Physics II. Attachments

Transcription

1 Physics II Attachments

2 Attachment A CLE: 1.1.D.a Page 1 Particle Theory of Matter Objectives Students will understand the particulate (kinetic) theory of matter; differentiate the behavior of particles in the solid, liquid, and gas phases; use the following skills: observing and inferring from observations. Motivation for Learning Materials Approximately ml of margarine Hot mitts Approximately 100 ml of popcorn kernels Hot air corn popper (optional) Two 250 ml beakers Additional popcorn for snacking (optional) One 1500 ml or 2000 ml beaker Salt (optional) Hot plate Paper napkins (optional) Preparation 1. Melt ml of margarine in a 250 ml beaker. It is a good idea to measure the melted margarine in a graduated cylinder. Too much or too little margarine will ruin the experiment. 2. Add 100 ml of popcorn kernels to the margarine in the beaker. 3. Place the beaker with the popcorn-margarine mixture in a freezer to harden. 4. After the popcorn-margarine mixture has hardened, warm the outside of the beaker in a hot water bath to loosen the solid and remove it from the beaker. 5. Put your popcorn margarine mixture on a piece of wax paper. Replace any stray kernels. At this point, sometimes the popcorn-margarine mixture falls apart. Just put it all back together the same way that you would make hamburger patties from ground beef. Wrap the popcorn-margarine mix in the wax paper. 6. Place the popcorn-margarine mixture back in the freezer. 356

3 Attachment A CLE: 1.1.D.a Page 2 Procedure 1. Discuss with students the states of matter and relate it to the particulate or kinetic theory of matter. 2. When you are finished, show the students the popcorn-margarine solid mixture and explain that the corn kernels are the molecules in a solid being held by the forces that are represented by the margarine. 3. Review the properties of a solid using the popcorn-margarine solid mixture as an example. 4. Place the solid in a 250 ml beaker on a hot plate and warm it until the margarine melts. 5. Pour the "liquid" back and forth between two 250 ml beakers. 6. Talk about the properties of a liquid, etc. 7. Heat the "liquid" in a 1500 ml or 2000 ml beaker over the hot plate until the "molecules" (popcorn kernels) begin to pop. The large beaker allows the popcorn to spread out for better popping. It also minimizes the spattering of hot margarine, unpopped popcorn, and popped popcorn. Watch splattering hot margarine, but don't cover the beaker. 8. As the popcorn leaves the beaker, talk about the properties of a gas. 9. The kids will want to eat the popcorn. As they write up what they saw and explain it, make another batch in the hot air popper and pass around. Background Information The object of this demonstration is to use popcorn kernels to represent molecules and the margarine to represent the bonding forces between molecules. Heating results in physical changes in the popcorn-margarine mixture that are analogous to the melting and boiling of matter. Extensions Have students develop their own analogous models that describe the particulate theory of matter and the phases of matter. This is a great "writing to learn" activity for science! 357

4 Attachment B CLE: 1.1.D.a Name Assessment 1. What was added to the solid to cause it to melt? What would you take away from the system to make it re-solidify? 2. How is a liquid transformed into a gas? 3. How is a gas transformed into a liquid? 4. In the popcorn and margarine model, what does the margarine represent? What do the popcorn kernels represent? 5. What do you consider to be the strengths of this popcorn and margarine model? The weaknesses? 358

5 Attachment B CLE: 1.1.D.a Answers to Assessment 1. Heat (thermal energy) was added to the solid to cause it to melt, and if the heat were taken away then the liquid would re-solidify 2. Thermal energy (heat) is transferred to the particles of the liquid causing them to bombard one another and recoil to larger and larger distances, thus phase changing into a gas. 3. As a gas loses the high amounts of energy causing the individual particles of the gas to collide and ricochet at relatively large distances, the particles calm down so-to-speak and the intra-atomic or intramolecular forces of attraction overcome the forces of repulsion so that the particles are able to come in very close proximity and slide against one another in liquid form. 4. The margarine represents the intra-molecular forces that hold the molecules of a solid in vibrating stasis. The individual kernels represent the particles, or in this case molecules within a sample of a compound. 5. Strengths might include: Macro examples of particles and forces otherwise invisible to the human eye (both naked and with most microscopic equipment; ability to show more than one phase using the same materials; ability to eat model. Weaknesses might include: The force is represented by something tangible when in reality it is not; the kernels in the solid are not vibrating; the popping of the kernels relates more to sublimation than evaporation, and sublimation is a topic not covered. 359

6 Attachment C CLE: 1.2.A.a Energy from Chemical Fuels 360

7 361 Attachment C CLE: 1.2.A.

8 362 Attachment C CLE: 1.2.A

9 NAME Attachment C CLE: 1.2.A 363

10 NAME: Attachment C CLE: 1.2.A 364

11 Attachment D CLE: 1.2.A.g Experiments with States of Matter: Mpemba Effect - Freezing Hot Water Faster than Cold Water The Mpemba Effect states that hot water changes its state from liquid to solid--or freezes--faster than cold water. This does not seem to make sense, but it has been discovered to be true. Goal of experiment The goal is to compare the time is takes to freeze a container of water at various starting temperatures of the water, under the same conditions. Conditions In any good experiment, you want to change only one variable and keep everything else to the same. You must also be able to determine when you achieved the outcome of the experiment. Factors Factors that must remain the same are: The temperature of the freezer The amount of water in the container The size, shape and material of the container Any type of air motion over the water The only thing you vary is the initial temperature of the water. When frozen Possible ways to determine when the water is frozen include: Use a thermometer or temperature probe in the water to see when the temperature near the bottom levels off at the freezing point. Visibly check to determine when the water in the container is frozen; perhaps a clear container would help. 365

12 Attachment D CLE: 1.2.A.g Experiment You can do the experiment using one or even several containers that you place in a freezer compartment. One container in freezer If you use one container, fill it with hot water, put it in a freezer and measure the time it takes the water to freeze. Then repeat the experiment with exactly the same amount of water in the same container at a cooler temperature. Do this a number of times, reducing the initial temperature of the water. Two or more containers in freezer Or, you could take two or more containers of the same size, shape and material and put exactly the same amount of water--but different temperatures-- into each. Then you put them both in the freezer and see which freezes first. The reason the containers must be exactly the same is because the shape and material of the container affects the rate of heat loss. Outside in winter In either of the above cases, you would have to periodically open the freezer to see if the water is freezing. An alternative would be to place the containers outside during the winter when the temperature was below freezing. You could then easily watch the freezing process from a window in your house. Data By comparing the time it takes to freeze for the various starting water temperatures, you should be able to find a situation where warmer water freezes faster than water at a colder temperature. 366

13 367 Attachment E CLE: 5.2.B.a-b

14 368 Attachment F CLE: 5.2.B.a-b

15 369 Attachment F CLE: 5.2.B.a-b

16 Attachment G CLE: 5.2.B.d-e Earthquakes and Plate Tectonics Introduction The tectonic plates of the world are constantly moving in relation to each other. The boundaries between plates are zones of active faulting and earthquakes. There are 3 types of plate boundaries and 3 types of faults. Remember, there are two types of crust which can be involved in this faulting, oceanic crust and continental crust. Review questions about type of crust. Which type of crust floats higher? Which type of crust subducts? What happens when dense crust runs into buoyant crust? PUSH and PULL 1) Where plates push together we call it a convergent boundary. Convergent boundaries are where subduction zones and collision zones are located. The type of faults that form along convergent boundaries are reverse faults, also called thrust faults. Convergence involving oceanic crust results in a subduction zone, where the oceanic crust dives back into the mantle. Along subduction zones, a trench forms on the ocean floor adjacent to a strato-volcano mountain range which is built on the overriding plate. When a convergent boundary involves 2 pieces of continental crust, a collision zone develops as the plates push mountains up into the sky. Task 1 On a world map, identify the convergent boundaries or the zones of thrust faults. (Color the subduction zones blue and the collision zones green. Remember that you must first determine if oceanic crust is involved) Questions 1a Can you name 5 countries located along 5 different convergent boundaries? 1b. Can you locate any convergent boundaries in your space shuttle photographs? 1c. Is the direction of motion of the portion of the convection cell in the mantle below a convergent zone UP? or DOWN? 2) Where plates pull apart we call it a divergent boundary. Along divergent boundaries we see rifting or fracture along normal faults. Spreading centers form along ocean ridges as oceanic crust is pulled or torn apart. Under all the worlds oceans new volcanic material erupts in rift valleys in the form of pillow basalt. A shield volcano can form as the lava builds up the ocean floor above sea level. Divergent boundaries can occur under continental crust and pull pieces apart to form parallel basins and ranges. (When you pull apart a "Fig Newton" which way to the little faults form? Draw a picture). 370

17 Task 2 Attachment G CLE: 5.2.B.d-e On a world map, identify the divergent boundaries or the zones of rifting and normal faults. (Color the ocean spreading centers red and rift zones orange.) Questions 2a Can you name 5 places that spreading or rifting is taking place? 2b. Can you locate any divergent boundaries on your shuttle photographs? 2c. Is the direction of motion of the portion of the convection cell in the mantle below a divergent zone UP? or DOWN? 3) Transform faults are associated with convergent and divergent boundaries. A transform fault moves pieces of crust past each other forming a strike-slip fault. This lateral motion can be described as either leftlateral or right-lateral. The way to determine whether a transform fault is left-lateral or right-lateral is to picture yourself standing and looking across the fault. If the land on the other side of the fault moves to your left, it's a left-lateral fault. If the land on the other side of the fault moves to your right, it's a right-lateral fault. Transform faults in continental crust can commonly involve aspects of divergence and convergence, when the fault is not straight. Where there is divergence, the land pulls apart forming a basin. Where there is convergence, the land collides, forming mountains. 371

18 Task 3 Circle the correct answer (You are now looking down on the Earth.) Attachment G CLE: 5.2.B.d-e 3a. Left-lateral or right-lateral? 3b. Left-lateral or right-lateral? 3c. Left-lateral or right-lateral? 3d. Left-lateral or right-lateral? Draw where you would expect mountains and valleys 3e. Left-lateral. 3f. 372

19 Attachment H CLE: 5.2.B.d-e Teaching Plate Tectonics with Easy-to-Draw Illustrations Next time you teach plate tectonics, consider a draw-with-me presentation that will engage your students and help them understand the spatial and movement aspects of plate boundary environments. The process of drawing a picture involves students much more deeply than reading or discussion. This is because drawings give students an opportunity to visualize sizes, shapes, motions, and spatial relationships. Important facts can be added through annotations and captions. Many students find a draw-with-me presentation an enjoyable experience. Drawing enhances their learning, understanding, and retention processes. And, at the end of the class session, they have a set of illustrations that can be used for study, reference, and communication purposes. I have used the illustrations in this booklet, with only minor modifications, to lead students from primary grades through graduate school in lessons about plate movements, volcanoes, earthquakes, and the rock cycle. When time allows, I always opt to draw these illustrations step-by-step with my students. It s fun that way! When time is short, presenting the illustrations on an overhead projector can be a good alternative, especially if your students have photocopies of the illustrations to which they can add important details and annotations. Please feel free to use the illustrations here in any way that will enhance your teaching. And, if you have time, draw them once for me. Hobart M. King hobart@geology.com 373

20 374 Attachment H CLE: 5.2.B.d-e

21 375 Attachment H CLE: 5.2.B.d-e

22 376 Attachment H CLE: 5.2.B.d-e

23 377 Attachment H CLE: 5.2.B.d-e

24 378 Attachment H CLE: 5.2.B.d-e

25 Attachment I CLE: 7.1.A Page 1 Scoring Rubric: Student Laboratory Reports Problem Statement The student is to clearly identify the problem under investigation as accurately and completely as possible from background information. The students explanation should strive to be precise and thorough. Experimental Hypothesis The student should predict what will happen based on proper use and interpretation of background information, not merely on what he or she thinks will happen. Experimental Design The explanation of the design should include: 1. A listing of all materials to be used, relating the materials to the dependent and independent variables as appropriate and noting controls to be placed on the study as needed. 2. A description of the design of the study, including: a. What data will be collected? b. How many trials will be completed? c. How will variables be controlled? d. How will the data be interpreted? e. What graphs or charts will be based on the data collected? 3. A description of all safety concerns and how each will be addressed. Data Collection, Display, and Analysis The student conducts the experiment, carefully and systematically making measurements and entering data. Graphic presentation(s) of data is produced appropriate to the analysis. 379

26 Attachment I CLE: 7.1.A Page 2 Conclusion This includes a statement of what data results indicate (data analysis) and whether data supports or does not support the hypothesis. In addition, experimental errors should be identified and their possible effect on the reported results. Students are to discuss possible applications and extensions of research findings, indicate other studies which have been or may be conducted to support the conclusion of the experiment. Statement of problem is irrelevant or erroneous Limited or no relevant explanation Problem Statement Problem partially identified with partial validity Limited relevant explanation Problem sufficiently identified with some validity Experimental Hypothesis Basic relevant explanation Problem is appropriately identified Precise, clear and relevant explanation Unreasonable association between problem and predicted results Results are not operationalized Defends or challenges established knowledge Scant use of scientific concepts and vocabulary Association between problem and predicted results Made attempt to operationalize key variables Hypothesis has some relationship to established knowledge but is not supported Scientific concepts and vocabulary used, but contains errors Reasonable association between the problem and the predicted results Key variables are operationalized Hypothesis has a reasonable relationship with established knowledge; this relationship is generally supported Scientific concepts and vocabulary used without significant error Association between the problem and the predicted results is direct and relevant All variables are clearly operationalized Hypothesis clearly refutes or defends established knowledge and is fully supported Student demonstrates facility in the use of scientific concepts and vocabulary 380

27 Attachment I CLE: 7.1.A Page 3 Design is not relevant to the hypothesis List of materials and controls incomplete Experimental Design Some procedural components generally described but are not replicable Safety concerns are not specified, are irrelevant or are not appropriate to the experiment Data are inaccurate Data are haphazardly recorded Data table missing Design has general relevance to the hypothesis List of materials and controls is nearly complete, missing at least one important item Description makes it possible to replicate the experiment if researcher makes some inferences Safety concerns miss at least one important consideration; procedures will result in some risk to student safety if not revised Design is adequate to test the hypothesis List of materials and controls is complete and some description provided Description makes it likely that the experiment can be reliably replicated All major safety concerns are adequately addressed; procedures adopted are likely to produce a safe experiment some further refinement could minimize possible discomfort to the student Data Collection & Analysis Design is a wellconstructed test of the stated hypothesis List of materials and controls is complete and thoroughly described The description of the experiment is complete, insuring that it can be replicated Safety concerns are fully addressed and procedures for conducting the experiment insure that there is little or no risk of safety or discomfort to the student Most data are collected but checks are not placed on measurement to insure accuracy Data are recorded in a manner that threatens reliability Data table incomplete or contain inconsistencies All significant data measured with some checks placed on measurement for accuracy Data recorded effectively The data table is relevant to the task requirements All significant data measured, checks are placed on measurements for accuracy Data recorded effectively and efficiently The data table well-designed to the task requirements 381

28 Attachment I CLE: 7.1.A Page 4 Graph form inappropriate Data Display Data points missing or incorrect Inappropriate labeling Intervals inappropriate Inconclusive, or conclusion not warranted by data analysis Graph form is appropriate All data points included, some inaccurately plotted Labeling lacks clarity Intervals are appropriate Graph form is appropriate, multiple graphs used as warranted All data points included and accurately plotted Labeling clear Intervals appropriate Graph visually designed to assist reader Conclusion All graph forms are appropriate, multiple graphs used as warranted All data points accurately plotted Labeling clear Intervals appropriate Graph visually compelling, highlights conclusions of the study Conclusion too general or over- reaches the data analysis Conclusion uses the language of the experiment but does not translate conclusion to its relevance to the original problem Conclusion precise, related to the hypothesis Conclusion uses operational terms of the experiment and attempts to translate the conclusion to make it relevant to the original problem The conclusion related to general interest and other studies Conclusion precisely stated, relates directly to support or non-support of the hypothesis Conclusion uses operational terms and suggests how the conclusion has relevancy in resolution of the original problem Conclusion relates the study to general interest, other studies that have been or could be conducted 382

29 Attachment J CLE: 8.2.A.a-b Research Paper CATEGORY Organization Information is very organized with wellconstructed paragraphs and subheadings. Information is organized with wellconstructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Amount of Information There is a clear introduction and conclusion, and the scientist's life is extensively detailed and connected to his/her work. There is a good introduction and conclusion, and the scientist's life is well detailed and connected to his/her work. There is an introduction and conclusion, and the scientist's life is adequately detailed and connected to his/her work. Introduction or Conclusion missing, poor account of scientist's life and poorly connected to his/her work. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Diagrams & Illustrations (optional) Citations At least three illustrations are included that add to the reader's understanding of the topic. At least three citations from research sources are included and are correctly punctuated. Two illustrations are included that add to the reader's understanding of the topic. Two citations from research sources are included and are correctly punctuated. One illustration is included that adds to the reader's understanding of the topic. Only one citation from research sources are included and are correctly punctuated Diagrams and illustrations are not included OR do not add to the reader's understanding of the topic. No citations are included, or the ones that are included are incorrectly punctuated. Sources At least three different kinds of sources are used (book, magazine, website) Two different kinds of sources are used (from the following: book, magazine, website) Only one kind of source is used (from the following: book magazine, website) No research sources are used 383