yksd physical science - yukon-koyukuk school...

Physical Science Home Page

Welcome to YKSD Physical Science!

This course is designed to meet the Yukon Koyukuk School District Curriculum, State of Alaska Performance and Content Standards, and National Science Education Standards. Joe Marley has developed this course to meet your special needs as well. Please contact him if you have a need that is not met by this course. YKSD Physical Science is a comprehensive course that covers 12 topics of Physical science: the Metric System; Properties of Matter; Structure of Matter; Classifying Elements; Compounds; How Matter Changes; Motion; Work and Machines; Heat: Sound and Light; Electricity; and Magnets and Electromagnetism. Quizzes and tests are available on-line (graded immediately) or printed upon request. For an extra fee, tests may be sent out in a packet to a parent or a local instructor and mailed back. Study guides, lab activities, and lesson summaries are also available in packet form or on-line. The comprehensive check list below lists all items to be completed in the course. You may use it to keep track of where you are in the course.

Click here for the First Quarter Assignments

Click here for the Second Quarter Assignments

Click here for the Third Quarter Assignments

Click here for the Fourth Quarter Assignments

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Contact the Instructor (Mr. Joseph Marley)

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mailto:[email protected]

YKSD Physical Science ChecklistUse this checklist to keep track of your progress. It is a great idea to print this out and post it on the wall near your work location.

Lesson 1Quiz

Lesson 2Quiz

Lesson 3Quiz

Lesson 4Quiz

Lesson 5Quiz

Lesson 6Quiz

Lesson 7Quiz

Investigation1

Investigation2

ChapterTest

Chapter 1 "The Metric System" XChapter 2 "The Properties of Matter" XChapter 3 "The Structure of Matter" X XChapter 4 "Classifying Elements" X X X XChapter 5 "Compounds" X XChapter 6 "How Matter Changes" X X XChapter 7 "Motion" X XChapter 8 "Work and Machines" XChapter 9 "Heat" X XChapter 10 "Sound and Light" XChapter 11 "Electricity"Chapter 12 "Magnets andElectromagnetism" X X X

YKSD Physical Science First Quarter


Each checkbox below is in front of an assignment for the fourth quarter. Each assignment is followed by a quiz or a test to evaluate how well you did the assignment. Click on Lab Safety information below to start.

Lab Safety Information, quiz

Chapter 1 "The Metric System"

Lesson 1 **Quiz** Lesson 2 **Quiz** Lesson 3 **Quiz** Lesson 4 **Quiz**

Lesson 5 **Quiz** Lesson 6 **Quiz** Chapter 1 Test **Test**

Investigation 1-1: Hands Instead of Feet (optional must complete 16 investigations)

Investigation 1-2: Counting Squares and Calculating Area (optional must complete 16 investigations)

Chapter 2 "The Properties of Matter"



Investigation 2-1: Identifying Properties (optional must complete 16 investigations)

Investigation 2-2: Finding Density(optional must complete 16 investigations)

Chapter 3 "The Structure of Matter"


Lesson 5 **Quiz** Chapter 3 Test **Test**

Investigation 3-1: Breaking Down Water(optional must complete 16 investigations)

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Investigation 3-2: Making Models of Atoms (optional must complete 16 investigations)

End of First Quarter (16 investigations to complete 1 credit)

Congratulations, You Have Completed The First Quarter of YKSD Physical Science

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YKSD Safety in the Physical Science Laboratory General Rules

Safety in the Earth Science Laboratory

General Rules1. Carefully follow all instructions.2. Always perform investigations with adult supervision.3. Be aware of other students working near you.4. Keep your work area clean and free of unneeded objects.5. Do not play during an investigation.6. Use care with equipment to keep it in good condition.7. Wipe up spills immediately.8. Use care with sharp or pointed objects.9. Do not shine flashlights into the eyes of others. Working with Heat1. Be aware of all open flames. Bunsen burner flames are difficult to see.2. Never touch the surface of an operating hot plate, lamp, or lightbulb.3. When heating a substance, keep it away from people. Working with Electricity1. Never use electric equipment without proper supervision.2. Electricity flowing in wires causes the wires to become hot. Use caution. Chemicals1. Never smell chemicals

Microscopes1. Carry the microscope with two hands onehand on the arm of the microscope and theother hand beneath the base.2. Review with your teacher or parent the correct way to use the microscope.3. NEVER use direct sunlight as the light sourcefor the microscope.4. Handle glass slides carefully. They break easily. Working with Substances1. Never directly smell any substance used in an investigation.2. Never taste any known or unknown substance used in an investigation.3. Remember that even simple substances can cause hazardous reactions.4. Do not place your fingers in your mouth during an investigation.5. Always wash your hands after working with substances in an investigation. Take Quiz

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YKSD Safety in the Physical Science Laboratory General Rules

directly.2. Never taste unknown chemicals.3. Remember that even the simplest ofchemicals can cause hazardous reactions.4. Always do chemical tests under adultsupervision.5. Do not place your fingers in your mouth while working with chemicals.6. Always wash your hands after workingwith chemicals or organisms.

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YKSD Physical Science Assignment Guide Chapter 1

YKSD Physical Science Assignment Guide and Key Points


Lesson 1 "What is Physical Science" Turn to page1-2 look at the picture on those pages read

about it and the short introduction to Chapter 1 Visually Scan Pages 2-5; focus on the blue boxes, which contain

the key vocabulary terms. Visually Scan Pages 2-5 for pictures and diagrams, read each of

the captions. Read Pages 2-5 (take notes of important ideas) Do you know the answers to the questions on page 5? (See Key

Points below for help) Do you know the vocabulary words? (See Key Points below for

help) Take the quiz on Lesson 1 "What is Physical Science" (You may

use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)

Review answers on the quiz and print it out. This will be very useful when you are studying for the test.

Lesson 1 Key PointsVocabulary TermsPhysical Science - the study of matter and energyMatter - Anything that has mass and takes up space.Mass - the amount of material an object has.chemistry- the study of matter and how it changesPhysics - the study of how energy acts with matter. Section Review Answers

1. Physical science is the study of matter and energy.

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2. Your answer may vary but may include desk and floor.3. Chemistry and physics are two areas of physical science.4. Scientists concerned with chemistry study matter and how it

changes. Physicists study how energy acts upon matter.5. Your answer may be a little different than this but, in may

include balance scale, beaker, battery, pulley, thermometer, test tube, Bunsen burner, tuning fork, spring scale, graduated cylinder.

6. Observing, classifying measuring, organizing, inferring, predicting, modeling, analyzing, communicating.

7. Scientists answer questions by doing experiments.8. Matter is anything that has mass and takes up space.9. Chemistry is the area of physical science that would be involved

in the search for a cure for the common cold.10. Scientists could use a beaker, a test tube, and a graduated

cylinder to measure liquids.

Did you learn these Objectives?

Can you explain and define physical science?Are you able to explain matter?Are you able to name two areas of physical science?Can you describe some tools of physical scientists?

Lesson 2 "Why Scientists Measure" Visually Scan Pages 6-8; focus on the blue boxes, which contain




help) Take the quiz on Lesson 2 "Why Scientists Measure" (You may









Lesson 2 Key PointsVocabulary TermsUnit - a known amount used for measuring.Customary - ordinaryMetric system - System of measurement used by scientists based on 10. Section Review Answers

1. We can't always trust observations we make with our eyes. Measurements help us gather exact information.

2. It creates a standard unit of measure that is always the same. If each person used his or her own unit of measurement, the measurement would not be clearly understood by everyone else.

3. Some common units in the customary system are the inch, foot, yard, and mile.

4. Scientists use the metric system.5. You would measure your finger in centimeters.6. There are 12 inches in one foot.7. There are 3 feet in one yard.8. There are 60 minutes in one hour.9. There are 60 seconds in one minute.

10. There are 3,600 seconds in one hour.


Can you explain why measurements are important?

Are you able to explain the importance of using units that are the same for everyone?

Can you identify two systems of measurement?



Lesson 3 "Using Metric Units to Measure Length" Visually Scan Pages 9-12; focus on the blue boxes, which contain


the captions. Visually Scan for an read the short articles in the blue

boxes that you find on Pages 9-12. Read Pages 9-12 (take notes of important ideas) Do you know the answers to the questions on page 12? (See Key


help) Take the quiz on Lesson 3 "Using Metric Units to Measure

Length" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 3 Key PointsVocabulary TermsMeter, m - the basic unit of length in the metric system; it is about 39 inches.meterstick - a common tool for measuring length in the metric systemcentimeter, cm - a metric unit of measure that is 1/100 of a meter.Millimeter, mm - a metric unit of measure that is 1/1000 of a meter.kilometer, km - a metric unit of measure that is equal to 1,000 meters. Section Review Answers

1. C points to 1 mm.2. A points to 1 cm.3. There are 10 mm in 1 cm.4. There are 100 mm in 10 cm.5. The match is 40 mm long. The match is 4 cm long.









Can you identify and explain the common metric units of length?

Are you able to explain the meaning of prefixes used with metric units of measurement?

Investigation 1-1 "Hands Instead of Feet" Optional, (must complete 3 this quarter)

Gather the materials you need; a meterstick.

Follow the procedure on page 13-14.

Complete the follow-up investigation quiz. (The 3 questions will be the same as the three questions on P14)

Lesson 4 "Using Metric Measurements to Find Area" Visually Scan Pages 15-17; focus on the blue boxes, which contain


the captions. Visually Scan for an read the short articles and questions

in the blue boxes that you find on Pages 15-17. Read Pages 15-17(take notes of important ideas) Do you know the answers to the questions on page 17? (See Key


help) Take the quiz on Lesson 5 "Using Metric Measurements to Find

Area" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 4Key PointsVocabulary TermsArea - amount of space the surface of an object takes up.Exponent - a number that tells how many times another number is a factor.



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Section Review Answers

1. 57.6 cm2

2. 64 m2

3. 17.68 mm2

4. 12.22 m2

5. 0.0663 km2 or 66,300 cm2


Can you explain and define area?

Are you able to calculate area in metric units?

Investigation 1-2 "Counting Squares and Calculating Area" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, a small sheet of paper, ruler, safety scissors.


Complete the follow-up investigation quiz. (The 2 questions will be the same as the 2 questions on P19)

Lesson 5 "Using Metric Measurements to Find Volume" Visually Scan Pages 20-23; focus on the blue boxes, which contain



in the blue boxes that you find on Pages 20-23. Read Pages 20-23 (take notes of important ideas) Do you know the answers to the questions on page 23? (See Key


help) Take the quiz on Lesson 5 "Using Metric Measurements to Find

Volume" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)

Review answers on the quiz and print it out. This will be very









useful when you are studying for the test.

Lesson 5 Key PointsVocabulary TermsVolume - the amount of space an object takes up.Cubic centimeter, cm3 - a metric unit of measure that means centimeter X centimeter X centimeter.Liter, L - Basic unit of volume in the metric system.Milliliter, mL - A metric unit of measure that is 1/1000 of a liter; it equals one cubic centimeter. Section Review Answers

1. The volume of the box is 864 cm3.

2. The volume of the container is 3,600 mm3.

3. The volume of the cabinet is 4,500,000 cm3

4. The volume of the box is 180 cm3, or 180 mL.5. 3,000 mL6. 5,500 mL7. 3 L8. 3.7 L9. 720 mL

10. 350 cm3


Can you explain what volume is?

Are you able to calculate volume in metric units?

Are you able to convert metric units to volume?

Lesson 6 "Using Metric Units to Measure Mass" Visually Scan Pages 24-26; focus on the blue boxes, which contain



in the blue boxes that you find on Pages 24-26.



Read Pages 24-26 (take notes of important ideas) Do you know the answers to the questions on page 26? (See Key


help) Take the quiz on Lesson 5 "Using Metric Units to Measure

Mass" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 6 Key PointsVocabulary TermsGram, g - basic unit of mass in the metric system.Kilogram, kg - A unit of mass in the metric system that equals 1,000 grams.Milligram, mg - A unit of mass in the metric system that is 1/1000 of a gram.Centigram, cg - A unit of mass in the metric system that is 1/100 of a gram. Section Review Answers

1. 6,000 mg2. 80 kg3. 9,000 cg4. 30,000 mg5. 0.0253 kg6. 10,000 mg7. 49 cg8. 850 g9. 4,500 g

10. The order from smallest to largest is: C 0.123 kg, A 125 g, B 1,203 mg









Can you identify the basic metric unit of mass?

Are you able to convert metric units of mass?

Preparing for Chapter 1 Test Turn to Page 31 and read the Chapter 1 summary. On pages 28-29 you will find the Chapter 1 review, complete the

review. Check your answers with those in the Key Points. Take the Chapter 1 Test "The Metric System" Review the answers then print the results for your records.

Chapter 1 Review answers

1. D2. G3. A4. B5. F6. C7. E8. B9. B

10. C11. C12. C13. A14. D15. D16. All seeds aren't the same length, so there will be no uniform unit.17. Both systems are based on tens, and each unit is related to the other units by a multiple of ten.18. A mm, B mg, C L, D Kg

19. 10.4 cm320. 40

Congratulations you finished the first chapter !!


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Chapter 2 "The Properties of Matter"

Lesson 1 "What Are Some Properties of Matter" Turn to page 30-31 look at the pictures on those pages

read about them and the short introduction to Chapter 2 Visually Scan Pages 32-34; focus on the blue boxes, which contain




help) Take the quiz on Lesson 1 "What Are Some Properties of

Matter" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 1 Key PointsVocabulary TermsProperty - a characteristic that helps identify an object. Section Review Answers

1. A. not a good description; not exact or specific. B) a good but incomplete description; uses specific measurement. C) not a good description; not specific; could be a number of things.

2. 2. YOur answer might include spherical or leather covered.3. Yes; your answer might include stitched or hard.








4. You should have used as much detail as possible.5. You can also read your description to your parent or anyone

around you. Were they able to identify the object?


Can you explain what a property is?Are you able to list some properties of a common object?

Investigation 2-1 "Identifying Properties" Optional, (must complete 3 this quarter)

Gather the materials you need; a bag of 5 objects, a balance, a hand lens, metric ruler.(you may use a regular scale instead of a balance)



Lesson 2 "Mass Is Different From Weight" Visually Scan Pages 37-39; focus on the blue boxes, which contain




help) Take the quiz on Lesson 2 "Mass Is Different From Weight"

(You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 2 Key PointsVocabulary TermsWeight - the measure of how hard gravity pulls on an objectNewton - the metric unit of weight.balance - an instrument used to measure mass.Standard mass - a small object that is used with a balance to determine mass.









1. 100lbs; 1.00 X 1002. 254lbs; 2.54 X 1003. 37.9 lbs; 0.379 X 1004. 107 lbs; 1.07 X 1005. 37.8 lbs; 0.378 X 1006. 89.4lbs; 0.894 X 1007. Mass is how much matter an object contains. Weight is a

measure of how hard gravity pulls on an object.8. Your are measuring weight when you use a grocery scale.9. The pull of gravity is less on the moon than it is on Earth, so you

weigh less.10. The weight of a 5 kg mass in newtons is 49 newtons.


Can you explain the difference between mass and weight.

Are you able to identify instruments that can be used to measure mass and weight?

Lesson 3 "Measuring the Mass of a Liquid"

Visually Scan Pages 40-42; focus on the blue boxes, which contain the key vocabulary terms.

Visually Scan Pages 40-42 for pictures and diagrams, read each of the captions.

Visually Scan for an read the short article in the blue boxes that you find on Page 41.



help)






Take the quiz on Lesson 3 "Measuring the Mass of a Liquid" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 3 Key PointsVocabulary Termsnone Section Review Answers

1. The mass of the liquid is 35g.2. The mass of the liquid is 38g.3. The mass of the beaker plus the liquid is 110g.4. The mass of the liquid is 35g.5. The mass of the liquid is 100g.


Can you explain how to find the mass of a liquid?

Lesson 4 "Measuring the Volume of a Liquid" Visually Scan Pages 43-45; focus on the blue boxes, which contain

the key vocabulary terms. Visually Scan Pages 43-45; for pictures and diagrams, read each of



help) Take the quiz on Lesson 5 "Measuring the Volume of a Liquid"










Lesson 4Key Points

Vocabulary TermsGraduated cylinder - A round glass or plastic cylinder used to measure the volume of liquids.Meniscus - the curved surface of a liquid. Section Review Answers

1. 12 ml (cm3)

2. 28 mL (cm3)3. -5 The shaded part of the cylinders should reflect the volumes indicated. Did you notice the scales

on the sides of the cylinders are different?


Can you explain how to use a graduated cylinder to measure the volume of a liquid?

Lesson 5 "Measuring the Volume of Solid Objects" Visually Scan Pages 46-48; focus on the blue boxes, which contain





help) Take the quiz on Lesson 5 "Measuring the Volume of Solid

Objects" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)









Lesson 5 Key PointsVocabulary Termsdisplacement of water - method of measuring the volume of an irregularly shaped object. Section Review Answers

1. The volume of the object is 100 cm3.2. The volume of the stone remains the same; it causes the level of

water in the graduated cylinder to rise from 35 to 42 mL3. The volume of the stone is 7 mL.4. The blue marble has the greater volume.5. You would use the displacement of water method to find the

volume of a pencil.


Can you measure the volume of regularly shaped solids?

Are you able to measure the volume of irregularly shaped solids?

Lesson 6 "What Is Density?" Visually Scan Pages 49-52; focus on the blue boxes, which contain


the captions. Visually Scan for and read the short articles and questions



help) Take the quiz on Lesson 5 "What is Density" (You may use the

book, notes and Key Points for help on the quizzes. NOT ON TESTS!)









Lesson 6 Key PointsVocabulary TermsDensity - A measure of how tightly the matter of a substance is packed into a given volume. Section Review Answers

1. Density is a measure of how tightly the matter of a substance is packed into a given volume

2. A 1 cm3 cube of lead would have more matter.3. Its density is 19.3 g/cm3.

4. The density of each half of the metal bar would be 19.3 g/cm3.5. It would float because its density is less than that of water.


Can you explain and define density?

Are you able to calculate density

Can you explain how to use density to identify a substance?

Investigation 2-2 "Finding Density" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, 2 graduated cylinders, balance, cooking oil, water.




review. Check your answers with those in the Key Points. Take the Chapter 2 Test "The Properties of Matter"






Review the answers then print the results for your records.

Chapter 2Review answers

1. volume2. meniscus3. standard mass4. weight5. property6. displacement of water7. D8. A9. A

10. C11. The information is not specific or exact enough; it does not include measurements.12. Measure the mass of a graduated cylinder. Add the liquid to the cylinder and measure mass again.

Subtract the cylinder's mass from the mass of the cylinder and liquid to get the liquid mass.13. Cube: Multiply width by length by height in cm. This is also the number of mL, since 1mL = 1

cm3. Glass of water: Pour the liquid into a graduated cylinder and read the scale. Rock: use the displacement of water method. Pour water into a graduated cylinder and read its volume. Add the rock and read the scale again. Subtract water volume from total volume of water and rock.

14. The cork will float because it is less dense that water. 15. The scientist would measure each object's volume and mass and then calculate its density

(mass/volume). If the densities are identical, the objects are the same substance.

Congratulations you finished the second chapter !!





Lesson 1 "What are Molecules" Turn to page59 look at the picture on those pages read



the captions. Look for and read any little blue boxes on pages 60-64 Read Pages 60-63 (take notes of important ideas) Do you know the answers to the questions on page 64? (See Key


help) Take the quiz on Lesson 1 "What are Molecules" (You may use

the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 1 Key PointsVocabulary TermsMolecule - the smallest particle of a substance that has the same properties as the substance.Atom - the building block of mater.solid - a form of matter that has a definite shape and volume.liquid - a form of matter that has a definite volume bu no definite shape.gas - a form of matter that has no definite shape or volume.state of matter - the form that matter has- solid, liquid, or gas.







plasma - a very hot gas made of particles that have an electric charge. Section Review Answers

1. No, one tiny grain of sugar is made up of many sugar molecules. A single molecule is too small to be seen.

2. Amolecule of water has three parts - one large atom and two small atoms.

3. In a solid, the molecules pull toward each other and vibrate. In a liquid, the molecules slide past each other, moving around easily. In a gas, the molecules are the farthest apart and move around freely.

4. Plasma is a very hot gas made of particles that have an electric charge.

5. Molecules are close together in solids.6. Solids have a definite shape and volume.7. Liquids have no definite shape, but do have a definite volume.8. Liquids take the shape of the container.9. The attraction between molecules is weakest in gases.


Can you describe the size of molecules?Are you able to explain what a molecule is?Can you explain how molecules move in each of the three states of matter?Can you describe plasma?

Lesson 2 "What are Elements?" Visually Scan Pages 65-69; focus on the blue boxes, which contain




help)






Take the quiz on Lesson 2 "What are Elements" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 2 Key PointsVocabulary TermsElement - matter that has only one kind of atom.Natural element - an element found in nature. Section Review Answers

1. An element is matter that is made of only one kind of atom. 2. A natural element is one that occurs in nature.3. Your answer may include calcium, phosphorus, magnesium,

sodium, potassium, iron, and zink.4. Table solt is not an element because it is made up of two

different kinds of atoms. An element is matter that is made up of only one kind of attom.

5. Calcium and phosphorus help build and maintain bones.


Can you explain what an element is?

Can you explain what a natural element is?

Are you able to give examples of natural elements?

Lesson 3 "What are Compounds?"



Visually Scan for an read the short articles in the blue




boxes that you find on Pages 70-72. Read Pages 70-71 (take notes of important ideas) Do you know the answers to the questions on page 72? (See Key


help) Take the quiz on Lesson 3 "What are Compounds" (You may



Lesson 3 Key PointsVocabulary Termscompound - a substance that is formed when atoms of two or more elements join together. Section Review Answers

1. A compound is a substance that forms when two or more elements join together.

2. Table salt, water, sugar, baking soda, and Epsom salts are examples of compounds.

3. The gas is a compound because it is made up of atoms of two different elements joined together.

4. Two common compounds that contain sodium are table salt and baking soda.

5. Four compounds that contain oxygen are water, sugar, baking soda, and Epsom salts.


Can you explain what a compound is?

Are you able to give examples of compounds?

Investigation 3-1 "Breaking Down Water" Optional, (must complete 3 this quarter)







Gather the materials you need; safety glasses, water, to 50cm pieces of copper wire.one 15cm piece of copper wire, 2 six volt batteries, 1 teaspoon table salt, stirring rod, salt water, 2 test tubes.



Lesson 4 "How Do Scientists Know What Atoms Are Like?" Visually Scan Pages 75-79; focus on the blue boxes, which contain





help) Take the quiz on Lesson 5 "How Do Scientists Know What

Atoms Are Like?" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 4 Key PointsVocabulary TermsModel -a picture, an idea, or an object that is built to explain how something else looks or works.Nucleus - the central part of an atom.Proton - a tiny particle in the nucleus of an atom has a positive charge.Electron - a tiny particle of an atom that moves around the nucleus has a negative charge.Neutron - a tiny particle in the nucleus of an atom that is similar to a proton in size has no charge. Section Review Answers









1. Scientists decide what atoms look like based on how the atoms act.2. Scientists use models to explain how things look or act.3. The element has three protons.4. The element has three eletrons.5. The element is lithium.


Can you describe what a model is and explain how scientists use it?

Are you able to explain how models of the atom have changed?

Can you describe the electron cloud model?

Investigation 3-2 "Making Models of Atoms" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, three different colored piesces of modeling clay, craft sticks, meter ruler.



Lesson 5 "Identifying Elements" Visually Scan Pages 82-86; focus on the blue boxes, which contain





help) Take the quiz on Lesson 5 "Identifying Elements" (You may use










Lesson 5 Key Points

Vocabulary TermsAtomic number - a number equal to the number of protons in the nucleus of an atom.Mass number - a nubmer equal to the sum of thenumber of protons and neutrons in an atom of an element. Section Review Answers

1. The element has 33 protons.2. The element's atomic number is 26.3. It has 6 neutrons.4. sodium - 11 protons, 11 electrons; aluminum - atomic number

17,17 electrons; calcium - atomic number 20,20 protons.5. silver-atomic number 47,47 electrons, 61 neutrons; silicon-

atomic number 14, mass number 28, 14 protons; calcium - 20 protons, 20 electrons, 20 neutrons; iodine - 53 protons, 53 electrons, 74 neutrons; chlorine - mass number 35, 17 protons, 17 electrons; sulfur - atomic number 16 16 protons, 16 neutrrons; potassium-atomic number 19,19 electrons, 20 neutrons.


Can you explain what the atomic number of an element is?

Are you able to explain how the mass number of an element is determined?


review. Check your answers with those in the Key Points. Take the Chapter 3 Test "The Metric System" Review the answers then print the results for your records.






1. molecule2. liquid3. gas4. solid5. plasma6. element7. atom8. nucleus9. natural element

10. compound11. A12. C13. D14. B15. D16. B 17. C18. In a solid, molecules vibrate back and forth but stay close together. In a liquid, the molecules are

weaker and can slide past each other. In a gas, molecules are very weak and move around freely.19. The figures shows a molecule because it is made up of two different kinds of elements.20. The atom has 6 prontons and 6 neutrons. It has 6 electrons. The element's atomic number is 6. Its

mass number is 12.

Congratulations you finished the third chapter !!


YKSD Physical Science Second Quarter

YKSD Physical Science Second Quarter

Each checkbox below is in front of an assignment for the fourth quarter. Each assignment is followed by a quiz or a test to evaluate how well you did the assignment. Click on Lesson 1 below to start.

Chapter 4 "Classifying Elements "

Lesson 1 **Quiz** Lesson 2 **Quiz** Lesson 3 **Quiz** Chapter 4 Test **Test**

Investigation 4 - 1: Breaking Down Water (optional must complete 16 investigations)

Investigation 4 -2: Electricity and Metals (optional must complete 16 investigations)

Chapter 5 "Compounds"

Lesson 1 **Quiz** Lesson 2 **Quiz** Lesson 3 **Quiz**


Investigation 5-1:Observing a Chemical Change (optional must complete 16 investigations)

Investigation 5-2: Identifying Acids and Bases (optional must complete 16 investigations)

Chapter 6 "How Matter Changes"


Chapter 6 Test **Test**

Investigation 6-1: Separating a Mixture(optional must complete 16 investigations)

Investigation 6 -2: Observing Different Kinds of Reactions (optional must complete 16 investigations)

End of Second Quarter (16 investigations to complete 1 credit)

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Chapter 4 "Classifying Elements"

Lesson 1 "What are Symbols" Turn to page 91 look at the picture on those pages read



the captions. Look for and read any little blue boxes on pages 92-94 Read Pages 92-93 (take notes of important ideas) Do you know the answers to the questions on page 94? (See Key


help) Take the quiz on Lesson 1 "What are Symbols" (You may use



Lesson 1 Key PointsVocabulary TermsSymbol - one or two letters that represent the name of an element. Section Review Answers

1. All symbols have either one or two letters. The first letter of each symbol is capitalized.

2. A He, BAg, C C, D. Cl, E. Ca, 3. A. .mercury, B.neon, C. manganese, D. oxygen, E. phosphorus,







4. Abbreviations and symbols stand for specific words. They both use letters to represent the actual words. Symbols do not have periods, and most abbreviations do not include punctuation either.

5. The symbol for iron, Fe, comes from the Latin word ferrum, meaning iron.


Can you explain what a symbol is?Are you able to explain how element symbols are alike and different?Are you able to identify symbols for common elements?

Investigation 4-1 "Breaking Down Water" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, warm water, iron-fortified cereal (flakes), self-sealing sandwich bag, 250-ml beaker or just a cup will work, rubber band, bar magnet, craft stick, white paper, hand lens.


Complete the follow-up investigation quiz. (The 4 questions will be the same as the four questions on P96)

Lesson 2 "Using the Periodic Table"



Read Pages 97-99 (take notes of important ideas) Spend some time looking at the Periodic Table on Page100-101 Read Pages 102-104 (take notes of important ideas) Do you know the answers to the questions on page 105? (See Key


help) Take the quiz on Lesson 2 "Using the Periodic Table" (You may











Lesson 2 Key PointsVocabulary TermsPeriodic table - an arrangement of elements by increasing atomic number.isotope - one of a group of atoms of an element with the same number of protons and electrons but different numbers of neutrons.Deuterium - an isotope of hydrogen that has one proton and one neutronTritium - an isotope of hydrogen that has one proton and two neutrons.atomic mass - the average mass of all the isotopes of a particular element.Family - a group of elements with similar properties, arranged together in a column of the periodic table. Section Review Answers

1. Elements are arranged from left to right according to atomic number.

2. The symbol for hydrogen (H) is the abbreviation of its name. Hydrogen's atomic number (1) stands for the number of protons in the element's nucleus. Its atomic mass (1.01) is the average mass of all isotopes of hydrogen.

3. Elements with similar properties appear in columns in the periodic table. Elements in the same column are in the same family of elements. This means that they have some similar properties.

4. Elements that are members of the same family react in the same way with other types of matter.

5. Your answer may be slightly different but, Beryllium, magnesium, calcium, strontium, barium, and radium are members of one family.


Can you explain how elements are arranged in the periodic table?



Are you able to explain the information contained in each box in the periodic table?

Can you explain what an isotope is?

Can you explain how elements in the periodic table are grouped in columns?

Lesson 3 "Metals, Nonmetals, and Noble Gases"



Visually Scan for an read the short articles in the blue boxes that you find on Pages 106-110.



help) Take the quiz on Lesson 3 "Metals, Nonmetals, and Noble

Gases" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 3 Key PointsVocabulary TermsMetal - one of a group of elements that is usually solid at room temperature, often shiny, and carries heat and electricity well.Alloy - a mixture of two or more metals.Nonmetal - one of a group of elements with properties unlike those of metals.noble gas - one of a group of elements made up of gases that do not combine with other materials under ordinary conditions.








Inert - Inactive; lacking the power to move. Section Review Answers

1. Metals are generally solid at room temperature, often shiny, and carry heat and electricity well.

2. Nonmetals are usually a solid or gas at room temperature, are not shiny, and do not conduct heat or electricity well. Examples are carbon, chlorine, fluorine, iodine, nitrogen, oxygen, and sulfur.

3. Nonmetals are all alike in that they are not metals. 4. A nobel gases is a gas that does not combine with other elements

under ordinary conditions5. Sample answer: Three metal alloys and a use for each one

includes alnico, used for magnets; brass, used for plumbing fixtures; stainless steel, used for eating utensils and kitchen equipment.


Can you describe the properties of metals?

Are you able to explain what nonmetals are?

Can you explain what noble gases are?

Investigation 4-2 "Electricity and Metals" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, sandpaper,3 pieces of copper wire, each 25 cm long, electrical tape, 1.5volt "D" battery, standard bulb in socketsample of sulfurpiece of aluminum foil, about 5 cm long, lead pencil. (Some of these material are not in your kit, contact your instructor if you would like to complete this lab)



Preparing for Chapter 4 Test Turn to Page 113 and read the Chapter 4 summary. On pages 114-115 you will find the Chapter 4 review, complete

the review. Check your answers with those in the Key Points.





Take the Chapter 4 Test "Classifying Elements" Review the answers then print the results for your records.


1. atomic mass2. periodic table3. inert4. metal5. noble gas6. alloy7. isotope8. Al9. Cl

10. Au11. K12. Na13. Ne14. D15. B16. C17. Calcium is the name of the element.18. Ca is the symbol for calcium19. The atomic number of calcium is 20. The atomic mass of calcium is 40.0820. Carbon 12 has 6 electrons in orbit around its nucleus. It has 6 protons and 6 neutrons in its

nucleus, giving it the mass number of 12. Carbon-14 has 6 electrons, 6 protons, and 8 neutrons, giving it the mass number of 14. They are different because they have different numbers of neutrons. These atoms are called isotopes.

Congratulations you finished the fourth chapter !!



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Chapter 5 "Compounds"

Lesson 1 "What are Some Characteristics of Compounds" Turn to page 118 look at the picture on those pages read

about it and the short introduction to Chapter 5 Visually Scan Pages 118-120; focus on the blue boxes, which

contain the key vocabulary terms. Visually Scan Pages 118-120 for pictures and diagrams, read each

of the captions. Look for and read any little blue boxes on pages 118-120 Read Pages 118-119 (take notes of important ideas) Do you know the answers to the questions on page 120? (See Key


help) Take the quiz on Lesson 1 "What are Some Characteristics of

Compounds" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 1 Key PointsVocabulary TermsChemical change - a change that produces one or more new substances with new chemical properties.Physical change - a change in which the appearance (physical properties of a substance changes but its chemical properties stay the same. Section Review Answers








1. physical; no new substances formed.2. chemical; new substances-rust formed3. physical; no new substances formed4. chemical; new substance - cooked cake.5. physical; no new substances formed


Can you describe a chemical change?Are you able to describe some characteristics of compounds?

Investigation 5-1 "Observing a Chemical Change" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, 2 small jars with lids, distilled water, washing soda, 2 plastic spoons, epsom salts, clock, soft-drink bottle, vinegar, baking soda, balloon .


Complete the follow-up investigation quiz. (The 5 questions will be the same as the five questions on P122)

Lesson 2 "How Compounds Are Formed"





help) Take the quiz on Lesson 2 "How Compounds Are Formed"



Lesson 2 Key PointsVocabulary Terms









Energy level - one of the spaces around the nucleus of an atom in which an electron moves.an atom that has either a positive or a negative charge.Chemical bond - the attractive force that holds atoms together. Section Review Answers

1. Electrons are arranged around the nucleus of an atom in several energy levels that are rather like the multiple layers of an onion.

2. Electrons fill the energy levels of an atom from the innermost layer, Level K, to the outermost, level N.

3. The atom would tend to lose electrons; Level M can hold 18 electrons, so if it has only 3 electrons, it is more likely to give up 3 rather than to take on 15 more to become stable.

4. An atom with a single electron in its outer energy level may give it up; at the same time, a nearby atom with an outer level lacking one electron may grab ont the free electron. In the process, the first atom becomes a positively charged ion, the second, a negatively charged ion. The opposite charges cause the ions to bond together, forming a new compound.

5. Level M can hold 18 electrons.


Can you describe how electrons in an atom are arranged?

Are you able to explain how electrons fill the energy levels?

Are you able to explain how atoms combine to form compounds?

Can you explain how ions form chemical bonds?

Lesson 3 "Chemical Formulas"








help) Take the quiz on Lesson 3 "Chemical Formulas" (You may use



Lesson 3 Key PointsVocabulary TermsChemical formula - tells the kinds of atoms and how many of each kind are in a compound.subscript - a number in a formula that tells the number of atoms of an element in a compound.radicals - a group of two or more atoms that acts like one atom. Section Review Answers

1. (Given)2. K2Cr2O7 ; K, potassium, 2, 2; Cr, chromium, 2,2; O, oxygen, 7,7.

3. H2SO4: H, hydrogen, 2,2; S, sulfur, none, 1; O, oxygen, 4,4

4. KClO3: K, potassium, none, 1; Cl, chlorine, none, 1; O, oxygen, 3,3.

5. HCl: H, hydrogen, none, 1; Cl, chlorine, none, 16. A formula tells what kind of atoms are in a compound and how many atoms of each type are

present.7. AlCl38. Al, aluminum, 2, not in a radical, 29. S, sulfur, none, 3, 3.

10. O, oxygen, 4, 3, 12 Total atoms 17.


Can you explain how to write a chemical formula?

Are you able to interpret a chemical formula?







Are you able to explain what a radical is?

Are you able to give examples of radicals?

Lesson 4 "How Compounds Are Named"



Visually Scan for an read the short articles and questions in the blue boxes that you find on Pages 134-137.



help) Take the quiz on Lesson 4 "How Compounds are Named?"



Lesson 4 Key PointsVocabulary TermsBinary compound - a compound that contains two electrons. Section Review Answers

1. calcium bromide2. aluminum chloride3. silver iodide4. magnesium oxide5. calcium chloride6. barium iodide7. calcium chloride8. hydrogen chloride9. magnesium sulfide

10. sodium bromide11. aluminum sulfate







12. barium hydroxide13. aluminum nitrate14. potassium carbonate15. zinc sulfate


Are you able to explain how compounds containing tow elements are named?

Are you able to explain how compounds containing more than two elements are named?

Lesson 5 "Acids and Bases"






help) Take the quiz on Lesson 5 "Acids and Bases" (You may use the



Lesson 5 Key PointsVocabulary TermsAcid - a compound that reacts with metals to produce hydrogen.base - a compound that contains the hydroxyl (OH) radical.indicator - a substance that changes color when in an acid or a base.pH- A number that tells whether a substance is an acid or a base.








1. acid2. base3. acid4. base5. base6. base7. base8. acid9. acid

10. acid


Can you describe the properties of acids?

Are you able to describe the properties of bases?

Can you explain how to test for acids and bases?

Investigation 3-2 "Identifying Acids and Bases" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, marker, 8 small paper cups, spoon, aspirin tablet, baking soda, white vinegar, lemon juice, weak ammonia solution, soap, soft drink, milk of magnesia, re-cabbage juice, graduated cylinder, litmus paper.




the review. Check your answers with those in the Key Points. Take the Chapter 5 Test "Compounds" Review the answers then print the results for your records.







1. indicator2. physical change3. pH4. acid5. base6. ion7. chemical formula8. chemical change9. subscript

10. chemical bond11. radicals12. B13. A14. C15. D

Congratulations you finished the fifth chapter !!




Chapter 6 "How Matter Changes"

Lesson 1 "What is a Reaction" Turn to page 149 look at the picture on those pages read





help) Take the quiz on Lesson 1 "What is a Reaction" (You may use



Lesson 1 Key PointsVocabulary TermsChemical reaction - a chemical change in which elements are combined or rearranged.Mixture - a combination of substances in which no reaction takes place.dissolve - to break apart.solute - the substance that is dissolved in a solutionsolution - a mixture in which one substance is dissolved in anotherSolvent - a substance capable of dissolving one or more other







substances. Section Review Answers

1. The alchemists were trying to produce gold. No, they didn't succeed.

2. The scientists can heat the substances or mix the substances with water.

3. Salt is the solute, and water is the solvent.4. A chemical reaction is a chemical change in which elements are

combined or rearranged. 5. A mixture is a combination of substances, but no reacting takes

place. A chemical reaction is a chemical change in which elements are combined or rearranged.


Can you explain a reaction?Can you explain the difference between solutions, solutes, and solvents?

Investigation 6-1 "Separating a Mixture" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, spoon, 2 g sand, 2g salt, sheet of paper, stirring rod, graduated cylinder, 20ml water, 2 beakers, filter paper, funnel.substitutes: (around a cup of water if no graduated cylinder, 2 cups instead of 2 beakers.



Lesson 2 "Using Chemical Equations to Show Reactions"




Points below for help)






Do you know the vocabulary words? (See Key Points below for help)

Take the quiz on Lesson 2 "Using Chemical Equations to Show Reactions" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 2 Key PointsVocabulary TermsChemical equation - a statement that uses symbols, formulas, and numbers to stand for a chemical reaction.reactant - a substance that is altered in a chemical reaction.product - a substance that is formed in a chemical reaction.Law of Conservation of Matter - matter cannot be created or destroyed in chemical and common physical changes.Balance - to keep the number of atoms the same on both sides of the equation.coefficient - a number placed before a formula in a chemical equation. Section Review Answers

1. A reactants: Fe, S; product: FeS, B reactants: HxSO4, Zn:

products: ZnSO4, H2, C reactants: Mg,S; product: MgS, D

reactants: AgNO3, NaCl; products: NaNO3, AgCL

2. A magnesium plus sulfur yields magnesium sulfide. B barium plus sulfur yields barium sulfide.

3. Na and Cl24. NaCl5. Yes, the equation is balanced. For each kind of atom, the number

of atoms is the same on the left and on he right side of the equation.


Can you explain how a chemical equation describes a chemical reaction?






Are you able to balance chemical equations?

Lesson 3 "Synthesis and Decomposition Reactions"






help) Take the quiz on Lesson 3 "Synthesis and Decomposition

Reactions" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 3 Key PointsVocabulary Termssynthesis reaction - a reaction in which elements combine to form a compound.decomposition reaction - a reaction in which a compound breaks down into two or more simple substances. Section Review Answers

1. decomposition2. synthesis3. synthesis4. decomposition5. decomposition








6. 2NaCl7. mgCl28. CO3

9. CaO10. 2Fe


Can you identify synthesis reactions?

Can you identify decomposition reactions?

Lesson 4 "Single-Double-Replacement Reactions"






help) Take the quiz on Lesson 5 "Single- Double- Replacement

Reactions" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 4 Key PointsVocabulary TermsSingle-replacement reaction - a reaction in which one element replaces another in a compound.Double-replacement reaction - a reaction in which the elements in two








compounds are exchanged.Precipitate - a solid that is formed and usually sinks to the bottom of a solution. Section Review Answers

1. double replacement2. synthesis3. decomposition4. single replacement5. single replacement6. 2NaCl + Br2; single replacement

7. ZnCl2 + Hx ; single replacement

8. KBr; double replacement9. BaSO4 + 2 NaCl; double replacement

10. AgBr + NaNO3; double replacement.


Can you identify single-replacement reactions?

Can you identify double-replacement reactions?

Investigation 6-2 "Observing Different Kinds of Reactions" Optional, (must complete 3 this quarter)

Please contact your instructor if you would like to complete this lab.


the review. Check your answers with those in the Key Points. Take the Chapter 6 Test "How Matter Changes" Review the answers then print the results for your records.


1. chemical reaction2. solution3. coefficient4. chemical equation5. reactant6. product





7. precipitate8. solvent9. solute

10. mixture11. law of conservation of matter12. A (decomposition)13. B (double replacement)14. C (single replacement)15. D (synthesis)16. C (single replacement)17. In a chemical reaction, elements combine or rearrange. A chemical reaction can happen when

substances are heated or when they are mixed with water.18. Combing a solute and a solvent results in a mixture in which the solvent cause the solute to

dissolve.19. 4Al + 3O2--> 2Al2O3; reactants: Al and O2: product:Al2O3

20. A chemical reaction takes place forming a precipitate as the two liquids are mixed. The clear solution is silver nitrate, the yellow solution is sodium chromate, and the red precipitate is silver chromate.

Congratulations you finished the sixth chapter !!


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YKSD Physical Science Third Quarter


Chapter 7 "Motion"



Investigation 7-1: Finding Speed (optional must complete 16 investigations)

Investigation 7-2: Newton's Third Law of Motion (optional must complete 16 investigations)

Chapter 8 "Work and Machines"



Investigation 8-1: Mass, Height, and Energy (optional must complete 16 investigations)

Investigation 8 - 2: Finding the Mechanical Advantage of a Lever (optional must complete 16 investigations)

Chapter 9 "Heat"



Investigation 9 -1: Observing and Comparing Expansion and Contraction (optional must complete 16 investigations)

Investigation 9 -2: Measuring the Rate of Heat Loss(optional must complete 16 investigations)

End of Third Quarter (16 investigations to complete 1 credit)

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Chapter 7 "Motion"

Lesson 1 "What Are Motion and Speed" Turn to page173 look at the picture on those pages read





help) Take the quiz on Lesson 1 "What Are Motion and Speed" (You

may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 1 Key PointsVocabulary TermsMotion - a change in positionElapsed time - the length of time that passes from one event to anotherspeed - the rate at which the position of an object changes.Distance - the length of the path between two points. Section Review Answers







1. 6 miles/hour2. 7.7 yd/sec3. 2 cm/sec4. 190 km/hr5. 127.5 ft/min6. 120 km/hr7. 5 mi ÷ 16 mi/hour = .31 hours8. 500 mi/hr x 5 hr = 2,500mi9. 18,000 mi/hr x 4.5 hr = 81,000 miles

10. 45 mi/hr x 2 hr = 90 mi


Can you define and explain motion?Are you able to calculate elapsed tim?Can you explain speed and average speed?Are you able to perform calculations involving speed?

Lesson 2 "Using a Graph to Describe Motion" Visually Scan Pages 179-184; focus on the blue boxes, which


of the captions. Read Pages 179-183 (take notes of important ideas) Do you know the answers to the questions on page 184? (See Key


help) Take the quiz on Lesson 2 "Using a Graph to Describe Motion"



Lesson 2 Key PointsVocabulary TermsConstant speed - speed that does not change.







velocity - the speed and direction in which an object is moving. Section Review Answers

1. Students' graphs should show distances increasing by 100 kilometers every hour.

2. The straight line shows that the speed is constant.3. A 30km; B 450 km; C 700km; D 1000km4. If the plotted line is straight, the speed is constant. If the plotted

line is not straight, the speed varies.5. The plotted line on this graph should not be straight because the

speed varies and is not constant.


Can you use a graph to describe motion?

Are you able to make predictions about distance, using a distance-time graph?

Can you explain what is meant by varying speed?

Can you explain how to recognize varying speed on a distance-time graph?

Investigation 7-1 "Finding Speed" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, 2 books, meter stick, marble, stopwatch or a watch/clock that shows seconds.



Lesson 3 "Acceleration"









help) Take the quiz on Lesson 3 "Acceleration" (You may use the



Lesson 3 Key PointsVocabulary Termsacceleration - the rate of change in velocity.deceleration - the rate of slowdown. Section Review Answers

1. 2 km/hr per sec2. 22.25 km/sec per sec3. 5 km/hr per sec4. 1 m/sec per sec5. -40 mm/sec per sec6. 10 mm/sec per sec7. -30 cm/sec per sec8. 5 km/hr per sec9. 3 m/min per sec

10. 10 cm/sec per sec


Can you define and explain acceleration

Are you able to perform calculations involving acceleration

Can you explain and define deceleration.







Are you able to perform calculations involving deceleration?

Lesson 4 "The Laws of Motion" Visually Scan Pages 192-195; focus on the blue boxes, which


of the captions. Visually Scan for an read the short articles and questions



help) Take the quiz on Lesson 5 "The Laws of Motion?" (You may



Lesson 4 Key PointsVocabulary TermsForce - a push or a pullfriction - a force that opposes motion and that occurs when things slide or roll over each other.inertia - the tendency of an object to resist changes in its motion. Section Review Answers

1. Law 1: If no force acts on an object at rest, it will remain at rest. If the object is moving, it will continue moving at the same speed and in the same direction if no force acts on it. Law 2: The amount of force needed to produce a given change in the motion of an object depends on the mass of the object. The larger the mass, the more force is needed to give it a certain acceleration. Law 3: For every action, there is an equal and opposite reaction.

2. Friction causes it to slow down and stop. 3. A force must act on the object for it to begin moving.4. The reaction force is the nail hitting the hammer.5. Car A will have half the acceleration of car B.








Are you able to explain what is meant by a force?

Are you able to define and explain friction?

Are you able to explain and apply the three laws of motion?

Lesson 5 "Gravity" Visually Scan Pages 196-198; focus on the blue boxes, which





help) Take the quiz on Lesson 5 "Gravity" (You may use the book,

notes and Key Points for help on the quizzes. NOT ON TESTS!) Review answers on the quiz and print it out. This will be very


Lesson 5 Key PointsVocabulary TermsGravity - the force of attraction between any two objects that have mass.Law of universal gravitation - gravitational force depends on the mass of the two objects involved and on the distance between them. Section Review Answers

1. Gravity is the force of attraction between two objects that have mass.







2. The mass of objects, the product of the masses, and the distance between objects affect the pull of gravity.

3. The moon has less gravity, so the astronaut's weight is less since weight is a factor of the pull of gravity on and object.

4. The force of gravity causes objects to speed up as they fall. It causes all objects to have the same acceleration as they fall.

5. Gravity causes an object to speed up as it falls, but other forces such as air resistance causes falling objects to slow down.


Can you define and explain gravity?

Are you able to state the law of universal gravitation?

Can you explain how air resistance and gravity affect acceleration?

Investigation 7-2 "Newton's Third Law of Motion" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, string, 3 meters long, 2 straws, 2 chairs, 2 long balloons, masking tape.




the review. Check your answers with those in the Key Points. Take the Chapter 7 Test "Motion" Review the answers then print the results for your records.


1. Law of Universal Gravitation2. motion3. force4. friction5. inertia6. B7. C






8. D9. C

10. C11. A12. The bicycle's speed is 4.7 miles per hour.13. At the end of 7 hours, the train will have traveled 350 miles. The graph shows the train traveling

at a constant rate of 50 miles per hour. By extending the straight line to the seventh hour, I can predict the distance the train will travel in 7 hours.

14. The empty bus has less mass and therefore less force is needed for it to accelerate.15. A greater mass exerts a greater force of gravity.

Congratulations you finished the seventh chapter !!




Chapter 8 "Work and Machines"

Lesson 1 "What is Work" Turn to page205 look at the picture on those pages read





help) Take the quiz on Lesson 1 "What is Work" (You may use the



Lesson 1 Key PointsVocabulary Termswork - What happens when an object changes its position by moving in the direction of the force that is being applied.joule - the metric unit of work. Section Review Answers

1. Work is what happens when an object changes position by moving in the direction of the applied force.







2. You need to know how much force was applied and the distance the object moved in the direction of the force.

3. The metric unit of work is a joule.4. 8 newtons x 13 meters = 104 joules.5. The person who picked up the kitten did more work.


Can you define and explain work?Are you able to measure and calculate work?

Lesson 2 "Power" Visually Scan Pages 209-210; focus on the blue boxes, which


of the captions. Read Pages 209 (take notes of important ideas) Do you know the answers to the questions on page 210? (See Key


help) Take the quiz on Lesson 2 "Power" (You may use the book, notes

and Key Points for help on the quizzes. NOT ON TESTS!) Review answers on the quiz and print it out. This will be very


Lesson 2 Key PointsVocabulary Termspower - the amount of work a person does within a given period of time.watt - the unit used to measure power. Section Review Answers

1. Power is the amount of work done in a given amount of time.2. Power depends on joules of work and seconds of time.3. 100 newtons x 10 meters/10 seconds = 100 joules/second or 100







watts4. 100 newtons x 10 meters/5 seconds = 200 joules/second or 200

watts.5. When the time is shorter, the power used increases. It requires

more power to do an equal amount of work in a shorter time.


Can you define and explain power?

Are you able to measure and calculate power?

Lesson 3 "Energy"






help) Take the quiz on Lesson 3 "Energy" (You may use the book,



Lesson 3 Key PointsVocabulary Termsenergy - the ability to do work.kinetic energy - energy of motionpotential energy - stored energygenerator - a device used to convert mechanical energy to electrical energy







Law of conservation of energy - energy cannot be created or destroyed. Section Review Answers

1. Energy is the ability to do work.2. Kinetic energy is energy of motion. Potential energy is stored

energy.3. The law of conservation of energy says that energy can change

form but it cannot be created or destroyed.4. The six forms of energy are: chemical, heat, mechanical, nuclear,

radiant, and electrical.5. A chemical energy changes to mechanical energy (sound). B

mechanical energy changes to mechanical energy. C chemical energy changes to heat energy and light energy.


Can you relate energy to work?

Are you able to explain the difference between kinetic and potential energy?

Are you able to explain the law of conservation of energy?

Investigation 8-1 "Mass, Height, and Energy" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, paper cup, grooved ruler, textbook, safety scissors, small marble, large marble.


Complete the follow-up investigation quiz. (The 2 questions will be the same as the two questions on P217)

Lesson 4 "Using Levers" Visually Scan Pages 218-223; focus on the blue boxes, which








help) Take the quiz on Lesson 5 "Using Levers" (You may use the



Lesson 4 Key PointsVocabulary Termssimple machine - a tool with few parts that makes it easier or possible to do work.Lever - a simple machine containing a bar that can turn around a fixed point.Fulcrum - a fixed point around which a lever rotatesEffort force, Fe - the force applied to a machine by the user.Resistance force, Fr - the force applied to a machine by the object to be moved.Work input - work put into a machine by its user.Work output - work done by a machine against the resistance.Efficiency - how well a machine performs. Section Review Answers

1. Check students' drawings. The fulcrum is between the effort and the resistance in a first-class lever.

2. Check students' drawings. In a second-class lever, the resistance is between the effort and the fulcrum.

3. Check students' drawings. In a third-class lever, the effort is between the fulcrum and the resistance.

4. Work input is the work put into a machine by its user, effort force x effort distance. Work output is the work done by a machine against the resistance, force distance x resistance distance.

5. Efficiency tells you what percent of work input is translated into useful work when a certain machine is used.








Can you explain what a simple machine is?

Are you able to describe how a lever works?

Are you able to distinguish among the three classes of levers?

Can you analyze work and efficiency for levers?

Lesson 5 "Mechanical Advantage" Visually Scan Pages 224-226; focus on the blue boxes, which





help) Take the quiz on Lesson 5 "Mechanical" (You may use the book,



Lesson 5 Key PointsVocabulary TermsMechanical advantage, MA - factor by which a machine multiplies the effort force.Effort arm - the distance between the fulcrum and the effort force of a lever.Resistance arm - the distance between the fulcrum and resistance force of a lever. Section Review Answers







1. Mechanical advantage is the number of times by which a machine multiplies effort force.

2. You would divide the resistance force by the effort force.3. You would divide the effort arm by the resistance arm.4. The mechanical advantage is 8.5. The resistance force is 40 newtons.


Can you explain and calculate mechanical advantage?

Are you able to use effort arm and resistance arm to determine the mechanical advantage of a lever?

Investigation 8-2 "Finding the Mechanical Advantage of a Lever" Optional, (must complete 3 this quarter)

Contact the instructor if you need the materials for this lab.



Lesson 6 "Some Other Kinds of Simple Machines" Visually Scan Pages 229-234; focus on the blue boxes, which





help) Take the quiz on Lesson 6 "Some Other Kinds of Simple

Machines" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)











Lesson 6 Key PointsVocabulary TermsPulley - a simple machine made up of a rope, chain, or belt wrapped around a wheel.inclined plane - a simple machine made up of a ramp, used to lift an object.screw - a simple machine made up of an inclined plane wrapped around a straight piece of metal.Wedge - a simple machine made up of an inclined plane or pair of inclined planes that are moved.Wheel and axle - a simple machine made up of a wheel attached to a shaft. Section Review Answers

1. A fixed pulley is a simple machine consisting of a rope, chain, or belt around a wheel.

2. A fixed pulley rotates but does not move up or down and has a MA of 1. A movable pulley is free to move up or down and increases MA by the number of wheels used.

3. A MA = 2; B MA = 14. Having two ropes that pull upward on a movable pulley system

doubles the mechanical advantage; MA = 2.5. An inclined plane is a ramp used to lift objects.6. You can find the MA of an inclined plane by dividing the

running length of the slanted surface by the vertical height.7. Screws and wedges are both variations of an inclined plane.8. The screw with closely spaced threads will have a greater MA

because its inclined plane is longer and has a more gradual slope.9. A thin, gradual wedge will have a greater MA because each of its

inclined planes is longer, with a more gradual slope.10. A bus usually has a larger steering wheel because the mechanical

advantage is increased to handle the larger mass of the bus.


Can you explain how pulleys work and how to estimate their



mechanical advantage?

Can you explain how inclined planes work and how to estimate their mechanical advantage?

Are you able to explain how screws work and relate them to inclined planes?

Are you able to explain how wedges work and relate them to inclined planes?

Are you able to explain how wheels and axles work?


the review. Check your answers with those in the Key Points. Take the Chapter 8 Test "Work and Machines" Review the answers then print the results for your records.


1. potential energy, kinetic energy2. energy3. effort force4. law of conservation of energy5. joule6. C7. D8. B9. A

10. D11. C12. B13. A first-class lever appears in the diagram. You can tell because the fulcrum lies between the effort

force and the resistance.14. Examples of three simple machines may include any three of these: wheel and axle, screw,

wedge, inclined plane, lever, pulley. Machines multiply force of change the direction of a force to make work easier. Some machines increase the distance or speed the resistance will move.

Congratulations you finished the eighth chapter !!






Chapter 9 "Heat"

Lesson 1 "What is Heat" Turn to page239 look at the picture on those pages read





help) Take the quiz on Lesson 1 "What is Heat" (You may use the



Lesson 1 Key PointsVocabulary TermsHeat - a form of energy resulting from the motion of particles in matter.heat source - a place from which heat energy comes.nuclear fission - the reaction that occurs when the nucleus of an atom splits and energy is released as heat and light.Nuclear fusion - the reaction that occurs when atoms are joined together and energy is released.








1. Heat is a form of energy that results from the motion of particles in matter. Heat flows from a warmer object to a cooler object.

2. The motion of atoms and molecules in matter produces heat energy.

3. Rubbing your hands together is mechanical energy that results in friction, which produces heat. It is possible you may have a different answer.

4. Hat energy flows from a warm object to a cooler object.5. Nuclear energy produces the sun's heat.


Can you define heat?Are you able to explain how heat energy can do work?Are you able to explain how hat is produced?Can you describe some sources of heat?

Lesson 2 "How Heat Affects Matter" Visually Scan Pages 244-246; focus on the blue boxes, which




help) Take the quiz on Lesson 2 "How Heat Affects Matter" (You



Lesson 2 Key PointsVocabulary Termsevaporate - to change from a liquid to a gas.







Condensation - to change from a gas to a liquidExpand - to become larger in sizeContract - to become smaller in size. Section Review Answers

1. An ice cube melts when it is heated, changing from a solid to a liquid.

2. Heat from the sun causes the water molecules in the puddle to move faster. The molecules bump into each other and push each other apart. The water changes from a liquid to a gas.

3. Heat causes matter to expand. As matter loses heat, its particles move more slowly and stay closer together, causing the matter to contract.

4. Heat makes the water molecules move faster, causing them to push each other apart. As a result, the water evaporates, or changes from a liquid to a gas.

5. Yes, fog consists of tiny drops of liquid water. It can form in cool air, which cannot hold as much water vapor as warm air.


Can you describe how heat affects solids?

Are you able to describe how heat affects liquids?

Can you describe how matter expands and contracts?

Investigation 9-1 "Observing and Comparing Expansion and Contraction" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, balloon, flask or a soda bottle, masking tape, 2 buckets, cold water, warm water, paper towels.

Follow the procedure on page 247-248


Lesson 3 "Temperature"









help) Take the quiz on Lesson 3 "Temperature" (You may use the



Lesson 3 Key PointsVocabulary Termstemperature - a measure of how fast an object's particles are moving.thermometer - a device that measures temperature.Fahrenheit scale - the temperature scale commonly used in the United States, in which water freezes at 32 degrees and boils at 212 degrees.Celsius scale - the temperature scale used by scientists and by people in many countries, in which water freezes at 0 degrees and boils at 100 degrees.degree - a unit of measurement on a temperature scale.freezing point - the temperature at which a liquid changes to a solid.melting point - the temperature at which a solid changes to a liquid.boiling point - the temperature at which a substance changes from a liquid to a gas under normal atmospheric pressure. Section Review Answers

1. The faster the molecules in an object move, the higher the temperature of the object.

2. When the liquid in a thermometer is heated, it expands, rising up the thermometer. The number it stops beside shows the







temperature of the substance touching the bulb of the thermometer.

3. A 34 degrees F; B 66 degrees C; C -4 degrees F; D 100 degrees C

4. A substance's freezing point is the temperature at which the substance changes from a liquid to a solid.

5. A substance's melting point is the temperature at which it changes from a solid to a liquid.6. The boiling point is the temperature at which a substance changes from a liquid to a gas.7. You can change a substance's freezing point by mixing in a substance with a different freezing

point.8. 1.67 degrees C9. 64.4 degrees F

10. 23 degrees C It is equal to 73.4 degrees F.


Can you explain how temperature is measured.

Are you able to compare and contrast temperature scales.

Can you describe freezing point, melting point, and boiling point.

Lesson 4 "How to Measure Heat" Visually Scan Pages 256-259; focus on the blue boxes, which



in the blue boxes that you find on Pages 256-259 Read Pages 256-258 (take notes of important ideas) Do you know the answers to the questions on page 259? (See Key


help) Take the quiz on Lesson 4 "How to Measure Heat" (You may









Lesson 4 Key PointsVocabulary Termscalorie - a unit of heat; the amount of heat needed to raise the temperature of 1g of water by 1 degree C. Section Review Answers

1. The object with the greater mass gives off the most heat.2. 125 calories3. 150 calories4. 20 calories5. -175 calories6. -528 calories7. -192 calories8. 1 degree C9. 10 degrees C

10. 15 degrees C


Can you explain how temperature and heat differ?

Are you able to explain how heat is measured?

Are you able to calculate heat gain and loss?

Investigation 9-2 "Measuring the Rate of Heat Loss" Optional, (must complete 3 this quarter)

Gather the materials you will need for this lab, safety glasses, a large jar, hot tap water, small jar, 2 celsius thermometers (contact instructor if you do not have), clock, ice water.



Lesson 5 "How Heat Travels" Visually Scan Pages 262-266; focus on the blue boxes, which



in the blue boxes that you find on Pages 262-266.






help) Take the quiz on Lesson 5 "How Heat Travels" (You may use



Lesson 5 Key PointsVocabulary TermsVacuum - space that contains no matter.Radiation - the movement of energy through a vacuumconduction - the movement of heat energy from one molecule to the next.conductor - material through which heat travels easily.insulator - material that does not conduct heat well.convection - flow of energy that occurs when a warm liquid or gas rises. Section Review Answers

1. The sun's heat travels to the earth by radiation through a vacuum.2. Heat moves from one molecule to the next.3. Conduction heats the air near the heater. By convection, the

warm air rises and cool air moves in to take its place. The warm air cools as it moves through the room. It flows back to the heater and is warmed again.

4. A vacuum is space that contains no matter.5. Heat energy can flow through a conductor easily. Energy can't

move easily through an insulator.


Can you explain how matter is heated by radiation.







Are you able to explain how matter is heated by convection.

Can you explain how matter is heated by conduction.


the review. Check your answers with those in the Key Points. Take the Chapter 9 Test "Heat" Review the answers then print the results for your records.


1. thermometer2. temperature3. convection4. conduction5. Celsius Scale 6. evaporate7. D8. D9. B

10. A11. D12. C13. B14. The ice cream melts faster in a dish that is room temperature because heat energy flows from a

warmer object to a cooler object. The heat energy from the dish flows to the ice cream.15. No, the larger container has more surface area and so it gives off more heat that the cup.

Congratulations you finished the ninth chapter !!




YKSD Physical Science Fourth Quarter

YKSD Physical Science Fourth Quarter


Chapter 10 "Sound and Light"



Investigation 10-1: Inferring How Sound Waves Travel (optional must complete 16 investigations)

Investigation 10-2: Measureing Angles of Reflected Rays (optional must complete 16 investigations)



Lesson 5 **Quiz** Lesson 6 **Quiz** Lesson 7 **Quiz** Chapter 11 Test **Test**

Investigation 11-1:Constructing Series Circuits (optional must complete 16 investigations)

Investigation 11-2: Constructing Parallel Circuits (optional must complete 16 investigations)

Chapter 12 "Magnets and Electromagnetism"



Investigation 12-1: Observing Magnetic Lines of Force (optional must complete 16 investigations)

Investigation 12-2: Constructing an Electromagnet (optional must complete 16 investigations)

http://yksd.com/DistanceEdCourses/YKSDPhysicalScience/quarters/fourthquarter.html (1 of 2) [8/16/2005 9:03:09 AM]




















































Lesson 1 "What is Sound" Turn to page270-271 look at the picture on those pages

read about it and the short introduction to Chapter 10 Visually Scan Pages 272-273; focus on the blue boxes, which




help) Take the quiz on Lesson 1 "What is Sound" (You may use the



Lesson 1 Key PointsVocabulary TermsVibrate - to move rapidly back and forthsound wave - a wave produced by vibrations Section Review Answers

1. Matter vibrates and causes air particles to move; the sound travels through the air in waves.







2. It moves in waves similar to the way a wire spring moves.3. A sound wave is the movement of molecules around a vibrating

object.4. Vibrate means to move quickly back and forth.5. The sound waves become weaker.


Can you explain what sound is?Can you explain how sound is produced?Are you able to explain how sound energy moves in waves?

Lesson 2 "Different Sounds" Visually Scan Pages 275-279; focus on the blue boxes, which




help) Take the quiz on Lesson 2 "Different Sounds" (You may use the



Lesson 2 Key PointsVocabulary TermsIntensity - the strength of a sound.decibel - a unit that measures the intensity of sound.volume - the loudness of softness of a sound.pitch - how high or low a sound is.frequency - the number of vibrations per second of a sound waveCycle - the complete back-and-forth motion of a vibration.Hertz, Hz - the unit used to measure frequency of sound; one Hertz







equals one cycle per second. Section Review Answers

1. Its intensity is high.2. A person's hearing interprets intensity as high or low volume. A

sound with a higher intensity will be louder than one with a lower intensity.

3. A high frequency means more vibrations per second and a higher pitch; a low frequency means fewer vibrations per second and a lower pitch.

4. Hertz is the unit we use to measure frequency.5. A decibel measures intensity.


Can you explain intensity and volume of sound?

Are you able to explain how the frequency of a sound wave affects its pitch?

Lesson 3 "How Sound Travels"






help) Take the quiz on Lesson 3 "How Sound Travels" (You may use









Lesson 3 Key PointsVocabulary Termsreflect - to bounce back.echo - a sound that is reflected to its source.sonar - a method of using sound to measure distances under water.Ultrasound - a technique that uses sound waves to study organs inside the human body. Section Review Answers

1. They travel through matter by causing its molecules to vibrate; the motion is passed from molecule to molecule in waves resulting from a series of compressions and expansions.

2. Sound moves most quickly through solid. The molecules are closest together in solids, so they don't move far as the sound wave passes through them, and they bounce back into their original position quickly.

3. At higher temperatures, air molecules spread apart and sound travels more slowly.

4. Sound waves sent into the water are reflected by the ocean bottom and return to the surface. Because scientists know how fast sound travels in water, they can tell how far the sound travels.

5. Sound waves can be used to find tumors inside the body and to see the development of an unborn baby.


Can you explain how sound travels through matter.

Can you compare the speed of sound in solids, liquids, and gases.

Can you explain how sound can be reflected.

Are you able to explain how sound waves are used to measure



distances under water.

Investigation 10-1 "Inferring How Sound Waves Travel" Optional, (must complete 3 this quarter)

Gather the materials you need; safety glasses, pencil with sharpened point, large plastic-foam cup, 2 rubber bands (one cut), plastic food wrap, salt, plastic beaker, water, for Explore further; tuning fork.



Lesson 4 "What Is Light?" Visually Scan Pages 289-292; focus on the blue boxes, which





help) Take the quiz on Lesson 4 "What Is Light?" (You may use the



Lesson 4 Key PointsVocabulary Termslight - a form of energy that can be seen.photons - small bundles of energy that make up light.visible spectrum - the band of colors that make up white light; the colors in a rainbow.Prism - a clear piece of glass or plastic that is shaped like a triangle; it can be used to separate white light.









1. A stream of photons, which has properties of both waves and particles, makes up a beam of light.2. Light travels as waves in a straight line. However, it also gives evidence of traveling in a stream a

particles.3. Light travels faster through space. A window is matter; light travels slower through matter. 4. The colors that make up white light or red, orange, yellow, green, blue, indigo, and violet.5. A prism separates white light into its component colors of the visible spectrum.


Can you define light and explain how visible light is produced?

Are you able to describe the nature of light?

Are you able to explain how light waves travel?

Can you describe the visible spectrum?

Lesson 5 "How Light is Reflected" Visually Scan Pages 294-298; focus on the blue boxes, which





help) Take the quiz on Lesson 5 "How Light is Reflected" (You may



Lesson 5 Key PointsVocabulary Terms







Image - a copy or likenessPlane mirror - a flat, smooth mirrorConcave mirror - a mirror that curves in at the middle.Focal point - the point where reflected light rays from a concave mirror came together in front of the mirror.Convex mirror - a mirror that curves outward at the middle. Section Review Answers

1. Images reflected from a rough surface are not as clear as those from a smooth surface because the reflected light returns at many different angles from the rough surface.

2. A concave mirror curves inward like a cave and tends to form an image that is upside down and may be larger or smaller than the reflected object. A convex mirror curves outward like the surface of a ball and forms a right-side-up image that is smaller than the reflected object.

3. Convex mirrors reflect a much larger area and give a wider view.4. In a plane mirror, the object is reversed.5. A concave mirror curves inward.


Can you describe how plane mirrors reflect light?

Are you able to describe how concave and convex mirrors reflect light?

Investigation 10-2 "Measuring Angles of Reflected Rays" Optional, (must complete 3 this quarter)

Gather the materials you will need, safety glasses, mirror, textbook, masking tape, unlined white paper, pencil, flashlight, comb, protractor, ruler, sheet of white paper.



Lesson 6 "Bending Light" Visually Scan Pages 301-304; focus on the blue boxes, which

contain the key vocabulary terms.








help) Take the quiz on Lesson 6 "Bending Light" (You may use the



Lesson 6 Key PointsVocabulary Termsrefraction - the bending of a light wave as it moves from one material to another.lens - a curved piece o clear material that refracts light waves.concave lens - a lens that is thin in the middle and thick at the edges.convex lens - a lens that is thick in the middle and thin at the edges.nearsighted - able to see object that are close up clearly.farsighted - able to see objects at a distance clearly. Section Review Answers

1. refraction is the bending of a light wave as it moves from one material to another.

2. A concave lens causes rays to diverge, or spread apart.3. A convex lens causes rays to converge, or bend inward.4. A concave lens is used to refract light rays apart. Then the rays

strike the lens of the eye in a position that causes the focal point to fall on the retina instead of in front of it.

5. A convex lens converges light rays so the lens of the eye can make them focus on the retina instead of behind it.








Can you explain how light is refracted.

Are you able to describe how concave and convex lenses refract light.

Are you able to explain how lenses in eyeglasses can correct vision?


the review. Check your answers with those in the Key Points. Take the Chapter 10 Test "Sound and Light" Review the answers then print the results for your records.


1. prism2. image3. sonar4. lens5. ultrasound6. decibel7. Hertz8. convex lens9. D

10. B11. D12. Intensity is strength of sound. Intensity is based on how much energy the sound wave carries.

Volume is the way your ear interprets intensity of sound as loud or soft. Pitch is how high or low a sound seems and is determined by its frequency. Frequency is the number of vibrations per second of the sound wave.

13. An object whose echo takes 9 seconds to return is 3,114 meters away.

Congratulations you finished the tenth chapter !!







Lesson 1 "How Electricity Flows Through a Circuit" Turn to page308-309 look at the picture on those pages

read about it and the short introduction to Chapter 11 Visually Scan Pages 310-314; focus on the blue boxes, which




help) Take the quiz on Lesson 1 "How Electricity Flows Through a

Circuit" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 1 Key PointsVocabulary Termselectricity - flow of electrons.Static electricity - buildup of electrical chargeElectric current - movement of electrons from one place to another.Ampere - the unit used to describe how much electric current flows through a wire.Circuit - a path for electric currentclosed circuit - a complete, unbroken path for electric current.Open circuit - an incomplete or broken path for electric current.








Schematic diagram - a diagram that uses symbols to show the parts of a circuit. Section Review Answers

1. Walking across a carpet causes electrons to leave the carpet and enter your body. When you touch the metal, the extra electrons jump from your hand to the metal doorknob.

2. A is an open circuit. B is closed circuit.3. Current would flow through B because it has a complete

unbroken path along which electrons can travel.4. Circuit is the name of the path that electrons follow.5. An ampere is used to measure electric current.


Can you explain static electricity?Are you able to explain how electricity moves through a circuit?Are you able to compare an open circuit to a closed circuit?

Lesson 2 "Conductors and Insulators" Visually Scan Pages 315-319; focus on the blue boxes, which




help) Take the quiz on Lesson 2 "Conductors and Insulators" (You



Lesson 2 Key Points







Vocabulary TermsConductor - Material through which electricity passes easily.insulator - Material through which electricity does not pass.resistance - Measure of how easily electric current will flow through a material.Ohm - the unit used to measure resistance. Section Review Answers

1. Electricity passes easily through a conductor but not easily through an insulator.

2. Conductors are things such as copper, gold, aluminum, and silver; Insulators are things such as glass, rubber, wood, and plastic.

3. You might bet shocked because yo could come into contact with the wire.

4. The material the wire is made of, its length and its thickness affect its resistance. It is useful because it causes electrical energy to change into heat and light, so it can be used in many appliances.

5. Your list may include microwave ovens, electric stoves, television, electric dryer, and lamps.


Can you explain the difference between a conductor and an insulator?

Are you able to give examples of conductors and insulators?

Are you able to explain what resistance is?

Are you able to list three things that affect the resistance of a material

Can you explain how resistance is useful/

Lesson 3 "Some Sources of Electric Current"








help) Take the quiz on Lesson 3 "Some Sources of Electric Current"



Lesson 3 Key PointsVocabulary TermsElectromotive force - the push that keeps the current (electrons) flowing in an electric circuit.Volt - the metric unit used to measure electromotive force that tells the amount of push.Voltage - the energy that a power source gives to electrons in a circuit.Batter - a source of voltage that changes chemical energy into electrical energy.Dry-cell battery- Electric power source with a dry or paste like center.Terminal - Points where electrons leave or enter a batteryWet -cell battery - Electric power source with a liquid center.Direct current - current that flows in one direction.Alternating current current that changes direction regularly Section Review Answers

1. Electromotive force is the push that keeps the current flowing in an electric circuit.

2. A water pump pushes water through a hose just as a battery







pushes electrons along a wire.3. A dry-cell battery changes chemical energy into electrical

energy.4. A wet-cell battery is filled with a liquid. A dry-cell battery

contains a somewhat dry or paste like material.5. Direct current flows in one direction. Alternating current flows

back and forth.


Can you define and explain electromotive force.

Are you able to explain how voltage relates to electromotive force?

Can you describe the structure and use of dry-cell batteries?

Can you describe wet-cell batteries?

Are you able to explain the difference between direct current and alternating current/

Lesson 4 "Ohm's Law" Visually Scan Pages 325-327; focus on the blue boxes, which





help) Take the quiz on Lesson 4 "Ohm's Law?" (You may use the









Lesson 4 Key Points

Vocabulary TermsOhm's Law - current equals voltage divided by resistance. Section Review Answers

1. 10 volts/ 5 ohms = 2 amperes2. 15 volts/5 ohms = 3 amperes3. 50 volts/5 ohms = 10 amperes.4. 35 volts/10 ohms = 3.5 amperes.5. 1.5 amperes


Can you explain how current, voltage, and resistance are related?

Are you able to use Ohm's law to calculate current?

Lesson 5 "Series Circuits" Visually Scan Pages 328-332; focus on the blue boxes, which





help) Take the quiz on Lesson 5 "Series Circuits" (You may use the



Lesson 5 Key Points







Vocabulary TermsSeries circuit - a circuit in which all current (electrons) flows through a single path. Section Review Answers

1. A series circuit is a circuit in which there is only one path for current.

2. In a series circuit, electrons only have to flow through one path around the circuit.

3. The bulb becomes dimmer.4. The voltage is increased.5. A fuse and a circuit breaker are both connected in a series. They

both break a circuit if current becomes too high. A fuse melts and must be replaced, but a circuit breaker can be reset.


Can you describe a series circuit?

Are you able to explain how adding electrical devices or batteries to a series circuit affects the voltage of the circuit?

Can you explain the advantage of using fuses and circuit breakers?

Investigation 11-1 "Constructing Series Circuits" Optional, (must complete 3 this quarter)

Contact your instructor if you need the materials for this lab.


Complete the follow-up investigation quiz. (The 5 questions will be the same as the five questions on P334)

Lesson 6 "Parallel Circuits" Visually Scan Pages 335-337; focus on the blue boxes, which








help) Take the quiz on Lesson 6 "Bending Light" (You may use the



Lesson 6 Key PointsVocabulary Termsparallel circuit - a circuit in which there is more than one path for current. Section Review Answers

1. A parallel circuit has more than one path for current. When the bulb burns out, the others will continue to shine.

2. A. 2; B. 33. The brightness remains the same.4. The voltage remains the same.5. A. series; B parallel; C series; D parallel; E. series; F. parallel


Can you describe a parallel circuit?

Are you able to explain what happens to the brightness of bulbs in a parallel circuit when more bulbs are included?

Are you able to explain what happens to voltage when two batteries with the same voltage are connected in parallel?

Investigation 11-2 "Constructing Parallel Circuits" Optional, (must complete 3 this quarter)

Contact your instructor for materials if you would like to complete this lab.








Complete the follow-up investigation quiz. (The 6 questions will be the same as the six questions on P339)

Lesson 7 "Measuring Electricity" Visually Scan Pages 340-342; focus on the blue boxes, which





help) Take the quiz on Lesson 7 "Measuring Electricity" (You may



Lesson 7 Key PointsVocabulary Termselectric power - the amount of electrical energy used in a certain amount of time.Kilowatt-hour - a unit to measure how much electric energy is used; it is 1,000 watts used in one hour. Section Review Answers

1. The 25 W stamped on the light bulb means it uses 25 watts each second.

2. A 75 watt bulb uses more energy.3. A kilowatt-hour is a unit to measure how much electric energy is

used. It is 1,000 watts used in one hour.








4. It is used to measure the amount of electricity used in one hour.5. Electric power describes the amount of electrical energy used in

a certain amount of time.


Can you explain what electric power is?

Are you able to explain how electric power is measured?


the review. Check your answers with those in the Key Points. Take the Chapter 11 Test "Electricity" Review the answers then print the results for your records.


1. kilowatt-hour2. volt3. terminal4. ampere5. ohm6. D7. B8. C9. B

10. A11. A12. B13. Resistance causes electrical energy to change into heat and light energy. The current is 2 amperes.14. It is a series circuit; current flows through only one path around the circuit.

Congratulations you finished the eleventh chapter !!






Chapter 12 "Magnets and Electromagnetism"

Lesson 1 "What are Magnets" Turn to page 346-347 look at the pictures and diagrams on

those pages read about it and the short introduction to Chapter 12



Look for and read any little blue boxes on pages 348-350 Read Pages 348-349 (take notes of important ideas) Do you know the answers to the questions on page 350? (See Key


help) Take the quiz on Lesson 1 "What are Magnets" (You may use



Lesson 1 Key PointsVocabulary TermsMagnet - an object that attracts certain kinds of metals, such as iron.Magnetic pole - the end of a magnet, where magnetic forces are greatest.Attract - to pull together.Repel - to push apart. Section Review Answers







1. Place the magnet next to a marked magnet. Because opposite poles always attract and like poles always repel, the behavior of the poles will tell you the identity of the unmarked pole.

2. They will repel.3. They will attract.4. Lodestone is a naturally occurring magnet made of iron oxide.5. Four familiar shapes of magnets are the horseshoe, bar, cylinder,

and doughnut.


Can you describe several kinds of magnets?Are you able to explain what magnetic poles are?Can you describe how magnetic poles behave?

Lesson 2 "Identifying a Magnetic Field"





help) Take the quiz on Lesson 2 "Identifying a Magnetic Field" (You



Lesson 2 Key PointsVocabulary TermsMagnetic field - Area around a magnet in which magnetic forces can act.Lines of force - lines that show a magnetic field.








1. A magnetic field is an area around a magnet in which magnetic forces can act.

2. They form a pattern of curving lines around the magnet from pole to pole.

3. The earth's magnetic field lines up the compass needle. The north pole of the magnet in a compass points north because it is attracted to the earth's magnetic pole. The pole near the geographic North Pole is actually like the south pole of a magnet.

4. Place the magnet under a sheet of paper and sprinkle iron filings over it.

5. The magnetic lines of force are closest near the poles.


Can you explain what a magnetic field is?

Are you able to describe Earth as a magnet?

Can you explain how a magnet works?

Investigation 12-1 "Observing Magnetic Lines of Force" Optional, (must complete 3 this quarter)

Contact your instructor for materials if you wish to complete this lab activity.


Complete the follow-up investigation quiz. (The 4questions will be the same as the four questions on P355)

Lesson 3 "Identifying Magnetism"




Read Pages 356-358 (take notes of important ideas)




Do you know the answers to the questions on page 359? (See Key Points below for help)

Do you know the vocabulary words? (See Key Points below for help)

Take the quiz on Lesson 3 "Identifying Magnetism" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 3 Key PointsVocabulary Termsnone Section Review Answers

1. The magnetic fields of atoms line up in the same direction. 2. The magnet becomes two magnets.3. Heat a magnet or strike it with a hard blow.4. Iron, cobalt, and nickel are some materials that can be made into

magnets.5. sample answers: wood, plastic, rubber, copper, gold, and glass

are some materials that are not magnetic.


Can you explain what causes magnetism?

Are you able to describe how to make a magnet?

Are you able to describe how magnetism is destroyed?

Can you list materials that are attracted by magnets?

Lesson 4 "The Relationship Between Magnetism and Electricity"

Visually Scan Pages 360-366; focus on the blue boxes, which











help) Take the quiz on Lesson 5 "The Relationship Between

Magnetism and Electricity" (You may use the book, notes and Key Points for help on the quizzes. NOT ON TESTS!)


Lesson 4 Key PointsVocabulary TermsElectromagnetism - the relationship between magnetism and electricity.electromagnet - a temporary magnet made by passing a current through a wire wrapped around an iron core.a device that converts electrical energy into mechanical energy Section Review Answers

1. Electro magnetism is the relationship between magnetism and electricity.2. A current is passed through a wire wrapped around an iron core.3. You may have said speakers, telephones, earphones, or devices with motors.4. The changing poles in a motor's electromagnet are alternately attracted and repelled by the poles o

a permanent magnet, causing the motor to turn. This motion can be used to operate a device. 5. Because the direction of the current changes, the poles reverse and north would be opposite of its

present position.


Can you explain how magnetism and electricity are related?

Are you able to describe electromagnetism?








Can you list devices that use electromagnetism?

Are you able to explain how magnetism can be produced from electricity?

Investigation 12-2 "Constructing an Electromagnet" Optional, (must complete 3 this quarter)

Gather the materials you need for this lab activity: safety glasses, copper wire. .5m long, large nail, metric ruler, electrical tape, 1.5 volt D-cell battery, paper clips, iron filings, sheet of paper.


Complete the follow-up investigation quiz. (The 2 questions will be the same as the two questions on P355)


the review. Check your answers with those in the Key Points. Take the Chapter 12 Test "Magnets and Electromagnetism" Review the answers then print the results for your records.


1. motor2. electromagnet3. magnetic field4. lines of force5. attract6. magnetic poles7. electromagnetism8. repel9. B

10. D11. D12. B13. A regular magnet is constantly magnetized. An electromagnet can be turned off by stopping the

flow of current through the coiled wire.14. You can make a magnet by striking an iron wire in one direction with a magnet. You can destroy

a magnet by heating it or striking it with a hard blow.15. Each piece would be a complete magnet with a north and a south pole. Each piece would still

contain atoms lined up in the same direction.





Physical Science Syllabus

YKSD Physical ScienceFall 2005 Yukon-Koyukuk School

District

Course Information Instructor: Mr. Joseph G. Marley

1 Carnegie Credit (608) 675-3122Distance Delivery [email protected] Site FAX: (925) 226-1969

http://yksd.com/DistanceEdCourses/

YKSDPysicalScienceScience/PhysicalScience.html

Contact Time: 7am-4PM M-F

Course Description:

YKSD Physical Science is designed to meet the needs of Alaskan Correspondence students who have had difficulties with traditional classroom or correspondence classes from institutions in the lower 48. It is specifically designed for students who need to be challenged and want to work faster than the ordinary classroom pace or for students with lower reading levels, low-level organization skills, and low motivation. The young adults taking the course will learn 12 main topics of Physical science: the Metric System; Properties of Matter; Structure of Matter; Classifying Elements; Compounds; How Matter Changes; Motion; Work and Machines; Heat: Sound and Light; Electricity; and Magnets and Electromagnetism. Assignments are short, fast-paced and well organized, which leads to quick successes and high motivation. The hands-on investigations included in YKSD Physical Science offer the students a wealth of choices and allow students to be creative, inquisitive, and great problem solvers.

Prerequisites:

Reading Level: 3.5 Spache

Interest Level: Grades 6-12, ABE, ESL

What You Will Need to Purchase for this Course?

Course Registration: $99 per semester (Outside District)$50 per semester (Inside District)

Internet Registration/Grading Fee: $29 (waved for students enrolled in YKSD)

YKSD Physical Science Tool Kit $70 includes:

● Physical Science (AGS Publishing) Student Text ISBN# 0-7854-3635-9● YKSD Physical Science Study Guide● YKSD Physical Science on CD ROM● Lab Materials

First Semester Total:

$198 Non YKSD Student

$120 YKSD Student

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Second Semester Total:

$128 Non YKSD Student

$50 YKSD Student

Printed Tests and Quizzes/Hand Grading

It is possible to have paper copies of all quizzes and tests and then have them administrated by an on-site instructor. You will not need Internet or computer access to complete the course using this method. However, due to the extra grading time and printing costs there is an additional fee of $45 per semester for this option.

Supplementary readings

From time to time students will receive information about resent developments in the field of Physical science. They will receive information about web sites, magazine articles, and books related to topics of interest.

Lab Safety

Students are required to finish the lab safety lesson and pass the quiz before they will be allowed to work on further investigations.

Academic Dishonesty

With most correspondence courses as well as YKSD Physical Science honesty of parents and students is essential. In the event that YKSD administration suspects cheating or dishonesty among students and proctors an investigation will be carried out. If the investigation shows that cheating has occurred then the student will receive a failing grade and no credit.

Grading:

EVERYONE should be able to achieve an "A" in this class! You may take the quizzes as many times as you like and your top score on the quiz is the one that counts. It is also permissible to use notes, study materials, and books on the quizzes. After you complete a quiz on-line it will be immediately scored and you will be given a summary of your responses and the correct responses. If you miss one or two you can memorize the answers and go back and retake the quiz. Be careful, it will not be in the same order the second time. Quizzes will count for 40% of your grade.

The investigations count for 20% of your grade. The lab activities are not scored on right or wrong answers provided that you back up your answers with evidence from your investigation. There are only a few questions after an investigation so take your time and answer the question as completely as possible. After you complete an investigation quiz you will be shown some examples of correct answers. Based on your results these may or may not be the same thing that you responded they are meant as an examples only. Investigations will not be graded



immediately because of the nature of the questions. However, they will be scored within a couple of days and you will receive an e-mail notifying you of your score. You must complete 12 investigations out of the 24 listed. If you have your own investigation you would like to perform, contact your teacher and they will develop a safe and meaningful procedure for your investigation. Also you may perform investigations for extra credit contact your teacher for information.

The tests will count as 40% of your grade. That means it is possible to pass the class without taking one test. But to do this you must score 100% on every quiz and every investigation. The self-study checklist and the study guide have great information to prepare you for a test, use them. Your first score on any test is the one that counts. Although you will be allowed to take the test as many times as you like the scores you receive will not count. You are not allowed to use notes, study materials, and books on the tests. The tests are meant to reflect how much you have learned while completing the lessons and investigations. If you follow the self-study checklist I have no doubt that you will do great on the tests!

The following grading scale will be used for determining your final grade. After completing the course with a "D-" or better you will receive one Carnegie credit from the Yukon Koyukuk School District.

Percent Grade

100% A+

94% - 99% A

90% - 93% A-

87% - 89% B+

83% - 86% B

80% - 82% B-

77% - 79% C+

73% - 76% C

70% - 72% C-

67% - 69% D+

63% - 66% D

60% - 62% D-

< 60% F

Course Schedule

You are in charge of your own schedule. The course must be completed within one year of the start day. The following is a list of lessons that need to be completed. We do post .25 credits for each quarter completed.

YKSD Physical Science Lessons

First Quarter


Joe Marley

WELCOME TO Mr. Marley's

Hi, my name is Joe Marley and for the last six years I taught grades 5-10 at the Ella B. Vernetti School in Koyukuk, Alaska. Before I came to Alaska in 1997 I spent four years in Africa as a Peace Corps volunteer. I developed this course during my 2003-2004 Christmas break because I could not find a good correspondence biology course for Alaskan students. I try to tailor my courses for the individual needs of students. All my courses give students the ability to work at their own pace and challenge students in a variety of ways.

I am originally from Riceville, Iowa, a small town in the north central part of the state. After high school I attended Winona State University in Winona, MN. I fell in love with my wife there and she talked me into joining the Peace Corps after graduation. I made a deal with her that I would go to Africa if she moved to Alaska with me when we returned. We ended up staying in Niger, West Africa for almost four years. We both loved every minute of our work there but it was no place to raise a family. Therefore, in March 1998 we packed everything we owned in a travel trailer and headed for Alaska. We are enjoyed our life in Alaska tremendously. You can contact me at [email protected].

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Joe Marley

I am now back in the Midwest for a little while. I have not had the opportunity to spend much time with my brothers, sisters, and father in the last ten years. Traveling around the world over the last 10 years has been a great experience. However it is now timebut for my two boys to meet their cousins, aunts, uncles, and grandparents.

(Killien, a boy from Koyukuk, is pictured visiting Wisconsin for summer 2004 the others from left to right are my son Sam, my wife Sharon, and I am holding my son Charley.)

Although I believe the best education comes in the classroom, I understand that not every situation allows that type of learning for all students. I am a teacher that works hard so that everyone of my students can get a great education. If you have questions don't hesitate to contact me day or night. I love helping students and look forward to helping you acheive great things.

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yksd physical science - yukon-koyukuk school...

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