Polymer

Students will be able to

· Define monomer and polymer.

· Explain how there are many natural polymers and synthetic polymers.

· Identify common polymers as natural or synthetic.

· Provide the monomer when given the name of a common natural polymer such as cotton or starch.

· Provide the monomer when given the name of a common synthetic polymer such as polystyrene or polyethylene.

· Explain that the main source of synthetic polymer is crude oil.

· Describe generally how monomers are turned into polymers including the typical number of monomers contained in a single polymer chain.

· Describe a couple examples of how some of the more common synthetic polymers were created. For example Nylon and Kevlar.

· Describe the following about plastics

o Different types of plastics are made with different polymer materials.

o The same type of material can be made into different products with different properties.

o There are six common types of plastics – the big six

· Describe some chemical features that affect the properties of polymers. For example, the shape of polymer chain, the type of polymer material and the proportions of materials used to make the polymer.

· Describe and identify four common physical structures of polymer chains

o Linear polymer

o Branched polymer

o Cross-linked polymer

o Network polymer

· Provide examples of cross linking materials. For example, In Rubber it is sulfur or with slime it was borax.

· Describe properties of plastics that BOTH make them desirable while presenting a challenge for their disposal.

· Generally describe some new alternative synthetic polymers that are created from renewable materials rather than crude oil.

· Explain the purpose of a recycling symbol including the purpose of the number and the letters.

States of Matter

Students will be able to

• describe and draw the three main states of matter including how atoms/molecules move in each state compared to the other states.
• draw and explain why water is unique and the only material to take up more space as a solid than as a liquid.
• how to make molecules/atoms stop moving completely.
• explain what is in the bubbles of boiling water
• calculate the density of air given the mass and the volume of a measured amount.
• describe an experimental procedure for measuring the volume of a room.
• Estimate the weight of air in a room.
• Explain where the majority of mass comes from in trees.
• Explain how the largest fraction of mass leaves a person’s body when they lose 15 lbs.

Static Electricity

· Explain the behavior of electrically charged objects

· Explain how an object becomes charged. That electrons move, protons cannot move from one material to another.

· Explain some differences between magnets and electrical charges. For example, electric charges are attracted to all metals but magnets are not attracted to all metals, only those that can be magnetized.

· Explain that a positive charge can exist separately from a negative charge; however a magnetic North pole cannot exist without a magnetic South pole.

Matter and change

1. Define matter and be able to identify if a given material is matter or not.

2. Compare and contrast physical properties and chemical properties; compare and contrast physical and chemical changes.

3. Given a change, determine whether it is physical or a chemical change.

4. Given a property, determine whether it is a physical or chemical property.

5. Describe the different possible phase changes between the three common phases of matter (solid, liquid and gas).

6. Explain that the freezing point and melting point of the same substance is the same temperature; boiling pointing and condensation point of the same substance is the same temperature.

7. Describe how atoms, molecules and ions are all building blocks of matter.

8. Define an atom, molecule and ion. Explain the difference between each of these and provide examples of each.

9. Explain how an ion is formed in terms of gain or loss of electrons.

10. define element, compound and mixture and explain the difference between each and provide examples of each.

11. Define and explain the difference between homogeneous and heterogeneous mixtures.

12. Explain some general features of the periodic table of elements.

a. Know the information contained in the block of an element in the periodic table

i. atomic number or the number of protons

ii. the atomic weight, or how much an atom of an element weighs.

Density, Volume, Mass and Weight

Students will be able to:

· Define density as mass divided by volume

· Identify the relative density of different objects by observing how they float or sink in water

· Define volume

· Define how to measure volume by either using a meter stick or water

· Define mass

· Explain how mass does not change depending on location

· Define weight as how hard gravity pulls on an object (mass x gravity)

· Explain how weight changes on different planets because gravity of each planet is different

· Identify which type of scale will measure mass correctly on other planets and which type will measure weight correctly on different planets.

Motion and Forces

Students will be able to:

· Given two tracks (with different shapes) identify on which track a ball will take less time to roll to the end. In other words, the ball on which road will win.

· Define speed

· Define acceleration

· Identify the acceleration of an object in free fall

· Identify the acceleration of an object on a ramp compared to when in free fall

· Read a motion diagram. Identifying when an object is moving at a constant speed, speeding up or slowing down.

· Create a motion diagram for any given scenario

· Identify when an object is moving at its fastest speed while in free fall

· Identify when an object has zero velocity when in free fall

· Identify the acceleration of an object at all positions in free fall including at the top of the flight.

· Explain in detail why every object falls at -9.8 m/s² when in free fall (no air resistance) and how this depends on both weight and inertia.

· Apply Newton’s first law the natural state of an object is at rest or in motion at a constant speed in a straight line (constant velocity).

· Define inertia

· Use the idea of inertia to explain how objects speed up, slow down or turn.

· Show the path of an object that was traveling in a straight line but receives a force in a new direction.

· Show the path of an object that was traveling in a circle but suddenly loses the force that is causing it to travel in a circular motion.

· Explain why water stays in a bucket when you swing it in a circle from the floor to above your head.

· Explain why a penny stays on the tip of a hanger when you swing it around.

· Apply Newton’s second law to show that the result of a net force acting on an object is for the object to accelerate.

· Identify the forces acting on an object at rest

· Identify the forces acting on an object as it slides across the floor.

· Identify the forces on an object when it is in free fall

· apply Newton’s third law to forces (every force has an equal and opposite force)

· Determine the relative acceleration of two objects that receive the same force but have different mass.

· Define friction

· Explain how friction changes the natural motion of an object

· Identify the net force on an object when it’s moving at a constant speed

Air and water

· Terms: atom, molecule, ion, cation, anion, isotope, atomic number, mass number, atomic weight, element, compound, mixture. You won’t be asked to give definitions but you are expected to understand these terms and apply their definitions in answering questions.

· define that atoms, molecules and ions are all building blocks of matter. Some substance consist of atoms, some consist of molecules and some consist of ions.

· Name the sub-atomic particles that make up atoms: protons, neutrons and electrons. Describe with the right terms (nucleus, orbits) where they are located inside an atom. Understand the relative size of the space taken up by nucleus and the space occupied by electrons in an atom.

· Know the charge and the mass number of each proton, neutron and electron.

· Interpret a schematic diagram of an atom/ion showing protons, neutrons and electrons. Identify what is represented in the diagram: atom or ion, cation or anion, the type of element.

· Define isotope. Differentiate atomic number and mass number. Know how to determine atomic number and mass number given proper information.

· Identify the atomic number and atomic weight of given atoms using the periodic table.

· Given proper information, write the shorthand notation of an atom in any of the following three forms (a carbon atom is used as an example here): carbon-13. Be able to interpret any of the three shorthand representation of an atom in term of number of proton, neutron and electron.

· explain that a molecule forms when two or more atoms bond together. A molecule can be formed by the same type of atoms (O₂, N₂, H₂) or different types of atoms (CO₂, H₂O, C₁₂H₂₂O₁₁).

· Define a covalent bond. Explain how different molecules can have different number of bonds and different shapes. Differentiate between nonpolar covalent bond and polar covalent bond.

· Have a general idea about the composition of air: N₂ and O₂ are the two most abundant gases in the air; (Ar and CO₂ is the 3^rd and the 4^th most abundant).

· Define solution, solute and solvent. Describe how a solution could be a liquid, a gas or a solid.

· Explain the change in the composition from inhaled breath to exhaled breath.

· Describe the origin of atmospheric pressure. Standard pressure = 1 atm = 760 mmHg. Know that mmHg is a unit for pressure.

· Explain how atmospheric pressure changes with elevation. Provide examples that prove the atmosphere applies its pressure in all directions, not just downwards.

· Elaborate on the following statement about ozone: “good up high, bad nearby”.

· Have a general understanding of the difference between UV-A, UV-B and UV-C and their damaging effect. Which of the rays reach the surface of the earth and how much.

· Describe the difference between sunscreen and sunblock in terms of how they protect us from damaging UV rays.

· Have a general understanding of the negative health effects of ozone as an air pollutant.

· Explain how carbon monoxide poisoning works within the blood and how carbon dioxide kills.

· Have a general understanding of the term “greenhouse effect” and the fact that carbon dioxide (CO₂) is a greenhouse gas (in addition to water vapor, methane (CH₄))

· Be able to apply the following rules for naming compounds composed of two nonmetals.

o Elements are named in the order they appear in a formula.

o Change the 2^nd element’s name to end in “-ide”

o Use a prefix before the name of each element to show the number of atoms of each element present in the compound.

o If there is only one atom of the first element, no need to use the prefix “mono” for the element.

o If the name of the second element starts with a vowel, the last letter in the prefix (except “di” and “tri”) is dropped.

· Know the following unique properties of water and how they make life, as we know it, possible.

o Ice (solid water) is less dense than liquid water

o Water has unusually high boiling and freezing point

o Water is a universal solvent.

· Draw water molecules and identify the covalent bonds in a water molecule. Understand that the covalent bonds between O and H atoms in a water molecule are polar covalent bond because the electrons are not shared equally between the O and the H atoms.

· Understand the following about partial charges and the overall charge in a water molecule.

o Partial negative charge on the O atom

o Partial positive charge on the H atoms

o Overall, the water molecule is neutral

· Describe what a hydrogen bond is.

· Differentiate covalent bonds and hydrogen bonds, especially the fact that covalent bonds are bonds within a molecule (intramolecular) while a hydrogen bond is a bond between molecules (intermolecular).

· Water has unusually high boiling point and freezing point, an important property that make life on earth possible.

· Many unusual properties of water including ice being less dense than water, unusually high boiling point and freezing point, can all be attributed to the presence of hydrogen bonds between water molecules in liquid and solid phases.

· Explain the difference between electrolyte and nonelectrolyte in terms of.

o what happens to them when they are dissolved in water

o the electrical conductivity of aqueous solution of electrolyte and nonelectrolyte

· Given the formula of a compound, determine whether it is an ionic compound or a molecular compound.

· All molecular compounds are nonelectrolyte; ionic compounds that are soluble in water are electrolytes.

Sound and Music

Students will be able to:

• describe and identify the source of a sound – vibrations.
• identify the difference between the direction a wave travels and the direction the medium moves.
• explain that sound carries energy and identify how sound energy transfers
• define natural frequency.
• define resonance and provide examples
• define sympathetic vibration and provide examples
• identify in a new situation if resonance or sympathetic vibration is occurring
• relate the terms pitch, frequency and high/low sounds.
• demonstrate the path that sound vibrations follow through the ear.
• describe how ears can be permanently damaged by loud sounds
• describe how tones can be varied by changing the length of the resonant cavity of a wind instrument.

· describe how string instruments change pitch by changing natural frequency

· describe how instruments use sympathetic vibration or resonance to amplify sound.

· generalize how an instrument makes music. All require a source of sound (vibrations), a way to change pitch (changing natural frequencies) and a way to amplify sound (resonance or sympathetic vibration).

• draw and label a basic transverse wave.
• identify a wavelength on a transverse wave.
• describe the difference between a transverse and a longitudinal wave.
• identify the source, receiver and medium for any type of wave.

· define frequency and amplitude in terms of a sound wave and what we hear.

· list several different types of waves and identify which need a medium and which do not.

• describe that there is a delay between when they see a sound happen and when they hear it.
• name several animals that use echolocation to find food or objects.
• describe if these animals can also use their eyes and if they do use both their eyes and ears, which one do they depend on?
• describe the limits of the size and distance that dolphins and bats can echolocate.
• describe how SONAR works
• explain the difference between active and passive SONAR/Echolocation
• describe how animals “localize” sounds
• describe how scientists find out what elephants can hear
• describe the difference in what you hear if a sound travels in the air compared to traveling in a solid
• describe how the speed of sound varies in a gas, liquid and a solid.

• explain how light enters the eye and we sense light
• describe the cells in the eye that sense light and color
• compare and contrast human color vision to other animals
• identify what could be wrong in a person’s eye if they have a certain type of color blindness.
• list different types of electromagnetic waves
• explain how ultraviolet, visible light and infrared electromagnetic waves were named.

Energy

Students will be able to:

· Explain why energy does not contain mass

· Identify the form of energy that an object has depending on its motion or position

· Compare the amount of potential energy objects have depending on their height and mass.

· Compare the amount of kinetic energy objects have depending on their speed and mass

· Identify the energy form before and after a particular event

· Apply conservation of energy to different events

· Explain what “The lion eats the sun” means in terms of conservation of energy

· Predict the final location of an object (pendulum or skater) based on its initial height

· Explain the behavior of electrically charged objects

· Explain some differences between magnets and electrical charges. For example, electric charges are attracted to all metals but magnets are not attracted to all metals, only those that can be magnetized.

· Describe how induction occurs and which variables increase the induction

· Describe how a generator produces electricity from a water wheel

· Describe how a wind turbine produces electricity and trace the energy conversions a step at a time from wind to the motion of electrons

· Describe the difference between a direct current (DC) and an alternating current (AC)

· Describe how an AC or DC current is able to light a light bulb or heat a toaster

· Calculate the horsepower produced by a person based on data from running up a set of stairs.

The Food We Eat

1. Know the three groups of macronutrients (fat, carbohydrate and protein) and two groups of micronutrients (minerals and vitamins).

2. Be able to read a “nutrition facts” label and extract proper information from the label.

3. Differentiate saturated fatty acid and unsaturated fatty acid. Determine if it is saturated fatty acids or unsaturated fat acids (monounsaturated or polyunsaturated) from a line-angle drawing.

4. All fats are triglycerides. Differentiate saturated fat and unsaturated fat. Know what trans-fat is and the major sources of trans-fat in the food we consumed. Know which type of fat is healthy and which type of fat is unhealthy.

5. Saturated fats, when consumed in excess, are bad for human health because they raise bad cholesterol level in the blood and increase the risk of heart disease and stroke. Although trans-fat is an unsaturated fat, it is bad for human health because structurally they are more similar to saturated fat. Therefore, they behave more like saturated fats than unsaturated fats.

6. Know the chemical composition and the general formula of carbohydrates. Recognize common dietary carbohydrates.

7. Have a general understanding of the sweetness value of natural and artificial sweeteners. Understand the type of sweeteners used in regular soda and diet soda and explain why regular soda has a higher density than diet soda.

8. Know that proteins are biological polymers of amino acids. Know the generic structure of amino acids. Differentiate between essential and non-essential amino acids and how essential amino acids can be obtained differently from animal and plant sources.

9. Know that fats, carbohydrates and proteins have different per gram Calorie content. Identify the types of macronutrients human use as the primary source of energy.

10. Know what minerals are and in what form they are present in human body.

11. Understand that although minerals and vitamins are present in the body in small amount, they are essential for our health. Neither minerals nor vitamins are significant source of energy.

Study Hints:

When you study, we strongly recommend that you test yourself, don’t just “review”. Use a blank quiz, exam or the clicker questions from the lectures and try to answer them without being able to see the key. Then check yourself. If you miss the question, you know you need to spend some more time figuring out how that topic works.

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Quiz 14 Blank Key This quiz is a mockup since we were not able to have it due to the snow day.

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