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
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 3rd and the 4th 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 2nd 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 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).
·
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.
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.
Quiz 14 Blank Key This quiz is a mockup since we were
not able to have it due to the snow day.