Georgia Performance Standards Framework for Physical Science 8 th Grade

Size: px
Start display at page:

Download "Georgia Performance Standards Framework for Physical Science 8 th Grade"

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Subject Area: Physical Science Grade: 8 Standards (Content and Characteristics): S8P1. Students will examine the scientific view of the nature of matter. a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color). g. Identify and demonstrate the Law of Conservation of Matter. S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. b. Explain the relationship between potential and kinetic energy. S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of and keep honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. June 2008 Page 1 of 8

2 S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. S8CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as Leading doctors say... ) or on statements made by people outside the area of their particular expertise. b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion, conclusions based on insufficient evidence). c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control. d. Recognize that there may be more than one way to interpret a given set of findings. The Nature of Science S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. June 2008 Page 2 of 8

3 c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions. e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator s credibility with other scientists and society. f. Scientists use technology and mathematics to enhance the process of scientific inquiry. g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research. Enduring Understanding: Part I: 1. Classifying matter is important because we are able to predict behavior and properties based on the material s characteristics. For example, we know that we can separate sugar from water in a sugar solution because it is a mixture of two compounds. We cannot, however, separate the hydrogen from the oxygen in water without breaking strong chemical bonds within the water molecule. 2. The main difference between physical and chemical changes is what types of bonds you are breaking or forming during the process. Bonds WITHIN a substance requires chemical changes, because new substances are formed. Bonds BETWEEN substances are formed and broken during physical changes; no new substances are formed in these processes. 3. On the macroscopic (what you can see with your eyes) level, it is often difficult to distinguish between these processes based on visual observation alone. At this developmental level (8-9 th grade), students should be encouraged to make claims about these differences based on evidence they collect before, during, and after the process. Classic evidences for chemical changes include the formation of a gas, solid; color change; change in temperature; or emission of light. Unfortunately, many physical changes are also accompanied by these characteristics. 4. The knowledge of basic vocabulary in science allows people to communicate about ideas using a common language. It s easier to carry on a conversation with someone about science when you know some of the basic terminology. June 2008 Page 3 of 8

4 Part II: 1. Models are helpful to visualize a phenomenon that cannot be directly observed or is very complex and thus difficult to understand. 2. Chemical equations are just ways of representing what is happening on the molecular (submicroscopic) level. 3. When atoms rearrange themselves to make new substances, energy is often released or absorbed. However, the total amount of energy before and after the change is always the same. 4. When energy is absorbed by the system, the atoms gain kinetic energy, potential energy, or both. When energy leaves the system, the atoms lose kinetic energy, potential energy, or both. 5. Every spontaneous process occurs in the direction of decreasing (lowering) the energy of the system. Essential Questions: How are chemical and physical changes alike and different? June 2008 Page 4 of 8

5 ADMINISTRATION PROCEDURES Outcome / Performance Expectations: Part I: Correctly assign which of the following concepts a. Atoms b. Element c. Compound d. Mixture e. Solution f. Chemical change g. Physical change apply to the following common materials: Part II: a. A cup of water b. A cup of sugar water c. A cup of sweet tea 1. Ask the students to make a molecule of methane (CH 4 ) and two oxygen molecules (O 2 ). Put the molecules in a cup and weigh them. 2. Tell the students that methane and oxygen can react to form water and carbon dioxide. Ask the students to make the products, draw a picture of the process before and after, and predict the mass of the contents after the reaction. 3. Ask the students to try to use all of these terms in a paragraph about what they just did: a. Chemical/physical change b. Element c. Atom d. Mixture e. Compound f. Reactants/Products g. Evidence for Chemical Change h. Evidence for Physical Change i. Conservation of Matter June 2008 Page 5 of 8

6 General Teacher Instructions: Part I: 1. Distribute a model kit to each group and ask them to make a pile of carbon atoms (black) and sulfur atoms (red). a. Direct the students to take 4 atoms of each element, place them in a separate cup, and draw a picture of this. Label this Scenario 1. b. Combine the contents of the two cups, shake, and draw a picture of this. Label this Scenario 2. Write a brief description of the contents. c. Now try to make a new substance in the cup by using the bonds in the kit to connect the atoms. For a new compound to be considered able to form, all of the holes in the model must have a bond in it. Label this Scenario 3. d. Draw a picture of the contents after all new compounds have been made; write a brief description, too. e. Compare and contrast the cup before and after the bonds were formed. How are they the same? Different? Write at least 3 complete sentences. 2. Ask the students to label each scenario as containing as many of the following as is appropriate, and justify their responses: a. Atoms b. Element c. Compound d. Mixture e. Solution f. Chemical change g. Physical change 3. Discuss the groups responses, ask other groups to respond, then clarify any misconceptions with ideas such as the following: a. Scenario 1: atoms and elements only. Each cup contains identical atoms b. Scenario 2: atoms, elements, mixture, physical change. Atoms of each element still exist; atoms are now physically mixed but are easily separated. No new chemical species have been created. c. Scenario 3: atoms, element, compound, mixture, chemical change, physical change. Atoms of carbon remain; a new compound formed (carbon disulfide); still a mixture of carbon and carbon disulfide; chemical change occurred when carbon disulfide forms; physical change occurs when compound mixes with element. June 2008 Page 6 of 8

7 Part II: 1. Pass out 2 hydrogen atoms and 2 oxygen atoms to each group. Ask the students to construct a molecule of each element (H 2 and O 2 ). Ask them to write the chemical equation for these reactions without any direct instruction. Ask for their responses, then guide them to this conception: a. H + H => H 2 ; O + O => O 2 2. Ask the students to place one molecule of each substance in a cup and ask if the contents are an element, compound, or mixture. Then ask the students to try to make water from the mixture. (To do so, they will have to pull apart (break) bonds within the molecules.) 3. Ask the students to draw a picture of what they started with and what they ended with, and to write about whether that change is best described as a physical or chemical change. 4. Ask the students comment on whether the contents of the cup increased, decreased, or remained the same mass during the process. 5. Ask the students to write an equation for the process they just observed. Guide them to the following: a. H 2 + O 2 => H 2 O + O 6. Help the students note the following: a. Equations can represent what s happening on a molecular level by using symbols for the substances involved. b. Since bonds WITHIN the molecules had to be broken to form water (the new substance), a chemical change occurred. c. The number and types of atoms of each element are the same before and after the process. d. Since the number and types of atoms are the same, so should the mass. The contents of the cup should weigh the same before and after the process. Materials Needed: Molecular Model Kits (available online at Flinn Scientific and others) Pocket Scales (available online at and others) Safety Precautions: Do not swallow the model kit pieces, they are potential choking hazards June 2008 Page 7 of 8

8 Task with Student Directions: See above Resources: Differentiation: ELL s: Less emphasis on the writing, more emphasis on drawing/labeling the scenarios. Gifted: Challenge the students to calculate the amount of energy released or absorbed during the chemical changes using a table of bond dissociation energies. (e.g. Homework / Extension: 1. Construct a molecule of glucose (find the structure on the internet or reference book) and determine how many molecules of oxygen would be needed to completely react with it during cellular respiration. 2. Explain how the model kits accurately represent how molecules behave during chemical and physical processes. 3. Explain what shortcomings the model kits have in explaining the atomic world accurately. June 2008 Page 8 of 8

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Eighth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the eighth grade level.

More information

Earth, Moon, and Sun Inquiry Template Eclipses

Earth, Moon, and Sun Inquiry Template Eclipses One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Seventh Grade Science Curriculum Approved July 13, 2006 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the seventh grade

More information

Georgia Performance Standards Framework for Physical Science 8 th GRADE. Unit: Fast and Furious Forces General Task Life is Easy with Simple Machines

Georgia Performance Standards Framework for Physical Science 8 th GRADE. Unit: Fast and Furious Forces General Task Life is Easy with Simple Machines Subject Area: Physical Science Grade: 8 Unit: Fast and Furious Forces General Task Life is Easy with Simple Machines S8P3. Students will investigate relationship between force, mass, and the motion of

More information

Georgia Performance Standards for Science Grade 6. This Performance Standards document includes four major components. They are

Georgia Performance Standards for Science Grade 6. This Performance Standards document includes four major components. They are Sixth Grade Science Curriculum One Stop Shop For Educators The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the sixth grade

More information

Modeling Photosynthesis and Cellular Respiration Teacher Information

Modeling Photosynthesis and Cellular Respiration Teacher Information STO-122 Modeling Photosynthesis and Cellular Respiration Teacher Information Summary Students use simple snap beads to model the reactants and products of photosynthesis and cellular respiration. Optional

More information

7th Grade Science Curriculum Overview

7th Grade Science Curriculum Overview 7th Grade Science Curriculum Overview Philosophy and Common Beliefs Science Curriculum Philosophy Statement Northbrook/Glenview District 30 utilizes a rigorous science curriculum built on essential questions,

More information

Lesson Plan: The Building Blocks of Photosynthesis

Lesson Plan: The Building Blocks of Photosynthesis Lesson Plan: The Building Blocks of Photosynthesis Summary In this lesson, students will use colored blocks to represent the elements in photosynthesis and illustrate how they are broken down and reassembled

More information

CHAPTER 3: MATTER. Active Learning Questions: 1-6, 9, 13-14; End-of-Chapter Questions: 1-18, 20, 24-32, 38-42, 44, 49-52, 55-56, 61-64

CHAPTER 3: MATTER. Active Learning Questions: 1-6, 9, 13-14; End-of-Chapter Questions: 1-18, 20, 24-32, 38-42, 44, 49-52, 55-56, 61-64 CHAPTER 3: MATTER Active Learning Questions: 1-6, 9, 13-14; End-of-Chapter Questions: 1-18, 20, 24-32, 38-42, 44, 49-52, 55-56, 61-64 3.1 MATTER Matter: Anything that has mass and occupies volume We study

More information

One Stop Shop For Teachers. Georgia Performance Standards Framework for Physical Science 8 th GRADE

One Stop Shop For Teachers. Georgia Performance Standards Framework for Physical Science 8 th GRADE Subject Area: Physical Science Grade: 8 Unit: Fast and Furious Forces General Task Fact or Friction S8P3. Students will investigate relationship between force, mass, and the motion of objects. a. Determine

More information

7-5.5. Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances including:

7-5.5. Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances including: 7-5.5 Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances including: NaCl [salt], H 2 O [water], C 6 H 12 O 6 [simple sugar], O 2 [oxygen

More information

One Stop Shop For Teachers

One Stop Shop For Teachers Physical Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Georgia Performance Standards Framework for Shaky Ground 6 th Grade

Georgia Performance Standards Framework for Shaky Ground 6 th Grade The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

ARTHROPOD DICHOTOMOUS KEY

ARTHROPOD DICHOTOMOUS KEY The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

10.3 Percent Composition and Chemical Formulas

10.3 Percent Composition and Chemical Formulas Name Class Date 10.3 Percent Composition and Chemical Formulas Essential Understanding of its empirical formula. A molecular formula of a compound is a whole-number multiple Lesson Summary Percent Composition

More information

Georgia Performance Standards Framework for Science Grade 3

Georgia Performance Standards Framework for Science Grade 3 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

Name: Teacher: Pd. Date:

Name: Teacher: Pd. Date: Name: Teacher: Pd. Date: STAAR Tutorial : Energy and Matter: Elements, Compounds, and Chemical Equations: 6.5C Differentiate between elements and compounds on the most basic level. 8.5F Recognize whether

More information

Name Date Class. Guided Reading and Study

Name Date Class. Guided Reading and Study Describing Matter This section describes the kinds of properties used to describe matter. It also defines elements and contrasts compounds and mixtures. Use Target Reading Skills Write a definition of

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Sample Instructional Sequence: Photosynthesis

Sample Instructional Sequence: Photosynthesis The Ruby Realm is a digital game that addresses common misconceptions about photosynthesis, such as that plants grow by transforming soil into solid material e.g., stems and branches. The game can help

More information

One Stop Shop For Teachers

One Stop Shop For Teachers PROGRAM CONCENTRATION: CAREER PATHWAY: COURSE TITLE: Engineering and Technology Energy Systems Energy and Power Technology COURSE DESCRIPTION: This course is the second course in the Energy Systems Pathway.

More information

Georgia Department of Education

Georgia Department of Education Epidemiology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is

More information

CHEMICAL FORMULAS AND EQUATIONS

CHEMICAL FORMULAS AND EQUATIONS reflect Imagine that you and three other classmates had enough supplies and the recipe to make one pepperoni pizza. The recipe might include a ball of dough, a cup of pizza sauce, a cup of cheese, and

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Biology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is used

More information

Grade 9 Science Unit: Atoms and Elements Topic 4: Periodic Table & Compounds

Grade 9 Science Unit: Atoms and Elements Topic 4: Periodic Table & Compounds Grade 9 Science Unit: Atoms and Elements Topic 4: Periodic Table & Compounds Topic Using the Periodic Table Metals, Non- Metals & Metalloids I can Explain and identify the periods of the Periodic Table.

More information

Chapter Test B. Chapter: Measurements and Calculations

Chapter Test B. Chapter: Measurements and Calculations Assessment Chapter Test B Chapter: Measurements and Calculations PART I In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question. 1.

More information

Chapter 6 Student Reading

Chapter 6 Student Reading Chapter 6 Student Reading What is a chemical reaction? There are many common examples of chemical reactions. For instance, chemical reactions happen when baking cookies and in your digestive system when

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Anatomy and Physiology of Human Body Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks

More information

Honors Chemistry: Unit 6 Test Stoichiometry PRACTICE TEST ANSWER KEY Page 1. A chemical equation. (C-4.4)

Honors Chemistry: Unit 6 Test Stoichiometry PRACTICE TEST ANSWER KEY Page 1. A chemical equation. (C-4.4) Honors Chemistry: Unit 6 Test Stoichiometry PRACTICE TEST ANSWER KEY Page 1 1. 2. 3. 4. 5. 6. Question What is a symbolic representation of a chemical reaction? What 3 things (values) is a mole of a chemical

More information

Phases of Matter Multiple Choice Quiz

Phases of Matter Multiple Choice Quiz Phases of Matter Multiple Choice Quiz Name: Date: Class: 1 All of the following are phases (states) of matter EXCEPT: 5 Water is different from other substances because: A solid B liquid C gas D putty

More information

Name Date Class THERMOCHEMISTRY. SECTION 17.1 THE FLOW OF ENERGY HEAT AND WORK (pages 505 510)

Name Date Class THERMOCHEMISTRY. SECTION 17.1 THE FLOW OF ENERGY HEAT AND WORK (pages 505 510) 17 THERMOCHEMISTRY SECTION 17.1 THE FLOW OF ENERGY HEAT AND WORK (pages 505 510) This section explains the relationship between energy and heat, and distinguishes between heat capacity and specific heat.

More information

Cherokee County School District Student Performance Standards Unit Guides - Science: Fifth Grade

Cherokee County School District Student Performance Standards Unit Guides - Science: Fifth Grade Characteristics of Science 1 Cherokee County School District Habits of Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these

More information

Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Bay Area Scientists in Schools Presentation Plan Lesson Name Presenter(s) Grade Level 5th The Chemical Workout/Blow it Up Chemistry Graduate Students from the Maimone Group at UC Berkeley Standards Connection(s):

More information

Grade Stand Sub-Strand Standard Benchmark GRADE 6

Grade Stand Sub-Strand Standard Benchmark GRADE 6 Grade Stand Sub-Strand Standard Benchmark OF OF OF A. Scientific World View B. Scientific Inquiry C. Scientific Enterprise understand that science is a way of knowing about the world that is characterized

More information

Australian Curriculum: Science

Australian Curriculum: Science Australian Curriculum: Science Scope and Sequence by Strands (-10) This document presents scope and sequence documents arranged by the Strands of Science as a Human Endeavour, Science Inquiry Skills and

More information

Unit: Charge Differentiated Task Light it Up!

Unit: Charge Differentiated Task Light it Up! The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

Chemical Changes. Measuring a Chemical Reaction. Name(s)

Chemical Changes. Measuring a Chemical Reaction. Name(s) Chemical Changes Name(s) In the particle model of matter, individual atoms can be bound tightly to other atoms to form molecules. For example, water molecules are made up of two hydrogen atoms bound to

More information

Unit: Organization Sternberg Task

Unit: Organization Sternberg Task The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999) Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within

More information

Review and apply Investigation 5. Let s review Pages 311-312

Review and apply Investigation 5. Let s review Pages 311-312 Review and apply Investigation 5 Let s review Pages 311-312 1. After you tested all the known powders with all the test liquids, describe what you did to identify the unknown powder. Students should have

More information

UC Irvine FOCUS! 5 E Lesson Plan

UC Irvine FOCUS! 5 E Lesson Plan UC Irvine FOCUS! 5 E Lesson Plan Title: Charles Law with Balloons Grade Level and Course: 9-12 High School Chemistry; 8 th grade physical science Materials: 1000 ml beaker Hotplate Graduated cylinder Water

More information

5 E Lesson Plan. Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology

5 E Lesson Plan. Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology 5 E Lesson Plan Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology Materials: a. aluminum tray b. waxed paper c. 6 green marshmallows d. 12 pink marshmallows

More information

Name Date Class STOICHIOMETRY. SECTION 12.1 THE ARITHMETIC OF EQUATIONS (pages 353 358)

Name Date Class STOICHIOMETRY. SECTION 12.1 THE ARITHMETIC OF EQUATIONS (pages 353 358) Name Date Class 1 STOICHIOMETRY SECTION 1.1 THE ARITHMETIC OF EQUATIONS (pages 353 358) This section explains how to calculate the amount of reactants required or product formed in a nonchemical process.

More information

Biology 20: Module 5 1 Assignment. Module 5 Photosynthesis and Cellular Respiration. Student Name:

Biology 20: Module 5 1 Assignment. Module 5 Photosynthesis and Cellular Respiration. Student Name: Biology 20: Module 5 1 Assignment Module 5 Photosynthesis and Cellular Respiration Student Name: Biology 20: Module 5 2 Assignment Lesson 1 Lesson 2 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Total Marks Total

More information

Calculations with Chemical Reactions

Calculations with Chemical Reactions Calculations with Chemical Reactions Calculations with chemical reactions require some background knowledge in basic chemistry concepts. Please, see the definitions from chemistry listed below: Atomic

More information

The Structure of Water Introductory Lesson

The Structure of Water Introductory Lesson Dana V. Middlemiss Fall 2002 The Structure of Water Introductory Lesson Abstract: This is an introduction to the chemical nature of water and its interactions. In particular, this lesson will explore evaporation,

More information

Second Grade Science Curriculum

Second Grade Science Curriculum Second Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the second grade level.

More information

Fuels. sea bed. land. 7. When sulfur dioxide reacts with water in the atmosphere, acid rain is produced.

Fuels. sea bed. land. 7. When sulfur dioxide reacts with water in the atmosphere, acid rain is produced. Fuels 1. What is meant by the term fuel? 2. Name the gas required for a fuel to burn. 3. Give another name for burning. 3. What is meant by the term exothermic? 4. Oil is a fossil fuel. Name another two

More information

20.2 Chemical Equations

20.2 Chemical Equations All of the chemical changes you observed in the last Investigation were the result of chemical reactions. A chemical reaction involves a rearrangement of atoms in one or more reactants to form one or more

More information

LESSON 21: Rubber Eggs ESTIMATED TIME Setup: 5 10 minutes Procedure: The effects can be observed over a 3 5 day period.

LESSON 21: Rubber Eggs ESTIMATED TIME Setup: 5 10 minutes Procedure: The effects can be observed over a 3 5 day period. LESSON 21: Rubber Eggs ESTIMATED TIME Setup: 5 10 minutes Procedure: The effects can be observed over a 3 5 day period. DESCRIPTION Soak eggs in vinegar to initiate a chemical reaction and dissolve the

More information

LESSON 9: Egg-Dye Solutions ESTIMATED TIME Setup: 5 minutes Procedure: 10 15 minutes

LESSON 9: Egg-Dye Solutions ESTIMATED TIME Setup: 5 minutes Procedure: 10 15 minutes LESSON 9: Egg-Dye Solutions ESTIMATED TIME Setup: 5 minutes Procedure: 10 15 minutes DESCRIPTION Use food dye and a variety of acids and bases to determine which solution works best for dyeing eggs. OBJECTIVE

More information

Fourth Grade Science Curriculum

Fourth Grade Science Curriculum Fourth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fourth grade level.

More information

Chapter 6, Lesson 3: Forming a Precipitate

Chapter 6, Lesson 3: Forming a Precipitate Chapter 6, Lesson 3: Forming a Precipitate Key Concepts The ions or molecules in two solutions can react to form a solid. A solid formed from two solutions is called a precipitate. Summary Students will

More information

Molecular Formula: Example

Molecular Formula: Example Molecular Formula: Example A compound is found to contain 85.63% C and 14.37% H by mass. In another experiment its molar mass is found to be 56.1 g/mol. What is its molecular formula? 1 CHAPTER 3 Chemical

More information

5 E Lesson Plan Title: Precipitates: A Clue to Chemical Reactions Grade Level and Course: 8 th Grade Physical Science Materials: Epsom salt solution

5 E Lesson Plan Title: Precipitates: A Clue to Chemical Reactions Grade Level and Course: 8 th Grade Physical Science Materials: Epsom salt solution 5 E Lesson Plan Title: Precipitates: A Clue to Chemical Reactions Grade Level and Course: 8 th Grade Physical Science Materials: Epsom salt solution Household ammonia Water 50 ml beaker Spoon to stir Balance

More information

Chemical Formulas, Equations, and Reactions Test Pre-AP Write all answers on your answer document.

Chemical Formulas, Equations, and Reactions Test Pre-AP Write all answers on your answer document. Name: Period: Chemical Formulas, Equations, and Reactions Test Pre-AP Write all answers on your answer document. 1. Which of the following is a NOT a physical property of hydrogen? A. It is gas C. It is

More information

Name Date Class MATTER AND CHANGE. SECTION 2.1 PROPERTIES OF MATTER (pages 39 42)

Name Date Class MATTER AND CHANGE. SECTION 2.1 PROPERTIES OF MATTER (pages 39 42) Name Date Class 2 MATTER AND CHANGE SECTION 2.1 PROPERTIES OF MATTER (pages 39 42) This section helps you distinguish extensive from intensive properties and identify substances by their properties. It

More information

5s Solubility & Conductivity

5s Solubility & Conductivity 5s Solubility & Conductivity OBJECTIVES To explore the relationship between the structures of common household substances and the kinds of solvents in which they dissolve. To demonstrate the ionic nature

More information

An explanation of the coding of the science GPS is attached.

An explanation of the coding of the science GPS is attached. Entomology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is

More information

ASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC

ASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC ASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS Joseph S. Krajcik and Katherine L. McNeill University of Michigan Modified from McNeill, K. L. &

More information

7.2.5 Diffusion. 23 minutes. 26 marks. Page 1 of 9

7.2.5 Diffusion. 23 minutes. 26 marks. Page 1 of 9 7.2.5 Diffusion 23 minutes 26 marks Page 1 of 9 Q1. An experiment was set up as shown in the drawing. After several minutes white smoke of ammonium chloride, NH 4 Cl, appeared as shown. solution gas given

More information

AP CHEMISTRY 2007 SCORING GUIDELINES. Question 6

AP CHEMISTRY 2007 SCORING GUIDELINES. Question 6 AP CHEMISTRY 2007 SCORING GUIDELINES Question 6 Answer the following questions, which pertain to binary compounds. (a) In the box provided below, draw a complete Lewis electron-dot diagram for the IF 3

More information

Exercise 4 - Biology 105 Respiration

Exercise 4 - Biology 105 Respiration Exercise 4 - Biology 105 Respiration Purpose: Introduce concepts of respiration Reinforce planning of controlled experiments Reinforce statistical analysis, graphing, and interpretation and discussion.

More information

Name Date Class. energy phosphate adenine charged ATP chemical bonds work ribose

Name Date Class. energy phosphate adenine charged ATP chemical bonds work ribose Energy in a Cell Reinforcement and Study Guide Section.1 The Need for Energy In your textbook, read about cell energy. Use each of the terms below just once to complete the passage. energy phosphate adenine

More information

Interactive Science Grade 5 2012

Interactive Science Grade 5 2012 A Correlation of Interactive Science Grade 5 2012 To the New Jersey Science Standards Grade 5 Introduction This document demonstrates the close alignment between Interactive Science, 2012, and the for

More information

Modeling Molecules KEY CONCEPTS AND PROCESS SKILLS KEY VOCABULARY ACTIVITY OVERVIEW M OD E L I N G B-57

Modeling Molecules KEY CONCEPTS AND PROCESS SKILLS KEY VOCABULARY ACTIVITY OVERVIEW M OD E L I N G B-57 Modeling Molecules 40- to 2 50-minute sessions ACTIVITY OVERVIEW 17 M OD E L I N G Students continue their exploration of the organization of atoms and molecules as they use models to investigate atoms,

More information

Warm-Up 9/9. 1. Define the term matter. 2. Name something in this room that is not matter.

Warm-Up 9/9. 1. Define the term matter. 2. Name something in this room that is not matter. Warm-Up 9/9 1. Define the term matter. 2. Name something in this room that is not matter. Warm-Up 9/16 1. List the three most important rules of lab safety. 2. Would you classify jello as a solid or a

More information

Molecular Models in Biology

Molecular Models in Biology Molecular Models in Biology Objectives: After this lab a student will be able to: 1) Understand the properties of atoms that give rise to bonds. 2) Understand how and why atoms form ions. 3) Model covalent,

More information

Cell Processes. Chapter Review

Cell Processes. Chapter Review Name Date Class Chapter Review Cell Processes Part A. Vocabulary Review Directions: Select the term from the following list that matches each description. active transport energy enzyme inorganic compound

More information

7.4. Using the Bohr Theory KNOW? Using the Bohr Theory to Describe Atoms and Ions

7.4. Using the Bohr Theory KNOW? Using the Bohr Theory to Describe Atoms and Ions 7.4 Using the Bohr Theory LEARNING TIP Models such as Figures 1 to 4, on pages 218 and 219, help you visualize scientific explanations. As you examine Figures 1 to 4, look back and forth between the diagrams

More information

AP CHEMISTRY 2013 SCORING GUIDELINES

AP CHEMISTRY 2013 SCORING GUIDELINES AP CHEMISTRY 2013 SCORING GUIDELINES Question 4 (15 points) For each of the following three reactions, write a balanced equation for the reaction in part (i) and answer the question about the reaction

More information

Approved July 12, 2004

Approved July 12, 2004 Fifth Grade Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fifth grade level. The Project 2061 s Benchmarks

More information

Chemistry B11 Chapter 4 Chemical reactions

Chemistry B11 Chapter 4 Chemical reactions Chemistry B11 Chapter 4 Chemical reactions Chemical reactions are classified into five groups: A + B AB Synthesis reactions (Combination) H + O H O AB A + B Decomposition reactions (Analysis) NaCl Na +Cl

More information

Hands-On Lab. Identifying Organic Nutrients. Timing: one 90-minute class session

Hands-On Lab. Identifying Organic Nutrients. Timing: one 90-minute class session Hands-On Lab Identifying Organic Nutrients Timing: one 90-minute class session Objective(s): Students will use chemical indicators to test unknown substances for the presence of certain organic molecules

More information

Chemical calculations

Chemical calculations Chemical calculations Stoichiometry refers to the quantities of material which react according to a balanced chemical equation. Compounds are formed when atoms combine in fixed proportions. E.g. 2Mg +

More information

Physical Science 1 Progression

Physical Science 1 Progression Physical Science 1 Progression This progression is the about the structure and properties of matter. Matter is composed of material that is too small to be seen, but is understood in terms of the types

More information

Forensic Science Curriculum

Forensic Science Curriculum Forensic Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Ion Formation Grade Nine

Ion Formation Grade Nine Ohio Standards Connection: Physical Sciences Benchmark A Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties

More information

Energy Unit: (Approximately 5 weeks)

Energy Unit: (Approximately 5 weeks) The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

What powers a cell? ATP is like cash for the cell. Your cells need ATP to do anything. Energy needed to make ATP originally comes from the sun.

What powers a cell? ATP is like cash for the cell. Your cells need ATP to do anything. Energy needed to make ATP originally comes from the sun. What powers a cell? ATP is like cash for the cell. Your cells need ATP to do anything. Energy needed to make ATP originally comes from the sun. Our guiding question The energy source for nearly all ecosystems

More information

Lab 8 Cellular Respiration (April 2014)

Lab 8 Cellular Respiration (April 2014) Lab 8 Cellular Respiration (April 2014) Section 1 Review of Energy Molecules [2] Welcome to this week s lab on cellular respiration. This lab continues the exploration of how organisms obtain and use energy.

More information

Chapter 1 The Atomic Nature of Matter: Selected Answersc for Practice Exam.

Chapter 1 The Atomic Nature of Matter: Selected Answersc for Practice Exam. Chapter 1 The Atomic Nature of Matter: Selected Answersc for Practice Exam. MULTIPLE CHOICE 50. 5.80 g of dioxane (C 4 H 8 O 2 ) is how many moles of dioxane? 0.0658 mol 0.0707 mol 0.0725 mol d. 0.0804

More information

VCE CHEMISTRY UNIT 2 Environmental Chemistry SAMPLE COURSE OUTLINE

VCE CHEMISTRY UNIT 2 Environmental Chemistry SAMPLE COURSE OUTLINE VCE CHEMISTRY UNIT 2 Environmental Chemistry SAMPLE COURSE OUTLINE Week Area of Study Key knowledge Possible activities Key skills 1 1 Water Role of water in maintaining life in the environment unique

More information

1. P 2 O 5 2. P 5 O 2 3. P 10 O 4 4. P 4 O 10

1. P 2 O 5 2. P 5 O 2 3. P 10 O 4 4. P 4 O 10 Teacher: Mr. gerraputa Print Close Name: 1. A chemical formula is an expression used to represent 1. mixtures, only 3. compounds, only 2. elements, only 4. compounds and elements 2. What is the total number

More information

Chapter 2: The Chemical Context of Life

Chapter 2: The Chemical Context of Life Chapter 2: The Chemical Context of Life Name Period This chapter covers the basics that you may have learned in your chemistry class. Whether your teacher goes over this chapter, or assigns it for you

More information

Chemical Equations & Stoichiometry

Chemical Equations & Stoichiometry Chemical Equations & Stoichiometry Chapter Goals Balance equations for simple chemical reactions. Perform stoichiometry calculations using balanced chemical equations. Understand the meaning of the term

More information

Modelling Compounds. 242 MHR Unit 2 Atoms, Elements, and Compounds

Modelling Compounds. 242 MHR Unit 2 Atoms, Elements, and Compounds 6.3 Figure 6.26 To build the Michael Lee-Chin Crystal at the Royal Ontario Museum, models were used at different stages to convey different types of information. Modelling Compounds The Michael Lee-Chin

More information

Biology: Foundation Edition Miller/Levine 2010

Biology: Foundation Edition Miller/Levine 2010 A Correlation of Biology: Foundation Edition Miller/Levine 2010 to the IDAHO CONTENT STANDARDS Science - Biology Grades 9-10 INTRODUCTION This document demonstrates how Prentice Hall s Biology: Foundation

More information

The Empirical Formula of a Compound

The Empirical Formula of a Compound The Empirical Formula of a Compound Lab #5 Introduction A look at the mass relationships in chemistry reveals little order or sense. The ratio of the masses of the elements in a compound, while constant,

More information

Paper 2. Science test. Remember. First name. Last name. School KEY STAGE 3 TIER 5 7

Paper 2. Science test. Remember. First name. Last name. School KEY STAGE 3 TIER 5 7 Sc KEY STAGE 3 TIER 5 7 Science test Paper 2 First name Last name School 2008 Remember The test is 1 hour long. You will need: pen, pencil, rubber, ruler, protractor and calculator. The test starts with

More information

Chenistry C2 question booklet part 1

Chenistry C2 question booklet part 1 Chenistry C2 question booklet part 94 minutes 94 marks Page of 34 Q. The diagram represents a carbon atom. (a) Use words from the box to answer the questions. electron neutron nucleus proton (i) What is

More information

Monday 20 May 2013 Afternoon

Monday 20 May 2013 Afternoon THIS IS A NEW SPECIFICATION H Monday 20 May 2013 Afternoon GCSE TWENTY FIRST CENTURY SCIENCE CHEMISTRY A A171/02 Modules C1 C2 C3 (Higher Tier) *A137210613* Candidates answer on the Question Paper. A calculator

More information

Student Review Sheet Matter & Energy Semester B Examination

Student Review Sheet Matter & Energy Semester B Examination Matter & Energy Semester B Examination Test Description Length: 2 hours Items: 59 SR (~85%), 2 BCRs (~15%) Unit Approximate Number of Selected Response Items Science Process Skills 13 Molecules to Atoms

More information

Chapter 1: Chemistry: Measurements and Methods

Chapter 1: Chemistry: Measurements and Methods Chapter 1: Chemistry: Measurements and Methods 1.1 The Discovery Process o Chemistry - The study of matter o Matter - Anything that has mass and occupies space, the stuff that things are made of. This

More information

Appendix A: Science Practices for AP Physics 1 and 2

Appendix A: Science Practices for AP Physics 1 and 2 Appendix A: Science Practices for AP Physics 1 and 2 Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. The real world

More information

Cellular Respiration: Practice Questions #1

Cellular Respiration: Practice Questions #1 Cellular Respiration: Practice Questions #1 1. Which statement best describes one of the events taking place in the chemical reaction? A. Energy is being stored as a result of aerobic respiration. B. Fermentation

More information

Range of Competencies

Range of Competencies CHEMISTRY Content Domain Range of Competencies l. Nature of Science 0001 0003 18% ll. Matter and Atomic Structure 0004 0006 18% lll. Energy and Chemical Bonding 0007 0010 23% lv. Chemical Reactions 0011

More information

Using Spectrophotometers to Examine Photosynthetic Rates Under Various Qualities of Light

Using Spectrophotometers to Examine Photosynthetic Rates Under Various Qualities of Light Purdue GK-12 Lesson Plan 2006-07 Using Spectrophotometers to Examine Photosynthetic Rates Under Various Qualities of Light Purdue University GK-12 2006-2007 Lead developer and contact: Amanda Deering Purdue

More information

Return to Lab Menu. Stoichiometry Exploring the Reaction between Baking Soda and Vinegar

Return to Lab Menu. Stoichiometry Exploring the Reaction between Baking Soda and Vinegar Return to Lab Menu Stoichiometry Exploring the Reaction between Baking Soda and Vinegar Objectives -to observe and measure mass loss in a gas forming reaction -to calculate CO 2 loss and correlate to a

More information

Third Grade Science Curriculum

Third Grade Science Curriculum Third Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the third grade level.

More information