Measuring Up to the Georgia Standards of Excellence Sample ...

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.

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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.

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[ 6 ] masteryeducation.com | Science | Level H Copying is prohibited.


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?



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.




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?



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


[ 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?



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

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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?




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

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Time Time

Time Time

Kin

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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.

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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


[ 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.




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

--------------------

+++++



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.




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.


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

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[ 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 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


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[ 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


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


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[ v ]

References Acknowledgments 138

Correlation to the Georgia Standards of Excellence 139

Glossary 141

Graphic Organizers 145

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[ 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


[ 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



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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 ]

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

?



[ 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?


[ 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)




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.



[ 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



[ 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.



[ 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




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.


● 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)


[ 59 ]Copying is prohibited. Unit 3 | Energy and Its Transformations | masteryeducation.com


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.



[ 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.



[ 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

- -- -- - -

- - - - - - - - - -- - -

+ + ++ +



[ 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.


[ 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.


● 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)




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.


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