Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
The sample pack features:
• 3 full student lessons with complete Teacher Edition lessons • 1 full Table of Contents for your grade level • Correlation to the standards
Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.
Standards-based lessons feature introductions that set students up for success with:
Vocabulary in Action
Relevant real-world connections
Clearly identifi ed learning goals
Connections to prior learning
Guided Instruction and Independent Learning strengthen learning with:
Deep thinking prompts
Collaborative learning
Self-evaluation
Demonstration of problem-solving logic
Application of higher-order thinking
Flexible design meets the needs of whole- or small-group instruction.Use for:
Introducing standards
Reinforcement or standards review
Intervention
Remediation
Extend learning with online digital resources!
Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpointstudent needs with customized practice.
ADAPTIVE, DIFFERENTIATED
PRACTICE
PTIVEGEORGIA STANDARDS OF EXCELLENCE-BASED
ASSESSMENTSTARGETED
INSTRUCTIONGE
AAADADDIIFFFFERE
PRA
AADAETEDDCTIONETE
+ANDAAARDDSSANDAAARRDSS
NCE-BAAASESESEDDMENTS
TARGINSTR
TARG
+
Peoples Education Inc. DBA Mastery Education | 800-822-1080 | MasteryEducation.com | Fax: 201-712-0045
Measuring Up to the Georgia Standards of Excellence Sample PackScience | Grade 8 | Lessons 2, 10, 18
[ 5 ]Unit 1 | Properties of Matter | masteryeducation.comCopying is prohibited.
WORDS TO KNOW
state of matter
solid
liquid
gas
temperature
heat
plasma
Lesson 2 HOW DOES THERMAL ENERGY AFFECT STATES OF MATTER?
THE BIG IDEA● The particles that make up substances are moving.
● Thermal energy changes this motion and can cause a substance to change into a diff erent state.
WHAT I NEED TO KNOWAll matter is made up of particles. The spacing and motion of the particles depend on the state of matter. A state of matter is any of the familiar conditions in which matter can occur that include solid, liquid, and gas. The state of matter depends on its temperature, which is a measure of the average kinetic energy of the atoms and molecules that make up the matter.
Transferring heat to or from a substance causes the substance to change from one state of matter to another. Heat is energy transferred between objects that are at diff erent temperatures. When matter absorbs heat, its kinetic energy increases, causing its particles to move faster. We can predict and observe changes in states of matter.
A solid is matter that has a defi nite shape and volume. Particles in a solid have relatively low energy. As a result, the particles in a solid vibrate in place but do not move past one another. When the kinetic energy of a solid increases to the point that the vibrating particles begin to move past one another, melting occurs and the solid changes into a liquid. A liquid has a defi nite volume but no defi nite shape. Particles in a liquid are close together and can move from place to place. Adding more heat would further increase the kinetic energy. This could cause the liquid to heat to boiling, or evaporate, and change into a gas. A gas has no defi nite shape or volume. Particles in a gas move freely at high speeds. Plasmas are a state of matter where heat is added to gases until the gases ionize. The sun is in a plasma state.
THINK ABOUT ITDid you know there are more states of matter than solids, liquids, and gases? Another state of matter is plasma.
9781640901094_GA8_Science_SE_int_rev.indb 59781640901094_GA8_Science_SE_int_rev.indb 5 1/3/2020 1:45:34 PM1/3/2020 1:45:34 PM
[ 6 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 2 HOW DOES THERMAL ENERGY AFFECT STATES OF MATTER?
Thermal Energy Added
Kinetic Energy Increases
Thermal Energy Removed
Kinetic Energy Decreases
Conversely, when matter loses heat energy, its kinetic energy decreases and particles begin to slow down. Changes in state that can occur when matter loses heat energy include the condensation of a gas into a liquid or the freezing of a liquid into a solid.
Matter can change between diff erent states over a wide range of temperatures. For instance, steel melts, or becomes molten, at a temperature of about 1380�C. Water is one of only a few materials that is in all three common states of matter under normal conditions. What other materials besides water have you seen melt or freeze?
TURN AND TALKConsider two materials: liquid water and steam (water vapor). Which has the greater kinetic energy? How do you know?
9781640901094_GA8_Science_SE_int_rev.indb 69781640901094_GA8_Science_SE_int_rev.indb 6 1/3/2020 1:45:37 PM1/3/2020 1:45:37 PM
[ 7 ]Unit 1 | Properties of Matter | masteryeducation.comCopying is prohibited.
HOW DOES THERMAL ENERGY AFFECT STATES OF MATTER? Lesson 2
WHAT I HAVE LEARNED1. A glass of liquid water is heated from 20�C to 80�C. What happens to
the water in the glass?
The water changes from a liquid to a gas.
The water changes from a liquid to a solid.
The average kinetic energy of the water’s molecules increases.
The average kinetic energy of the water’s molecules decreases.
2. Solids and liquids have diff erent properties. What diff erence between solids and liquids is in the image?
Solids have a defi nite shape; liquids do not.
Liquids have a defi nite shape; solids do not.
Solids have a defi nite volume; liquids do not.
Liquids have a defi nite volume; solids do not.
3. How do the atoms and molecules in a gas compare with the atoms and molecules in a liquid?
The atoms and molecules in a gas are smaller.
The atoms and molecules in a gas move more slowly.
The atoms and molecules in a gas move more quickly.
The atoms and molecules in a gas are closer together.
3. HINT, HINTAs thermal energy increases, so do particle speed and spacing.
9781640901094_GA8_Science_SE_int_rev.indb 79781640901094_GA8_Science_SE_int_rev.indb 7 1/3/2020 1:45:40 PM1/3/2020 1:45:40 PM
[ 8 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 2 HOW DOES THERMAL ENERGY AFFECT STATES OF MATTER?
4. What is the role of heat when a gas changes state to become a liquid?
The gas creates the heat.
The gas destroys the heat.
Heat transfers to the gas.
Heat transfers away from the gas.
5. Order the materials from least energy to greatest energy.
Banana, raindrop, carbon dioxide gas
Carbon dioxide gas, banana, raindrop
Raindrop, banana, carbon dioxide gas
Raindrop, carbon dioxide gas, banana
6. What happens to a liquid when thermal energy is removed?
The particles speed up and eventually form a solid.
The particles slow down and eventually form a solid.
The particles slow down and eventually form a gas.
The particles speed up and eventually form a gas.
SKETCH ITTry drawing the particles of the state of matter that each object represents.
HINT, HINTConsider a foggy mirror after you get out of the shower. In what form was the water when it transferred to the mirror? In what form is the water now? How has the temperature of the water changed?
9781640901094_GA8_Science_SE_int_rev.indb 89781640901094_GA8_Science_SE_int_rev.indb 8 1/3/2020 1:45:43 PM1/3/2020 1:45:43 PM
[ 62 ] masteryeducation.com | Science | Level H Copying is prohibited.
WORDS TO KNOW
kinetic energy
energy
mass
speed
UN
IT 3 Lesson 10
WHAT FACTORS AFFECT KINETIC ENERGY?
THE BIG IDEA● The energy of motion is called kinetic energy.
● The kinetic energy of a moving object is directly proportional to its mass and increases with the square of its speed.
WHAT I NEED TO KNOWEarth orbits the sun, airplanes fl y, and you walk between classes. These are examples of objects that have kinetic energy, the energy of motion.
Remember that energy is the ability to do work. When a force acts on an object and causes it to move, the force is doing work. As the object starts to move, or accelerates from rest, the energy is transferred from the applied force to the object.
The kinetic energy of a moving object depends on its mass and its speed. It depends on mass because the force applied to the object to make it move depends on the object’s mass. If you wanted to move a piece of furniture, you would need to push harder, or apply more force, than if you wanted to move a smaller object such as a drinking glass. In fact, the kinetic energy of a moving object is directly proportional to its mass. If the mass of a moving object doubles, so does its kinetic energy. This is because twice as much force is needed to move the object from rest. If the mass of a moving object is cut in half, so is its kinetic energy. This is because half as much force is needed to move the object from rest. This is a linear relationship.
An object’s kinetic energy also depends on its speed. This is because force is applied to accelerate an object from rest. However, unlike the proportional relationship between mass and kinetic energy, the relationship between speed and kinetic energy is not linear. The kinetic energy of an object is proportional to the square of its speed. If you double an object’s speed, you quadruple its kinetic energy. If you reduce the object’s speed by a factor of 2, you reduce its kinetic energy by a factor of 4.
TURN AND TALKWhat do a fl owing river, a charging rhino, and a falling skydiver have in common? Compare the type of energy these have to other types of energy that you know.
KineticEnergy
Mass
KineticEnergy
Speed
9781640901094_GA8_Science_SE_int_rev.indb 629781640901094_GA8_Science_SE_int_rev.indb 62 1/3/2020 1:48:18 PM1/3/2020 1:48:18 PM
[ 63 ]Unit 3 | Energy and Its Transformations | masteryeducation.comCopying is prohibited.
WHAT FACTORS AFFECT KINETIC ENERGY? Lesson 10
In real life, both mass and speed can vary. For example, a truck could carry more or less freight and travel at diff erent speeds during the day. In general, if either mass or speed increases, so does the kinetic energy; if either mass or speed decreases, kinetic energy does also. This relationship is given by the equation Kinetic Energy � 1 2 � mass � speed2.
The table shows the mass, speed, and kinetic energy for a delivery truck at diff erent times throughout a day.
Mass (kg) Speed (m/s) Kinetic Energy
(joules)
Empty truck 5,000 4 40,000
After load picked up 10,000 4 80,000
Driving faster 10,000 8 320,000
After partial delivery 6,000 8 192,000
Empty truck 5,000 15 562,500
Notice that when the truck’s mass doubled from 5,000 kg to 10,000 kg but its speed stayed the same, its kinetic energy also doubled. Notice that when the truck’s speed doubled from 4 m/s to 8 m/s but its mass stayed the same, the kinetic energy increased by 22 or a factor of 4. This demonstrates the diff erent eff ects mass and speed have on kinetic energy.
WHAT I HAVE LEARNED1. What two factors aff ect how much kinetic energy an object has when it
is in motion?
Mass and speed
Mass and gravity
Speed and direction
Mass and air resistance
THINK ABOUT ITWhy does the truck have the most kinetic energy when it is empty again at the end of the day?
9781640901094_GA8_Science_SE_int_rev.indb 639781640901094_GA8_Science_SE_int_rev.indb 63 1/3/2020 1:48:22 PM1/3/2020 1:48:22 PM
[ 64 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 10 WHAT FACTORS AFFECT KINETIC ENERGY?
2. A group of students have mixed up their graphs from two diff erent labs. In one experiment, they graphed the kinetic energy of the same bicyclist traveling at 6, 12, and 15 kilometers per hour. Which of these graphs could show those data?
Kin
etic
Ene
rgy
Kin
etic
Ene
rgy
Kin
etic
Ene
rgy
Kin
etic
Ene
rgy
1 2
3 4
1
2
3
4
3. Which statement is true about kinetic energy?
Kinetic energy doubles when mass doubles.
Kinetic energy doubles when speed doubles.
Kinetic energy is aff ected by mass more than by speed.
Kinetic energy is aff ected equally by changes in mass and speed.
2. HINT, HINTRemember that mass and speed aff ect kinetic energy diff erently. Does kinetic energy have a linear or nonlinear relationship with speed?
9781640901094_GA8_Science_SE_int_rev.indb 649781640901094_GA8_Science_SE_int_rev.indb 64 1/3/2020 1:48:25 PM1/3/2020 1:48:25 PM
[ 65 ]Unit 3 | Energy and Its Transformations | masteryeducation.comCopying is prohibited.
WHAT FACTORS AFFECT KINETIC ENERGY? Lesson 10
4. A comet travelling at a constant speed is losing mass as dust and ice are shed in its tail. What graph represents the comet’s kinetic energy over time?
Kin
etic
Ene
rgy
Time Time
Time Time
Kin
etic
Ene
rgy
Kin
etic
Ene
rgy
Kin
etic
Ene
rgy
1 2
3 4
1
2
3
4
5. Order the objects from least to greatest kinetic energy.
Object Mass Speed
1 100 10
2 100 20
3 100 40
4 200 10
1 � 2 � 3 � 4
1 � 3 � 2 � 4
1 � 4 � 2 � 3
4 � 3 � 2 � 1
4. HINT, HINTLinear relationships change by the same amount over each interval, while nonlinear relationships change by diff erent amounts over diff erent intervals. In positive relationships both variables increase in the same direction.
5.
9781640901094_GA8_Sci_SE_L10_NEW.indd 659781640901094_GA8_Sci_SE_L10_NEW.indd 65 1/14/2020 2:55:47 PM1/14/2020 2:55:47 PM
[ 66 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 10 WHAT FACTORS AFFECT KINETIC ENERGY?
6. The International Space Station travels at 17,150 miles per hour around Earth. New space suits are designed with self-healing polymers to resist the impact of micrometeoroids (tiny space debris). Which statement BEST explains the need for puncture-resistant suits?
NASA is always pursuing perfection of its equipment.
Astronauts more easily see heavy objects and avoid them.
Even objects with tiny mass have great kinetic energy at high speed.
Objects are weightless in space, so they always fl oat in the way.
NA
SA
9781640901094_GA8_Science_SE_int_rev.indb 669781640901094_GA8_Science_SE_int_rev.indb 66 1/3/2020 1:48:30 PM1/3/2020 1:48:30 PM
[ 121 ]Unit 5 | Electricity and Magnetism | masteryeducation.comCopying is prohibited.
WORD TO KNOW
charge
conductor
insulator
conduction
friction
induction
Lesson 18 HOW DO MATERIALS AFFECT THE TRANSFER OF CHARGES?
THE BIG IDEA● Conductors allow charges to move freely; insulators resist the
movement and fl ow of electric charges.
● Charging by conduction and friction requires direct contact.
WHAT I NEED TO KNOWElectric charge can move between diff erent materials. Materials that allow electric charge to fl ow freely are conductors. Materials that do not allow electric charge to fl ow freely are insulators. The charge is the electron, a negatively charged subatomic particle.
-Electric charge transfers through conduction, friction, and induction. Both friction and conduction require direct contact between two or more objects. Transferring charge by induction does not require the direct contact of charge. Metals make good conductors because their electrons are loosely attached and drift through the metal when voltage is applied. A poor conductor, such as sand, would not conduct heat or electricity well. Insulators include plastics, paper, glass, rubber, and polystyrene foam.
- -- -- --
-- -- --- --
Charge distribution on a conductorThe charge is evenly distributed on theoutside of the conductor.
Charge distribution on an insulatorThe charge on an insulator is found in thelocation where it was initially placed.
SKETCH ITChoose a diff erent shape and draw the distribution of charge for that shape as a conductor and as an insulator.
9781640901094_GA8_Science_SE_int_rev.indb 1219781640901094_GA8_Science_SE_int_rev.indb 121 1/3/2020 1:51:22 PM1/3/2020 1:51:22 PM
[ 122 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 18 HOW DO MATERIALS AFFECT THE TRANSFER OF CHARGES?
The transfer of charge by conduction requires the direct contact between two objects. The image below demonstrates the transfer of charge from a charged rod to a neutral sphere. The charge transfers and then evenly distributes.
- -- -- --
--
Neutral Charging by conduction Charged conductor
- - -
The transfer of charge by friction requires rubbing together two objects. An example of this is when you rub your feet on carpet and accumulate charge to shock someone else. The transfer of charge by induction does not require the direct contact of objects. In the induction process, a charged object is brought near to a neutral conducting object, but it does not touch it. Touching the charged object would force the electrons to move.
-- -++-+ -++
Neutral metal sphereThe sphere is positively charged
++++
+
Rod nears the sphere
--
---------------
-++-+-
++
Ground wire allowsthe negative chargeto leave the sphere
Ground wire
--------------------
+++++
9781640901094_GA8_Science_SE_int_rev.indb 1229781640901094_GA8_Science_SE_int_rev.indb 122 1/3/2020 1:51:26 PM1/3/2020 1:51:26 PM
[ 123 ]Unit 5 | Electricity and Magnetism | masteryeducation.comCopying is prohibited.
HOW DO MATERIALS AFFECT THE TRANSFER OF CHARGES? Lesson 18
WHAT I HAVE LEARNED1. Which type of charge transfer requires a ground?
Conduction
Friction
Induction
Insulation
2. Which of the following subatomic particles is able to transfer between two materials?
Photons
Protons
Neutrons
Electrons
3. Two students are trying to model the transfer of charge by induction. They have a plastic rod and a metal sphere. Which of the following is important to ensuring that their model accurately represents induction?
Electrons must be the charge that is transferred.
The two objects must not be in direct contact.
The charge must be evenly distributed on the sphere and rod.
The two objects must be in contact.
HINT, HINTKeep in mind that the answer must be what makes induction diff erent from friction and conduction.
9781640901094_GA8_Science_SE_int_rev.indb 1239781640901094_GA8_Science_SE_int_rev.indb 123 1/3/2020 1:51:29 PM1/3/2020 1:51:29 PM
[ 124 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 18 HOW DO MATERIALS AFFECT THE TRANSFER OF CHARGES?
4. What happens when a positively charged rod is brought near a neutral sphere?
Protons on the sphere are repelled by the positive rod and move to the far side of the sphere.
Protons on the sphere are attracted by the positive rod and move to the near side of the sphere.
Electrons in the sphere are repelled to the far side of the sphere.
Electrons in the sphere are attacted to the near side of the sphere.
5. Two neutral metal spheres (A and B) are in contact on insulating stands. A negatively charged rod is brought to the left side of the two spheres near sphere A. The two spheres are then pulled apart.
A B
--- ----
- -----
-
Part AWhich of the following describes the net charge of each sphere?
Sphere A has a positive charge and sphere B has a negative charge.
Sphere A has a negative charge and sphere B has a positive charge.
Sphere A is neutrally charged and sphere B has a negative charge.
Sphere A has a positive charge and sphere B is neutrally charged.
Part BWhat process does the procedure describe?
The transfer of charge by conduction
The transfer of charge by friction
The transfer of charge by induction
The transfer of charge from conductor to insulators
5. HINT, HINTDetermine whether the system is absorbing or releasing energy. If necessary, review the Words to Know.
9781640901094_GA8_Science_SE_int_rev.indb 1249781640901094_GA8_Science_SE_int_rev.indb 124 1/3/2020 1:51:31 PM1/3/2020 1:51:31 PM
Teacher Edition
Peoples Education Inc. DBA Mastery Education | MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045
[ ii ]
Letter to Students vi
Letter to Parents and Families vii
What You’ll See in Measuring Up to the Georgia Standards of Excellence viii
Introduction
CONTENTS
Unit 1 Properties of Matter
GSE LESSONS8P1.a 1. How Is Matter Classifi ed? 1
S8P1.b 2. How Does Thermal Energy Aff ect States of Matter? 5
S8P1.e 3. How Are Atoms and Molecules Organized? 9
S8P1.c, S8P1.d 4. How Can Substances Interact and Change? 13
S8P1.f 5. What Is the Law of Conservation of Matter? 18
S8P1.d Unit 1 Chemical Changes Lab Investigation 21
Unit 1 Building Stamina 24
9781640901094_GA8_Science_SE_int_rev.indb ii9781640901094_GA8_Science_SE_int_rev.indb ii 1/3/2020 1:42:39 PM1/3/2020 1:42:39 PM
[ iii ]
Unit 2 Forces and Motion
GSE LESSONS8P3.a 6. What Factors Are Used to Describe Motion? 33
S8P3.b 7. What Determines the Motion of an Object? 38
S8P3.c 8. What Is the Relationship Between Force, Mass, and Acceleration? 42
S8P5.a 9. How Do Gravitational Forces Aff ect an Object? 46
S8P2.b Unit 2 Forces and Motion Lab Investigation 50
Unit 2 Building Stamina 54
Unit 3 Energy and Its Transformations
GSE LESSONS8P2.a 10. What Factors Aff ect Kinetic Energy? 62
S8P2.a 11. What Factors Aff ect Potential Energy? 67
S8P2.b, S8P2.c 12. How Does Energy Transform in a System? 72
S8P2.d 13. How Does Thermal Energy Transfer? 76
S8P2.d Unit 3 Energy Transfer Lab Investigation 81
Unit 3 Building Stamina 84
9781640901094_GA8_Science_SE_int_rev.indb iii9781640901094_GA8_Science_SE_int_rev.indb iii 1/3/2020 1:42:40 PM1/3/2020 1:42:40 PM
[ iv ]
CONTENTS
Unit 4 Energy in Waves
Unit 5 Electricity and Magnetism
GSE
GSE
LESSON
LESSON
S8P4.a, S8P4.f 14. How Can We Describe the Patterns in Waves? 91
S8P4.a, S8P4.b, S8P4.c,
S8P4.d, S8P4.e15. How Do Waves Interact with Diff erent Materials? 95
S8P4.d, S8P4.g 16. How Do Lenses Produce Images? 100
S8P4.d Unit 4 Energy in Waves Lab Investigation 106
Unit 4 Building Stamina 110
S8P5.a 17. What Factors Aff ect the Strength of Magnetic and Electric Forces? 117
S8P5.b 18. How Do Materials Aff ect the Transfer of Charges? 121
S8P5.c 19. What Factors Aff ect the Strength of Electromagnets? 125
S8P5.c Unit 5 Electricity and Magnetism Lab Investigation 129
Unit 5 Building Stamina 132
9781640901094_GA8_Sci_SE_FM2_TOC.indd iv9781640901094_GA8_Sci_SE_FM2_TOC.indd iv 1/15/2020 1:26:10 PM1/15/2020 1:26:10 PM
[ v ]
References Acknowledgments 138
Correlation to the Georgia Standards of Excellence 139
Glossary 141
Graphic Organizers 145
9781640901094_GA8_Science_SE_int_rev.indb v9781640901094_GA8_Science_SE_int_rev.indb v 1/3/2020 1:42:42 PM1/3/2020 1:42:42 PM
[ 139 ]Correlation to the Georgia Standards of Excellence | masteryeducation.com [ 139 ]C l i h G i S d d f E ll | d i
Correlation to the Georgia Standards of Excellence
This worktext is customized to the Georgia Standards of Excellence for Science.
Georgia Standards of Excellence for Science Lessons
S8P: Physical Science
S8P1 Obtain, evaluate, and communicate information about the structure and properties of matter. 1, 2, 3, 4, 5,
Unit 1 Inv
S8P1.a Develop and use a model to compare and contrast pure substances (elements and compounds) and mixtures.
1
S8P1.b Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed.
2
S8P1.c Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter.
4
S8P1.d Construct an argument based on observational evidence to support the claim that when a change in a substance occurs, it can be classifi ed as either chemical or physical.
4, Unit 1 Inv
S8P1.e Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyzing patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules.
3
S8P1.f Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting diff erences between products and reactants.
5
S8P2 Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.
10, 11, 12, 13,
Unit 2 Inv, Unit 3 Inv
S8P2.a Analyze and interpret data to create graphical displays that illustrate the relationships of kinetic energy to mass and speed, and potential energy to mass and height of an object.
10, 11
S8P2.b Plan and carry out an investigation to explain the transformation between kinetic and potential energy within a system (e.g., roller coasters, pendulums, rubber bands, etc.).
12, Unit 2 Inv
S8P2.c Construct an argument to support a claim about the type of energy transformations within a system [e.g., lighting a match (light to heat), turning on a light (electrical to light)].
12
S8P2.d Plan and carry out investigations on the eff ects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection).
13, Unit 3 Inv
S8P3 Obtain, evaluate, and communicate information about cause and eff ect relationships between force, mass, and the motion of objects.
6, 7, 8
S8P3.a Analyze and interpret data to identify patterns in the relationships between speed and distance, and velocity and acceleration.
6
S8P3.b Construct an explanation using Newton’s Laws of Motion to describe the eff ects of balanced and unbalanced forces on the motion of an object.
7
S8P3.c Construct an argument from evidence to support the claim that the amount of force needed to accelerate an object is proportional to its mass (inertia).
8
CORRELATIONS
9781640901094_GA8_Science_SE_int_rev.indb 1399781640901094_GA8_Science_SE_int_rev.indb 139 1/3/2020 1:58:56 PM1/3/2020 1:58:56 PM
[ 140 ] masteryeducation.com | Science | Level H
CORRELATIONS
[ 140 ] d i | S i | L l H
Georgia Standards of Excellence for Science Lessons
S8P4 Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave diff erently than mechanical (sound) waves.
14, 15, 16,
Unit 4 Inv
S8P4.a Ask questions to develop explanations about the similarities and diff erences between electromagnetic and mechanical waves.
14, 15
S8P4.b Construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy.
15
S8P4.c Design a device to illustrate practical applications of the electromagnetic spectrum (e.g., communication, medical, military).
15
S8P4.d Develop and use a model to compare and contrast how light and sound waves are refl ected, refracted, absorbed, diff racted or transmitted through various materials.
15, 16, Unit 4 Inv
S8P4.e Analyze and interpret data to predict patterns in the relationship between density of media and wave behavior (i.e., speed).
15
S8P4.f Develop and use a model (e.g., simulations, graphs, illustrations) to predict and describe the relationships between wave properties (e.g., frequency, amplitude, and wavelength) and energy.
14
S8P4.g Develop and use a model to demonstrate the eff ects that lenses have on light (i.e. formation of an image) and their possible technological applications.
16
S8P5 Obtain, evaluate, and communicate information about gravity, electricity, and magnetism as major forces acting in nature.
9, 17, 18, 19,
Unit 5 Inv
S8P5.a Construct an argument using evidence to support the claim that fi elds (i.e., magnetic fi elds, gravitational fi elds, and electric fi elds) exist between objects exerting forces on each other even when the objects are not in contact.
9, 17
S8P5.b Plan and carry out investigations to demonstrate the distribution of charge in conductors and insulators.
18
S8P5.c Plan and carry out investigations to identify the factors (e.g., distance between objects, magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) that aff ect the strength of electric and magnetic forces.
19, Unit 5 Inv
9781640901094_GA8_Science_SE_int_rev.indb 1409781640901094_GA8_Science_SE_int_rev.indb 140 1/3/2020 1:58:58 PM1/3/2020 1:58:58 PM
[ 6 ] masteryeducation.com | Science | Level H Copying is prohibited.
[ 5 ]
Uni
t 1
| P
rope
rtie
s of
Mat
ter
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
WO
RD
S TO
KN
OW
stat
e of
mat
ter
solid
liqui
d
gas
tem
pera
ture
heat
plas
ma
Less
on 2
H
OW
DO
ES T
HER
MA
L EN
ERG
Y
AFF
ECT
STA
TES
OF
MA
TT
ER?
THE
BIG
IDEA
● T
he p
artic
les
that
mak
e up
sub
stan
ces
are
mov
ing.
● T
herm
al e
nerg
y ch
ange
s th
is m
otio
n an
d ca
n ca
use
a su
bsta
nce
to
chan
ge in
to a
diff
eren
t sta
te.
WH
AT I
NEE
D T
O K
NO
WA
ll m
atte
r is
mad
e up
of
part
icle
s. T
he s
paci
ng a
nd m
otio
n of
the
part
icle
s de
pend
on
the
stat
e of
mat
ter.
A s
tate
of m
atte
r is
any
of
the
fam
iliar
co
nditi
ons
in w
hich
mat
ter
can
occu
r th
at in
clud
e so
lid, l
iqui
d, a
nd g
as. T
he
stat
e of
mat
ter
depe
nds
on it
s te
mpe
ratu
re, w
hich
is a
mea
sure
of
the
aver
age
kine
tic e
nerg
y of
the
atom
s an
d m
olec
ules
that
mak
e up
the
mat
ter.
Tran
sfer
ring
heat
to o
r fr
om a
sub
stan
ce c
ause
s th
e su
bsta
nce
to c
hang
e fr
om
one
stat
e of
mat
ter
to a
noth
er. H
eat i
s en
ergy
tran
sfer
red
betw
een
obje
cts
that
are
at d
iff er
ent t
empe
ratu
res.
Whe
n m
atte
r ab
sorb
s he
at, i
ts k
inet
ic
ener
gy in
crea
ses,
cau
sing
its
part
icle
s to
mov
e fa
ster
. We
can
pred
ict a
nd
obse
rve
chan
ges
in s
tate
s of
mat
ter.
A s
olid
is m
atte
r th
at h
as a
defi
nite
sha
pe a
nd v
olum
e. P
artic
les
in a
sol
id h
ave
rela
tivel
y lo
w e
nerg
y. A
s a
resu
lt, th
e pa
rtic
les
in a
sol
id v
ibra
te in
pla
ce b
ut d
o no
t mov
e pa
st o
ne a
noth
er. W
hen
the
kine
tic e
nerg
y of
a s
olid
incr
ease
s to
th
e po
int t
hat t
he v
ibra
ting
part
icle
s be
gin
to m
ove
past
one
ano
ther
, mel
ting
occu
rs a
nd th
e so
lid c
hang
es in
to a
liqu
id. A
liqu
id h
as a
defi
nite
vol
ume
but
no d
efi n
ite s
hape
. Par
ticle
s in
a li
quid
are
clo
se to
geth
er a
nd c
an m
ove
from
pl
ace
to p
lace
. Add
ing
mor
e he
at w
ould
furt
her
incr
ease
the
kine
tic e
nerg
y.
Thi
s co
uld
caus
e th
e liq
uid
to h
eat t
o bo
iling
, or
evap
orat
e, a
nd c
hang
e in
to a
ga
s. A
gas
has
no
defi n
ite s
hape
or
volu
me.
Par
ticle
s in
a g
as m
ove
free
ly a
t hig
h sp
eeds
. Pla
smas
are
a s
tate
of
mat
ter
whe
re h
eat i
s ad
ded
to g
ases
unt
il th
e ga
ses
ioni
ze. T
he s
un is
in a
pla
sma
stat
e.
TH
INK
ABO
UT
ITD
id y
ou k
now
the
re a
re m
ore
stat
es o
f mat
ter
than
sol
ids,
liqu
ids,
an
d ga
ses?
Ano
ther
sta
te o
f mat
ter
is p
lasm
a.
9781640901117_GA8_Science_TE_interior.indb 69781640901117_GA8_Science_TE_interior.indb 6 1/15/2020 2:09:03 PM1/15/2020 2:09:03 PM
[ 7 ]Unit 1 | Properties of Matter | masteryeducation.comCopying is prohibited.
[ 7 ]
Uni
t 1
| P
rope
rtie
s of
Mat
ter
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
HO
W D
OES
TH
ERM
AL
ENER
GY
AFF
ECT
STA
TES
OF
MA
TT
ER?
Less
on 2
WH
AT I
HAV
E LE
ARN
ED1.
A g
lass
of l
iqui
d w
ater
is h
eate
d fr
om 2
0�C
to
80�C
. Wha
t ha
ppen
s to
th
e w
ater
in t
he g
lass
?
The
wat
er c
hang
es fr
om a
liqu
id to
a g
as.
The
wat
er c
hang
es fr
om a
liqu
id to
a s
olid
.
The
ave
rage
kin
etic
ene
rgy
of th
e w
ater
’s m
olec
ules
incr
ease
s.
The
ave
rage
kin
etic
ene
rgy
of th
e w
ater
’s m
olec
ules
dec
reas
es.
[DO
K 1
]
2. S
olid
s an
d liq
uids
hav
e di
ff ere
nt p
rope
rtie
s. W
hat
diff e
renc
e be
twee
n so
lids
and
liqui
ds is
in t
he im
age?
Solid
s ha
ve a
defi
nite
sha
pe; l
iqui
ds d
o no
t.
Liqu
ids
have
a d
efi n
ite s
hape
; sol
ids
do n
ot.
Solid
s ha
ve a
defi
nite
vol
ume;
liqu
ids
do n
ot.
Liqu
ids
have
a d
efi n
ite v
olum
e; s
olid
s do
not
.
[DO
K 2
]
3. H
ow d
o th
e at
oms
and
mol
ecul
es in
a g
as c
ompa
re w
ith t
he a
tom
s an
d m
olec
ules
in a
liqu
id?
The
ato
ms
and
mol
ecul
es in
a g
as a
re s
mal
ler.
The
ato
ms
and
mol
ecul
es in
a g
as m
ove
mor
e sl
owly
.
The
ato
ms
and
mol
ecul
es in
a g
as m
ove
mor
e qu
ickl
y.
The
ato
ms
and
mol
ecul
es in
a g
as a
re c
lose
r to
geth
er.
[DO
K 3
]
3. H
INT,
HIN
TA
s th
erm
al e
nerg
y in
crea
ses,
so
do
part
icle
spe
ed a
nd s
paci
ng.
[ 6 ]
mas
tery
educ
atio
n.co
m |
Sci
ence
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
H
OW
DO
ES T
HER
MA
L EN
ERG
Y A
FFEC
T S
TAT
ES O
F M
AT
TER
?
The
rmal
Ene
rgy
Add
ed
Kin
etic
Ene
rgy
Incr
ease
s The
rmal
Ene
rgy
Rem
oved
K
inet
ic E
nerg
y D
ecre
ases
Con
vers
ely,
whe
n m
atte
r lo
ses
heat
ene
rgy,
its
kine
tic e
nerg
y de
crea
ses
and
part
icle
s be
gin
to s
low
dow
n. C
hang
es in
sta
te th
at c
an o
ccur
whe
n m
atte
r lo
ses
heat
ene
rgy
incl
ude
the
cond
ensa
tion
of a
gas
into
a li
quid
or
the
free
zing
of
a li
quid
into
a s
olid
.
Mat
ter
can
chan
ge b
etw
een
diff e
rent
sta
tes
over
a w
ide
rang
e of
te
mpe
ratu
res.
For
inst
ance
, ste
el m
elts
, or
beco
mes
mol
ten,
at a
tem
pera
ture
of
abo
ut 1
380�
C. W
ater
is o
ne o
f on
ly a
few
mat
eria
ls th
at is
in a
ll th
ree
com
mon
sta
tes
of m
atte
r un
der
norm
al c
ondi
tions
. Wha
t oth
er m
ater
ials
be
side
s w
ater
hav
e yo
u se
en m
elt o
r fr
eeze
?
TU
RN
AN
D T
ALK
Con
side
r tw
o m
ater
ials
: liq
uid
wat
er a
nd s
team
(wat
er v
apor
). W
hich
has
the
gre
ater
kin
etic
en
ergy
? How
do
you
know
?
9781640901117_GA8_Science_TE_interior.indb 79781640901117_GA8_Science_TE_interior.indb 7 1/15/2020 2:09:06 PM1/15/2020 2:09:06 PM
[ 8 ] masteryeducation.com | Science | Level H Copying is prohibited.
[ 8 ]
mas
tery
educ
atio
n.co
m |
Sci
ence
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
H
OW
DO
ES T
HER
MA
L EN
ERG
Y A
FFEC
T S
TAT
ES O
F M
AT
TER
?
4. W
hat
is t
he r
ole
of h
eat
whe
n a
gas
chan
ges
stat
e to
bec
ome
a liq
uid?
The
gas
cre
ates
the
heat
.
The
gas
des
troy
s th
e he
at.
Hea
t tra
nsfe
rs to
the
gas.
Hea
t tra
nsfe
rs a
way
from
the
gas.
[DO
K 2
]
5. O
rder
the
mat
eria
ls fr
om le
ast
ener
gy t
o gr
eate
st e
nerg
y.
Bana
na, r
aind
rop,
car
bon
diox
ide
gas
Car
bon
diox
ide
gas,
ban
ana,
rai
ndro
p
Rai
ndro
p, b
anan
a, c
arbo
n di
oxid
e ga
s
Rai
ndro
p, c
arbo
n di
oxid
e ga
s, b
anan
a
[DO
K 2
]
6. W
hat
happ
ens
to a
liqu
id w
hen
ther
mal
ene
rgy
is r
emov
ed?
The
par
ticle
s sp
eed
up a
nd e
vent
ually
form
a s
olid
.
The
par
ticle
s sl
ow d
own
and
even
tual
ly fo
rm a
sol
id.
The
par
ticle
s sl
ow d
own
and
even
tual
ly fo
rm a
gas
.
The
par
ticle
s sp
eed
up a
nd e
vent
ually
form
a g
as.
[DO
K 2
]
SK
ETC
H IT
Try
draw
ing
the
part
icle
s of
the
st
ate
of m
atte
r th
at e
ach
obje
ct
repr
esen
ts.
HIN
T, H
INT
Con
side
r a
fogg
y m
irro
r af
ter
you
get o
ut o
f the
sho
wer
. In
wha
t for
m w
as t
he w
ater
whe
n it
tran
sfer
red
to t
he m
irro
r? In
w
hat f
orm
is t
he w
ater
now
? How
ha
s th
e te
mpe
ratu
re o
f the
wat
er
chan
ged?
9781640901117_GA8_Science_TE_interior.indb 89781640901117_GA8_Science_TE_interior.indb 8 1/15/2020 2:09:08 PM1/15/2020 2:09:08 PM
[ 9 ]Copying is prohibited. Unit 1 | Properties of Matter | masteryeducation.com
HOW DOES THERMAL ENERGY AFFECT STATES OF MATTER? Lesson 2
TEACHER NOTESSTANDARDS S8P1.b
The Big Idea
The particles that make up substances are moving.
Thermal energy changes this motion and can cause a substance to change into a diff erent state.
Prerequisite Knowledge & Standards
● S5P1.b Construct an argument based on observations to support a claim that the physical changesin the state of water are due to temperature changes, which cause small particles that cannot beseen to move diff erently.
● S3P1 Obtain, evaluate, and communicate information about the ways heat energy is transferredand measured.
● S3P1.a Ask questions to identify sources of heat energy.
● S2P2 Obtain, evaluate, and communicate information to explain the eff ect of a force (a push or apull) in the movement of an object (changes in speed and direction).
Math Connection
MP.2: Reason abstractly and quantitatively.
MP.4: Model with mathematics.
MGSE6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations.
Misconceptions
● Atoms or molecules of a solid are not moving. (1)
● The atoms or molecules of a liquid stop moving if the substance becomes a solid. (1)
● Expansion of matter is due to the expansion of particles rather than increased particle spacing. (2)
9781640901117_GA8_Science_TE_interior.indb 99781640901117_GA8_Science_TE_interior.indb 9 1/15/2020 2:09:09 PM1/15/2020 2:09:09 PM
[ 10 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 2 HOW DOES THERMAL ENERGY AFFECT STATES OF MATTER?
TEACHER NOTESTIPS FOR THE STRUGGLING LEARNER• Some students might struggle with the abstract concept of heat or may be confused by the
diff erences between the scientifi c and everyday meanings of heat. Have students work in smallgroups to brainstorm situations they have observed in which matter changed state. For example,students may have observed water boiling when cooking or snow melting when it lands on theground. After students have generated their lists, discuss the heat transfers that occurred toproduce those changes in state. For example, heat from the stove transferred to the water, andheat from the ground transferred to the snow. Have students select one example and create adiagram showing the states of matter, the heat transfer, and the movement of particles of matter ineach state.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• Make sure English learners have the opportunity, if needed, to use both their home languages
and English to discuss the science terms in this lesson. Consider showing students a video thatdemonstrates particle activity in the three states of matter. Then have students describe in theirhome languages the diff erences among the states of matter. Finally, allow students to create amodel or drawing that demonstrates particle activity using bilingual labels, in English and theirhome languages.
ACTIVITIES FOR THE ADVANCED LEARNER• Challenge advanced learners to conduct research to fi nd a heat curve for water. Then, have
students create a poster or slide show to explain how the heat curve relates to the three states ofmatter and the kinetic energy of particles in each state.
9781640901117_GA8_Science_TE_interior.indb 109781640901117_GA8_Science_TE_interior.indb 10 1/15/2020 2:09:09 PM1/15/2020 2:09:09 PM
[ 55 ]Unit 3 | Energy and Its Transformations | masteryeducation.comCopying is prohibited.
[ 63
]U
nit
3 |
Ene
rgy
and
Its
Tran
sfor
mat
ions
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
WH
AT
FA
CTO
RS
AFF
ECT
KIN
ETIC
EN
ERG
Y?
Less
on 1
0
In r
eal l
ife, b
oth
mas
s an
d sp
eed
can
vary
. For
exa
mpl
e, a
truc
k co
uld
carr
y m
ore
or le
ss fr
eigh
t and
trav
el a
t diff
eren
t spe
eds
durin
g th
e da
y. In
gen
eral
, if
eith
er m
ass
or s
peed
incr
ease
s, s
o do
es th
e ki
netic
ene
rgy;
if e
ither
mas
s or
spe
ed d
ecre
ases
, kin
etic
ene
rgy
does
als
o. T
his
rela
tions
hip
is g
iven
by
the
equa
tion
Kin
etic
Ene
rgy
� 1 2
� m
ass
� s
peed
2 .
The
tabl
e sh
ows
the
mas
s, s
peed
, and
kin
etic
ene
rgy
for
a de
liver
y tr
uck
at
diff e
rent
tim
es th
roug
hout
a d
ay.
Mass
(kg)
Sp
eed
(m
/s)
Kin
eti
c E
ne
rgy
(jo
ule
s)
Empt
y tr
uck
5,00
04
40,0
00
Afte
r lo
ad p
icke
d up
10,0
004
80,0
00
Dri
ving
fast
er10
,000
832
0,00
0
Afte
r pa
rtia
l del
iver
y6,
000
819
2,00
0
Empt
y tr
uck
5,00
015
562,
500
Not
ice
that
whe
n th
e tr
uck’
s m
ass
doub
led
from
5,0
00 k
g to
10,
000
kg b
ut it
s sp
eed
stay
ed th
e sa
me,
its
kine
tic e
nerg
y al
so d
oubl
ed. N
otic
e th
at w
hen
the
truc
k’s
spee
d do
uble
d fr
om 4
m/s
to 8
m/s
but
its
mas
s st
ayed
the
sam
e, th
e ki
netic
ene
rgy
incr
ease
d by
22 o
r a
fact
or o
f 4.
Thi
s de
mon
stra
tes
the
diff e
rent
eff
ect
s m
ass
and
spee
d ha
ve o
n ki
netic
ene
rgy.
WH
AT I
HAV
E LE
ARN
ED1.
Wha
t tw
o fa
ctor
s aff
ect
how
muc
h ki
netic
ene
rgy
an o
bjec
t ha
s w
hen
it is
in m
otio
n?
Mas
s an
d sp
eed
Mas
s an
d gr
avity
Spee
d an
d di
rect
ion
Mas
s an
d ai
r re
sist
ance
[DO
K 1
]
TH
INK
ABO
UT
ITW
hy d
oes
the
truc
k ha
ve t
he m
ost
kine
tic e
nerg
y w
hen
it is
em
pty
agai
n at
the
end
of t
he d
ay?
[ 62
]m
aste
ryed
ucat
ion.
com
| S
cien
ce |
Lev
el H
Cop
ying
is p
rohi
bite
d.
WO
RD
S TO
KN
OW
kine
tic e
nerg
y
ener
gy
mas
s
spee
d
UNIT 3
Less
on 1
0 W
HA
T F
AC
TOR
S A
FFEC
T
KIN
ETIC
EN
ERG
Y?
THE
BIG
IDEA
● T
he e
nerg
y of
mot
ion
is c
alle
d ki
netic
ene
rgy.
● T
he k
inet
ic e
nerg
y of
a m
ovin
g ob
ject
is d
irect
ly p
ropo
rtio
nal t
o its
m
ass
and
incr
ease
s w
ith th
e sq
uare
of
its s
peed
.
WH
AT I
NEE
D T
O K
NO
WEa
rth
orbi
ts th
e su
n, a
irpla
nes
fl y, a
nd y
ou w
alk
betw
een
clas
ses.
The
se a
re
exam
ples
of
obje
cts
that
hav
e ki
netic
ene
rgy,
the
ener
gy o
f m
otio
n.
Rem
embe
r th
at e
nerg
y is
the
abili
ty to
do
wor
k. W
hen
a fo
rce
acts
on
an
obje
ct a
nd c
ause
s it
to m
ove,
the
forc
e is
doi
ng w
ork.
As
the
obje
ct s
tart
s to
mov
e, o
r ac
cele
rate
s fr
om r
est,
the
ener
gy is
tran
sfer
red
from
the
appl
ied
forc
e to
the
obje
ct.
The
kin
etic
ene
rgy
of a
mov
ing
obje
ct d
epen
ds o
n its
mas
s an
d its
spe
ed. I
t de
pend
s on
mas
s be
caus
e th
e fo
rce
appl
ied
to th
e ob
ject
to m
ake
it m
ove
depe
nds
on th
e ob
ject
’s m
ass.
If y
ou w
ante
d to
mov
e a
piec
e of
furn
iture
, yo
u w
ould
nee
d to
pus
h ha
rder
, or
appl
y m
ore
forc
e, th
an if
you
wan
ted
to
mov
e a
smal
ler
obje
ct s
uch
as a
drin
king
gla
ss. I
n fa
ct, t
he k
inet
ic e
nerg
y of
a
mov
ing
obje
ct is
dire
ctly
pro
port
iona
l to
its m
ass.
If th
e m
ass
of a
mov
ing
obje
ct d
oubl
es, s
o do
es it
s ki
netic
ene
rgy.
Thi
s is
bec
ause
twic
e as
muc
h fo
rce
is n
eede
d to
mov
e th
e ob
ject
from
res
t. If
the
mas
s of
a m
ovin
g ob
ject
is c
ut
in h
alf,
so is
its
kine
tic e
nerg
y. T
his
is b
ecau
se h
alf
as m
uch
forc
e is
nee
ded
to
mov
e th
e ob
ject
from
res
t. T
his
is a
line
ar r
elat
ions
hip.
An
obje
ct’s
kin
etic
ene
rgy
also
dep
ends
on
its s
peed
. Thi
s is
bec
ause
forc
e is
ap
plie
d to
acc
eler
ate
an o
bjec
t fro
m r
est.
How
ever
, unl
ike
the
prop
ortio
nal
rela
tions
hip
betw
een
mas
s an
d ki
netic
ene
rgy,
the
rela
tions
hip
betw
een
spee
d an
d ki
netic
ene
rgy
is n
ot li
near
. The
kin
etic
ene
rgy
of a
n ob
ject
is p
ropo
rtio
nal
to th
e sq
uare
of
its s
peed
. If
you
doub
le a
n ob
ject
’s s
peed
, you
qua
drup
le it
s ki
netic
ene
rgy.
If y
ou r
educ
e th
e ob
ject
’s s
peed
by
a fa
ctor
of
2, y
ou r
educ
e its
ki
netic
ene
rgy
by a
fact
or o
f 4.
TU
RN
AN
D T
ALK
Wha
t do
a fl o
win
g ri
ver,
a ch
argi
ng
rhin
o, a
nd a
falli
ng s
kydi
ver
have
in
com
mon
? Com
pare
the
typ
e of
en
ergy
the
se h
ave
to o
ther
typ
es
of e
nerg
y th
at y
ou k
now
.
Kin
etic
Ene
rgy
Mas
s
Kin
etic
Ene
rgy
Spe
ed
9781640901117_GA8_Science_TE_interior.indb 559781640901117_GA8_Science_TE_interior.indb 55 1/15/2020 2:10:32 PM1/15/2020 2:10:32 PM
[ 56 ] masteryeducation.com | Science | Level H Copying is prohibited.
[ 64
]m
aste
ryed
ucat
ion.
com
| S
cien
ce |
Lev
el H
Cop
ying
is p
rohi
bite
d.
Less
on 1
0
W
HA
T F
AC
TOR
S A
FFEC
T K
INET
IC E
NER
GY
?
2. A
gro
up o
f stu
dent
s ha
ve m
ixed
up
thei
r gr
aphs
from
tw
o di
ff ere
nt la
bs.
In o
ne e
xper
imen
t, th
ey g
raph
ed t
he k
inet
ic e
nerg
y of
the
sam
e bi
cycl
ist
trav
elin
g at
6, 1
2, a
nd 1
5 ki
lom
eter
s pe
r ho
ur. W
hich
of t
hese
gra
phs
coul
d sh
ow t
hose
dat
a?
Kinetic Energy
Kinetic Energy
Kinetic Energy
Kinetic Energy
12
34
1 2 3 4
[DO
K 3
]
3. W
hich
sta
tem
ent
is t
rue
abou
t ki
netic
ene
rgy?
Kin
etic
ene
rgy
doub
les
whe
n m
ass
doub
les.
Kin
etic
ene
rgy
doub
les
whe
n sp
eed
doub
les.
Kin
etic
ene
rgy
is a
ff ect
ed b
y m
ass
mor
e th
an b
y sp
eed.
Kin
etic
ene
rgy
is a
ff ect
ed e
qual
ly b
y ch
ange
s in
mas
s an
d sp
eed.
[DO
K 2
]
2. H
INT,
HIN
TR
emem
ber
that
mas
s an
d sp
eed
aff e
ct k
inet
ic e
nerg
y di
ff ere
ntly
. D
oes
kine
tic e
nerg
y ha
ve a
line
ar
or n
onlin
ear
rela
tions
hip
with
sp
eed?
[ 65
]U
nit
3 |
Ene
rgy
and
Its
Tran
sfor
mat
ions
| m
aste
ryed
ucat
ion.
com
Cop
ying
is p
rohi
bite
d.
WH
AT
FA
CTO
RS
AFF
ECT
KIN
ETIC
EN
ERG
Y?
Less
on 1
0
4. A
com
et t
rave
lling
at
a co
nsta
nt s
peed
is lo
sing
mas
s as
dus
t an
d ic
e ar
e sh
ed in
its
tail.
Wha
t gr
aph
repr
esen
ts t
he c
omet
’s ki
netic
ene
rgy
over
tim
e?
Kinetic Energy
Tim
eT
ime
Tim
eT
ime
Kinetic Energy
Kinetic Energy
Kinetic Energy
12
34
1 2
3 4
[DO
K 3
]
5. O
rder
the
obj
ects
from
leas
t to
gre
ates
t ki
netic
ene
rgy.
Ob
ject
Mass
Sp
eed
110
010
210
020
310
040
420
010
1 �
2 �
3 �
4
1 �
3 �
2 �
4
1 �
4 �
2 �
3
4 �
3 �
2 �
1
[DO
K 3
]
4. H
INT,
HIN
TLi
near
rel
atio
nshi
ps c
hang
e by
the
sa
me
amou
nt o
ver
each
inte
rval
, w
hile
non
linea
r re
latio
nshi
ps
chan
ge b
y di
ff ere
nt a
mou
nts
over
di
ff ere
nt in
terv
als.
In p
ositi
ve
rela
tions
hips
bot
h va
riab
les
incr
ease
in t
he s
ame
dire
ctio
n.
5.
9781640901117_GA8_Science_TE_interior.indb 569781640901117_GA8_Science_TE_interior.indb 56 1/15/2020 2:10:34 PM1/15/2020 2:10:34 PM
[ 57 ]Unit 3 | Energy and Its Transformations | masteryeducation.comCopying is prohibited.
[ 66
]m
aste
ryed
ucat
ion.
com
| S
cien
ce |
Lev
el H
Cop
ying
is p
rohi
bite
d.
Less
on 1
0
W
HA
T F
AC
TOR
S A
FFEC
T K
INET
IC E
NER
GY
?
6. T
he In
tern
atio
nal S
pace
Sta
tion
trav
els
at 1
7,15
0 m
iles
per
hour
aro
und
Eart
h. N
ew s
pace
sui
ts a
re d
esig
ned
with
sel
f-he
alin
g po
lym
ers
to r
esis
t th
e im
pact
of m
icro
met
eoro
ids
(tin
y sp
ace
debr
is).
Whi
ch s
tate
men
t BE
ST e
xpla
ins
the
need
for
punc
ture
-res
ista
nt s
uits
?
NA
SA is
alw
ays
purs
uing
per
fect
ion
of it
s eq
uipm
ent.
Ast
rona
uts
mor
e ea
sily
see
hea
vy o
bjec
ts a
nd a
void
them
.
Even
obj
ects
with
tiny
mas
s ha
ve g
reat
kin
etic
ene
rgy
at h
igh
spee
d.
Obj
ects
are
wei
ghtle
ss in
spa
ce, s
o th
ey a
lway
s fl o
at in
the
way
.
[DO
K 2
]
NASA
9781640901117_GA8_Science_TE_interior.indb 579781640901117_GA8_Science_TE_interior.indb 57 1/15/2020 2:10:36 PM1/15/2020 2:10:36 PM
[ 58 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 10 WHAT FACTORS AFFECT KINETIC ENERGY?
TEACHER NOTESSTANDARDS S8P2.a
The Big Idea
The energy of motion is called kinetic energy.
The kinetic energy of a moving object is directly proportional to its mass and increases with the square of its speed.
Prerequisite Knowledge & Standards
● S6E4.b Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at diff erent rates.
● S3P1 Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.
● S3P1.a Ask questions to identify sources of heat energy.
Math Connection
MP.2: Reason abstractly and quantitatively.
MGSE6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.
MGSE7.RP.2: Recognize and represent proportional relationships between quantities.
MGSE8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.
MGSE8.EE.2: Use square root and cube root symbols to represent solutions to equations. Recognize that x2 = p (where p is a positive rational number and |x| ≤ 25) has 2 solutions and x3 = p (where p is a negative or positive rational number and |x| ≤ 10) has one solution. Evaluate square roots of perfect squares ≤ 625 and cube roots of perfect cubes ≥ –1000 and ≤ 1000.
MGSE8.F.3: Interpret the equation y = mx + b as defi ning a linear function, whose graph is a straight line; give examples of functions that are not linear.
ELA Connection
ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Misconceptions
● Doubling the speed of a moving object doubles the kinetic energy. (2)
9781640901117_GA8_Science_TE_interior.indb 589781640901117_GA8_Science_TE_interior.indb 58 1/15/2020 2:10:37 PM1/15/2020 2:10:37 PM
[ 59 ]Copying is prohibited. Unit 3 | Energy and Its Transformations | masteryeducation.com
WHAT FACTORS AFFECT KINETIC ENERGY? Lesson 10
TEACHER NOTESTIPS FOR THE STRUGGLING LEARNER• Some students may struggle with the magnitude of diff erence between the linear relationship of mass
to kinetic energy, and the exponential (nonlinear) relationship of speed to kinetic energy. Have students experience this for themselves by conducting experiments in groups, graphing the data, and recording observations. Have each group use two balls of similar size but diff erent mass (e.g., a ping-pong ball and golf ball), dropped onto an impressionable surface (sand or soft clay) so as to observe the impact depth. In each series of trials, drop the two balls from diff erent heights (up to a story, if possible to do so safely). Clarify that, due to gravity, the increased height increases the speed and, therefore, kinetic energy of the balls.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• Allow English learners to use a concept map to connect the vocabulary word kinetic with other
related words. Explore the Greek root (kinētikos, “of motion”), related words in students’ native languages, and related English words (such as cinema, kinesthetic, telekinesis). Also make sure students have the opportunity to clarify the diff erence between mass and weight.
ACTIVITIES FOR THE ADVANCED LEARNER• Challenge advanced learners by having them explore how kinetic energy aff ects their area of interest.
Those mathematically or scientifi cally inclined may want to use realistic mass and speed values to calculate the kinetic energy of space objects that pose a danger to astronauts (e.g., dust, screw, wrench, and meteor). Students who are interested in sports can explore the kinetic energy athletes experience in various activities in relation to helmet technology. Those with environmental interests may research the kinetic energy of storm surges and how engineers mitigate damage at shorelines.
9781640901117_GA8_Science_TE_interior.indb 599781640901117_GA8_Science_TE_interior.indb 59 1/15/2020 2:10:38 PM1/15/2020 2:10:38 PM
[ 106 ] masteryeducation.com | Science | Level H Copying is prohibited.
[ 121
]U
nit
5 |
Ele
ctri
city
and
Mag
netis
m |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
WO
RD
TO
KN
OW
char
ge
cond
ucto
r
insu
lato
r
cond
uctio
n
fric
tion
indu
ctio
n
Less
on 1
8 H
OW
DO
MA
TER
IALS
AFF
ECT
T
HE
TR
AN
SFER
OF
CH
ARG
ES?
THE
BIG
IDEA
● C
ondu
ctor
s al
low
cha
rges
to m
ove
free
ly; i
nsul
ator
s re
sist
the
mov
emen
t and
fl ow
of
elec
tric
cha
rges
.
● C
harg
ing
by c
ondu
ctio
n an
d fr
ictio
n re
quire
s di
rect
con
tact
.
WH
AT I
NEE
D T
O K
NO
WEl
ectr
ic c
harg
e ca
n m
ove
betw
een
diff e
rent
mat
eria
ls. M
ater
ials
that
allo
w
elec
tric
cha
rge
to fl
ow fr
eely
are
con
duct
ors.
Mat
eria
ls th
at d
o no
t allo
w
elec
tric
cha
rge
to fl
ow fr
eely
are
insu
lato
rs. T
he c
harg
e is
the
elec
tron
, a
nega
tivel
y ch
arge
d su
bato
mic
par
ticle
. -El
ectr
ic c
harg
e tr
ansf
ers
thro
ugh
cond
uctio
n, fr
ictio
n, a
nd in
duct
ion.
Bot
h fr
ictio
n an
d co
nduc
tion
requ
ire d
irect
con
tact
bet
wee
n tw
o or
mor
e ob
ject
s.
Tran
sfer
ring
char
ge b
y in
duct
ion
does
not
req
uire
the
dire
ct c
onta
ct o
f ch
arge
. M
etal
s m
ake
good
con
duct
ors
beca
use
thei
r el
ectr
ons
are
loos
ely
atta
ched
an
d dr
ift th
roug
h th
e m
etal
whe
n vo
ltage
is a
pplie
d. A
poo
r co
nduc
tor,
such
as
san
d, w
ould
not
con
duct
hea
t or
elec
tric
ity w
ell.
Insu
lato
rs in
clud
e pl
astic
s,
pape
r, gl
ass,
rub
ber,
and
poly
styr
ene
foam
.
--
--
--
------ ----
Cha
rge
dis
trib
utio
n o
n a
cond
ucto
rT
he c
harg
e is
eve
nly
dist
ribut
ed o
n th
eou
tsid
e of
the
cond
ucto
r.
Cha
rge
dis
trib
utio
n o
n an
insu
lato
rT
he c
harg
e on
an
insu
lato
r is
foun
d in
the
loca
tion
whe
re it
was
initi
ally
pla
ced.
SK
ETC
H IT
Cho
ose
a di
ff ere
nt s
hape
and
dr
aw t
he d
istr
ibut
ion
of c
harg
e fo
r th
at s
hape
as
a co
nduc
tor
and
as
an in
sula
tor.
9781640901117_GA8_Science_TE_interior.indb 1069781640901117_GA8_Science_TE_interior.indb 106 1/15/2020 2:12:57 PM1/15/2020 2:12:57 PM
[ 107 ]Unit 5 | Electricity and Magnetism | masteryeducation.comCopying is prohibited.
[ 123
]U
nit
5 |
Ele
ctri
city
and
Mag
netis
m |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
HO
W D
O M
AT
ERIA
LS A
FFEC
T T
HE
TR
AN
SFER
OF
CH
AR
GES
?
Le
sson
18
WH
AT I
HAV
E LE
ARN
ED1.
Whi
ch t
ype
of c
harg
e tr
ansf
er r
equi
res
a gr
ound
?
Con
duct
ion
Fric
tion
Indu
ctio
n
Insu
latio
n
[DO
K 2
]
2. W
hich
of t
he fo
llow
ing
suba
tom
ic p
artic
les
is a
ble
to t
rans
fer
betw
een
two
mat
eria
ls?
Phot
ons
Prot
ons
Neu
tron
s
Elec
tron
s
[DO
K 2
]
3. T
wo
stud
ents
are
try
ing
to m
odel
the
tra
nsfe
r of
cha
rge
by in
duct
ion.
T
hey
have
a p
last
ic r
od a
nd a
met
al s
pher
e. W
hich
of t
he fo
llow
ing
is
impo
rtan
t to
ens
urin
g th
at t
heir
mod
el a
ccur
atel
y re
pres
ents
indu
ctio
n?
Elec
tron
s m
ust b
e th
e ch
arge
that
is tr
ansf
erre
d.
The
two
obje
cts
mus
t not
be
in d
irect
con
tact
.
The
cha
rge
mus
t be
even
ly d
istr
ibut
ed o
n th
e sp
here
and
rod
.
The
two
obje
cts
mus
t be
in c
onta
ct.
[DO
K 2
]
HIN
T, H
INT
Kee
p in
min
d th
at t
he a
nsw
er m
ust
be w
hat m
akes
indu
ctio
n di
ff ere
nt
from
fric
tion
and
cond
uctio
n.
[ 122
]m
aste
ryed
ucat
ion.
com
| S
cien
ce |
Lev
el H
Cop
ying
is p
rohi
bite
d.
Less
on 1
8
H
OW
DO
MA
TER
IALS
AFF
ECT
TH
E T
RA
NSF
ER O
F C
HA
RG
ES?
The
tran
sfer
of
char
ge b
y co
nduc
tion
requ
ires
the
dire
ct c
onta
ct b
etw
een
two
obje
cts.
The
imag
e be
low
dem
onst
rate
s th
e tr
ansf
er o
f ch
arge
from
a c
harg
ed
rod
to a
neu
tral
sph
ere.
The
cha
rge
tran
sfer
s an
d th
en e
venl
y di
strib
utes
.
--
--
--
---
Neu
tral
Cha
rgin
g by
con
duct
ion
Cha
rged
con
duct
or
- --
The
tran
sfer
of
char
ge b
y fr
ictio
n re
quire
s ru
bbin
g to
geth
er tw
o ob
ject
s. A
n ex
ampl
e of
this
is w
hen
you
rub
your
feet
on
carp
et a
nd a
ccum
ulat
e ch
arge
to
shoc
k so
meo
ne e
lse.
The
tran
sfer
of
char
ge b
y in
duct
ion
does
not
req
uire
the
dire
ct c
onta
ct o
f ob
ject
s. In
the
indu
ctio
n pr
oces
s, a
cha
rged
obj
ect i
s br
ough
t ne
ar to
a n
eutr
al c
ondu
ctin
g ob
ject
, but
it d
oes
not t
ouch
it. T
ouch
ing
the
char
ged
obje
ct w
ould
forc
e th
e el
ectr
ons
to m
ove.
---+ + - +-++
Neu
tral
met
al s
pher
eT
he s
pher
e is
po
sitiv
ely
char
ged
+ + +++
Rod
nea
rs th
e sp
here
-- - - - - - - - - - - - -- - -
-+ +- +-
+ +
Gro
und
wire
allo
ws
the
nega
tive
char
geto
leav
e th
e sp
here
Gro
und
wire
- -- -- - -
- - - - - - - - - -- - -
+ + ++ +
9781640901117_GA8_Science_TE_interior.indb 1079781640901117_GA8_Science_TE_interior.indb 107 1/15/2020 2:13:00 PM1/15/2020 2:13:00 PM
[ 108 ] masteryeducation.com | Science | Level H Copying is prohibited.
[ 124
]m
aste
ryed
ucat
ion.
com
| S
cien
ce |
Lev
el H
Cop
ying
is p
rohi
bite
d.
Less
on 1
8
H
OW
DO
MA
TER
IALS
AFF
ECT
TH
E T
RA
NSF
ER O
F C
HA
RG
ES?
4. W
hat
happ
ens
whe
n a
posi
tivel
y ch
arge
d ro
d is
bro
ught
nea
r a
neut
ral s
pher
e?
Prot
ons
on th
e sp
here
are
rep
elle
d by
the
posi
tive
rod
and
mov
e to
th
e fa
r si
de o
f th
e sp
here
.
Prot
ons
on th
e sp
here
are
att
ract
ed b
y th
e po
sitiv
e ro
d an
d m
ove
to th
e ne
ar s
ide
of th
e sp
here
.
Elec
tron
s in
the
sphe
re a
re r
epel
led
to th
e fa
r si
de o
f th
e sp
here
.
Elec
tron
s in
the
sphe
re a
re a
ttac
ted
to th
e ne
ar s
ide
of th
e sp
here
.
[DO
K 2
]
5. T
wo
neut
ral m
etal
sph
eres
(A
and
B)
are
in c
onta
ct o
n in
sula
ting
stan
ds.
A n
egat
ivel
y ch
arge
d ro
d is
bro
ught
to
the
left
sid
e of
the
tw
o sp
here
s ne
ar s
pher
e A
. The
tw
o sp
here
s ar
e th
en p
ulle
d ap
art.
AB
- --
--- -
--- --
--
Pa
rt A
Whi
ch o
f the
follo
win
g de
scri
bes
the
net
char
ge o
f eac
h sp
here
?
Sphe
re A
has
a p
ositi
ve c
harg
e an
d sp
here
B h
as a
neg
ativ
e ch
arge
.
Sphe
re A
has
a n
egat
ive
char
ge a
nd s
pher
e B
has
a po
sitiv
e ch
arge
.
Sphe
re A
is n
eutr
ally
cha
rged
and
sph
ere
B ha
s a
nega
tive
char
ge.
Sphe
re A
has
a p
ositi
ve c
harg
e an
d sp
here
B is
neu
tral
ly c
harg
ed.
[DO
K 3
]
Pa
rt B
Wha
t pr
oces
s do
es t
he p
roce
dure
des
crib
e?
The
tran
sfer
of
char
ge b
y co
nduc
tion
The
tran
sfer
of
char
ge b
y fr
ictio
n
The
tran
sfer
of
char
ge b
y in
duct
ion
The
tran
sfer
of
char
ge fr
om c
ondu
ctor
to in
sula
tors
[DO
K 2
]
5. H
INT,
HIN
TD
eter
min
e w
heth
er t
he s
yste
m
is a
bsor
bing
or
rele
asin
g en
ergy
. If
nece
ssar
y, r
evie
w t
he W
ords
to
Kno
w.
9781640901117_GA8_Science_TE_interior.indb 1089781640901117_GA8_Science_TE_interior.indb 108 1/15/2020 2:13:01 PM1/15/2020 2:13:01 PM
[ 109 ]Copying is prohibited. Unit 5 | Electricity and Magnetism | masteryeducation.com
HOW DO MATERIALS AFFECT THE TRANSFER OF CHARGES? Lesson 18
TEACHER NOTESSTANDARDS S8P5.b
The Big Idea
Conductors allow charges to move freely; insulators resist the movement and fl ow of electric charge.
Charging by conduction and friction requires direct contact.
Prerequisite Knowledge & Standards
● S5P2 Obtain, evaluate, and communicate information to investigate electricity.
● S5P2.c Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.
ELA Connection
ELAGSE8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Misconceptions
● Charge cannot move through an insulator. (1)
● Induction is when charge moves through the air from one object to another. (2)
9781640901117_GA8_Science_TE_interior.indb 1099781640901117_GA8_Science_TE_interior.indb 109 1/15/2020 2:13:02 PM1/15/2020 2:13:02 PM
[ 110 ] masteryeducation.com | Science | Level H Copying is prohibited.
Lesson 18 HOW DO MATERIALS AFFECT THE TRANSFER OF CHARGES?
TEACHER NOTESTIPS FOR THE STRUGGLING LEARNER• Explain that the only charges that transfer are electrons because they are small. Allow them to use
pictures with negative and positive symbols, and tell them that the number of positive and negatives on an object must be equal for it to be neutral.
• Give them positive and negative charge cards to model the transfer of charge.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• Have students create visual glossaries for the terms electric charge, insulator, conductor, friction,
conduction, and induction.
• Allow students to use the Phet simulation to see how charge transfers.
ACTIVITIES FOR THE ADVANCED LEARNER• Have students design and carry out an experiment to demonstrate the transfer of charge by
conduction, induction, and friction.
• Ask students to do research on which synthetic materials act as conductors and insulators.
9781640901117_GA8_Science_TE_interior.indb 1109781640901117_GA8_Science_TE_interior.indb 110 1/15/2020 2:13:03 PM1/15/2020 2:13:03 PM