that you each keep notes and write out your own answers.

Test Day Information

All students must bring:1. A student ID- You must have a photo id or you will not be

allowed to take the test.2. 2 sharpened #2 pencils3. Non-graphing calculator (optional)

Reminders:1. NO cell phones2. No food or drinks3. Be on time4. Jacket (optional)

Date of Test: ________________________

Time of Test: ________________________

Location of Test: _____________________

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Using Simulations

Explore Learning: GizmosGo to: http://www.explorelearning.com/ & login

Go to Browse & scroll down to “Browse by State Correlations”

Select “Georgia.” Then, Science, Grades 9-12.

Physical science is listed first, followed by biology, chemistry, and physics. Select the simulation that you wish to show.

Other Simulations & ResourcesPlanet Sciencehttp://www.scienceyear.com/about_sy/index.html?page=/about_sy/news/ps_101-125/ps_issue119.html

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http://www.scienceyear.com/about_sy/index.html?page=/about_sy/news/ps_101-125/ps_issue119.html

http://www.explorelearning.com/

Using Systems The challenge to passing the GHSGT in science is that there is just so much to

learn. To help organize your learning and network the concepts it will be useful to think in terms of systems.

Each lesson or part of a lesson can be thought of as a system, for example, cells, genetics, taxonomy, ecology, structure of matter, etc. Think in terms of the thing that you are studying—that “thing” is the system that scientists isolate in order to study it. The first thing scientists do is decide what are the parts or components. Then they compare and contrast the parts. Once that is done they can begin to see how the parts work together.

If you can list the systems that the test covers, and can name the parts of those systems, you will have a good start to understanding the science. The appendix in each section will help in identifying the system and the parts. Then, work to understand how the parts compare and contrast. The following organizer may help you in this process. You will find this organizer in each lesson. You can also use this for understanding subsystems, such as the “transport system in cells.”

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Lesson 1 - Science Lesson on Cells

Cobb County Public Schools, GA

Key Concepts*:1. Cell structures, function and structure of cell components2. Comparisons between prokaryotic and eukaryotic cells3. Transport of materials across the cell membrane4. Function of carbohydrates, lipids, proteins, and nucleic acids5. Homeostasis

Key Vocabulary:1. Biology 6. Protokaryotes 11. Waste Disposal2. Homeostasis 7. Enzymes 12. osmosis3. transport of material 8. Diffusion 13. proteins4. carbohydrates 9. Lipids5. nucleic acids 10. Eukaryotes

Other Vocabulary:1. organelles 6. chromosome 11. hydrophobic/

hydrophilic2. nucleus 7. cell membrane 12. Dynamic equilibrium3. mitochondria/chloroplast 8. lysosome 13. Isotonic4. golgi complex 9. endoplasmic

recticulum14. Hypotonic

5. ribosome 10. flagella/cilia 15. hypertonic

Student Section

1. Circle the words above that you can already define or use in a sentence.

2. Write down two or three things that you think are important for you to know today.

Sample Questions

1. What structures can be identified in a typical animal or plant cell?

2. Compare prokaryotic and eukaryotic cells.

3. Compare and contrast active and passive transports in at least 4 ways.

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4. Define each of the following: carbohydrates, lipids, proteins, and nucleic acids. List functions of each.

5. Describe the role of the cell membrane in maintaining homeostasis.

Lesson on cells: Powerpoint on CellsIn this lesson you will learn about cells as the simplest form of a living system. Be sure to focus upon the key components of the system and how the system functions effectively. Take notes on the back of the page to the left.

System: Complete the following.

Gizmo: Cell Structure

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Reinforce Concepts and Vocabulary:

1. Vocabulary Strategy: Venn Diagram for Eukaryote/Prokaryote, Active/passive transport, and Hypertonic/hypotonic.

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2. Fill in the concept map:

Eukaryotic Cells

Definition:

Specialized

structures

Examples:

Inside the

nucleus Outside the

nucleus

JOBS

Short Quiz (Answer questions in your notebook)

1. What is the purpose of a cell?2. Where is energy produced in the cell?3. What is the primary chemical that makes the cell wall or membrane? Why

does a cell not dissolve in water?4. Explain homeostasis.5. Compare and contrast prokaryotic and eukaryotic cells.

Daily Quiz – Lesson 1

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1. Prokaryotes lacka. cytoplasm.b. a cell membrane.c. a nucleus.d. genetic material.

2. Which organelle breaks down food into particles the cell can use?a. Golgi apparatusb. lysosomec. endoplasmic reticulumd. mitochondrion

3. Which organelle makes proteins using coded instructions that come from the nucleus?

a. Golgi apparatusb. mitochondrionc. vacuoled. ribosome

4. Which organelles help provide cells with energy?a. mitochondria and chloroplastsb. rough endoplasmic reticulumc. smooth endoplasmic reticulumd. Golgi apparatus and ribosomes

5. Which of the following is a function of the cell membrane?a. breaks down lipids, carbohydrates, and proteins from foodsb. stores water, salt, proteins, and carbohydratesc. keeps the cell wall in placed. regulates which materials enter and leave the cell

6. The cell membrane contains channels and pumps that help move materials from one side to the other. What are these channels and pumps made of?

a. carbohydratesb. lipidsc. bilipidsd. proteins

7. Diffusion is the movement of molecules froma. an area of low concentration to an area of high concentration.b. an area of high concentration to an area of low concentration.c. an area of equilibrium to an area of high concentration.d. all of the above

8. Which means of particle transport requires input of energy from the cell?a. diffusionb. osmosisc. facilitated diffusion

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d. active transport

9. The diffusion of water across a selectively permeable membrane is calleda. osmotic pressure.b. osmosis.c. facilitated diffusion.d. active transport.

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Cells & Genetics Appendix AGeorgia Content Descriptors

(from Georgia Department of Education, www.gadoe.org )

Science Domain: Cells and Heredity (approximately 25% of the GHSGT) Overview of the Domain • Students describe the structures of cells and the structure and function of their

components. o Students examine the similarities and differences between prokaryotic and

eukaryotic cells. • Students explain the process of inheritance of genetic traits.

o Students differentiate between DNA and RNA, recognizing the role of each in heredity.

o Students demonstrate understanding of Mendel’s Laws in genetic inheritance and variability.

o Students discuss the use of DNA technology in the fields of medicine and agriculture.

• Students analyze the similarities and differences between organisms of different kingdoms.

Associated Concepts and Skills Assessment of this domain focuses on the following: • describing the roles of cell organelles in the following:

• information feedback • motility • obtaining, storing, and using energy • protein construction • reproduction • transport of material • waste disposal

• differentiating the functions of the macromolecules: • carbohydrates • lipids • nucleic acids • proteins

• understanding differences between DNA and RNA • describing how DNA stores and transmits information • understanding Mendel’s Laws as they apply to variability between generations

and cell division • understanding how DNA technology is used today in medicine and agriculture,

including but not limited to: • environmental factors in mutation • genotype and phenotype

• understanding the relationships between single-celled and multi-celled organisms, on a broad, conceptual level

• differentiating how organisms from different kingdoms obtain, transform, and transport, energy and/or material

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http://www.gadoe.org/

Lesson 2 - Science Lesson on Genetics


Key Concepts*:1. Process of inheritance of genetics traits.2. DNA and RNA and the role of each in heredity.3. Mendel’s Laws in terms of genetic inheritance and variability.4. DNA technology in agriculture and medicine.5. Replication, transcription and translation.

*See Content Descriptors above, in Cells & Genetics Appendix A (these descriptors are found on the www.gadoe.org site)

Key Vocabulary:1. DNA2. genotype3. phenotype4. Mendel’s laws

Other Vocabulary:1. dominant 6. Transcription 11. zygote2. recessive 7. Translation 12. law of segregation3. alleles 8. Mutations 13. law of independent assortment4. homozygous 9. Karyotype 14. Punnett square5. heterozygous 10. Gamete

Student Section:



Sample Questions:

1. Explain how traits are passed from generation to generation.

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2. Explain the role of DNA and RNA in heredity.

3. Diagram and explain DNA replication.

4. Diagram and explain transcription.

5. Diagram and explain translation.

Lesson: Powerpoint on Genetics - Students take notes.

Genetic Theory and the Gene SystemHeredity requires a variety of components working together as a system to

guarantee that a species can pass along successful traits to a new generation. Those successful traits allow the species to maintain homeostasis within a particular environment or set of environments.

Students need to understand heredity as a gene system with component parts that work effectively together. Explain the following information from the videos in relationship to the gene system.

Discussion: If you needed to get precise information from one person to another, what would you need to do? How would you structure that information? How would you store that information so that it could be easily retrieved?

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Students: Take notes from lesson.


Gizmo: Mouse One – Trait

Reinforce Concepts and Vocabulary:

Key Idea Information Memory Clue/picture

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1. dominant

2. recessive

3. homozygous

4. heterozygous

5. genotype

6. phenotype

Short Quiz1. What is the purpose of a gene?2. What does the word “homozygous” mean?3. Write a sentence that explains the role of DNA and a second sentence that

explains the role of RNA.4. What are genetic inheritance and variability?5. Compare and contrast replication, transcription and translation.


1. Gregor Mendel used pea plants to studya. flowering.b. gamete formation.c. the inheritance of traits.

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d. cross-pollination.

2. What are Mendel’s factors called today?a. allelesb. traitsc. genesd. characters

3. Mendel concluded that traits area. not inherited by offspring.b. inherited through the passing of factors from parents to offspring.c. determined by dominant factors only.d. determined by recessive factors only.

4. The principle of dominance states thata. all alleles are dominant.b. all alleles are recessive.c. some alleles are dominant and others are recessive.d. alleles are neither dominant nor recessive.

5. Organisms that have two identical alleles for a particular trait are said to bea. hybrid.b. homozygous.c. heterozygous.d. dominant.

6. If an organism’s diploid number is 12, its haploid number isa. 12.b. 6.c. 24.d. 3.

7. Gametes are produced by the process ofa. mitosis.b. meiosis.c. crossing-over.d. replication.

8. Unlike mitosis, meiosis results in the formation ofa. two genetically identical cells.b. four genetically different cells.c. four genetically identical cells.d. two genetically different cells.

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Lesson 3 - Science Lesson on Reproduction/Taxonomy


Key Concepts*:1. Similarities and differences among organisms of the different kingdoms.2. How organisms from different kingdoms obtain, transform, and transport

energy and/or material.3. Relationship between single-celled and multi-celled organisms.4. Asexual and sexual reproduction

*See Content Descriptors above, in Cells & Genetics Appendix A (these descriptors are found on the www.gadoe.org site)

Key Vocabulary:1. Fungi 7. Plants 13. RNA2. Photosynthesis 8. Animals 14. Replication3. Respiration 9. 6 kingdoms 15. DNA alteration:

insertion, deletion, substitution

4. Mutation 10. asexual reproduction 16. High energy5. Archaebacteria 11. sexual reproduction 17. Evolution6. Eubacteria 12. DNA 18. Protista

Other Vocabulary:1. Monera 6. Unicellular 11. spermatogenesis2. autotroph 7. multicellular 12. oogenesis3. heterotroph 8. Meiosis4. gamete 9. Diploid5. zygote 10. Haploid

Student Section



Sample Questions:

1. List some similarities and differences among organisms of the different kingdoms.

2. How do organisms from different kingdoms obtain, transform, and transport energy and/or material?

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3. What is the relationship between single-celled and multi-celled organisms?

4. Compare asexual and sexual reproduction.

Lessons on reproduction and taxonomy: Powerpoint on DNAIn this lesson you will learn how biologists classify all living things into a single system and how the various parts function together.

Discussion: How do you classify things that you use everyday, such as your clothes, friends, or classes?

How would you classify the following:


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Gizmo: RNA & Protein Synthesis

Reinforce Concepts & Vocabulary:

1. Vocabulary Strategy: compare and contrast autotrophs/heterotrophs

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and sexual/ asexual reproduction.

2. Concept Map: Use the following terms to fill in the concept map in order. (protein synthesis)

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Protein, transfer RNA, DNA, transcription, messenger RNA, ribosomal RNA, translation

Short Quiz (Answer these questions in your notebook.)1. What is a zygote?2. What is a haploid?3. Compare and contrast asexual reproduction and sexual reproduction.

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4. How do multicellular organisms differ from unicellular organisms?5. How are multicellular organisms the same as unicellular organisms?


1. Which of the following is a nucleotide found in DNA?a. ribose + phosphate group + thymineb. ribose + phosphate group + uracilc. deoxyribose + phosphate group + uracild. deoxyribose + phosphate group + cytosine

2. DNA is copied during a process calleda. replication.b. translation.c. transcription.d. transformation.

3. During DNA replication, a DNA strand that has the bases CTAGGT produces a strand with the basesa. TCGAAC.b. GATCCA.c. AGCTTG.d. GAUCCA.

4. RNA contains the sugara. ribose.b. deoxyribose.c. glucose.d. lactose.

5. Which type(s) of RNA is(are) involved in protein synthesis?a. transfer RNA onlyb. messenger RNA onlyc. ribosomal RNA and transfer RNA onlyd. messenger RNA, ribosomal RNA, and transfer RNA

6. How many codons are needed to specify three amino acids?a. 3b. 6c. 9d. 12

7. In taxonomy, a group at any level of organization is referred to as aa. category.b. binomial.c. taxon.d. system.

8. Several different classes compose a

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a. kingdom.b. phylum.c. family.d. genus.

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Lesson 4 - Science Lesson on Ecology


Key Concepts*:1. Biomes contain all living things 2. Relationships exist between living things3. Specific physical conditions are required for survival4. Matter flows through ecosystems (& biomes)5. Energy flows through ecosystems (& biomes)

*See Content Descriptors in Cell Appendix A (these descriptors are found on the gadoe.org site)

Key Vocabulary:1. Biomes 9. Scavenger 17. Stress2. Ecosystem 10. Decomposers 18. Tropism3. Producers 11. Survival 19. Populations4. Consumers 12. Matter (C,O,H,N,P) 20. Communities5. Predator 13. Energy flow 21. Energy pyramid6. Prey 14. Food webs 22. Global warming7. Parasite 15. Food chains 23. Succession8. Host 16. Organisms

Student:1. Circle the words above that you can already define or use in a sentence.


Sample Question:In the woods and forests of Georgia you find plants with seeds, mice,

cardinals, fox, snakes, and beetles. Mice and cardinals eat the seeds. Mice and cardinals are eaten by foxes. Snakes eat mice, beetles, and fish. What are the consumers in this information?

a) Plantsb) The sunc) Foxd) Beetles

What are the producers in the above scenario?

What are parasites? Name a few.Draw a food web based upon the above scenario.

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Lesson on Ecology: Powerpoint on Ecology

Discussion: An ecosystem is like the community that you live in. What are important factors in your community? Where does energy come from within your community? How is waste handled? Who are the consumers and producers in your community? Are there any parasites within your community?


Gizmo: Food ChainReinforce Concepts & Vocabulary:

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1. Vocabulary Strategy: compare and contrast mutualism, commensalisms, and parasitism.

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2. Graphic Organizer:

Environment

Concept 2:

Abiotic

Concept 1:

Biotic

How

are

they

alike?

How

are

they

different?

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Short Quiz (Answer the questions in your notebook.)1) List the identifying characteristics of a major biome.2) Macroinvertebrates are the larval stage of numerous insects and they eat

microscopic material in the streams and they also ingest pollution within the stream. If the stream is heavily polluted many macroinvertebrates will die. Students at Lincoln High School have been studying the stream behind the school and have found very few macroinvertebrates. What can you conclude about the stream?

a. The students have done a thorough study of the stream.b. The stream has a great deal of pollution.c. It is not possible to know if the stream is polluted.d. There is a strong flow of energy through the stream.

3) Which of the following is a correct statement about the flow of matter through the ecosystem in question number two above.

a. The sun is the original source of energy, in the stream ecosystem.b. Lipids are pollutants.c. Fish that eat the macroinvertebra are producers.d. The energy stored in macroinvertebrates is transeferrd to fish, when

fish digest the macrointebetrates.4) Compare an ecosystem with your community.


1. The average year-after-year conditions of temperature and precipitation in a particular region is the region’sa. weather.b. latitude.c. ecosystem.d. climate.

2. The greenhouse effect isa. the result of an excess of carbon dioxide in the atmosphere.b. a natural phenomenon that maintains Earth’s temperature range.c. the result of the differences in the angle of the sun’s rays.d. an unnatural phenomenon that causes heat energy to be radiated back into the atmosphere.

3. Each of the following is an abiotic factor in the environment EXCEPTa. plant life.b. soil type.c. rainfall.d. temperature.

4. An organism’s niche is

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a. the way the organism uses the range of physical and biological conditions in which it lives.b. all the physical and biological factors in the organism’s environment.c. the range of temperatures that the organism needs to survive.d. a full description of the place an organism lives.

5. An interaction in which one organism captures and feeds on another organism is calleda. competition.b. sybiosis.c. mutualism.d. predation.

6. A symbiosis in which both species benefit isa. commensalism.b. mutualism.c. predation.d. parasitism.

7. Primary succession can begin aftera. a forest fire.b. a lava flow.c. farm land is abandoned.d. a severe storm.

8. Which biome is characterized by very low temperatures, little precipitation, and permafrost?a. desertb. temperate forestc. tundrad. tropical dry forest

9. A biotic or an abiotic resource in the environment that limits the size of a population is aa. carrying capacity.b. limiting nutrient.c. limiting factor.d. growth factor.

Ecology Appendix AGeorgia Course Descriptors

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ScienceDomain: Ecology (approximately 17% of the test)

Overview of the Domain Students analyze dependence of organisms on each other and the flow of energy

and matter in an ecosystem.o Students evaluate relationships between organisms, populations,

communities, ecosystems, and biomes.o Students describe the flow of matter and energy through an ecosystem by

organizing the components of food chains and webs.

Associated Concepts and SkillsAssessment of this domain focuses on the following: understanding the identifying characteristics of major biomes of the world on a

conceptual level, rather than identifying them on maps describing predator/prey, producer/consumer, parasite/host, scavenging, or

decomposing relationships among organisms understanding and analyzing the physical conditions (food, space, water, air, and

shelter) necessary for organisms to survive in an environment understanding that the amount of matter remains constant as it flows through

an ecosystem explaining the flow of energy through an ecosystem and that energy may

change from one form to another. using diagrams to interpret the interactions of organisms within food chains and

webs determining the role of different organisms in food chains and webs

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Lesson 5 - Science Lesson on Structure and Properties of

MatterCobb County Public Schools, GA

Key Concepts*:1. Describe and understand the structure of an atom.2. Identify the symbol, atomic number, and atomic mass of the first 20 elements

on the periodic table.3. What is the effect of differing numbers of neutrons in atoms of the same

element, primarily in the context of radioactive isotopes?4. Apply the properties of solutions, analyzing solutions in terms of solutes and

solvents.

*See Content Descriptors in Cell Appendix A (these descriptors are found on the gadoe.org site)

Key Vocabulary:1. atomic mass 7. Electron 13. solvent2. atomic number 8. Nucleus 14. Radioactivity3. elements 9. electron cloud 15. Concentration4. isotopes 10. energy level 16. Ions5. proton 11. Solution6. neutron 12. Solute

Other Vocabulary:1. Valence electrons 4. Base 6. metal2. Density 5. Salt 7. nonmetals3. acid

Student Section



Sample Question:

1. What are the two parts of an atom?

2. Where are the electrons located in the atom?

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3. What is the nucleus composed of?

4. Where is most of the mass of an atom concentrated?

5. What are the two parts of a solution? Which substance is being dissolved? Which substance is doing the dissolving?

6. Compare and contrast solute and solvent.

7. Name some common solutions and tell what is the solvent & what is the solute.

Lesson: Powerpoint on Structure and Properties of MatterThere are two different systems in this lesson that students should

understand: 1) The system shown on the Periodic Table; and 2) the system of a solution. The Periodic Table is a system of classification. Students need to understand that all science is classified by structure, which defines function. So chemists study the structure of atoms and that structure defines how all of matter functions; in the same way, biologists study the anatomical or cellular structure of living things and they organize their understanding of the living world and their classification of all of life based upon that structure.

Discussion: Classifying nonliving things are much harder than classifying living things. Small children classify things by color or size. Why do you think chemists decided to classify things using atoms?


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Gizmo: Element builder


1. Vocabulary Strategy:

36

ATOM

3 subatomic parts

Found in

Charge

Adding these

two will give...

Each level is

called?

The outer

electrons are

called?

2. Complete the following chart:ElementOr

AtomicNumber

MassNumber

# ofProtons

# ofNeutrons

# ofElectrons

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IonLi 7

Ba+2 137

Al-3 27

Br 80

C 12

Ru+3 101

Cr+2 52

O-2 16

Si 28

Short Quiz (In your notebooks, answer the following.)1. What is an atom?2. How is the nucleus of an atom different from the space where an electron is

found outside the nucleus?3. If a researcher could take an atom of He and add a proton to it, how would

the properties of the new atom be different from the previous atom?4. If a researcher could take an atom of He and add a neutron to it, how would

the properties of the new atom be different from the previous atom?5. Explain the phrase: “Likes dissolve likes.”6. How is a solution different from a liquid that is not a solution?


1. A substance made of two or more elements that cannot be separated by physical means is called a:a. compound.

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b. homogeneous mixture.c. heterogeneous mixture.d. multi-element.

2. The "building blocks" of matter are:a. electrons.b. atoms and molecules.c. found only in the plasma state.d. as of yet undiscovered.

3. A common isotope of Carbon has a mass number of 13. The total number of subatomic particles in the nucleus would be:a. 19b. 13c. 12d. 6

4. Atoms with the same atomic number but different atomic mass are called:a. prototypes.b. subtypes.c. isotopes.d. ions.

5. Elements in the same column on the periodic table have similar chemical reactivity because:a. they contain similar amounts of energy.b. they have the same number of valence shell electrons.c. atoms prefer to have completely full or completely empty valence shells.d. they have similar numbers of isotopes.

6. The atomic number of an element is based on thea. mass of its nucleusb. number of electrons around its corec. number of protons in the nucleusd. number of neutrons in the nucleus

Structure & Properties of Matter Appendix AGeorgia Content Descriptors

39

ScienceDomain: Structure and Properties of Matter (approximately 26% of the test)

Overview of the Domain Students describe atoms, understanding the structure of an atom in terms of:

o atomic mass and atomic number.o elements (atoms with different numbers of protons).o isotopes (atoms with different numbers of neutrons).o proton (positive charge), neutron (neutral), and electron (negative charge)

locations. Students apply the properties of solutions, analyzing solutions in terms of solutes

and solvents.

Associated Concepts and SkillsAssessment of this domain focuses on the following: understanding that atoms are composed of a nucleus encompassed by a cloud

of electrons recognizing that electrons are arranged in the electron cloud in energy levels understanding that the nucleus of a typical atom is composed of protons and

neutrons understanding that the atomic mass of an atom is concentrated in the nucleus of

the atom identifying the symbol, atomic number, and atomic mass of the first 20 elements

on the periodic table recognizing the difference between atomic mass and atomic number identifying the effect of differing numbers of neutrons in atoms of the same

element, primarily in the context of radioactive isotopes differentiating among elements understanding solutions, including describing the components of solutions as

solutes or solvents

Lesson 6 - Science Lesson on Energy Transformations


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Key Concepts*:1. Students understand radioactivity.2. Describe half-lives of elements.3. Analyze graphs, tables, and other displays of data to determine the length of

a half-life or the amount of material remaining after one half-life.4. Examine the phases of matter and the related atomic and molecular motion.5. Analyze energy transformations and the flow of energy in systems.

*See Content Descriptors in Energy Transformations Appendix A (these descriptors are found on the gadoe.org site)

Key Vocabulary:1. radioactive decay 9. Radiation 17. Alpha particles2. half-life 10. Molecular motion 18. Beta particles3. solid 11. Heat capacity 19. Fission4. liquid 12. Chemical energy 20. Fusion5. gas 13. Heat 21. Specific heat6. phase change 14. Light 22. Temperature7. conduction 15. Electrical energy 23. Gamma radiation8. convection 16. Mechanical energy

Other Vocabulary:1. potential energy2. kinetic energy

Student Section



Sample Question:

1. Describe the process of radioactive decay in which the unstable nucleus of a radioactive isotope spontaneously decays.

2. Calculate the amount of radioactive substance that will remain after one half-life.

3. What is the effect of increase temperature on the motion of atoms?

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4. Compare solids, liquids and gases in terms of shape, volume and movement of particles.

5. What is the effect of temperature change on the phases of matter?

6. Give examples and describe the two forms of energy encountered in a system, during a given day, between any of the following: chemical, heat, light, electrical, and mechanical.

Lesson: Powerpoint on Energy TransformationsPhysics is the study of energy and, again, the structure of the energy forms are the systems that physicists use to classify and study energy. So physicists and chemists will discuss thermodynamic systems, nuclear systems, or mechanical systems, etc. In this lesson students will be shown the mechanical systems at the atomic level.

Discussion: The molecular theory of molecules states that the velocity of molecules correlates to the temperature of the system. How are the actions of a group of people affected by the temperature of a room? How are those actions similar to and different from atoms at the same temperatures?


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Gizmo: Phase Change



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In the three circles compare and contrast liquids, solids, and gases. Where the circles overlap, you need to write something they have in common.

2. Graphic Organizer- Phase Changes

Short Quiz (Answer in your notebooks)

1. What is a half-life?

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Directions:Label this diagram and draw arrows to show the direction: freezing, melting, boiling, evaporation, condensation, and sublimation.

2. Deuterium, tritium, and hydrogen are all isotopes. How are they similar? How are they different?

3. Why are some isotopes radioactive and others are not?4. Compare and contrast thermal energy with mechanical, and with nuclear

energy.5. How are ice, water, and steam similar? Different?


1. Solids retain their shape and size, if kept at constant temperature and pressure. At a constant temperature and pressure, liquids retain their:a. volume.b. shape.c. size.d. shape and volume.

2. Which of these states of matter is most commonly found in the universe?a. Plasma.b. Solid.c. Liquid.d. Gas.

3. Condensation occurs when:a. a gas changes to a liquid.b. a solid changes to a liquid.c. a liquid changes to a gas.d. a gas changes to a solid.

4. Evaporation occurs when:a. a solid changes to a gas.b. a gas changes to a liquid.c. a liquid changes to a solid.d. a liquid changes to a gas.

5. List the phases of water in order, from the phase with the slowest molecular movement to the phase with the fastest molecular movement.a. Gas-Liquid-Solidb. Liquid-Solid-Gasc. Solid-Liquid-Gasd. Gas-Solid-Liquid

6. Density is the ratio:a. mass/weightb. mass/volumec. volume/aread. mass/area

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7. At 20.0° C, steel has a density of 7.80 g/ cm3. A 100. gram piece of steel would occupy ____ cubic centimeters of space.a. 0.078b. 12.8c. 128d. 780

8. When an unstable isotope gives off a kind of radioactive decay known as an alpha particle, it is giving off:a. an electron.b. two protons and two neutrons.c. high energy electromagnetic radiation.d. a hydrogen atom.

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Energy Transformations Appendix AGeorgia Content Descriptors

ScienceDomain: Energy Transformations (approximately 16% of the test)

Overview of the Domain Students understand radioactivity.

o Students describe half-lives of elements. Students examine the phases of matter and the related atomic and molecular

motion. Students analyze energy transformations and the flow of energy in systems.

o Students understand molecular motion involved in thermal energy changes due to conduction, convection, and radiation.

Associated Concepts and SkillsAssessment of this domain focuses on the following: describing the process of radioactive decay in which the unstable nucleus of a

radioactive isotope spontaneously decays calculating the amount of a radioactive substance that will remain after one half-

life analyzing graphs, tables, and other displays of data to determine the length of a

half-life or the amount of material remaining after one half-life understanding that as temperature increases, the motion of the atoms increases describing a solid as a composition of particles closely situated in position giving

a definite shape and definite volume and that little motion occurs between particles as compared to other phases of matter

describing a liquid as a composition of particles free to move, giving a definite volume but not a definite shape and that particles have a greater range of motion as compared to solids

describing a gas as a composition of particles that move more than the particles of either a solid or a liquid, giving no definite volume or shape, and colliding more randomly than the particles of solids and liquids

understanding that phase changes require a gain or loss of energy describing the two forms of energy encountered during a given single energy

transformation, including chemical, heat, light, electrical, and mechanical identifying the processes of conduction, convection, and radiation that occur

during thermal energy changes

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Lesson 7 - Science Lesson on Forces, Wave, and Electricity


Key Concepts*:1. Understand the relationship between force, mass, and motion.2. Calculate velocity and acceleration.3. Apply Newton’s First law of Motion, the law of inertia.4. Relate falling objects to the force of gravity.5. Understand the difference between mass and weight.6. Calculate work and mechanical advantage.7. Describe the properties of waves.8. Analyze the effects of different mediums on the speed of sound.9. Understand the properties of electricity and magnetism.

*See Content Descriptors in Forces, Waves, & Electricity Appendix A (these descriptors are found on the gadoe.org site)

Key Vocabulary:1. force 7. Work 13. reflection2. velocity 8. mechanical advantage 14. refraction3. acceleration 9. Frequency 15. interference4. law of inertia 10. Wavelength 16. diffraction5. mass 11. Electromagnetic wave 17. Newton’s 1st Law6. weight 12. mechanical wave

Other Vocabulary:1. motion 3. Mirrors 5. electromagnet2. Lens 4. Mechanical advantage 6. Electromagnetic

spectrum

Student Section



Sample Question:

1. Use the following formulas to solve for velocity and accelerationVelocity: v = d/t

Acceleration: a=vf-vi/t

2. What causes an object to accelerate as it falls?

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3. Explain the difference between mass and weight.

4. Calculate work using the formula W = Fd (Work = force x distance).

5. How are frequency and wavelength related to the energy carried by waves?

6. How are frequency and wavelength related?

7. Compare electromagnetic and mechanical waves.

Lesson: Powerpoint on Forces, Waves, & ElectricalContinue to think about each of these lessons as ways of studying systems around you. There are several different systems in this lesson. Can you separate them from one another and list the key components of each?

Discussion: Aristotle claimed that objects fell at a rate proportional to their weight, so that heavier objects fell faster than lighter objects. Explain why you think he was correct or he was wrong. How could one determine whether he was correct.


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Gizmo: Longitudinal Waves



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Key Idea Information Memory Clue/ picture

1. Force

2. Velocity

3. Acceleration

4. Motion

5. Law of Inertia

2. Graphic Organizer

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Such as

Waves

are periodic

radio and light Sound

waves in

water

seismic

waves

High

Low

that allow for

which have

which

determines

such as

That can travel

in a

That can travel

in

Short Quiz (Answer these questions in your notebook.)1. What is a force?2. Explain what would happen to something if it were ejected from a spacecraft

orbiting the earth? What would happen if the spacecraft were between the Milky Way and the Andromeda Galaxies?

3. Sound and ocean waves are both called mechanical waves. Why?4. How are light and sound similar and different?


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1. A rocket sled accelerates from 10 m/sec to 50 m/sec in 2 seconds. What is the acceleration of the sled?a. 10 m/sec2

b. 25 m/sec2

c. 40 m/sec2

d. 20 m/sec2

2. Objects tend to resist changes in motion. This property is called:a. weight.b. momentum.c. potential energy.d. inertia.

3. Newton's first law of motion is also known as:a. the law of universal gravitation.b. the law of force pairs.c. the law of unbalanced forces.d. the law of inertia.

4. A 200-kilogram rocket accelerates at 50 m/sec2. How large is the force required to cause an acceleration of this size?a. 1/4 newtonb. 4 newtonsc. 1,000 newtonsd. 10,000 newtons

5. Newton's third law of motion involves:a. one force acting on one object.b. a force pair acting on two different objects.c. a force pair acting on one object.d. unbalanced forces acting on many objects.

6. The mathematical relationship between current, voltage, and resistance is known as:a. Kirchoff's law.b. Farday's law.c. Ohm's law.d. Murphy's law.

7. The wavelength of a wave is defined as:a. the distance from crest to crest.b. one-half the distance from crest to crest. c. the distance between the highest and lowest parts of a wave.d. how often a wave goes up and down.

8. Sound waves are always:a. transverse waves.b. longitudinal waves.c. electromagnetic waves.

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d. seismic waves.

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Forces, Waves, & Electricity Appendix AContent Descriptors

ScienceDomain: Forces, Wave, and Electricity (approximately 16% of the test)

Overview of the Domain Students understand the relationships between force, mass, and motion.

o Students calculate velocity and acceleration.o Students apply Newton’s First Law of Motion, the law of inertia.o Students relate falling objects to the force of gravity.o Students understand the difference between mass and weight.o Students calculate work and mechanical advantage.

Students describe the properties of waves.o Students understand that all waves transfer energy.o Students associate frequency and wavelength with the energy transferred by

electromagnetic and mechanical waves.o Students understand the concepts and can identify examples of reflection,

refraction, interference, and diffraction. o Students analyze the effects of different mediums on the speed of sound.

Students understand the properties of electricity and magnetism.o Students describe magnetism and electrical charges in the context of

electricity, magnetism, electromagnets, and simple motors.

Associated Concepts and SkillsAssessment of this domain focuses on the following: using the following formulas to solve for velocity and acceleration:

velocity (v): dvt

= where d = distance, t = time velocity (v) = V0 + at acceleration: f iv v

at−

=

applying knowledge of Newton’s First Law of Motion to given situations: an object in motion stays in motion unless acted on by an unbalanced force an object at rest remains at rest unless acted on by an unbalanced force

understanding that gravity causes objects to accelerate as they fall understanding factors that affect the force of gravity on an object explaining the difference between mass and weight calculating work using the formula W Fd= (Work = force × distance) understanding the concept of mechanical advantage in relation to simple

machines understanding that waves carry energy relating the frequency and wavelength to the energy carried by the waves understanding how frequency and wavelength are related understanding that electromagnetic waves do not require a medium understanding how electromagnetic waves differ in the amount of energy

transferred based on position on the electromagnetic spectrum

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relating frequencies and wavelengths on the electromagnetic spectrum to technological advances such as microwaves and radio waves.

understanding how light interacts with lenses and mirrors. using the terms absorption, reflection, refraction, interference, and diffraction to

describe how waves (including sound waves) interact with obstacles, within mediums, and with other waves

describing how the speed of sound varies with the type of medium and temperature of a medium

relating magnetism and electricity describing electromagnets, including their uses in electric motors, generators,

radio, television, and other technologies explaining how an electromagnet transforms electrical energy into mechanical

energy

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cicobb.typepad.com · web viewcalculate velocity and acceleration. apply newton’s first law of...

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