sli template

Hands-On Chemistry Activities

9:00 AM
Saturday, February 7, 2004
Dr. Norm Herr
Location: Education 2103
Chemistry Resources

Chapter 2.4 Changes of State (Hands-On_Chemistry)

Chapter 2.5 Classification of Matter (Hands-On_Chemistry)

California Science Content Standards

Standards addressed in this workshop

3. Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. As a basis for understanding this concept:

c.
Students know atoms and molecules form solids by building up repeating patterns, such as the crystal structure of NaCl or long-chain polymers.

d.
Students know the states of matter (solid, liquid, gas) depend on molecular motion.

e.
Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide with and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently.

Investigation and Experimentation

9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a.
Plan and conduct a scientific investigation to test a hypothesis.

b.
Evaluate the accuracy and reproducibility of data.

c.
Distinguish between variable and controlled parameters in a test.

d.
Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data.

e.
Construct appropriate graphs from data and develop quantitative statements about the relationships between variables.

f.
Apply simple mathematical relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume=area x height).

g.
Distinguish between linear and non-linear relationships on a graph of data.

c.	Students know atoms and molecules form solids by building up repeating patterns, such as the crystal structure of NaCl or long-chain polymers.
d.	Students know the states of matter (solid, liquid, gas) depend on molecular motion.
e.	Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide with and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently.

a.	Plan and conduct a scientific investigation to test a hypothesis.
b.	Evaluate the accuracy and reproducibility of data.
c.	Distinguish between variable and controlled parameters in a test.
d.	Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data.
e.	Construct appropriate graphs from data and develop quantitative statements about the relationships between variables.
f.	Apply simple mathematical relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume=area x height).
g.	Distinguish between linear and non-linear relationships on a graph of data.