SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases
of matter as they relate to atomic and molecular motion. a. Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. b. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. (Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.) SPS6. Obtain, evaluate, and communicate information to explain the properties of solutions. a. Develop and use models to explain the properties (solute/solvent, conductivity, and concentration) of solutions. b. Plan and carry out investigations to determine how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. c. Analyze and interpret data from a solubility curve to determine the effect of temperature on solubility. d. Obtain and communicate information to explain the relationship between the structure and properties (e.g., pH, and color change in the presence of an indicator) of acids and bases. (Clarification statement: Limited to only the structure of simple acids and bases (e.g., HCl and NaOH) that demonstrates the presence of an H+ or OH-e. Plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral. Monday: Watch the youtube video, Animation Phase Diagram. Using the Footprints of Science website, interact with the States of Matter animation. Tuesday: Go to Teach Chemistry Simulation for Gas Laws. Follow the directions to play the simulation. Wednesday: Watch the Crash Course video, The Ideal Gas Law. Complete the Gas Laws pdf. Gas laws and properties demonstrations. Ivory soap vaporization, pressure bottle bombs, marshmallows in a syringe, balloons in microwave. Thursday: Finish the simulation sheet for Gas Properties in class together. Watch the TedEd video, ABC's of Gas Watch and take notes: Boyles' Law Video Charles' Law Video Friday: Complete the Gas Laws Investigation Can Crusher Egg in a bottle Candle in water Gay-Lussac's demonstration SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases
of matter as they relate to atomic and molecular motion. a. Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. b. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. (Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.) SPS6. Obtain, evaluate, and communicate information to explain the properties of solutions. a. Develop and use models to explain the properties (solute/solvent, conductivity, and concentration) of solutions. b. Plan and carry out investigations to determine how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. c. Analyze and interpret data from a solubility curve to determine the effect of temperature on solubility. d. Obtain and communicate information to explain the relationship between the structure and properties (e.g., pH, and color change in the presence of an indicator) of acids and bases. (Clarification statement: Limited to only the structure of simple acids and bases (e.g., HCl and NaOH) that demonstrates the presence of an H+ or OH-e. Plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral. Monday: Lab - MOM to the rescue. Tuesday: Go over the lab and test the pH of various substances. Watch the Crash Course episode, pH and pOH: Crash Course Chemistry #30 Wednesday: GPB Chemistry 1101: Introduction to Acids, Bases, and Salts Video Notes Thursday: USA Test Prep Reviews 1-4 for Solubility. Friday: Hydrolysis of Salts Lab Demonstration Household Acid/base scavenger hunt. SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases
of matter as they relate to atomic and molecular motion. a. Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. b. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. (Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.) SPS6. Obtain, evaluate, and communicate information to explain the properties of solutions. a. Develop and use models to explain the properties (solute/solvent, conductivity, and concentration) of solutions. b. Plan and carry out investigations to determine how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. c. Analyze and interpret data from a solubility curve to determine the effect of temperature on solubility. d. Obtain and communicate information to explain the relationship between the structure and properties (e.g., pH, and color change in the presence of an indicator) of acids and bases. (Clarification statement: Limited to only the structure of simple acids and bases (e.g., HCl and NaOH) that demonstrates the presence of an H+ or OH-e. Plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral. Monday: Complete the borax crystal lab. Tuesday: Watch GPB Chemistry 1002: Solubility and take notes. Wednesday: Complete the solubility lab datasheet and graph. Thursday: Complete the solubility graphs worksheet. Friday: Write a lab report, using the data created this week with solubility. SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form
stable compounds. a. Analyze and interpret data to predict properties of ionic and covalent compounds. (Clarification statement: Properties are limited to types of bonds formed, elemental composition, melting point, boiling point, and conductivity.) b. Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges. c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas. (Clarification statement: Limited to binary covalent and binary ionic, containing main group elements, compounds but excludes polyatomic ions.) SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. a. Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. (Clarification statement: Limited to synthesis, decomposition, single replacement, and double replacement reactions.) b. Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. (Clarification statement: Limited to chemical equations that include binary ionic and covalent compounds and will not include equations containing polyatomic ions.) Monday: Minecraft Chemistry Tutorial - Go to Library, select Chemistry Tutorial, import and create world. Also select Chemistry Lab and do the same. Naming and Covalent Compounds 2 19.6 Tuesday: Review Chapter 19 for test Thursday. Wednesday: Unit 7 Study guide/review for the test tomorrow. quizziz ionic compounds quizziz covalent compounds quizziz conservation of matter Unit 2 The Atom and The Periodic Table study notes Unit 3 Bonding and Chemical Reactions study notes Thursday: Test for Unit on Bonding and Conservation of Matter, USA Test Prep Friday: Extra credit opportunity for test. Create Borax crystals (For the unit on solutions, after Spring Break) SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form
stable compounds. a. Analyze and interpret data to predict properties of ionic and covalent compounds. (Clarification statement: Properties are limited to types of bonds formed, elemental composition, melting point, boiling point, and conductivity.) b. Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges. c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas. (Clarification statement: Limited to binary covalent and binary ionic, containing main group elements, compounds but excludes polyatomic ions.) SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. a. Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. (Clarification statement: Limited to synthesis, decomposition, single replacement, and double replacement reactions.) b. Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. (Clarification statement: Limited to chemical equations that include binary ionic and covalent compounds and will not include equations containing polyatomic ions.) Monday: Phet simulation: Balancing Chemical Equations Complete the student activity. Tuesday: Video tutorial: GPB Chemistry Matters Closer Look Balancing Equations. Practice balancing chemical equations.balancing_chemical_equationswkst.pdf Wednesday: Complete 19.4 Naming Compounds Complete 19.5 Naming and Covalent Compounds 1 Thursday: Complete 19.6 Naming and Covalent Compounds 2 Friday: Student Holiday - Teacher workday SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form
stable compounds. a. Analyze and interpret data to predict properties of ionic and covalent compounds. (Clarification statement: Properties are limited to types of bonds formed, elemental composition, melting point, boiling point, and conductivity.) b. Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges. c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas. (Clarification statement: Limited to binary covalent and binary ionic, containing main group elements, compounds but excludes polyatomic ions.) SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. a. Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. (Clarification statement: Limited to synthesis, decomposition, single replacement, and double replacement reactions.) b. Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. (Clarification statement: Limited to chemical equations that include binary ionic and covalent compounds and will not include equations containing polyatomic ions.) Monday: Watch Types of Chemical Reactions and take notes. Watch a short animated video about classifying chemical reactions. Tuesday: Discuss the four basic types of chemical reactions: Synthesis, decomposition, single displacement and double displacement. Chemical Reaction Labs Wednesday: Phet simulation: Balancing Chemical Equations Complete the student activity. Thursday: Periodic Table Projects due/presentations. Friday: Periodic Table Projects presentations. SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form
stable compounds. a. Analyze and interpret data to predict properties of ionic and covalent compounds. (Clarification statement: Properties are limited to types of bonds formed, elemental composition, melting point, boiling point, and conductivity.) b. Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges. c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas. (Clarification statement: Limited to binary covalent and binary ionic, containing main group elements, compounds but excludes polyatomic ions.) SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. a. Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. (Clarification statement: Limited to synthesis, decomposition, single replacement, and double replacement reactions.) b. Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. (Clarification statement: Limited to chemical equations that include binary ionic and covalent compounds and will not include equations containing polyatomic ions.) Monday: Pre Test Compounds and Conservation of Matter on USA Test Prep. Watch the ionic and covalent bonding animation . Watch a short video about the three types of bonding: Ionic, Covalent and Metallic. Complete More Chemical Bonding 19:3. Tuesday: Watch GPB 601 Ionic Formula Writing. Take notes. Wednesday: Ionic formula writing practice. Binary formulas Ternary formulas Thursday: More Binary and Ternary Formulas Friday: Work day for the Periodic Table Project due February 28. SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes. (Clarification statement: Properties include atomic number, atomic mass and the location and charge of subatomic particles.) b. Analyze and interpret data to determine trends of the following: * Number of valence electrons * Types of ions formed by main group elements * Location and properties of metals, nonmetals, and metalloids * Phases at room temperature c. Use the Periodic Table as a model to predict the above properties of main group elements. Monday: Complete Bonding Rules practice. Tuesday: Complete Molecule Building Lab in small groups. Wednesday: Review for test tomorrow on the Periodic Table. Periodic Table Battleship Thursday: Test on USA Test Prep on the Periodic Table. Friday: Work day for the Periodic Table Project due February 28. SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes. (Clarification statement: Properties include atomic number, atomic mass and the location and charge of subatomic particles.) b. Analyze and interpret data to determine trends of the following: * Number of valence electrons * Types of ions formed by main group elements * Location and properties of metals, nonmetals, and metalloids * Phases at room temperature c. Use the Periodic Table as a model to predict the above properties of main group elements. Monday: Assign the second section of USA Test Prep EOC Practice; (SPS1.b) Trends Due this Friday, February 8. Atomic Bonding Astrology Activity Complete the Periodic Table practice problems. Chemical Bonding Notes Tuesday: Complete the Flame Test Lab Use the Flame Test Color Chart Wednesday: Go over answers to the flame test lab. Listen to the Atomic Bonding Song Complete Metals v Non Metals, Dot Diagrams and Ions, 19.1 Thursday: Complete the White Before Your Eyes lab. Friday: Class time to work on Periodic Table Project SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes. (Clarification statement: Properties include atomic number, atomic mass and the location and charge of subatomic particles.) b. Analyze and interpret data to determine trends of the following: * Number of valence electrons * Types of ions formed by main group elements * Location and properties of metals, nonmetals, and metalloids * Phases at room temperature c. Use the Periodic Table as a model to predict the above properties of main group elements. Monday: On USA Test Prep, go to the home page, click on EOC at the top of the page, click on Physical Science EOC, scroll down to Periodic Table and watch the videos under (SPS1.a) Atoms, Ions, And Isotopes. When you finish the videos, move on to the vocabulary section. When you finish the vocabulary, move on to the questions. When you finish the questions, move on to the performance tasks. All must be complete with a score of 90% or higher to get a 100. Complete with a score of 80% is a 90, complete with a score of 70% is an 80, etc. Tuesday/Wednesday: What is the periodic table and how is it organized? Watch the Ted Ed video, Periodic Table of Elements and discuss. Watch GPB Chemistry Matters, Unit 3, Segment B: Periodic Table. Complete the Mendeleev Lab of 1869 activity and color in parts of the periodic table using colored pencils. Complete the Periodic Table practice problems. Thursday/Friday: Complete the Atomic Structure worksheet. Complete Atomic Basics. Complete the notes from cstephenmurray The Atom Board 18:3. SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes. (Clarification statement: Properties include atomic number, atomic mass and the location and charge of subatomic particles.) b. Analyze and interpret data to determine trends of the following: * Number of valence electrons * Types of ions formed by main group elements * Location and properties of metals, nonmetals, and metalloids * Phases at room temperature c. Use the Periodic Table as a model to predict the above properties of main group elements. Monday: Holiday - Martin Luther King Day Tuesday: Go over Nuclear Chemistry post test/Socratic Seminar information Pretest Periodic Table USA Test Prep Wednesday: Fact: It would take 1.05x10 to the power of 17 gold atoms to cover the entire surface of a dollar bill. That is 105 quadrillion gold atoms! Watch the short video, Powers of Ten Watch the Ted Ed video; http://ed.ted.com/lessons/just-how-small-is-an-atom Go to Annenberg Learner Interactives, read the introduction to the periodic table, and play name that atom. Thursday: Complete cstephenmurray The Atom. Go to Annenberg Learner Interactives, read the section on isotopes, and play the calculate relative atom mass interactive. Friday: Participate in an atom building simulation from Phet. Complete the guided inquiry. SPS4: Obtain, evaluate, and communicate information to explain the changes in nuclear structure as a result of fission, fusion and radioactive decay.
a. Develop a model that illustrates how the nucleus changes as a result of fission and fusion. b. Use mathematics and computational thinking to explain the process of half-life as it relates to radioactive decay. (Clarification statement: Limited to calculations that include whole half-lives.) c. Construct arguments based on evidence about the applications, benefits, and problems of nuclear energy as an alternative energy source. Monday: Half Life practice problems Radioactive decay problems Tuesday: How Nuclear Power Plants Work Picture of a Nuclear Power Plant Step by Step How a Nuclear Power Plant Works Nuclear Power Plant Debate Nuclear Power Plant Cons Nuclear Power Plant Pros Wednesday: Class time to work on Socratic Seminar Thursday: USA Test Prep Unit Test Nuclear Chemistry Friday: Socratic Seminar SPS4: Obtain, evaluate, and communicate information to explain the changes in nuclear structure as a result of fission, fusion and radioactive decay.
a. Develop a model that illustrates how the nucleus changes as a result of fission and fusion. b. Use mathematics and computational thinking to explain the process of half-life as it relates to radioactive decay. (Clarification statement: Limited to calculations that include whole half-lives.) c. Construct arguments based on evidence about the applications, benefits, and problems of nuclear energy as an alternative energy source. Monday: Class time to work on USA Test Prep assignments and Socratic Seminar. Tuesday: Hydrogen Bomb vs Atomic Bomb (Fission vs Fusion) Explaining radioactivity animation Fusion/Fission Lab Google Docs Wednesday: Half Life of Sour Punch Straws lab Google Docs Thursday: Complete cstephenmurray, Nuclear Power, 22.1 Complete math skills for radioactive dating Friday: Go to the Particle Adventure. Follow the directions and complete the questions provided on this question guide. SPS4: Obtain, evaluate, and communicate information to explain the changes in nuclear structure as a result of fission, fusion and radioactive decay.
a. Develop a model that illustrates how the nucleus changes as a result of fission and fusion. b. Use mathematics and computational thinking to explain the process of half-life as it relates to radioactive decay. (Clarification statement: Limited to calculations that include whole half-lives.) c. Construct arguments based on evidence about the applications, benefits, and problems of nuclear energy as an alternative energy source. Thursday: Pre-Test Nuclear Energy on USA Test Prep Research questions for the Socratic Seminar assessment Socratic Seminar assessment. Introduction to the Manhattan Project. https://www.history.com/topics/world-war-ii/the-manhattan-project SciShow The Manhattan Project https://www.youtube.com/watch?v=4IqKdf6In_k Friday: Discussion of the Manhattan Project. Footage of the Atomic Bombs-Hiroshima and Nagasaki https://www.youtube.com/watch?v=2Pxk4zy_SQw After the bombings https://study.com/academy/lesson/the-bombing-of-hiroshima-facts-aftermath.html How nuclear power plants work https://ed.ted.com/lessons/what-are-the-challenges-of-nuclear-power-m-v-ramana-and-sajan-saini#watch SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves. b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves. c. Develop models based on experimental evidence that illustrate the phenomena of reflection,refraction, interference, and diffraction. d. Analyze and interpret data to explain how different media affect the speed of sound and light waves. e. Develop and use models to explain the changes in sound waves associated with the Doppler Effect. Monday: Go over test results for Electricity and Magnetism. Pre Test Waves. Tuesday: Watch Physics Fundamentals, 1101, Introduction to Waves. Take notes. Complete the pendulum lab. Use slinkies to model transverse and longitudinal waves. Wednesday: ELA Field trip Civics Center to see 5 plays. Thursday: Watch Physics Fundamentals, 1101, Introduction to Waves. Take notes. Complete the pendulum lab. Use slinkies to model transverse and longitudinal waves. Friday: Create color drawings of the electromagnetic spectrum SPS10. Obtain, evaluate, and communicate information to explain the properties of and
relationships between electricity and magnetism. a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance. b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits. (Clarification statement: Advantages and disadvantages of series and parallel circuits should be addressed.) c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge. (Clarification statement: Investigations could include electromagnets, simple motors, and generators.) Monday: Holiday - Veteran's Day Tuesday: Field trip to Savannah High Wednesday: Field trip to Islands High School Review for test on Friday Thursday: Review for test on Friday Friday: Test on USA Test Prep over Magnetism and Electricity. SPS10. Obtain, evaluate, and communicate information to explain the properties of and
relationships between electricity and magnetism. a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance. b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits. (Clarification statement: Advantages and disadvantages of series and parallel circuits should be addressed.) c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge. (Clarification statement: Investigations could include electromagnets, simple motors, and generators.) Monday: Continue watching Magnetic Storm and discussing/answering questions. Tuesday: Make a simple motor Compare it to how to make an electromagnet. Wednesday: Magnetic levitation. How do Maglev Trains Work? What is the hyperloop? Types of Circuits and Ohm's Law 7.1 Thursday: V, R and I in Parallel Circuits 8.1 Friday: Ohm's Law Practice Problems SPS10. Obtain, evaluate, and communicate information to explain the properties of and
relationships between electricity and magnetism. a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance. b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits. (Clarification statement: Advantages and disadvantages of series and parallel circuits should be addressed.) c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge. (Clarification statement: Investigations could include electromagnets, simple motors, and generators.) Monday: Go over the answers to Circuits and Symbols. Create series and parallel circuits using Snap Circuits. Tuesday: Watch Electromagnetism-Electrostatic Force Watch Electromagnetism-Magnetic Force Complete electromagnet lab. Wednesday: Halloween Science! Fake blood, fake wounds, ghost bubbles, fluffy slime, etc. Thursday: Rape Crisis Center Bullying Lesson Friday: Make generators. SPS10. Obtain, evaluate, and communicate information to explain the properties of and
relationships between electricity and magnetism. a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance. b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits. (Clarification statement: Advantages and disadvantages of series and parallel circuits should be addressed.) c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge. (Clarification statement: Investigations could include electromagnets, simple motors, and generators.) Monday: Complete the Interactive Reader, Magnets and Magnetic Fields. Watch the videos about magnetic domains: Simulation of Magnetic Domains Magnetic Domains Magnetic Domains in an Iron Core Tuesday: Go over the answers to the interactive reader. Complete Magnetism practice sheet. Do some center of mass challenges in the hallway. Wednesday: Watch Electromagnetism-Electrostatic Force Watch Electromagnetism-Magnetic Force Complete electromagnet lab. Thursday: Series and parallel circuits on Phet simulations. Complete Intro to Series and Parallel Circuits. Friday: Create series and parallel circuits using Snap Circuits. SPS10. Obtain, evaluate, and communicate information to explain the properties of and
relationships between electricity and magnetism. a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance. b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits. (Clarification statement: Advantages and disadvantages of series and parallel circuits should be addressed.) c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge. (Clarification statement: Investigations could include electromagnets, simple motors, and generators.) Monday: Take the pre test for Electricity and Magnetism on USA Test Prep. Complete the results form. Review for Energy post test tomorrow. Quizlet on Energy Kahoot on Energy Tuesday: Take the Energy Post Test on USA Test Prep. When you finish, go to the PhET Simulation, Balloons and Static Electricity. Follow the directions to play with the simulation and answer the questions. Wednesday: Go over the PhET Simulation, Balloons and Static Electricity. Follow the directions to play with the simulation and answer the questions. Thursday: Magnet and snap circuit lab Friday: Electromagnetism SPS7. Obtain, evaluate, and communicate information to explain transformations and flow
of energy within a system. a. Construct explanations for energy transformations within a system. (Clarification statement: Types of energy to be addressed include chemical, mechanical, electromagnetic, light, sound, thermal, electrical, and nuclear.) b. Plan and carry out investigations to describe how molecular motion relates to thermal energy changes in terms of conduction, convection, and radiation. c. Analyze and interpret specific heat data to justify the selection of a material for a practical application (e.g., insulators and cooking vessels). d. Analyze and interpret data to explain the flow of energy during phase changes using heating/cooling curves. Monday: Calorimetry Labs: Endothermic Lab Exothermic Lab Tuesday: Watch the Crash Course video on the Physics of Heat. Complete a practice sheet on Thermodynamics Wednesday: Investigate energy forms and changes using a PhET simulation. PhET Simulation Energy Forms and Changes PhET simulation Energy Forms and Changes student instructions Thursday Out for hurricane safety Friday: Watch GPB Video episode 1301: Thermochemistry and take notes. |
Kathleen Hobbs
I began teaching in 1996. I have a Bachelors Degree in Middle School Language Arts and Social Studies from Georgia State, as well as a Masters Degree in Middle School Science and a Specialist Degree in Middle School Reading from the University of Georgia. I am also certified to teach High School Science. I taught in the Atlanta area for 14 years, but I grew up here in Savannah and I am happy to be home again since 2010! |