Physical Science

Attachments

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Lesson Three: Mass, Volume, Density

Subjects: Math, Science

Learner Outcomes:

Students will have a basic understanding of the Physical Measurements of:

Mass

Volume

Density

Students will be able to use: balances, overflow cans, graduated cylinders

Students will be able to interpret changes and physical relationships

Duration of Lesson: 1-2 50-minute class periods

Materials:

overflow can, balance, 5or 10 ml graduated cylinder (markings of 1,2,3,4,5mls),

irregular shaped objects, calculator, straw

Technology Tools/Courseware: calculator, PowerPoint software, dictionary

Teacher Notes:

Teachers may wish to create a Power Point to introduce lesson

Refer to references to link to instructions for making overflow can

If using 2 liter pop bottles for overflow can, have students bring these in

ahead of scheduled time for lab, one per group

Teachers provide the definition of volume, mass and density

Students will have mastered use of graduated cylinder and single pan balance

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Procedures:

1. Students will carefully fill their overflow can up till water is at edge of the

straw

2. Students will have placed overflow can at the edge of the table so they can

catch the overflow of water from the straw into the graduated cylinder.

3. The amount of water filling the graduated cylinder will be the volume of the

object

4. Students will complete above steps using the same three irregular shaped

objects from Lesson 1&2

5. Students should record data in data table (see spreadsheet)

http://www.thesolutionsite.com/lesson/1116/Lesson3spreadsheet.xls

6. Students will weigh each object on a single pan balance and record their

answers in grams on the data table.

8. Students will use calculators and data tables to determine density.

To determine density students will divide the mass by volume. Answers will

be in g/ml

9. Students will record their density findings on the data table

Modifications: Plan cooperative groups and team students for collaborative learning

Enrichment Activities: 1)Gro-Beast (see attached)

2)Students can create a visual understanding of density by doing the

following:

Take 4 or 5 liquids of different densities such as water, alcohol, cooking oil, motor oil, or other liquids and gently pour into a clear graduated cylinder. Let set overnight, the next day students should be able to see the liquids layered by density

Evaluation/Assessment:

Student teams will look at their data and make a presentation to the class (2-

3minutes) showing the relationship of volume and mass to density of their three

objects

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Picture examples of Elements, Compounds and Mixtures - useful visual images

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Attachment C

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Name ______________________________ Date

Comparing Elements and Compounds Venn Diagram

Elements Compounds

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Elements, Compounds, and Mixtures

Glencoe Chemistry: Matter and Change

Unit 1 Introduction, Nature of Science, and Safety

Chapter 3 Matter: Properties and Changes

Section 3.3 Mixtures of Matter

Section 3.4 Elements and Compounds

Context of Lesson

Taught near the end of the first unit, this lesson teaches students to classify matter as elements,

compounds, and mixtures through an analogy. The students will “mix” and “react” beads of

“elements” to create compounds and mixtures. The lesson works well as an introduction to these

constructs and allows the students to develop acceptable definitions of elements, compounds, and

mixtures.

Main Goals & Objectives Students will classify elements, compounds, and mixtures through use of an analogous model. From

performing this activity, students will be able to:

Contrast mixtures and pure substances.

Distinguish between elements and compounds.

Distinguish observations from inferences, explain that inferences should be based on observations,

and explain that the development of scientific knowledge involves both observations and

inferences so scientific knowledge is partially inferential.

Explain that scientists’ background knowledge and creativity influence their doing inquiry so they

may have different observations and interpretations of the same phenomena.

Explain that inquiry procedures are guided by the question asked.

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Materials

Per pair of students:

2 “Classification of Matter” activity sheets (See attached)

red, green, and blue colored pencils

1 set of bead samples (see note)

Note: Preparation of bead samples

Materials required: red, green, blue, and pearl beads; 180 small (60mm size) plastic petri

dishes, super glue, fine copper or craft wire, 20 quart-sized zipper bags.

For one complete sample set, fill nine petri dishes and label the lids as described in the table

below. A Sharpie works well for the label, and a piece of clear tape over the writing will

make the label more permanent. Use a dab of super glue to affix the lids securely.

Dish label Dish contents Classification

R Red beads only Pure substance,

element

B Blue beads only Pure substance,

element

Gn2 Green beads, wired in pairs Pure substance,

diatomic element

BGn2P Several pieces, each consisting of one blue bead, two

green beads, and a pearl wired together

Pure substance,

compound

PGn Several pieces, each consisting of a pearl wired to a

green bead

Pure substance,

compound

R4Gn Several pieces, each consisting of four red beads wired

to a green bead

Pure substance,

compound

RGn + Gn2 Some green beads wired in pairs, as well as several

pieces consisting of a red bead wired to a green bead

mixture

R + P + Gn2 Loose red beads, loose pearls, and green beads wired

in pairs

mixture

B + R Loose red beads and blue beads mixture

Make 20 complete sets and store them in quart-sized zipper bags to have a class set ready to go.

Safety

Remind students that lab materials are to be used ONLY as directed

No opening of Petri dishes

Return any loose beads to the teacher

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The Lesson

Bell ringer:

Write on the chalkboard or overhead: “What is the difference between an observation and an inference? Write

two examples of each.” Allow students time to think, pair, share their responses.

Divide class into pairs of students. Instruct students not to open the dishes. One student from each pair should

come forward to obtain a bag of samples and three colored pencils.

Ask students to sort the dishes into three groups based on similarities in the contents of the dishes. Emphasize

that when students disagree with their partners about the classification, they should discuss their ideas until a

consensus is formed.

As a class, present and discuss the different ways that the students sorted the dishes. Ask the students to

explain why they sorted the dishes the way they did. As part of this discussion and using the students’

statements, explain that scientists’ background knowledge and creativity influence their doing inquiry so they

may have different observations and interpretations of the same phenomena.

Ask a student to define “mixture.” Guide the student as necessary to obtain a definition that aligns with the

chemical definition of a mixture: “A mixture is a physical blend of two or more pure substances in any

proportion.” Possible guiding questions include:

How many types of matter are in a mixture?

How is a mixture different from a pure substance?

How is a mixture made?

How can a mixture be separated?

What does the wire holding some beads together indicate?

Using the student’s words, instruct the class to sort their dishes into two groups, one of mixtures and one of

non-mixtures. Move about the room to answer questions and to help any confused student teams.

As teams complete the sorting properly, ask them to sort the group of non-mixtures into 2 groups based on

whether or not there is one type or more than one type of “atom” present. Move about the room to answer

questions and to help any confused student teams.

Ask a student which group they think contains “elements” and which group contains “compounds.” Require

the students to explain their rationale for their selections. As a class, come to a consensus about definitions for

“element” and “compound” based on the students’ answers and on alignment with the chemical definitions:

“An element is a substance that contains only one type of atom and cannot be broken down into simpler

substances by chemical or physical means.” “A compound is a chemical combination of two or more

elements. The properties on a compound differ from the properties of the component elements.”

While moving about, distribute the “Classification of Matter” handout. Instruct the students to read the

handout and answer the questions based on their sorting of the dishes. Once all of the students are done sorting

the dishes and are working on the questions, call them together for a class discussion (if necessary, this

discussion can occur the next time class meets).

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Review the differences among elements, compounds, and mixtures, as well as any similarities that the students

noticed. Use the following questions to guide the discussion:

When did you use observations and when did you use inferences to make your decisions about

classifying the dishes?

Describe some of your observations and inferences.

Which samples were most difficult to sort or led to some disagreement between partners? How did the

partners resolve their differing ideas?

How would this process have been different I had instructed you to answer different question, such as

“What are examples of a mixture, a compound, and an element?” Emphasize that what they did, just

like scientists, depended on the question asked.

Be sure that all students are clear on the differences between element and compound and between atom

and molecule. Point out that each bead represents an atom (the smallest particle of an element) while a

grouping of beads represents a molecule (the smallest particle of a compound).

Homework Complete the “Classification of Matter” handout if necessary.

Review sections 3.3 and 3.4. Answer the questions: p. 69 #15, 16, and 19 and p. 77 #25.

Modifications

Other colors of beads may be substituted, based on availability. Substitute appropriate symbols for

the other colors (W or Wh for white, Pi for pink, Pu for purple, V for violet, Or for orange, etc.).

Include some diatomic elements to strengthen the analogy to real elements

2-letter symbols, with the second letter in lower case, to strengthen the analogy to chemical

symbols.

The analogy becomes better when the beads of different colors also have different sizes (as long as

all the beads of one color are identical).

For students that are colorblind, the element, compound, and mixture samples can be made from

various combinations of nuts, bolts, and washers. Attach them to form compounds, or mix them

loose to form mixtures. Larger petri dishes will accommodate these larger pieces.

Assessment

There are a number of possible methods to assess student’s learning including:

Students’ responses to the bell ringer

Students’ classification strategies and explanations during the activity, and their discussions with

their partners

Students’ definitions for element, compound, and mixture

Students’ activity sheets and responses to the section review can also be part of the assessment.

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Classification of Matter

Name: _______________________________________

1. Matter is considered to be a pure substance when all of the particles of matter are identical. Are your bead

samples correctly sorted into pure substances and mixtures? (Remember that one of these categories was

broken down into 2 categories.) If not, reorganize your sorting so that they are sorted into pure substances and

mixtures. Once the dishes are sorted correctly, list their codes here.

Pure Substances Mixtures

2. Pure substances can be further classified into elements and compounds. Elements are defined as substances

made from only one type of atom. Compounds are defined as substances made from two or more types of

atoms, chemically bound together. Are your pure substance bead samples correctly sorted into elements and

compounds? If not, reorganize your sorting so that they are sorted into elements and compounds. Once the

dishes are sorted correctly, list their codes here.

Elements Compounds

3. Draw pictures using colored pencils to represent each type of matter. Label each box with the code from

the dish.

Elements

Compounds

Mixtures

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4. Refer to the codes you listed in question #1. How are mixture codes different from pure substance codes?

How do the codes relate to the objects in the dishes?

5. Refer to the codes you listed in question #2. How are the compound codes different from the element

codes? How do the codes relate to the objects in the dishes?

6. Below is a table of matter divided into three categories: elements, compounds, and mixtures. The chemical

formulas for each substance are included in the table. Write some rules for how chemical formulas are written.

Elements Compounds Mixtures

Gold Au

Sodium Na

Carbon C

Hydrogen H2

Chlorine Cl2

Silver Ag

Iron Fe

Phosphorus P

Water H2O

Carbon dioxide CO2

Sugar C12H22O11

Glass SiO2

Battery acid H2SO4

Salt NaCl

Drain cleaner NaOH

Salt water NaCl & H2O

Milk C6H12O6 & H2O

& C50H102O3 & …

Granite SiO2 & KAlSi3O3

& K3Si3O10 & …

7. Which category above includes substances that can be separated into two or more substances by

physical means?

8. Which category above includes substances that can be separated into two or more substances by

chemical means?

9. Which category above includes substances that cannot be separated into simpler substances?

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Classification of Matter Name: Answer Key

1. Knowing that matter is defined as a pure substance when all of the particles are identical, sort your bead

samples into pure substances and mixtures. List their codes here.

Pure Substances Mixtures

R RGn + Gn2

B B + R

Gn2 R + P + Gn2

BGn2P

PGn

R4Gn

2. Pure substances can be further classified into elements and compounds. Elements are defined as

substances made from only one type of atom. Compounds are defined as substances made from two or more

types of atoms, chemically bound together. Sort the samples from your pure substances category into

elements and compounds. List their codes here.

Elements Compounds

R BGn2P

B PGn

Gn2 R4Gn

3. Draw pictures using colored pencils to represent each type of matter. Label each box with the code from

the dish.

Elements

R B Gn2

Compounds

BGn2P PGn R4Gn

Mixtures

RGn + Gn2 R + P + Gn2 B + R

Boxes should include drawings of the beads as they appear in the dishes.

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4. Refer to the codes you listed in question #1. How are mixture codes different from pure substance codes?

How do the codes relate to the objects in the dishes?

Mixture codes have a “+” sign, while substance codes do not. This is because the dishes for mixtures contain

more than one type of particle, while substance dishes contain only one.

5. Refer to the codes you listed in question #2. How are the compound codes different from the element

codes? How do the codes relate to the objects in the dishes?

Compound codes have more than one capital letter, while element codes have only one capital letter. This is

because compounds are composed of more than one element. Each capital letter represents the start of a new

element symbol.

6. Look at the list of matter below, and the chemical formulas that chemists use to represent them. Write

some rules for how chemical formulas are written.

Elements Compounds Mixtures

Gold Au

Sodium Na

Carbon C

Hydrogen H2

Chlorine Cl2

Silver Ag

Iron Fe

Phosphorus P

Water H2O

Carbon dioxide CO2

Sugar C12H22O11

Glass SiO2

Battery acid H2SO4

Salt NaCl

Drain cleaner NaOH

Salt water NaCl & H2O

Milk C6H12O6 & H2O

& C50H102O3 & …

Granite SiO2 & KAlSi3O3

& K3Si3O10 & …

(answers will vary somewhat)

1. Element symbols contain only one capital letter. Each new capital letter signals the start of a new

element symbol.

2. When there is more than one atom of an element, the subscript following the element symbol indicates

the number of atoms.

3. Compound formulas list all of the elements present and how many atoms of each.

4. Mixtures list the elements and compounds present, separated with “and” signs.

7. Which category above includes substances that can be separated into two or more substances by physical

means?

mixtures

8. Which category above includes substances that can be separated into two or more substances by chemical

means?

compounds

9. Which category above includes substances that cannot be separated into simpler substances?

element

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Lab Acids and bases

Purpose: To identify substances as acidic, basic or neutral solutions.

Materials: hydrochloric acid, HCl phenolphthalein

sodium hydroxide, NaOH red and blue litmus paper

distilled water bromothymol blue

various substances watch glass

glass rod droppers

Procedure:

1. Before doing any tests clean all glassware which you will be using.

2. Place a few drops of solution on a watch glass and test with litmus paper. Note the results in your data

table.

3. Add one drop of phenolphthalein indicator and note the colour in your data table. Rinse the watch

glass, add a few drops of solution a second time and test with one drop of bromothymol blue. Note

results.

4. Rinse watch glass and glass rod and repeat the steps for all other substances.

Indicators:

Litmus paper Red - acidic solution

Blue - basic solution

Phenolphthalein Clear - pH 0 to 8

Pink - pH 8 to 14

Bromothymol blue Yellow - pH 0 to 6

Green - pH 6 to 7.5

Blue - pH 7.5 to 14

Observations: see table attached

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Bromothymol Base or pH< > or

Substance Blue Paper Red Paper Phenolphth Blue Acid Neutral = 7

HCl

NaOH

Water

Vinegar

Lemon

Juice

Baking

Soda

Salt

Water

Dish

Soap

Javex

Milk

7 UP

Fantastic

Ca(OH)2

TUMS

Detergent

Questions: To include in your conclusion

1. What is an indicator ?

2. A few drops of an unknown solution are dropped on a piece of red litmus paper and there is no color

change.

a) The student concludes the solution is acidic. Is he correct? Explain.

b) What could he/she do to verify his/her conclusion?

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OBSERVATION SHEET

Name ______________________________________

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Attachment 3: Making Inferences

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Attachment H

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MELTING CHOCOLATE

PROBLEM: How does the temperature of chocolate change the density and volume?

RESEARCH: Look up the definition of melting point.

HYPOTHESIS: Will the density and/or volume of the chocolate be affected by temperature?

MATERIALS: 1 bar of chocolate metric ruler balance scale graduated cylinder

refrigerator and freezer

PROCEDURE:

1. Break off six pieces of the chocolate.

2. Measure the length, width and weight (grams) of each piece. Use the graduated cylinder to evaluate

density. Record data

3. Put two pieces in the freezer, two pieces in the refrigerator, and leave two pieces on the counter at room

temperature. (record temperatures in each place)

4. Wait three hours.

5. Repeat #2

Enrichment: Repeat the process using a different kind of chocolate.

Enrichment: Ask a member of your family to do this activity and record the data he/she observes.

DATA: Make a table to record your observations and inferences. Be sure to record the sizes of your pieces of

chocolate.

QUESTIONS:

1. Did the volume and density change due to the temperature of the chocolate?

2. How would the volume and density change if the chocolate was melted?

CONCLUSION: This is not optional. You must explain what you learned by doing this activity.

Remember that you must answer the question you asked in your original problem statement.

TEACHER SECTION:

POSSIBLE HYPOTHESIS: Accept any response.

POSSIBLE CONCLUSION: Students should explain their observations and draw their conclusions based on

their experiences.

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TITLE OF LESSON PLAN: Temperature and Pressure

LENGTH OF LESSON:

One to two class periods

SUBJECT AREA:

Physical Science

OBJECTIVES:

Students will understand the following:

1. The relationship between temperature and pressure

2. How to collect data and graph the relationship between pressure and temperature

3. How to compare the information collected between both Fahrenheit and Celsius temperature scales

MATERIALS:

For this lesson, you will need:

Two Celsius and two Fahrenheit thermometers (0.1 degree increments preferred)

Two clear, plastic, 20-ounce bottles of carbonated soft drink at room temperature

Two 2-hole rubber stoppers (the right size to fit the opening of the soft drink bottle used in this study)

One Temperature and Pressure Data Sheet for every student (see attached)

Two pieces of graph paper for every student, one to chart Celsius measurements and one to chart Fahrenheit

Ruler

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PROCEDURE:

1. Divide students into small lab groups. Explain that they will be collecting data on the relationship between

pressure and temperature. Each lab group should have two clear, 20-ounce bottles of a carbonated soda; two

2-hole rubber stoppers that will fit the opening of each of the soft drink bottles; and two Celsius and two

Fahrenheit thermometers. Each student should have a copy of the Temperature and Pressure Data Sheet to

record her or his findings.

2. Briefly explain the experiment. Students will be shaking a half-full carbonated drink to increase the

pressure within the bottle. They will shake it twice, four times, six times, and so on, recording the change in

temperature after every two shakes. Students will be performing this experiment two times, first using a

Celsius thermometer and a second time using a Fahrenheit thermometer. They will be recording the data on

their data sheet, then creating graphs with the recorded data.

3. Make sure to follow proper safety precautions and guidelines outlined in science texts. Have students

carefully insert one of the Celsius thermometers into one hole of a two-hole rubber stopper. Push the

thermometer until 2 to 3 inches of it extend below the stopper bottom.

4. Note the room temperature. Now gently open one of the carbonated soda bottles. Try to lose as little of the

carbonation in the liquid as possible. Insert the second Celsius thermometer into the carbonated drink to

determine if the soda is at room temperature. It is important for the purposes of this lesson that the soda is at

room temperature before the experiment begins. Remove thermometer and set aside.

5. Now slowly pour out half the beverage. Again, try not to lose any of the carbonation.

6. Carefully insert the rubber stopper with the thermometer into the top of the bottle of soda. Make certain the

stopper is seated firmly in place and the thermometer tip is nottouching the liquid inside the bottle. Observe

and record the temperature of the thermometer on the Temperature and Pressure Data Sheet.

7. Firmly cover the second hole of the rubber stopper with one finger. Pick up the bottle of soda and

vigorously shake it twice only.Set the bottle on a flat surface and observe and record the temperature on your

Temperature and Pressure Data Sheet. IMPORTANT: Be sure to keep your finger over the second hole of the

rubber stopperso you do not lose any pressure built up inside the bottle.

8. Pick up the bottle once again and shake it two more times.As before, make sure you do not remove your

finger from the second hole. Place the bottle on a flat surface and observe and record the temperature.

Continue to shake the bottle twice and observe and record temperature until no further increase is observed.

Carefully and slowly remove your finger from the covered hole of the rubber stopper.

9. Have students open the second bottle of soft drink and repeat steps 3 through 7 using a Fahrenheit

thermometer. It is important to use a new bottle because of the loss of carbonation during the Celsius

measurement.

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10. When they have finished gathering their experimental data, pass out two sheets of graph paper to each

student so she or he may begin plotting her or his data. Explain that students will create one graph to represent

pressure and Celsius data, and one for pressure and Fahrenheit observations.

11. Have students graph their data by labeling the x-axis on their graph with the number of shakes of the soda

bottle, representing pressure. Have students label the y-axis on their graph with degrees. (One graph will show

degrees Celsius and the second graph will show degrees Fahrenheit.) Make sure the graph fills as much of the

page as possible and that students title their graph.

12. Ask students to plot the data points from their data tables on their graphs and draw a line connecting the

points.

13. Compare the results of Celsius and Fahrenheit data sheets and graphs.

ADAPTATIONS:

Adaptations for Older Students:

High school students might choose to use computer lab probes available in some high school science labs.

They could then record the actual pressure changes and resulting temperature changes both as the pressure

builds and then as it is released.

If computer probes are not available, high school students can vary the conditions of the procedure in two

ways. Students can experiment with bottles at room temperature and bottles that have been chilled. When they

have completed their lab, students can write a short explanation of why the varying starting temperatures

affected the results of the experiment. This explanation should be based on the concept of gas solubility and

its correlation with temperature.

Students can also vary the procedure by using bottles of carbonated beverage that are at room temperature but

have different volumes. Prepare one set of bottles half filled with liquid and one set one-quarter or three-

quarters filled. At the end of the experiment students can provide a short explanation of why the results were

different for the different volumes of liquid used in the experiment. This explanation should be based on the

fact that gases expand to fill containers, and that pressure is a force per unit area.

To economize class time these variations can be done using only the Celsius temperature scale. Graphs for

both sets of data (room temperature and chilled carbonated beverage; half-filled bottles compared with another

volume determined by instructor) can then be plotted on the same set of axes for easier comparison.

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DISCUSSION QUESTIONS:

1. Which results had a greater number of degree temperature changes in your lab: the Celsius or Fahrenheit

measurements? Does this have any effect on the resulting graphed data? Why?

2. How might the amount of beverage in the container have an effect on temperature changes during this

exercise? Would the type of carbonated beverage have an impact on the results? Why or why not?

3. Consider the concept that pressure, volume, and temperature are all related. What can be concluded about

this relationship based on the lab just completed?

4. Consider the concept that an increase in pressure causes an increase in temperature. How does this relate to

the making of a snowball?

5. Ice skates work because of the same principle—an increase in pressure causes the temperature to increase.

Explain what actually happens to the ice at the point of contact between the ice skate blade and the ice itself.

Is it possible that ice could be so cold that ice-skating would not be possible? Explain.

6. Why don't basketballs feel warm? After all, they contain air under pressure.

EVALUATION:

Ask students to consider the following and write a response: If you have ever released air from any

pressurized container, such as a tire, you might notice that the air doesn't feel warm at all. Based on the

principle that pressure generates heat, come up with an explanation for why the air released from a tire is not

warm but is in fact cool.

You could also create a rubric based on student participation, accuracy in collecting and graphing data, and

the final response paper:

Contribution to the group exercise (1 to 4 points)

Accuracy in collecting data on data sheet (1 to 4 points)

Graphing the data (1 to 4 points)

Response paper (1 to 4 points)

EXTENSION:

Solar Effects on Thermal Expansion

Pick several different balloons of different colors. Choose a few with dark colors, such as black, dark blue, or

purple, and a few with light colors such as white, yellow, or pink. In a cool location, inflate the balloons so

that they are of nearly equal size. This can be accomplished by looping a string around the balloons as they are

being inflated to measure their circumference. Next, take the balloons outside to a bright, sunny location and

allow the sun to heat them up. Then record the circumference of the balloons. Is there any difference between

the original, cool circumference and the warm circumference? What does this example reveal about volume

and temperature relationships? Was there a difference between the light and dark balloons?

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Hot Air Balloons

Divide students into groups and have them try this experiment: Pick a thin-walled plastic bag, like the dry

cleaning bags used to cover freshly cleaned garments. At the top of the bag, where the hanger usually extends,

tape the opening closed with transparent tape. Lay the bag flat and measure the width of the bottom opening

(the side opposite the end just taped shut). Double this measurement and use your result to cut a length of

wire. After cutting a length of wire, form it into a hoop that will neatly fit inside the bottom of the plastic bag.

At the very bottom edge of the bag, use transparent tape to attach the wire hoop to the inside edge of the bag.

(By using small pieces of tape attached every 6 inches, the wire hoop will be sufficiently held in place.) The

wire should now hold the bag open. Now, carefully hold the bag by the top so that the hoop at the bottom is

just off the floor. Have another member of your group turn on a blow dryer to the cold setting and aim it into

the plastic bag, inflating it. Release the bag and observe what happens. Next, inflate the same bag only this

time using the blow dryer set on the hottest setting. Again, allow the bag to inflate fully, then release the bag.

Observe what happens this time. What does this experiment demonstrate concerning the differences in the

density of air in both situations?

WEB LINKS:

Temperature and Kinetic Energy

The atoms and molecules which make up a gas are in constant motion. This interactive java applet will help

you to understand how temperature is an indirect measure of the average speed with which the molecules

move.

http://plabpc.csustan.edu/general/tutorials/temperature/temperature.htm

Charles' Law

A guided lesson plan accompanies this java applet showing the fundamental relationship between temperature

and pressure known as Charles' Law.

http://plabpc.csustan.edu/general/tutorials/temperature/CharlesLaw/CharlesLaw.htm

Welcome to the Pressure Chamber

Watch those pressure gauges while changing the temperature of a confined gas, and try not to blow yourself

and the lab up in the process of using this online simulation to learn about the ideal gas laws..

http://jersey.uoregon.edu/vlab/Piston/index.html

Temperature and Absolute Zero

How low can the temperature go? This interactive text and its animations will help you to extrapolate a

theoretical value for the lowest possible temperature, a temperature that you would have a snowball's chance

in Tahiti of ever experiencing first hand.

http://www.colorado.edu/physics/2000/bec/temperature.html

Energy to Melt Ice

Learn about heat. Make ice cream. Learn about temperarture. Eat ice cream. Can a lab activity where you can

learn so much about thermodynamics ever be as delicious as the activity proposed at this website? Science can

be yummy!

http://www.bamaed.ua.edu/sciteach/EnergytoMeltIce.html

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Temperature and Pressure Data Sheet

Name: _________________________________________

Lab group members: ____________________________________________________

Pressure

(No. of Shakes

Temperature in Degrees C

(Bottle No. 1)

Temperature in Degrees F

(Bottle No. 2)

0 (at beginning of

experiment)

2

4

6

8

10

12

14

16

18

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CLE: 1.1.E.a

Cloud Model

Student Activity

Materials

1 12-inch and 1 5- inch balloon of identical color (described as "red" in the procedure)

2 5-inch balloons of identical color but of a different color than the first set of balloons (described as

"green" in the procedure)

10 BB's

Procedure

1. Place 1 BB in each of the small green balloons. Carefully (without inhaling the B.B.) blow up each

green balloon so it is approximately the size of a hen's egg. Tie each off. Each now represents the

simplest possible atom, hydrogen. Strictly speaking, the model of hydrogen is incomplete as no

nucleus is present, but one can imagine the presence of a nucleus at the center of the balloon. Rotate

one of the balloons so the BB moves around on the inner wall. Then, add energy to the atom model by

spinning the balloon faster. As in a real atom, the electron reflects the added energy. In a real atom, the

electron will "jump" to a new energy level. In the model, the electron simply moves faster.

2. For a more complex atom, place 2 BB's in the small red balloon. Place 6 BB's in the large red balloon.

Insert the uninflated small red balloon into the large red balloon. Hold the ends of the balloons together

and carefully inflate the small red balloon while it remains inside the large balloon. Only inflate it

enough so the walls stand out away from the B.B.'s. Tie it off. Next, inflate the large red balloon while

continuing to push the small red balloon farther inside. Continue to inflate the large red balloon until it

is significantly larger than the small balloon now inside. Tie off the large balloon. This atom now

contains 8 electrons and represents oxygen. The 8 electrons are grouped as 2 in the inner orbital

(balloon) and 6 in the outer. Though this model is still deficient in that atoms are not distributed into

orbitals, it still demonstrates that they occupy varying distances from the nucleus.

3. The oxygen atomic model and hydrogen atomic models can further be combined to represent a water

molecule that would demonstrate the stability of an octet of electrons in the outer valence levels of

atoms involved in chemical bonds.

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Page 1

Chemical or Physical Change Lab Stations

Teachers: When determining what sorts of chemicals should be heated or combined, consider the following suggestions. Use whichever you like, or make up some of your own. Chemicals that are interesting to heat: 1) Magnesium sulfate heptahydrate (Epsom salts: The crystals jump around!) 2) Copper sulfate hydrates (they go from blue to light blue/white) 3) Naphthalene (mothballs: They burn with a thick, black smoke. Only burn these in the

hood!) 4) Alcohol (burns) 5) Sugars (they foam and smell like caramel) 6) Water (boiling is frequently misinterpreted as a chemical change) Chemicals that are interesting to combine: 1) Lead nitrate and potassium iodide (yellow lead iodide precipitate) 2) Silver nitrate and hydrochloric acid (white silver chloride precipitate) 3) Sodium bicarbonate and acids (fizz when CO2 is created) 4) Copper metal and nitric acid (NOx is produced, making a brown toxic cloud… only do

in the hood!)

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Page 2

Chemical or Physical Change Lab Use what you’ve learned about chemical and physical changes to determine if the following stations involve chemical or physical changes. Make sure you give evidence for your determination. Station 1: Heat the unknown in a crucible In this station, heat the unknown compound in a crucible until you see a change take place. Was it a chemical or physical change? What evidence do you have to back up your guess?

Station 2: Combine the two solutions In this station, add one dropper full of compound A into a 50 mL beaker followed by one dropper full of compound B. Make sure you use different droppers for each solution. Was it a chemical or physical change? What evidence do you have to back up your guess? Station 3: Heat the unknown in a crucible In this station, heat two large pieces of the unknown in a crucible until you see a change take place. Was it a chemical or physical change? What evidence do you have to back up your guess?

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Page 3

Station 4: Heat the unknown in a crucible In this station, heat one small scoopful of the unknown in a crucible until you see a change take place. Was it a chemical or physical change? What evidence do you have to back up your guess?

Station 5: Combine the two solutions In this station, add one dropper full of compound A into a 50 mL beaker followed by one dropper full of compound B. Make sure you use different droppers for each solution. Was it a chemical or physical change? What evidence do you have to back up your guess?

Station 6: Heat the unknown in a crucible In this station, add ten drops of the unknown to a crucible and heat over a Bunsen burner. Was it a chemical or physical change? What evidence do you have to back up your guess?

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CLE: 1.1.H.a

Page 1

Ion (Derstand) Bonding through Energy Level Diagrams

Objective(s): Students will be able to:

1) Determine the number of valence electrons using energy level diagrams

2) Explain why elements lose or gain electrons during ionic bonding (in terms of noble gas stability)

3) Define an ion.

4) Write correct ion notation.

5) Describe some properties of ionic compounds

6) Develop a hypothesis which explains what happens when an ionic compound dissolves.

Apparatus Needed: 2 movable energy level diagrams

2 poster boards (thin)

60 magnets (about 5 mm radius - available at Radio Shack)

2 pieces of (scrap) metal containing iron (about 55 cm x 65 cm)

1 conductivity tester

1 small table with legs of uneven length (about 25 cm X 15 cm) ionic compounds such as: NaCl FeSO4

HCl(aq) CuCl2 K2CrO4 MgO LiCl familiar compounds such as salt, sugar, iron supplements

Energy Level Diagram Unstable Table - .___.__.

/ \ - ________________

- / -.__. \ /______________ /|

/ / \ \ |_______________|/|

( ( 10+ ) ) - | | | |

- ( ( ) ) | | |

\ \.__./- / | |

\ / |

- \.___.__./ - Ne

+ = proton -

- = electron

To make a movable energy level diagram, draw 3 concentric circles on poster board to represent the first 3

energy levels of any atom. (This demonstration is limited to the first 3 rows of the periodic table.) The

magnets represent protons and electrons. Spray-paint a set of magnets one color per charge and draw in +'s

and -'s with a permanent marker. All magnets are coordinated so that each of the same painted sides represent

a particular pole, eg. all protons on their painted sides are facing North.*

Recommended Strategy: Prepare solutions of the listed ionic compounds. A few drops of HCl(aq)will dissolve the MgO and LiCl. Also

included are distilled water and tap water. The demonstration table is set up so that the two energy level

diagrams are to one side and the solutions are to the other, along with familiar packages such as salt and sugar.

The lesson (for a freshman physical science class) is developed as follows: the opener is the unstable table,

which has difficulty standing up. I ask for advice about how to rebuild the table. The idea is for the students

to get to the point that in its present state, the table is unstable.

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Page 2

From the building of unstable tables, I move to the building of table salt. The students are asked from what

elements table salt is made, to determine the relative position of Na and Cl on the periodic table, and to

determine the number of protons and electrons in each element using the periodic table. A worksheet is

passed out so that students can keep track of the gathered information. We review energy levels of the atom,

protons and electrons. The movable energy level diagram is discussed. The repulsion of like charges and the

attraction of opposite charges may be felt by students using the magnets (painted side only!)

Placement of electrons at the correct energy levels of sodium and chlorine is done at this time by 2-4

volunteers. When this is completed, it can be seen that sodium has 1 valence electron and sodium has 7.

Given that the elements will either gain or lose electrons, does it make sense for 7 electrons to move over to

Na or for 1 electron to Cl? (This can be compared to a group of friends sitting in the cafeteria at one table and

another friend at a different table. Who is more likely to move?) Students are asked to name the elements

which have the same number of electrons as the new "atoms." Stability of noble gases and the tendency of

elements to react in order to have a filled valence shell is brought out.

Students are then asked to record starting and ending numbers of electrons and to determine the old and new

charges. The word "ion" is discussed and students then learn how to notate ions. On the worksheet, a space

for defining "ion" is provided. Other examples, such as MgO or LiCl may be tried. Students may construct

their own energy diagrams out of felt, tacks, etc. A more difficult example, such as MgCl2 may also be

attempted.

The last part of the lesson moves to a property of ionic compounds in solution: conductivity. Students can

see that a light bulb is lit when the circuit is completed with some piece of metal, such as pliers with insulated

handles. Then, various ionic solutions are tested to demonstrate that electricity is conducted. Distilled water

and tap water are compared. Students are asked to predict the outcome. Other solutions may be tested, such

as sugar, to compare ionic and nonionic bonding. After summarizing the lesson, the students are asked to

form the hypothesis to the question," What happens to an ionic compound when it dissolves?"

* This setup is designed to also be used to demonstrate the movement of electrons which produces bright

line spectra. In this case, an energy diagram with 5 energy levels can be used. A flannel board and felt

circles may also be used instead of magnets and poster board.

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Page 1

Conductivity: A Demonstration Lesson Task

Key Objectives:

o To investigate a problem scientifically

o To Suggest reasonable explanations based on data collected

o To keep detailed and accurate records of data collected

o To understand analyze how scientific knowledge is developed and changes over time

o To begin to formulate a working definition of ionic compounds

Learning Outcomes:

o Students will derive:

o Working definitions of ionic versus covalent (and molecular) compounds.

o Students will be able to:

o Predict a substance’s electrical conductivity based on its chemical formula.

o Explain the electrical conductivity of aqueous solutions of ionic compounds.

o Distinguish between ionic and covalent compounds and explain the

characteristics

o Explain why some covalent (molecular) substances conduct electricity when

dissolved in water to form aqueous solution.

o Relate the presence/absence of ions in solution with electrical conductivity

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Attachment N

CLE: 1.1.H.b

Quiz Name: Chemical Bonds - Types of Bonds

1) In which type of bond are electrons

shared between two atoms?

a) ionic

b) covalent

c) metallic

2) Which type of bond creates a crystalline

structure?

a) ionic

b) covalent

c) metallic

3) Which type of bond usually forms

between two nonmetals?

a) ionic

b) covalent

c) metallic

4) Which type of bond is often described

as an "electron sea"?

a) ionic

b) covalent

c) metallic

5) Which type of bond is characterized by

the formation of oppositely charged

particles?

a) covalent

b) ionic

c) metallic

6) Which of the following is NOT a

characteristic of ionic substances?

a) Are usually gases at room temperature.

b) Conduct electricity in solution form.

c) Have high melting points.

d) Usually dissolve in water.

7) Which of the following is NOT a

characteristic of metallic substances?

a) Malleable and ductile.

b) Conduct electricity.

c) Have low melting points.

d) Are usually solids at room temperature.

8) Which of the following is NOT a

characteristic of covalent substances?

a) Have low melting points.

b) Sometimes dissolve in water.

c) Form individual molecules.

d) Conduct electricity.

9) Why do atoms form chemical bonds?

a) To increase their potential energy.

b) To become more stable.

c) To gain more valence electrons.

d) To obtain a higher electronegativity.

10) Select the statement that correctly

describes a polar covalent bond.

a) Electrons are shared equally between the atoms.

b) One atom has a greater attraction for electrons

(electronegativity) than the other.

c) Partial positive and negative charges are produced.

d) Both a and b.

e) Both b and c.

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CLE: 1.1.H.b

Quiz Name: Chemical Bonds - Types of Bonds (Teacher Key)

1) In which type of bond are electrons

shared between two atoms?

a) ionic

b) covalent c) metallic

2) Which type of bond creates a crystalline

structure?

a) ionic b) covalent

c) metallic

3) Which type of bond usually forms

between two nonmetals?

a) ionic

b) covalent c) metallic

4) Which type of bond is often described

as an "electron sea"?

a) ionic

b) covalent

c) metallic

5) Which type of bond is characterized by

the formation of oppositely charged

particles?

a) covalent

b) ionic c) metallic

6) Which of the following is NOT a

characteristic of ionic substances?

a) Are usually gases at room temperature. b) Conduct electricity in solution form.

c) Have high melting points.

d) Usually dissolve in water.

7) Which of the following is NOT a

characteristic of metallic substances?

a) Malleable and ductile.

b) Conduct electricity.

c) Have low melting points. d) Are usually solids at room temperature.

8) Which of the following is NOT a

characteristic of covalent substances?

a) Have low melting points.

b) Sometimes dissolve in water.

c) Form individual molecules.

d) Conduct electricity.

9) Why do atoms form chemical bonds?

a) To increase their potential energy.

b) To become more stable. c) To gain more valence electrons.

d) To obtain a higher electronegativity.

10) Select the statement that correctly

describes a polar covalent bond.

a) Electrons are shared equally between the atoms.

b) One atom has a greater attraction for electrons

(electronegativity) than the other.

c) Partial positive and negative charges are produced.

d) Both a and b.

e) Both b and c.

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Attachment O

CLE: 1.2.A.a

Slides for a Power Point

Thermal Energy & Temperature

Thermal energy: the total potential and kinetic energy associated with the random motion and arrangement of the particles of a material.

When a material is hot, it has more thermal energy than when it is cold.

Temperature is the hotness or coldness of a material.

The quantity of thermal energy in a body affects its temperature.

The same quantity of thermal energy in different bodies does not give each the same temperature.

The ratio between temperature and thermal energy is different for different materials.

Heat

Heat is thermal energy that is absorbed, given up, or transferred from one body to another.

Temperature is a measure of a body’s ability to give up heat to or absorb heat from another body.

The temperature of a body determines whether or not heat will be transferred to or from any nearby body.

Heat is a form of energy. Heat is thermal energy in motion.

Heat is used when the transfer of thermal energy from one body to another body at a different temperature is involved.

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Slides for a Power Point

Temperature

Temperature is a physical quantity that is proportional to the average kinetic energy of translation of particles in matter.

To measure the temperature of a body, you place the thermometer in contact with the body.

If you want to know the temperature of a cup of hot coffee, you stick the thermometer in the coffee; as the two interact, the thermometer becomes hotter and the coffee cools off a little.

After the thermometer settles down to a steady value, you read the temperature. The system has reached a thermal equilibrium condition, in which the interaction between the thermometer and the coffee causes no further change in the system.

Temperature

Central concept of thermodynamics is temperature. Our “temperature sense” is often unreliable.

The same quantity of thermal energy in different bodies does not give each the same temperature.

On a cold winter day, an iron railing seems much colder to the touch than a wooden fence post, even though both are at the same temperature. This error in perception results because the iron removes energy from our fingers more quickly than the wood does.

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CLE: 1.2.A.e

Name ______________________________________

Fill in the circle next to the response that best answers the question.

1. An electromagnetic wave is an example of a

a. standing wave.

b. transverse wave.

c. longitudinal wave.

d. surface wave.

2. Which of the following waves has the shortest wavelength?

a. Radio waves

b. Microwaves

c. Infrared rays

d. Ultraviolet rays

3. Which wave characteristic is the same for all electromagnetic waves?

a. wavelength

b. frequency

c. speed

d. amplitude

4. All of the following are examples of radio waves EXCEPT

a. microwaves.

b. radar waves.

c. MRI waves.

d. infrared rays.

5. The sun's rays that cause sunburn are called

a. X-rays.

b. ultraviolet rays.

c. infrared rays.

d. gamma rays.

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Name ______________________________________

6. The waves with the highest frequencies and greatest amount of energy are

a. gamma rays.

b. radio waves.

c. X-rays.

d. microwaves.

7. Which type of light bulb gives off all the colors of the visible spectrum?

a. fluorescent

b. incandescent

c. neon

d. sodium vapor

8. An object that reflects light is

a. illuminated.

b. luminous.

c. bioluminescent.

d. fluorescent.

9. FM radio signals are detected as changes in the

a. amplitude of a radio wave.

b. speed of a radio wave.

c. frequency of a radio wave.

d. wavelength of a radio wave.

10. Cellular phones use

a. gamma rays.

b. microwaves.

c. infrared rays.

d. X-rays.

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Answers to Quiz

1. transverse wave

2. ultraviolet rays

3. speed

4. infrared rays

5. ultraviolet rays

6. gamma rays

7. incandescent

8. illuminated

9. frequency of a radio wave

10. microwaves

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Attachment Q

CLE: 1.2.A.f

HEAT TRANSFER IN THE ATMOSPHERE, CONDUCTION, CONVECTION, RADIATION

OR WHY DOES HOT AIR GO UP?

STUDENT EXPECTATIONS Upon completion of this unit, students will be expected to know or have a better understanding of:

How heat is transferred by conduction, convection, and radiation. Why hot dry air is pushed upward by cool or moist air.

How thermals can help produce instability in the atmosphere. How the convective process in the atmosphere builds clouds and strong convection builds

hail.

How to construct a hot air balloon from tissue wrapping paper. How to safely launch their hot air balloons.

TEACHER NOTES Conduction is heat transfer from molecule to molecule. If someone touches an ice cube or hot plate they know

because the heat is transferred from the warmer object to the cooler object from molecule to molecule.

Remember heat always travels from high concentration to low concentration. If something feels cold, it is

because the heat is going from you to it.

Convection is heat transfer by a circulation of rising warm air(less dense) and sinking cooler air (denser). In

reality, the more dense air sinks forcing the less dense air upward. We have all heard that warm air rises

because it is less dense, but we sometimes forget that moist air is less dense than dry air. This, simply put, is

because the atomic mass of a water molecule is 18amu and the mass of dry air is around 29amu, so warm

moist air forms convection currents better than warm dry air. This is also why the more convective a cell or

cloud becomes, the greater the chance it will produce hail and severe weather. Convection is extremely

important in the summer time along the eastern Rockies and Plains states just east of the Rockies, as

convection currents will build thunderstorms that rise to above 50,000 ft in elevation. (Emphasize that the

more dense air forces the lighter air to rise. Don't just say "hot air goes up.")

Radiation is heat transferred by infrared waves. We have all felt the warmth of the sun or heat from a camp

fire without touching them. We also know that light colored clothing reflects the heat and dark absorbs the

heat. This is all due to infrared radiation or radiant heat. We also know that on a summer day, the infrared gets

in our car and heats it up, but is absorbed inside the car and when you open the door, wow! It is hot!

ACTIVITY DESCRIPTION In this activity, students should be divided into groups of at least 3 but no more than 4 depending on class size.

Constructing balloons is fun, launching them is more fun, but they should not loose focus on the ideas that

they are demonstrating: heat transfer in the atmosphere. They should also remember that the faster and farther

the air rises in the atmosphere, the greater chance of hail and severe weather.

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MATERIALS (FOR STUDENTS)

9 pieces of wrapping tissue paper (Don't use the metallic foil type. It is too heavy.) 1 glue stick (This is light weight and does not melt like tape, nor make the mess of liquid

glue.)

1 piece of aluminum wire about 18 inches long (Picture hanging wire works well.) Heat Transfer worksheet (See Attached)

(FOR TEACHERS)

Coleman (or similar type) camp stove. The pump-up kind seems to produce more heat than the propane ones, but propane ones are fine.

3ft water heater vent pipe with flanged end.

Heat resistant gloves. (Welding gloves work fine)

METHODS/PROCEDURES

1. Follow the steps in the PowerPoint presentation to construct a tissue paper balloon.

http://ccc.atmos.colostate.edu/~hail/teachers/lessons/ppt/hot_air_balloon.ppt

2. Launch the balloon by slipping the wire opening of the balloon over the vent pipe on the camp stove. The

balloon fills with the rising air by convection from the atmosphere, heated and dried by the camp stove and up

the pipe. Be careful not to overlap the balloon over the end of the pipe. Tissue paper burns very easily…Have

a fire extinguisher handy! If the balloon does catch fire, if possible, pull it to the ground and put it out. Don't

let it go up!

http://ccc.atmos.colostate.edu/~hail/teachers/lessons/ppt/LAUNCHING_BALLOONS.ppt

RESULTS/CONCLUSIONS Have the students answer the questions on their worksheets explaining how the three methods of heat transfer

were used and how rising air can cause a severe thunderstorm to develop and how strong rising air currents or

updrafts can cause hail.

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Name ____________________________________________

Student Worksheet

1. Did your balloon go upward? Estimate how high and how long it was in the air.

2. What forced the balloon upward?

3. How is convection important in the production of hail?

4. Give an example of how each were used in the launching of your balloon:

a. Conduction

b. Convection

c. Radiation

5. What part of the United States generally gets the most hail?

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Name ____________________________________________

6. What part of the year do most hail storms form? Why?

7. Would you expect most hail storms to happen in the morning or evening? Why?

8. Briefly explain the process by which a hail stone grows larger.

9. Did any of the balloons get caught in an atmospheric thermal?

What happened if it did? If not, what do you expect would have happened?

10. Explain why some balloons seemed to go higher and farther than others.

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CLE: 2.1.A.a-b

Motion of a Bowling Ball

Objectives:

The students will be able to make a distance vs. time graph of a bowling ball and have practice reading

distance vs. time graphs of various motions.

Materials:

A bowling ball

5 - 10 stopwatches

a massive object to let the ball collide into and not hurt anyone

white boards (this is a 8 foot by 4 foot sheet of white paneling board that can be bought at most big hardware

stores and is cut into 1 foot x 1 foot boards)

dry erase markers, and paper towels to clean off the boards.

Strategies:

Phase 1:

This is a Socratic/phenomenological form of questioning to do a lab. One of the "hidden" purposes to this lab

is to get away from the standard, cookbook forms of the lab manual, and have the students make the plan of

attack with small prompts from the teacher. I will repeat, you want to get away from the "now we'll do this"

and move toward the "What do we need to do in order to make a distance vs. time graph of a bowling ball as it

rolls?"

In your mind, you know you want to have the students line at equally spaced distances (for example every five

feet) in the hall way. You could be courteous with your fellow teachers and warn them a day or two ahead of

time. I think it is worth the extra trouble because this is an excellent opportunity to do science outside of the

classroom - which is an entire other story. You would like stopwatches in there little hands. You would like

the students to all start their stopwatches when you roll the bowling ball slowly. When the ball passes them

you would like them to stop their stop watches. You would like someone to collect the data in a column form

so that you can make another trial rolling the ball faster. You would like them to go into the classroom and

graph the data (distance on the vertical axis and time on the horizontal axis). You can them ask questions

such as "What do you notice about the best fit lines of the two trials?" Hopefully you will get the faster trial is

steeper and the slower trial is less steep.

Now is a good time to regroup and explain that if the line is horizontal it means the object is stopped and the

slope of the line (steepness) tells the speed.

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Phase 2

Hand out the white boards and dry erase markers and a paper towel to clean them off. Explain to the students

you are going to walk across the front of the class room and you would like them to make a sketch of a

distance vs time graph (qualitative graph) of your motion. The following are some suggested motions to walk

in order to have the students build from simple to more complicated.

a) walk at a constant speed

b) walk at a constant speed, stop for a time and walk at the original speed

c) walk at a constant speed, stop for a time and walk at a speed faster than the original speed

d) walk slow and then speed up

e) walk fast and then slow down

f) walk forward at a constant speed and then back toward the origin

Phase 3:

Have two students come up to the front of the class room. Have one student make a distance vs. time graph

but not show anyone except the other student in front. He will try to walk like the sketch the first student

made and the rest of the students will make a sketch of how the walking student walked. Compare the

original sketch made by the first student

Performance Assessment:

Walk some method and have the students make a distance vs. time graph of your motion.

Conclusions:

On a distance vs. time graph the slope (steepness) of the line tells you about the speed of the object. The

larger the slope (steeper the line) the faster the object travels. The smaller the slope (the less steep the line),

the slower the object. A flat line means the object has stopped.

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The law of conservation of momentum tells us that momentum cannot be created or destroyed.

This law deals with what happens when objects collide* or push away from each other.

Imagine that two pool balls on a pool table collide. o Before they collide, each has its own momentum. o You can add the momentum of each ball to get the total momentum before the collision.

Colliding changes the momentum of each ball. o One gets faster. o The other gets slower. o They both change direction.

But the changes cancel each other out.

The total momentum of the two balls after the collision equals the total momentum of the balls before the collision.

The mass* of an object times its velocity* is equal to its momentum.

Mass x velocity = momentum.

Mass is directly proportional* to momentum. Velocity is also directly proportional

to momentum.

Increasing either mass or velocity will increase momentum.

Decreasing either mass or velocity will decrease momentum. A change in momentum is called impulse.

If an object is not moving, its momentum is zero. A gyroscope exerts a force* because of its angular

momentum.

The behavior of objects when they push away from each other or collide* can be predicted by the law

of conservation of momentum.

230

25.0

N

40.0o

55.0

N N

Attachment U

CLE: 2.2.A.a

Name: _____________________________________________ Date: _________________

Final Assessment

1. Check ALL of the statements below that correctly describe or give an example of a force.

_____ A push or pull

_____ gravity

_____ mass

_____ acceleration

_____ the reaction that accompanies an action

_____ mass multiplied by acceleration

_____ friction

2. What are the S.I. units for force?

A. Pounds

B. Newtons

C. Kilograms

D. Newton-meters

3. What is the best definition of the term “net force”?

A. the sum of all the forces

B. the vector sum of all the forces acting on an object

C. the sum of all the forces acting on an object

D. the difference of all the forces acting on an object

4. For the following object, determine the net force.

A. 10.4N due north

B. 17.1N at an angle 40.0o north of east

C. 39.3N at an angle of 25.6o north of east

D. 43.3N at an angle 13.8o north of east

5. On the plank below

a. Place a dot at the center of gravity of the plank.

b. Using an arrow to represent a force, show on the diagram where the force may be

applied which will not cause the plank to rotate. Label this force “B.”

c. Again using an arrow, show the position of a force which will cause the plank to rotate. Label this

force “C.”

231

120o

3.50m

65.0N

Attachment U

CLE: 2.2.A.a

6. Jan weighs twice as much as Kim. They are playing on a seesaw. If Jan sits 1 meter from the pivot of the

seesaw, how many meters from the pivot does Kim need to sit if they want to balance the seesaw so it does

not rotate? Show your work.

1 meter

7. Below is a top-down view of a door attached to its hinge on the left. Determine the amount of torque

created by the following 65.0N force.

A. 114 Nm

B. 197 Nm

C. 228 Nm

D. 394 Nm

Where?

Answer

232

Attachment U

CLE: 2.2.A.a

8. Find the magnitude of the forces FA and FB. Show your work.

9. Find the net torque about point A. Show your work.

FA FB

Answer

233

Attachment U

CLE: 2.2.A.a

10. Steve and Jim are playing a strength game. Steve tries to maintain his forearm's position, while Jim pulls

downward at a 45 degree angle with a force of 6500N. Explain why Steve's elbow flexor muscles are active.

Assuming Steve exerts his elbow flexor muscles maximally, will he be able to resist the other boy's force and

keep his arm in the same position, thus winning in the game? How do you know? Justify your answer.

(0,0) is at the center of Steve’s elbow joint. Origins are in the upper arm and insertion points are in the

forearm. Positive x values are away from the body and positive y values are towards the head. All values are

given in cm.

Muscle Origin Insertion Maximal Force (N)

Biceps Brachii -

long head

Supragelnoid

tubercle (-19,21)

Radial tuberosity

(5,5)

4800

Biceps Brachii -

short head

Coracoid process

(-21,21)

Radial tuberosity

(5,5)

4600

Brachialis Humerus (-18,20) Coronoid process of

ulna (0,-2)

3000

Brachioradialis Lateral

supracondylar ridge

of humerus (-4,4)

Styloid process of

radius (17,17)

3000

forearm

forearm Upper arm

Upper arm

hands 6500N

45o

45o

(0,0)

Steve Jim

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Page 1

One Two three Isaac Newton and Me

GRADE LEVEL/SUBJECT: (9-12)

OVERVIEW:

This lesson is designed to incorporate the learning cycle format with space science materials. The time

frame for the entire learning cycle is approximately 10 days. This assumes that portions of the concept

development will be assigned as homework outside the class period.

The learning cycle develops the concepts of Newton's Laws and applies these concepts to travel in space.

There are three separate exploratory labs, one for each of the three laws. Included are examples of questions

that could be used to develop the concepts of Newton's Laws. I also recommend the use of the Mechanical

Universe Tapes: Inertia, Newton's Laws in concept development. Navigating in Space can be used in the

application phase of the cycle. The culminating activity is based on NASA's video SPACE BASICS and

incorporates Newton's Laws in the analysis of flight.

RESOURCES/MATERIALS:

1. Hovercraft or skateboards **

2. Hotwheels cars and track

3. spring scales

4. meter sticks

5. 3 1000ml beakers

6. airsupplies or vacuum cleaner

7. rope and bungy cords

8. NASA video "SPACE BASICS"

9. Mechanical Universe Tapes Navigating in Space,

Inertia, and Newton's Laws

** Hovercraft is easy to construct. Cut a four foot diameter circle from 1" thick plywood. Tap a 1/4" hole in

the center for a bolt. You will need two washers, one metal and one that is a plastic lid from a butter dish.

Drill a 1 1/2" hole 8" from the center of the circle. In this hole, silicone seal a female pvc plumbing joint.

Cover the bottom of the circle with 6 mil plastic, staple and duct tape the plastic to hold in place. Cut between

15 or 20 holes the size of a half dollar in the plastic at random positions. Place the bolt, plastic washer and

metal washer on the underside of the hovercraft in that order. Place the nut on the upper side of the plywood.

Connect an air supply or vacuum cleaner to the hovercraft's pvc opening. If you do not have a hovercraft, you

may use a skateboard for that portion of the labs.

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Page 2

One Two Three Isaac Newton and Me

Exploration One

PURPOSE: What affects a body's motion?

RESOURCES/MATERIALS: - Part One

1. Three raw eggs

2. Three empty toilet paper rolls

3. Three 1000 ml beakers

4. One sheet of cardboard - 2' square

5. Broom

6. Paper towels

7. Hovercraft, air source and extension cord (or skateboards)

ACTIVITIES AND PROCEDURES: Part One

1. Arrange the cardboard, toilet paper rolls, and beaker as demonstrated by the teacher.

2. Predict what will happen to the toilet paper rolls when you hit the cardboard sheet with the broom handle.

Write the prediction.

3. Using the broom handle, hit the edge of the cardboard as per the teacher's verbal instructions.

4. Record your observations.

5. Repeat steps 1-4, but this time balance raw eggs on the toilet paper rolls.

6. Stand or sit on the hovercraft.

7. Predict your motion when the hovercraft starts to hover.

Write the prediction.

8. Turn on the hovercraft and describe what happens to you and the craft.

9. Have your lab partner give you a push or pull and then let go. Describe your motion. If you do not have

hovercraft, do this on a skateboard and ignore numbers 6,7 & 8.

You have just experimented with Isaac Newton's First Law of Motion. Tell me what you have learned.

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Page 3

One Two Three Isaac Newton and Me

Exploration Two

PURPOSE:

How can an object's rate of motion be changed? What happen when a force acts on an object over a period of

time.

RESOURCES/MATERIALS: - Part Two

1. Hot Wheels cars of various masses and track

2. Ring stands

3. Stop watches

4. Meter sticks

5. Hovercraft, air supply and extension cords (or skateboards)

6. Bungy cords or large spring scales

7. Tape

ACTIVITIES AND PROCEDURES: Part Two

Design an experiment using various Hot Wheels cars, track, meter sticks and stop watches, etc. to investigate

factors that affect the rate at which the motion of your Hot Wheels car changes.

Write out your experimental design. Describe what you tested and the results of your tests.

1. Sit on a hovercraft. (You may use a chair) or sit on a skateboard.

2. Have your partner apply a constant force to you by pulling on a bungy cord or spring scale.

3. Describe the physical sensations that you feel.

4. Describe the motion of your partner

5. Turn about is fair play. Allow your partner to sit and you apply the force.

6. Was there a difference? Why or why not?

Two down and one to go.

If you were to describe Newton's Second Law of Motion to a sixth grader, what would you say?

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Page 4

One Two Three Isaac Newton and Me

Exploration Three - Can You Budge Me?

PURPOSE:

What force does an object exert when a force is applied to it?

RESOURCES/MATERIALS: Part Three

1. Spring scales

2. Rope (at least 5 meters)

3. Hovercraft, air supply and extension cords (or skateboards)

4. Meter sticks/rulers

ACTIVITIES AND PROCEDURES: Part Three

1. Take a spring scale and devise a method that allows you to apply a given force to your scale EVEN IF you

can not see the numbers.

2. Hook your spring scale to your partner's spring scale.

3. Cover the surfaces of the scales with a paper folded like a tent

4. Each of you apply a force and predict what your scales will read.

5. Record forces applied, predictions and actual readings.

6. Try several combinations of forces. Record the results in a data table.

7. Place a third scale between the other two. Repeat your procedure from above. Record your results.

What conclusion can you state about the forces applied from both ends?

8. Take two Hovercraft or skateboards and the rope.

9. Use two people, one on each craft, and the rope to experiment with the relative motion of each when the

rope is pulled. Describe the experimental procedure that was used and the results obtained. AGAIN A DATA

TABLE IS ADVISED!

Three down and you're ready to apply Newton's Laws of Motion to flight.

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Page 1

Name _____________________________________

Student Worksheet

1. How were you able to change your state of motion, whether you were at rest or already in motion?

2. Have you ever heard of the term INERTIA? LARGE OBJECTS HAVE A LARGE INERTIA AND

SMALL OBJECTS HAVE SMALL INERTIA. What do you think that inertia means?

GIVE 3 EXAMPLES FROM EVERYDAY EXPERIENCES OF INERTIA.

3. Did the eggs have inertia? __________

4. What force acted on the cardboard to set it in motion? ________________________

5. What force acted on the eggs after the cardboard was removed? ___________________________

6. What happened to you as you sat on the hovercraft and then started the air source? How were you able to

change you motion?

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Page 2

Name _____________________________________

Student Worksheet

7. What would you say to a 6th grader to explain Newton's 2nd Law of motion?

8. What did you vary when experimenting with the hotwheels setups?

9. What did you find?

10. Make a rough sketch of what a force versus acceleration graph would look like and a sketch of what a

force versus mass graph would look like.

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Page 3

Name _____________________________________

Student Worksheet

11. When you were sitting on the hovercraft what was the difference between being pulled with a constant

force as in part 2 and being pulled or pushed and then let go as in part 1?

12. If you applied two newtons to your scale and your lab partner applied two newtons to his or her scale what

reading would you get? What about a combination of three and four?

13. Where did you meet your lab partner when you alone pulled on the rope?

14. Where did you meet your lab partner if he or she pulled on the rope?

15. If both of you pulled on the rope, where would you meet?

16. Newton's 3rd Law is called the ACTION REACTION LAW. What does that mean to you. How would

this law be significant in space travel?

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Page 1

Answer Key

1. How were you able to change your state of motion, whether you were at rest or already in motion?

A force had to act on an object to change the motion.

2. Have you ever heard of the term INERTIA? LARGE OBJECTS HAVE A LARGE INERTIA AND

SMALL OBJECTS HAVE SMALL INERTIA. What do you think that inertia means?

The tendency for an object to stay at rest or once moving to keep moving to keep moving is called

INERTIA.

HAVE STUDENTS GIVE EXAMPLES FROM EVERYDAY EXPERIENCES OF INERTIA.

3. Did the eggs have inertia? YES

4. What force acted on the cardboard to set it in motion? THE BROOM

5. What force acted on the eggs after the cardboard was removed? GRAVITY

6. What happened to you as you sat on the hovercraft and then started the air source? How were you able to

change you motion?

Students begin motion as soon as the frictional force is diminished by the air. Any slight motion will

produce an unbalanced force that will start them moving.

7. What would you say to a 6th grader to explain Newton's 2nd Law of motion?

Acceleration of an object increases as the force causing the acceleration increases. OR For a given

force the smaller the object the faster its speed changes. Students very often do not understand the term

acceleration. They will memorize the definition, but have no physical understanding for the term. Show

portions of the Mechanical Universe tapes Newton's Laws.

Placing them on a hovercraft or skateboard and accelerating them sheds a whole new light on the term.

Having them watch the motion of their lab partner as that partner pulls on them with a constant force

reinforces the notion that acceleration is the continual increasing of velocity.

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Page 2

8. What did you vary when experimenting with the hotwheels setups?

Hopefully mass and angle of the track, which alters the force.

9. What did you find?

That the steeper the track the faster the car went down the incline and that if the track height was

maintained the smaller cars went faster.

10. Have students make a rough sketch of a force versus acceleration graph would look like and a sketch of

what a force versus mass graph would look like. If they can sketch a direct relationship for F vs a and an

inverse or decreasing curve for F vs mass then they some understanding of F=ma.

11. When you were sitting on the hovercraft what was the difference between being pulled with a constant

force as in part 2 and being pulled or pushed and then let go as in part 1?

Your body perceives accelerating forces but not uniform motion.

12. If you applied two newtons to your scale and your lab partner applied two newtons to his or her scale what

reading would you get? What about a combination of three and four?

Students have a great deal of difficulty with predicting the correct reading on two attached scales. It is

harder with three. Be certain that the have the experiences to develop the notion of equal and opposite

forces with the scales.

13. Where did you meet your lab partner when you alone pulled on the rope?

Approximately the middle of the distance between them.

14. Where did you meet your lab partner if he or she pulled on the rope?

Approximately the middle. Same place as before.

15. If both of you pulled on the rope, where would you meet?

The same place as before the only difference is the speed at which they met.

16. Newton's 3rd Law is called the ACTION REACTION LAW. What does that mean to you. How would

this law be significant in space travel?

Action Reaction governs the propulsion of the shuttle into low Earth orbit.

243

Attachment X

CLE: 6.1.C.a

244

Attachment Y

CLE: 8.2.A.a-b

CATEGORY 4 3 2 1

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Amount of Information

There is a clear introduction and conclusion, and the scientist's life is extensively detailed and connected to his/her work.

There is a good introduction and conclusion, and the scientist's life is well detailed and connected to his/her work.

There is an introduction and conclusion, and the scientist's life is adequately detailed and connected to his/her work.

Introduction or Conclusion missing, poor account of scientist's life and poorly connected to his/her work.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Diagrams & Illustrations (optional)

At least three illustrations are included that add to the reader's understanding of the topic.

Two illustrations are included that add to the reader's understanding of the topic.

One illustration is included that adds to the reader's understanding of the topic.

Diagrams and illustrations are not included OR do not add to the reader's understanding of the topic.

Citations At least three citations from research sources are included and are correctly punctuated.

Two citations from research sources are included and are correctly punctuated.

Only one citation from research sources are included and are correctly punctuated

No citations are included, or the ones that are included are incorrectly punctuated.

Sources At least three different kinds of sources are used (book, magazine, website)

Two different kinds of sources are used (from the following: book, magazine, website)

Only one kind of source is used (from the following: book magazine, website)

No research sources are used