Physics II

Attachments

356

Attachment A

CLE: 1.1.D.a

Page 1

Particle Theory of Matter

Objectives

Students will

understand the particulate (kinetic) theory of matter;

differentiate the behavior of particles in the solid, liquid, and gas phases;

use the following skills: observing and inferring from observations.

Motivation for Learning

Materials

Approximately 25-30 mL of

margarine Hot mitts

Approximately 100 mL of popcorn

kernels Hot air corn popper (optional)

Two 250 mL beakers Additional popcorn for snacking

(optional)

One 1500 mL or 2000 mL beaker Salt (optional)

Hot plate Paper napkins (optional)

Preparation

1. Melt 25-30 mL of margarine in a 250 mL beaker. It is a good idea to measure the melted margarine in

a graduated cylinder. Too much or too little margarine will ruin the experiment.

2. Add 100 mL of popcorn kernels to the margarine in the beaker.

3. Place the beaker with the popcorn-margarine mixture in a freezer to harden.

4. After the popcorn-margarine mixture has hardened, warm the outside of the beaker in a hot water bath

to loosen the solid and remove it from the beaker.

5. Put your popcorn margarine mixture on a piece of wax paper. Replace any stray kernels. At this point,

sometimes the popcorn-margarine mixture falls apart. Just put it all back together the same way that

you would make hamburger patties from ground beef. Wrap the popcorn-margarine mix in the wax

paper.

6. Place the popcorn-margarine mixture back in the freezer.

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Page 2

Procedure

1. Discuss with students the states of matter and relate it to the particulate or kinetic theory of matter.

2. When you are finished, show the students the popcorn-margarine solid mixture and explain that the

corn kernels are the molecules in a solid being held by the forces that are represented by the margarine.

3. Review the properties of a solid using the popcorn-margarine solid mixture as an example.

4. Place the solid in a 250 mL beaker on a hot plate and warm it until the margarine melts.

5. Pour the "liquid" back and forth between two 250 mL beakers.

6. Talk about the properties of a liquid, etc.

7. Heat the "liquid" in a 1500 mL or 2000 mL beaker over the hot plate until the "molecules" (popcorn

kernels) begin to pop. The large beaker allows the popcorn to spread out for better popping. It also

minimizes the spattering of hot margarine, unpopped popcorn, and popped popcorn. Watch splattering

hot margarine, but don't cover the beaker.

8. As the popcorn leaves the beaker, talk about the properties of a gas.

9. The kids will want to eat the popcorn. As they write up what they saw and explain it, make another

batch in the hot air popper and pass around.

Background Information

The object of this demonstration is to use popcorn kernels to represent molecules and the margarine to

represent the bonding forces between molecules. Heating results in physical changes in the popcorn-margarine

mixture that are analogous to the melting and boiling of matter.

Extensions

Have students develop their own analogous models that describe the particulate theory of matter and the

phases of matter. This is a great "writing to learn" activity for science!

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Attachment B

CLE: 1.1.D.a

Name __________________________________

Assessment

1. What was added to the solid to cause it to melt? What would you take away from the system to make it

re-solidify?

2. How is a liquid transformed into a gas?

3. How is a gas transformed into a liquid?

4. In the popcorn and margarine model, what does the margarine represent? What do the popcorn kernels

represent?

5. What do you consider to be the strengths of this popcorn and margarine model? The weaknesses?

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Attachment B

CLE: 1.1.D.a

Answers to Assessment

1. Heat (thermal energy) was added to the solid to cause it to melt, and if the heat were taken away then

the liquid would re-solidify

2. Thermal energy (heat) is transferred to the particles of the liquid causing them to bombard one another

and recoil to larger and larger distances, thus phase changing into a gas.

3. As a gas loses the high amounts of energy causing the individual particles of the gas to collide and

ricochet at relatively large distances, the particles calm down so-to-speak and the intra-atomic or intra-

molecular forces of attraction overcome the forces of repulsion so that the particles are able to come in

very close proximity and slide against one another in liquid form.

4. The margarine represents the intra-molecular forces that hold the molecules of a solid in vibrating

stasis. The individual kernels represent the particles, or in this case molecules within a sample of a

compound.

5. Strengths might include: Macro examples of particles and forces otherwise invisible to the human

eye (both naked and with most microscopic equipment; ability to show more than one phase using the

same materials; ability to eat model.

Weaknesses might include: The force is represented by something tangible when in reality it is not;

the kernels in the solid are not vibrating; the popping of the kernels relates more to sublimation than

evaporation, and sublimation is a topic not covered.

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Attachment C

CLE: 1.2.A.a

Energy from Chemical Fuels

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Attachment C

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Attachment C

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NAME ________________________________________

Attachment C

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NAME: __________________________________________________

Attachment C

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Attachment D

CLE: 1.2.A.g

Experiments with States of Matter: Mpemba Effect - Freezing Hot Water Faster than Cold Water

The Mpemba Effect states that hot water changes its state from liquid to solid--or freezes--faster than

cold water. This does not seem to make sense, but it has been discovered to be true.

Goal of experiment

The goal is to compare the time is takes to freeze a container of water at various starting temperatures

of the water, under the same conditions.

Conditions

In any good experiment, you want to change only one variable and keep everything else to the same.

You must also be able to determine when you achieved the outcome of the experiment.

Factors

Factors that must remain the same are:

The temperature of the freezer

The amount of water in the container

The size, shape and material of the container Any type of air motion over the water

The only thing you vary is the initial temperature of the water.

When frozen

Possible ways to determine when the water is frozen include:

Use a thermometer or temperature probe in the water to see when the temperature near the

bottom levels off at the freezing point.

Visibly check to determine when the water in the container is frozen; perhaps a clear container would help.

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Attachment D

CLE: 1.2.A.g

Experiment

You can do the experiment using one or even several containers that you place in a freezer

compartment.

One container in freezer

If you use one container, fill it with hot water, put it in a freezer and measure the time it takes the water

to freeze. Then repeat the experiment with exactly the same amount of water in the same container at a cooler temperature. Do this a number of times, reducing the initial temperature of the water.

Two or more containers in freezer

Or, you could take two or more containers of the same size, shape and material and put exactly the

same amount of water--but different temperatures-- into each. Then you put them both in the freezer

and see which freezes first. The reason the containers must be exactly the same is because the shape and material of the container affects the rate of heat loss.

Outside in winter

In either of the above cases, you would have to periodically open the freezer to see if the water is

freezing. An alternative would be to place the containers outside during the winter when the temperature was below freezing. You could then easily watch the freezing process from a window in your house.

Data

By comparing the time it takes to freeze for the various starting water temperatures, you should be able

to find a situation where warmer water freezes faster than water at a colder temperature.

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Attachment E

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Attachment F

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Attachment F

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Earthquakes and Plate Tectonics

Introduction The tectonic plates of the world are constantly moving in relation to each other. The boundaries between

plates are zones of active faulting and earthquakes. There are 3 types of plate boundaries and 3 types of faults.

Remember, there are two types of crust which can be involved in this faulting, oceanic crust and continental

crust.

Review questions about type of crust.

Which type of crust floats higher?

Which type of crust subducts?

What happens when dense crust runs into buoyant crust?

PUSH and PULL 1) Where plates push together we call it a convergent boundary. Convergent boundaries are where

subduction zones and collision zones are located. The type of faults that form along convergent boundaries

are reverse faults, also called thrust faults. Convergence involving oceanic crust results in a subduction

zone, where the oceanic crust dives back into the mantle. Along subduction zones, a trench forms on the

ocean floor adjacent to a strato-volcano mountain range which is built on the overriding plate. When a

convergent boundary involves 2 pieces of continental crust, a collision zone develops as the plates push

mountains up into the sky.

Task 1 On a world map, identify the convergent boundaries or the zones of thrust faults. (Color the subduction

zones blue and the collision zones green. Remember that you must first determine if oceanic crust is

involved)

Questions

1a Can you name 5 countries located along 5 different convergent boundaries?

1b. Can you locate any convergent boundaries in your space shuttle photographs?

1c. Is the direction of motion of the portion of the convection cell in the mantle below a convergent zone

UP? or DOWN?

2) Where plates pull apart we call it a divergent boundary. Along divergent boundaries we see rifting or

fracture along normal faults. Spreading centers form along ocean ridges as oceanic crust is pulled or torn

apart. Under all the worlds oceans new volcanic material erupts in rift valleys in the form of pillow basalt. A

shield volcano can form as the lava builds up the ocean floor above sea level. Divergent boundaries can occur

under continental crust and pull pieces apart to form parallel basins and ranges. (When you pull apart a "Fig

Newton" which way to the little faults form? Draw a picture).

Attachment G

CLE: 5.2.B.d-e

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Task 2

On a world map, identify the divergent boundaries or the zones of rifting and normal faults. (Color the

ocean spreading centers red and rift zones orange.)

Questions

2a Can you name 5 places that spreading or rifting is taking place?

2b. Can you locate any divergent boundaries on your shuttle photographs?

2c. Is the direction of motion of the portion of the convection cell in the mantle below a divergent zone UP?

or DOWN?

3) Transform faults are associated with convergent and divergent boundaries. A transform fault moves

pieces of crust past each other forming a strike-slip fault. This lateral motion can be described as either left-

lateral or right-lateral. The way to determine whether a transform fault is left-lateral or right-lateral is to

picture yourself standing and looking across the fault. If the land on the other side of the fault moves to your

left, it's a left-lateral fault. If the land on the other side of the fault moves to your right, it's a right-lateral fault.

Transform faults in continental crust can commonly involve aspects of divergence and convergence, when the

fault is not straight. Where there is divergence, the land pulls apart forming a basin. Where there is

convergence, the land collides, forming mountains.

Attachment G

CLE: 5.2.B.d-e

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Task 3 Circle the correct answer (You are now looking down on the Earth.)

3a. Left-lateral or right-lateral?

3b. Left-lateral or right-lateral?

3c. Left-lateral or right-lateral?

3d. Left-lateral or right-lateral?

Draw where you would expect mountains and valleys

3e. Left-lateral.

3f.

Attachment G

CLE: 5.2.B.d-e

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Teaching Plate Tectonics

with Easy-to-Draw Illustrations

Next time you teach plate tectonics, consider a draw-with-me presentation that

will engage your students and help them understand the spatial and movement

aspects of plate boundary environments.

The process of drawing a picture involves students much more deeply than reading or

discussion. This is because drawings give students an opportunity to visualize sizes, shapes,

motions, and spatial relationships. Important facts can be added through annotations and

captions.

Many students find a draw-with-me presentation an enjoyable experience.

Drawing enhances their learning, understanding, and retention processes. And,

at the end of the class session, they have a set of illustrations that can be used for

study, reference, and communication purposes.

I have used the illustrations in this booklet, with only minor modifications, to lead

students from primary grades through graduate school in lessons about plate

movements, volcanoes, earthquakes, and the rock cycle. When time allows, I

always opt to draw these illustrations step-by-step with my students. It’s fun that

way!

When time is short, presenting the illustrations on an overhead projector can be a

good alternative, especially if your students have photocopies of the illustrations

to which they can add important details and annotations.

Please feel free to use the illustrations here in any way that will enhance your

teaching. And, if you have time, draw them once for me.

Hobart M. King

hobart@geology.com

http://geology.com

Attachment H

CLE: 5.2.B.d-e

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Attachment I

CLE: 7.1.A

Page 1

Scoring Rubric: Student Laboratory Reports

Problem Statement

The student is to clearly identify the problem under investigation as accurately and completely as possible

from background information. The students’ explanation should strive to be precise and thorough.

Experimental Hypothesis

The student should predict what will happen based on proper use and interpretation of background

information, not merely on what he or she thinks will happen.

Experimental Design

The explanation of the design should include:

1. A listing of all materials to be used, relating the materials to the dependent and independent

variables as appropriate and noting controls to be placed on the study as needed.

2. A description of the design of the study, including:

a. What data will be collected?

b. How many trials will be completed?

c. How will variables be controlled?

d. How will the data be interpreted?

e. What graphs or charts will be based on the data collected?

3. A description of all safety concerns and how each will be addressed.

Data Collection, Display, and Analysis

The student conducts the experiment, carefully and systematically making measurements and entering data.

Graphic presentation(s) of data is produced appropriate to the analysis.

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Page 2

Conclusion

This includes a statement of what data results indicate (data analysis) and whether data supports or does not

support the hypothesis. In addition, experimental errors should be identified and their possible effect on the

reported results. Students are to discuss possible applications and extensions of research findings, indicate

other studies which have been or may be conducted to support the conclusion of the experiment.

Problem Statement

1 2 3 4

Statement of problem is

irrelevant or erroneous

Limited or no relevant

explanation

Problem partially

identified with partial

validity

Limited relevant

explanation

Problem sufficiently

identified with some

validity

Basic relevant explanation

Problem is

appropriately identified

Precise, clear and

relevant explanation

Experimental Hypothesis

1 2 3 4

Unreasonable

association between

problem and predicted

results

Results are not

operationalized

Defends or challenges

established knowledge

Scant use of scientific

concepts and

vocabulary

Association between

problem and predicted

results

Made attempt to

operationalize key

variables

Hypothesis has some

relationship to

established knowledge

but is not supported

Scientific concepts and

vocabulary used, but

contains errors

Reasonable association

between the problem and the

predicted results

Key variables are

operationalized

Hypothesis has a reasonable

relationship with established

knowledge; this relationship is

generally supported

Scientific concepts and

vocabulary used without

significant error

Association between the

problem and the predicted

results is direct and

relevant

All variables are clearly

operationalized

Hypothesis clearly refutes

or defends established

knowledge and is fully

supported

Student demonstrates

facility in the use of

scientific concepts and

vocabulary

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Page 3

Experimental Design

1 2 3 4

Design is not

relevant to the

hypothesis

List of materials

and controls

incomplete

Some procedural

components

generally described

but are not

replicable

Safety concerns are

not specified, are

irrelevant or are not

appropriate to the

experiment

Design has general

relevance to the

hypothesis

List of materials and

controls is nearly

complete, missing at least

one important item

Description makes it

possible to replicate the

experiment if researcher

makes some inferences

Safety concerns miss at

least one important

consideration; procedures

will result in some risk to

student safety if not

revised

Design is adequate to test the

hypothesis

List of materials and controls

is complete and some

description provided

Description makes it likely that

the experiment can be reliably

replicated

All major safety concerns are

adequately addressed;

procedures adopted are likely

to produce a safe experiment –

some further refinement could

minimize possible discomfort

to the student

Design is a well-

constructed test of the

stated hypothesis

List of materials and

controls is complete and

thoroughly described

The description of the

experiment is complete,

insuring that it can be

replicated

Safety concerns are fully

addressed and procedures

for conducting the

experiment insure that

there is little or no risk of

safety or discomfort to the

student

Data Collection & Analysis

1 2 3 4

Data are

inaccurate

Data are

haphazardly

recorded

Data table

missing

Most data are collected but

checks are not placed on

measurement to insure

accuracy

Data are recorded in a manner

that threatens reliability

Data table incomplete or

contain inconsistencies

All significant data measured

with some checks placed on

measurement for accuracy

Data recorded effectively

The data table is relevant to

the task requirements

All significant data

measured, checks are placed

on measurements for

accuracy

Data recorded effectively

and efficiently

The data table well-designed

to the task requirements

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Data Display

1 2 3 4

Graph form

inappropriate

Data points missing

or incorrect

Inappropriate

labeling

Intervals

inappropriate

Graph form is

appropriate

All data points included,

some inaccurately plotted

Labeling lacks clarity

Intervals are appropriate

Graph form is appropriate,

multiple graphs used as

warranted

All data points included and

accurately plotted

Labeling clear

Intervals appropriate

Graph visually designed to

assist reader

All graph forms are

appropriate, multiple graphs

used as warranted

All data points accurately

plotted

Labeling clear

Intervals appropriate

Graph visually compelling,

highlights conclusions of the

study

Conclusion

1 2 3 4

Inconclusive, or

conclusion not

warranted by data

analysis

Conclusion too general or

over- reaches the data

analysis

Conclusion uses the

language of the experiment

but does not translate

conclusion to its relevance

to the original problem

Conclusion precise, related to

the hypothesis

Conclusion uses operational

terms of the experiment and

attempts to translate the

conclusion to make it relevant

to the original problem

The conclusion related to

general interest and other

studies

Conclusion precisely

stated, relates directly to

support or non-support of

the hypothesis

Conclusion uses

operational terms and

suggests how the

conclusion has relevancy in

resolution of the original

problem

Conclusion relates the

study to general interest,

other studies that have

been or could be conducted

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Attachment J

CLE: 8.2.A.a-b

Research Paper

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