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1 MATTER PART 1 1) Chemical Change 2) Chemical Property 3) Condensation 4) Density 5) Endothermic Reaction 6) Evaporation 7) Exothermic Reaction 8) Freezing 9) Inertia 10) Mass 11) Matter 12) Melting 13) Physical Change 14) Physical Property 15) Sublimation 16) Volume 17) Weight a) pg. 40 # 1, 2, 3 b) pg. 42 # 1,2 d) pg. 83 # 15, 21, 22, 23 e) pg. 102 # 1, 2, 3 g) pg. 109 # 17, 18, 24, 25 h) pg. 323 # 1, 2, 3, 4, 5 c) pg. 47 # 1, 2, 3 f) pg. 105 # 10, 11 a) Page 17 # 19 b) Page 17 # 21 c) Page 19 # 24 d) Page 30 # 57 e) Page 30 # 60 f) Page 194 # 5 g) Page 195 # 8 h) Page 195 # 9 i) Page 196 # 12 j) Page 201 # 30 k) Page 207 # 50 i. Describe the movement of particles in solids, liquids, gases, and plasma states. Draw an example of each. ii. Distinguish between physical and chemical properties of matter and list 2 examples for each property. iii. List 3 examples of physical changes and 3 examples of chemical changes. 1. Complete the activity on page 79 A/B of the textbook. 2. Complete the activity on page 407 A/B of the textbook. 3. Hands on Activity ~ Complete the activity below and submit the written part with the chart. Take photos/videos as proof of completion of activity where appropriate. Photos/videos may be ed to teacher or printed. To help students differentiate between physical and chemical changes, students will complete a number of experiments. Observations and data should be recorded in a chart like the example. Students should be able to label each experiment as resulting in a physical or chemical change. They should also understand that color changes and the dissolving of a solute are not clear indicators of a chemical change. Write a summary paragraph using this experiment to describe the differences between a chemical and physical change. Trail 1: Cut an apple and expose it to air for 10 minutes. Trail 2: Mix ½ cup of vinegar and a teaspoon of baking soda. Trail 3: Mix food coloring with a cup of water. Trail 4: Mix food coloring with a cup of water and add thirty drops of bleach to the solution. Trail 5: Put hydrogen peroxide on a cut apple. Trail 6: Mix salt and water together. Trial Initial Observation Final Observation Type of Reaction Result of Experiment
2 MATTER PART 2 1) Atom 2) Atomic Mass 3) Atomic Number 4) Compound 5) Electron 6) Element 7) Group 8) Isotope 9) Law of Conservation of Mass 10) Mixture 11) Molecule 12) Neutron 13) Period 14) Proton 15) Solution a) pg. 43 # 8, 9 d) pg. 59 # 15, 16 g) pg. 93 # 4 j) pg. 329 # 13, 14 b) pg. 49 # 7, 8 e) pg. 73 # 4 h) pg. 97 # 4 k) pg. 355 # 13, 14 c) pg. 55 # 7 f) pg. 79 # 7 i) pg. 325 # 6 a) Page 16 # 14 b) Page 16 # 15 d) Page 25 # 41 e) Page 28 # 48 g) Page 202 # 31 h) Page 204 # 40 j) Page 210 # 60 c) Page 22 # 32 f) Page 192 # 1 i) Page 208 # 53 i. Distinguish between atoms and molecules and list 2 examples for each. ii. Describe the difference between pure substances (elements and compounds) and mixtures and provide 3 examples of each. iii. Describe how elements are organized on the Periodic Table. Be complete and specific. iv. What is the Law of Conservation of Matter? Give an example. 1. Complete the activity on page 351 A/B of the textbook. 2. Complete the activity on page 377 A/B of the textbook. 3. Hands on Activity ~ Take photos/videos as proof of completion of activity where appropriate. Photos/videos may be ed to teacher or printed. Also submit the written part. To explore the concept of conservation of matter, students will perform an experiment, paying close attention to mass before and after the experiment. Students will need a reliable scale, one balloon, water, a 2-liter soda bottle, and four antacid tablets. Students should separately measure the mass of the balloon, the 2 liter bottle ¾ full of water, and the four antacid tablets. Before performing the experiments, students should weigh the entire apparatus and record the data, and then students should predict the mass of the apparatus after the reaction. During the experiment, students should pay close attention to making clear and accurate records of the experiment. Students should then drop the antacid tablets into the bottle of water, quickly place the balloon over the top of the bottle, and hold it in place with tape. When the reaction has ended, students should immediately weigh the entire apparatus. After conducting the experiment, students will answer the following questions in a summary paragraph based on their observations: What type of reaction occurred? What observations support your answer? What types of products were made (color, state, etc.)? Did the mass change? What law does this result support? If there was a change, what can account for this change? Would the results be the same in an open system (i.e. repeating the experiment without the balloon)?
3 FORCE 1) Acceleration 2) Buoyant Force 3) Compound Machine 4) Force 5) Friction 6) Gravity 7) Inclined Plane 8) Lever 9) Mechanical Advantage 10) Motion 11) Pressure 12) Pulley 13) Screw 14) Speed 15) Terminal Velocity 16) Velocity 17) Wedge 18) Wheel and Axle 19) Work a) pg. 120 # 1, 2, 3 d) pg. 167 #1, 2 g) pg. 181 # 1, 2 j) pg. 226 # 1, 2, 3 b) pg. 162 # 1, 2, 3 e) pg. 169 # 5 h) pg. 188 # 1, 2, 3 c) pg. 165 # 6 f) pg. 173 # 14 i) pg. 214 # 1, 2 a) Page 12 # 2 b) Page 14 # 11 c) Page 15 # 13 d) Page 133 # 2 e) Page 133 # 3 f) Page 136 # 1 g) Page 137 # 2 h) Page 198 # 17 i) Page 200 # 24 j) Page 200 # 25 k) Page 203 # 37 i. Determine the relationship between velocity and acceleration. Give an example of the units for each. ii. Describe the effects of gravity, inertia, and friction on objects. Give an example of each force. iii. List the six types of simple machines and provide 3 examples of each. 3. Hands on Activity ~ Complete the activity below and submit the written part with the graphs. To show how graphs can help students determine the relationship between velocity and acceleration, students will create graphs for the following scenarios. For each scenario, students should graph the scenarios with velocity (m/s) on the y-axis and time (s) on the x- axis. All movement is in a straight line. For each graph, students should circle any positive acceleration and box any negative acceleration during these activities. Students should also create 2 of their own scenarios and make their own graphs. You move a distance of 5 meters to the kitchen at a velocity of 3 meters per second, pause for 3 seconds to retrieve a soda, and then walk back to the couch at a velocity of 1 meter per second. A bus driver drives 2 kilometers at a velocity of 30 kilometers per hour to the first bust stop, pauses for 4 minutes to pick up passengers, and then drives 4 kilometers to the next stop at 40 kilometers per hour. (Be careful! You need to change the units on this one!) A group runs 500 meters at a velocity of 8 kilometers per hour and then stops for 3 minutes while getting their bikes ready. The group then bikes 6 kilometers at a velocity of 14 kilometers per hour to the finish line. (Be careful! You need to change the units on this one!)
4 ENERGY 1) Chemical Energy 2) Conduction 3) Convection 4) Electrical Energy 5) Heat 6) Inertia 7) Kinetic Energy 8) Law of Conservation of Energy 9) Light 10) Mechanical Energy 11) Potential Energy 12) Radiation 13) Sound 14) Temperature 15) Thermal Energy 16) Thermal Expansion a) pg. 123 # 8, 9, 11 b) pg. 143 # 14, 19 d) pg. 242 # 1, 2, 3 e) pg. 266 # 15 g) pg. 286 # 1 h) pg. 302 # 14, 15 c) pg. 241 # 1, 2, 3, 4 f) pg. 267 # 23, 24, 25 i) pg. 303 # 24, 25, 26 a) Page 19 # 25 b) Page 19 # 26 c) Page 22 # 31 d) Page 28 # 52 e) Page 29 # 53 f) Page 115 # 3 g) Page 125 # 3 h) Page 200 # 23 i) Page 202 # 34 j) Page 207 # 49 i. Explain energy transformation in terms of the Law of Conservation of Energy. Give an example. i. Explain the relationship between potential and kinetic energy. Give 2 examples of each. ii. Compare and contrast the different forms of energy (heat, light, electricity, mechanical, sound) and provide examples for each type of energy. iii. Describe how heat can be transferred by conduction, radiation, and convection. Provide 2 examples of each type of heat transfer. 3. Hands on Activity ~ Complete the activity below and submit the written part with the drawings. To help students understand the different types of energy, students will draw (or print) and label eight of their own scenarios (examples: riding a bike, playing soccer, banging on drums, etc.) with the correct types of energy. From all of the scenarios, students should pick two to compare and contrast. Students should create a Double Bubble Map or a Venn Diagram. Students should summarize their findings in a paragraph.
5 WAVES 1) Absorption 2) Amplitude 3) Doppler Effect 4) Electromagnetic Spectrum 5) EM Wave 6) Frequency 7) Longitudinal Wave 8) Medium 9) Noise 10) Opaque 11) Pitch 12) Reflection 13) Refraction 14) Sound Wave 15) Translucent 16) Transmission 17) Transparent 18) Transverse Wave 19) Wave 20) Wavelength a) pg. 582 # 1, 2 d) pg. 611 # 7, 8 g) pg. 634 # 1 j) pg. 677 # 8 b) pg. 583 # 4 e) pg. 617 # 8 h) pg. 635 # 6 k) pg. 689 # 15 c) pg. 592 # 12 f) pg. 624 # 13 i) pg. 661 # 17 a) Page 12 # 3 d) Page 23 # 37 g) Page 198 # 18 j) Page 203 # 36 b) Page 12 # 4 e) Page 28 # 51 h) Page 201 # 29 k) Page 206 # 48 c) Page 13 # 8 f) Page 29 # 55 i) Page 202 # 33 l) Page 209 # 57 i. Draw and label an electromagnetic wave and a mechanical wave. ii. Describe how waves are manipulated causing reflection, refraction, diffraction, and absorption. iii. Explain how the human eye sees objects. Be sure to name the parts of the eye and their functions. iv. Describe how the behavior of waves is affected by a medium. v. Describe the action of sound waves to tell how an echo works. 3. Hands on Activity ~ Complete the activity below and submit the written part with the chart. To help students visualize the electromagnetic spectrum, students should conduct research and complete the chart below. They should make sure that the chart is aligned to both the frequency and wavelength ranges of the types of radiation, as well as the application of the types of waves. Students should also answer the following questions in a summary paragraph after completion of the chart. In what part of the spectrum can you see colors? What type of radiation gives humans a suntan? What types of electromagnetic radiation have the highest and lowest energy? What types of radiation are used to diagnose human health problems? What is the relationship between wavelength and frequency? Types of Radiation Frequency Range Wavelength Range Sources of the Waves Energy Levels of Radiation Application of Waves
6 ELECTRICITY AND GRAVITY 1) Current 2) Electric Current 3) Electric Force 4) Electromagnet 5) Electron 6) Gravity 7) Magnet 8) Mass 9) Parallel Circuit 10) Power 11) Resistance 12) Series Circuit 13) Static Electricity 14) Voltage 15) Weight a) pg. 139 # 8 b) pg. 151 # 1, 2, 3, 4 d) pg. 491 # 1, 2, 3 e) pg. 492 # 1, 2, 3 g) pg. 503 # 17, 18, 19, 20, 21 h) pg. 533 # 14 c) pg. 157 # 7 f) pg. 493 # 4, 5 a) Page 14 # 9 d) Page 182 # 2 g) Page 177 # 5 j) Page 201 # 28 b) Page 21 # 30 e) Page 182 # 3 h) Page 200 # 22 k) Page 206 # 47 c) Page 29 # 56 f) Page 177 # 2 i) Page 201 # 27 i. Use a space shuttle, an astronaut, and planet Earth as examples to describe that every object exerts gravitational force on every other object and that the force exerted depends on how much mass the objects have and how far apart they are. ii. Draw a series and a parallel circuit with two light bulbs, a switch, and a power source. Use correct symbols. Tell what would happen if one light bulb goes out. 3. Hands on Activity ~ Complete the activity below and submit the written part with the chart. To help students understand gravity, students will weigh themselves as it they were on other planets or celestial bodies. Students will complete the following chart by multiplying the student s mass by gravity, which will give the weight for each row. Students should use their weight on Earth as a baseline for mass, because scales on Earth convert weight to mass by using the average value of gravity on Earth which is 1. After completion, students should answer the following questions in a summary paragraph: How does gravity affect weight? On which planets will you weigh the most and the least? On which planet is gravity the strongest? Why? Earth = 1 Earth s Moon = 0.17 Venus = 0.19 Mars = 0.38 Mercury = 0.38 Jupiter = 2.54 Saturn = 1.08 Uranus = 0.91 Neptune = 1.19 Pluto = 0.06 Sun = 27.9 Location Mass Average Acceleration of Gravity See above! Weight
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