This PowerPoint is one small part of the Matter, Energy, and the Environment Unit from www.sciencepowerpoint.com. This unit consists of a five part 3,500+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 20 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus: Matter, Dark Matter, Elements and Compounds, States of Matter, Solids, Liquids, Gases, Plasma, Law Conservation of Matter, Physical Change, Chemical Change, Gas Laws, Charles Law, Avogadro's Law, Ideal Gas Law, Pascal's Law, Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet Spectrum, Waves / Wavelengths, Light (Visible Light), Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb's Law, Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism, Faraday's Law, Compass, Relativity, Einstein, and E=MC2, Energy, First Law of Thermodynamics, Second Law of Thermodynamics-Third Law of Thermodynamics, Industrial Processes, Environmental Studies, The 4 R's, Sustainability, Human Population Growth, Carrying Capacity, Green Design, Renewable Forms of Energy (The 11th Hour)
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks
4. -Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label.
Ice
Melting Water
Boiling Vapor
GasT
E
M
P
Heat Added
35. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
36. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
37. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
38. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
39. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
40. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
Kinetic Energy
(Bullet)
41. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
Kinetic Energy
(Bullet)
Heat
42. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
Kinetic Energy
(Bullet)
Heat
Sound
43. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
Kinetic Energy
(Bullet)
Heat
Sound
Light
44. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
Kinetic Energy
(Bullet)
Heat
Sound
Light
45. Big Bang Particles join
together
Gravity attracts
particles, forms
stars, planets
Sun releases
particles, photons
Plants harness
Photons to
make sugars
Chemical Energy /
Gunpowder (Potential)
Kinetic Energy
(Bullet)
Heat
Sound
Light
181. • Optional Activity! Analog vs. Digital
• Teacher will write a short message (5 words
max) on a notecard.
– The teacher will then show notecard to a student
and that student will have relay the message
“telephone game” from student to student (Analog
Signal)
– Teacher will race the student body and email the
message to themselves or class member (Digital
Signal).
– Which was more efficient?
182. • Optional Activity! Analog vs. Digital
• Teacher will write a short message (5 words
max) on a notecard.
– The teacher will then show notecard to a student
and that student will have relay the message
“telephone game” from student to student (Analog
Signal)
– Teacher will race the student body and email the
message to themselves or class member (Digital
Signal).
– Which was more efficient?
– What if the activity was from one side of the planet
to the other?
183. • The best communication is still face to face.
185. • Activity! (Optional) Railroad tracks.
– Tracks should not be in use for safety.
– Observe the speed at which sound travels
through the air vs. through a solid.
– Have a few students put their ear to the track
and measure several hundred meters away.
– Have a few students standing near the
students with their ears on the track.
– Drop and object or hit the track.
– Student should raise hand when they hear the
sound through the air or through the track.
– Make Observations and compare.
186. • Which medium does sound travel the
fastest in?
– A.) Gas (Air)
– B.) Liquid (Water)
– C.) Solid
187. • Which medium does sound travel the
fastest in?
– A.) Gas (Air)
– B.) Liquid (Water)
– C.) Solid
189. • Sound will generally travel at around…
– 300 meters per second in the air.
190. • Sound will generally travel at around…
– 300 meters per second in the air.
– 1500 meters per second in a liquid.
191. • Sound will generally travel at around…
– 300 meters per second in the air.
– 1500 meters per second in a liquid.
– 2500 meters per second in a dense solid.
192. • Whales used to be able to communicate
with other whales in the water that were
several 1000 kilometers away. (Global
Network)
– Noise pollution has reduced this but they can
still communicate hundreds of kilometers
away.
193. • Whales used to be able to communicate
with other whales in the water that were
several 1000 kilometers away. (Global
Network)
– Noise pollution has reduced this but they can
still communicate hundreds of kilometers
away.
194. • Whales used to be able to communicate
with other whales in the water that were
several 1000 kilometers away. (Global
Network)
– Noise pollution has reduced this but they can
still communicate hundreds of kilometers
away.
195. • Activity! How to determine how far away a
thunderstorm may be.
– Directions on next slide.
196. • Let’s Practice.
– On the next slide will be the lightning, and the
following slide after a blank will be the
thunder.
– You count the gap in time between the two in
seconds and then divide by 5 to determine the
miles, or 3 to determine the kilometers away.
– This is just an estimate based on the speed of
sound.
– Speed of light is too fast to really be a part of
the equation other than the start of the sound
(lightning).
206. • Activity! Place a small wrist watch with the
alarm going off into a bell jar vacuum..
– Remove air from the vacuum.
– What happened to the sound?
207. • Conclusion: Sound requires a medium for
the vibrations to travel through.
208. • Conclusion: Sound requires a medium for
the vibrations to travel through. If there is
no air in the jar, there can be no sound.
211. • There’s no sound in the vacuum of space.
– All of the sound effects that you hear are not
accurate to what would happen.
212. • There’s no sound in the vacuum of space.
– All of the sound effects that you hear are not
accurate to what would happen.
213. • There’s no sound in the vacuum of space.
– All of the sound effects that you hear are not
accurate to what would happen.
214. • There’s no sound in the vacuum of space.
– All of the sound effects that you hear are not
accurate to what would happen.
215. • Video Link! Optional – Space Battle.
– Teacher will mute sound periodically throughout
the video. Which is better? More accurate to how
waves behave in a vacuum or action packed?
– http://www.youtube.com/watch?v=2x3Q1ZkDIos
221. • To hear, you must…
– Direct the sound waves into the hearing part
of the ear.
222. • To hear, you must…
– Direct the sound waves into the hearing part
of the ear.
– Sense the fluctuations in air pressure.
223. • To hear, you must…
– Direct the sound waves into the hearing part
of the ear.
– Sense the fluctuations in air pressure.
– Translate these fluctuations into an electrical
signal that your brain can understand.
242. • Note- The learning today will only partly be
about variations in sound.
243. • Note- The learning today will only partly be
about variations in sound.
– Learning how to conduct trials is an important
skill that will occur in this activity.
244. • We must use the scientific method to gather
empirical and measurable evidence.
245. • We must use the scientific method to gather
empirical and measurable evidence.
– The sample size should be large.
246. • We must use the scientific method to gather
empirical and measurable evidence.
– The sample size should be large.
– Random sampling techniques should be used.
247. • We must use the scientific method to gather
empirical and measurable evidence.
– The sample size should be large.
– Random sampling techniques should be used.
– All biases should be avoided and poorly
collected data should be thrown out.
248. • Please create the following spreadsheet.
1 2 3 4 5 6 7 8 9 10Trials
Old
New
1 2 3 4 5 6 7 8 9 10Trials
Old
New
249. • Please create the following spreadsheet.
1 2 3 4 5 6 7 8 9 10Trials
Old
New
1 2 3 4 5 6 7 8 9 10Trials
Old
New
250. • Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
251. • Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
– Old = Made before 1982
– New = Made after 1982
252. • Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
– Old = Made before 1982
– New = Made after 1982
253. • Activity! (Optional) Times Have Changed.
– Pennies have changed in composition over
the years. (Background Information)
• 1793–1857 100% copper
• 1857–1864 88% copper, 12% nickel
• 1864–1962 bronze (95% copper, 5% tin
and zinc)
• 1943 zinc-coated steel
• 1944–1946 brass (95% copper, 5% zinc)
• 1962–1982 brass (95% copper, 5% zinc)
• 1982–present 97.5% zinc, 2.5% copper
254. • Activity! (Optional) Times Have Changed.
– Pennies have changed in composition over
the years. (Background Information)
• 1793–1857 100% copper
• 1857–1864 88% copper, 12% nickel
• 1864–1962 bronze (95% copper, 5% tin
and zinc)
• 1943 zinc-coated steel
• 1944–1946 brass (95% copper, 5% zinc)
• 1962–1982 brass (95% copper, 5% zinc)
• 1982–present 97.5% zinc, 2.5% copper
255. • Make an educated guess called a
hypothesis for the problem.
– Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
256. • Please drop an old penny and a new penny
15 times each from a height of 30 cm onto a
hard surface and listen to the sound it makes.
257. • Example of tester organizing trials.
1 2 3 4 5 6 7 8 9 10
Old Old Old Old Old
New New New New New
Trials
Old
New
260. • Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
–Score your own sheet out of 100%
• (10 pts for each correct response)
–Gather the entire classes scores to obtain
average / mean.
• Add all of the scores and divide by the number of
students.
– What was the average grade (%)
• Do our results answer the problem?
261. • Continuation (Optional) Finding standard
deviation and variance.
– Standard variation is the square root on the
variance.
– Variance: The average of the squared
differences from the mean.
262. • Statistical Methods
– The mean / average was…
– Everyone calculate how far away their data was
from the mean / average.
• Ex.) The mean was 80% and I got 60% so I was 20%
from the mean.
– To calculate the variance, take each difference,
square it, and then average the result:
• Ex) 22 + 4.52 + 1.52 + 3.52 + (rest of class)
Divide by total # of students = variance
=
263. • Statistical Methods
– The mean / average was…
– Everyone calculate how far away their data was
from the mean / average.
• Ex.) The mean was 80% and I got 60% so I was 20%
from the mean.
– To calculate the variance, take each difference,
square it, and then average the result:
• Ex) 202 + 452 + 352 + 52 + (rest of class)
Divide by total # of students = variance
=
264. • The Standard Deviation is just the square
root of the Variance.
– So square the variance that we found.
Example…
6523 = 80.76%
We now have a standard to show which scores
are high and low and to help answer our problem.
265. • The Standard Deviation is just the square
root of the Variance.
– So square the variance that we found.
Example…
6523 = 80.76%
We now have a standard to show which scores
are high and low and to help answer our problem.
266. • Stand Deviation Calculator:
– Did we calculate correctly?
– http://www.mathsisfun.com/data/standard-
deviation-calculator.html
319. • Activity! Please create the following in your
journal and then set it up at your lab area.
– Record the temp of the warm and then the cold.
Temp____ C Temp____ C Temp____ C
320. • Activity! Please create the following in your
journal and then set it up at your lab area.
– Record the temp of the warm and then the cold.
– Make a prediction, mix, and then find Med. temp.
Temp____ C Temp____ C Temp____ C
321.
322. • Audio Link. (Optional) Flanders and Swann 1964,
The First and Second Laws of Thermodynamics.
– http://www.youtube.com/watch?v=VnbiVw_1FNs
323. • The entire universe will eventually lose all
usable energy.
324. • The entire universe will eventually lose all
usable energy.
325. • The entire universe will eventually lose all
usable energy.
326. • The entire universe will eventually lose all
usable energy.
327. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
328. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
329. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
330. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
331. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
332. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
333. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
334. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
335. The energy is not destroyed, it becomes
very low quality energy that can’t be used
by life or to keep stars burning.
367. • Activity (Optional) Red Light Green Light
Zero K Warm Again
• Students line up in a safe place.
• Teacher creates finish line
• When teachers spins and says Zero K you must
freeze / stop.
• When teacher says Warm Again and spins you
may try and advance to the finish.
368. • Video Link. (Optional) Laws of Thermodynamics.
– http://www.youtube.com/watch?v=EfxedEX76mo
399. • Activity! Each table group will get two clear
containers filled with water.
– Teacher will place two colored ice cubes
(frozen water with food coloring) into each
container.
– One container has a heavy chain frozen in it
so that the block of ice will sink.
– Place both into the water at the same time
and record a picture of each with description
in your journal.
400.
401.
402.
403.
404.
405.
406.
407. • In fluids, such as water and air, convection
is a more efficient method of heat transfer
than conduction.
– Conduction was at work in both, it transferred
less heat than convection which was visible
as the colored water moved around the
container.
410. • Please record the following spreadsheet into
your journal. 3 x 16
Minutes Wax Paper Cup Temp (C) Styrofoam Cup Temp (C)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
411. • Activity! Conduction
– Place a styrofoam cup and wax paper cup
into two similar containers.
– Place weights into each cup so the container
cannot float.
– Place thermometers in each cup at the same
place.
– Teacher to pour 100 ml of boiling water into
graduated cylinders and then into container
(not into cup with weights).
• Caution! Water will be very hot.
– Record temperature of each on spreadsheet.
415. • Questions.
– Which cup was the better insulator of heat?
Please use data in your response.
– Please measure the temperature of the water
on the outside of each container?
• Record this temperature in your journal and discuss
your findings? “Where did the heat go?”
– How does this activity demonstrate conduction?
416. • Questions.
– Which cup was the better insulator of heat?
Please use data in your response.
417. • Questions.
– Which cup was the better insulator of heat?
Please use data in your response.
– The styrofoam cup was the better insulator of
heat because it was ____ degrees cooler than
the wax paper cup.
418. • Questions.
– Please measure the temperature of the water
on the outside of each container?
• Record this temperature in your journal and discuss
your findings? “Where did the heat go?”
419. • Questions.
– Please measure the temperature of the water
on the outside of each container?
• Record this temperature in your journal and discuss
your findings? “Where did the heat go?”
– The water on the outside of the wax paper cup
was cooler because the thermal energy was
transferred into the cup through conduction.
421. • Questions.
– How does this activity demonstrate conduction?
– This activity demonstrates conduction because
thermal energy moved through the molecules in
the cup. This is evident in the recorded
temperature changes.
422.
423. • Demonstration (Optional) Gummy Plank
– Teacher to set-up a thin metal plank that
stretches over a candle.
– Place several Gummy Bears in a line on the
metal plank.
• Do not place a Gummy Bear directly over candle.
– Light candle and record time for each Gummy
Bear to melt / fall from the plank.
427. • Please record the following spreadsheet into
your journal. 3 x 16
Minutes Gravel Temp (C) Light Gravel Temp (C) (Dark)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
428. • Activity! Radiation and earthen materials.
– Set-up two clear containers with gravel.
– Place thermometers into gravel.
– Set-up a lamp that emits sufficient light / heat
and place over one gravel container.
– Place other container nearby but not under
the light.
– Record the temperatures of each container
every minute until temperature stabilizes.
604. • Video Link! Slit experiment and particle and
wave duality. (Optional)
– http://www.youtube.com/watch?v=DfPeprQ7oGc
605. • Video Link: Wave Particle Duality.
(Optional)
– http://www.youtube.com/watch?v=Q_h4IoPJX
Zw Part I
– http://www.youtube.com/watch?v=_riIY-
v2Ym8&feature=fvwrel Part II
613. • Wave: One of a series of ridges that
moves across the surface of a liquid.
614.
615. The three types of waves:
Mechanical Waves: Move through a medium.
Water, Solid, Gas,
Electromagnetic Waves: Do that do not
require a medium to move through.
Matter Waves: Electrons and Particles.
616. The three types of waves:
Mechanical Wave: Moves through a medium.
Water, Solid, Gas,
Electromagnetic Waves: Do that do not
require a medium to move through.
Matter Waves: Electrons and Particles.
617. The three types of waves:
Mechanical Wave: Moves through a medium.
Water, Solid, Gas,
Electromagnetic Waves: Do that do not
require a medium to move through.
Matter Waves: Electrons and Particles.
618. The three types of waves:
Mechanical Wave: Moves through a medium.
Water, Solid, Gas,
Electromagnetic Waves: Do not require a
medium to move through.
Matter Waves: Electrons and Particles.
619. The three types of waves:
Mechanical Wave: Moves through a medium.
Water, Solid, Gas,
Electromagnetic Waves: Do not require a
medium to move through.
Matter Waves: Electrons and Particles.
620. The three types of waves:
Mechanical Wave: Moves through a medium.
Water, Solid, Gas,
Electromagnetic Waves: Do not require a
medium to move through.
Matter Waves: Electrons and Particles.
Learn more about waves at…
http://library.thinkquest.org/10796/c
h8/ch8.htm
701. • Mechanical Waves are waves which
propagate through a material like rock.
– They can be Longitudinal and Transverse
702. • Mechanical Waves are waves which
propagate through a material like rock.
– They can be Longitudinal and Transverse
703. • Mechanical Waves are waves which
propagate through a material like rock.
– They can be Longitudinal and Transverse
704. • Longitudinal wave: A wave that is
propagated in the same direction as the
displacement of the transmitting medium
705. • Longitudinal wave: A wave that is
propagated in the same direction as the
displacement of the transmitting medium
– Primary Wave, (P-Wave) Arrives first / Fast
706. • Longitudinal wave: A wave that is
propagated in the same direction as the
displacement of the transmitting medium
– Primary Wave, (P-Wave) Arrives first / Fast
707. • Transverse Waves: The particle
displacement is perpendicular to the
direction of wave propagation
708. • Transverse Waves: The particle
displacement is perpendicular to the
direction of wave propagation
• Secondary Wave (S-Wave) Slower but powerful.
709. • Transverse Waves: The particle
displacement is perpendicular to the
direction of wave propagation
• Secondary Wave (S-Wave) Slower but powerful.
710. • Video Link! Longitudinal and Transverse
Waves. (Interesting)
– https://www.youtube.com/watch?v=aLAB-
d8VnZ8
711. • Which is a longitudinal wave, and which is a
transverse wave?
712. • Which is a longitudinal wave, and which is a
transverse wave?
713. • Which is a longitudinal wave, and which is a
transverse wave?
714. • Which is a longitudinal wave, and which is a
transverse wave?
715. • Which is a longitudinal wave, and which is a
transverse wave?
716. • Which is a longitudinal wave, and which is a
transverse wave?
717. • Which is a longitudinal wave, and which is a
transverse wave?
718. • Which is a longitudinal wave, and which is a
transverse wave?
719. • Which is a longitudinal wave, and which is a
transverse wave?
720. • Which is a longitudinal wave, and which is a
transverse wave?
721. • Is this a transverse wave or longitudinal wave?
722. • Is this a transverse wave or longitudinal wave?
811. • Activity! Disappearing Coin.
– Place a coin under an empty glass and cover
with a plate or board and observe.
– Try again and this time fill the glass ¾ of the
way with water and cover with plate or board.
854. • Activity! Sketching Converging light.
– Please view the video (twice?) and sketch /
copy what you see.
– You will need a straight edge (ruler).
– Please copy the beginning template on the next
slide as best you can before you start video.
872. • Adjusting the lens, adjusts the focus and
will allow you to see clearly.
873. • Adjusting the lens, adjusts the focus and
will allow you to see clearly.
874. • Adjusting the lens, adjusts the focus and
will allow you to see clearly.
875. • Activity!
– On next slide teacher minimizes out of slide
show.
– Teachers assists the students drag focal point
to the correct location using teachers computer.
876. • Activity! Place the four dots on the focal point of
each picture below.
877. • Activity! Place the four dots on the focal point of
each picture below.
878. • Activity! Place the four dots on the focal point of
each picture below.
945. • In order to see things in 3D each eye must
see a slightly different picture.
946. • In order to see things in 3D each eye must
see a slightly different picture.
Put on 3-D glasses, cover one eye and then
the other to see the text disappear on the
next slides.
947. • In order to see things in 3D each eye must
see a slightly different picture. This is done
in the real world by your eyes being
spaced apart so each eye has its own
slightly different view.
948. • In order to see things in 3D each eye must
see a slightly different picture. This is done
in the real world by your eyes being
spaced apart so each eye has its own
slightly different view.
949. • In order to see things in 3D each eye must
see a slightly different picture. This is done
in the real world by your eyes being
spaced apart so each eye has its own
slightly different view. The brain then puts
the two pictures together to form one 3D
image that has depth to it.
950. • In order to see things in 3D each eye must
see a slightly different picture. This is done
in the real world by your eyes being
spaced apart so each eye has its own
slightly different view. The brain then puts
the two pictures together to form one 3D
image that has depth to it.
951. • Some music for the 3D experience.
– http://www.youtube.com/watch?v=gt3OptaZ20Q
982. • 3D Video Link –Unsupervised kid with too
many weapons / dangerous power tools.
– http://www.youtube.com/user/1tompo1?featur
e=results_main
– http://www.youtube.com/watch?v=foQNrtUsEj
w&feature=relmfu
983. • 3D Video Link
– http://www.youtube.com/watch?v=uKujOudUk0w