Physical science for high school [1966]

PHYSICAL SCIENCE
For High School CLARA HOVVELL MAX VVILSON Presented by GEORGIA STATE DEPT OF EDUCATION.
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Educational Television

STATE BOARD OF EDUCATION

James S. Peters, Chairman

Robert B. Wright, Vice-Chairman

Claude Purcell, Secretary

-M-E-M-B-E-R-S
FIRST CONGRESSIONAL DISTRICT Honorable J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT Honorable Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT o Honorable Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT Honorable James S. Peters FIFTH CONGRESSIONAL DISTRICT o o Honorable David Rice SIXTH CONGRESSIONAL DISTRICTo o Honorable McGrath Keen SEVENTH CONGRESSIONAL DISTRICTo o Honorable Henry Stewart EIGHTH CONGRESSIONAL DISTRICT.o.o oo Honorable Lonnie Eo Sweat NINTH CONGRESSIONAL DISTRICT o Honorable Cliff C. Kimsey, Jr. TENTH CONGRESSIONAL DISTRICTo.o.o Honorable Zack Daniel

FOREWORD
We are now providing more televised instruction that we hope will be of help to you in your classroom. YOU are the best authority on HOW it will help you, and in what ways you wish to use it.
We are providing teacher guides like this one with suggestions that may be of service to you as you plan the best use of these lessons and fit them into the program that you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children.
Television's dynamic power--Iong used in communicating other information-is now being made use of in education. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need your help and your suggestions as we seek to make the best use of our television facilities. Our aim is to make the school program more meaningful in Georgia.
Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign languages, music, and Georgia history. They have time to gather up visuals that may not be readily available to you or that you may not have time to collect, This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-and-Iearning contact with him.
I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture; it is important that we all work together to make the best use of this new power that has corne into our hands in this technological age, so that we may make learning more effective in Georgia schools.
Claude Purcell State Superintendent of Schools

EDUCATIONAL TELEVISION UNIT GEORGIA STATE DEPARTMENT OF EDUCATION
PHYSICAL SCIENCE FOR HIGH SCHOOL
TEAM TEACHERS: Max Wilson and Clara Howell
1. Measurement of Matter 2. Measurement of Time 3. Building Blocks of Matter 4. Symbols of Matter 5. Molecular Units of Matter 6. Composition of Compounds 7. Binding Energy 8. Kinds of Ma tter 9. States of Matter 10. Chemical Properties of Matter 11. Physical Properties of Matter 12. Special Properties of Water 13. Acids and Bases 14. Organic Compounds 15. Utilization of the Properties of Matter 16. The Earth 17. Change on Earth 18. Energy in the Universe 19. Forms of Energy 20. Energy and Matter 21. Reactions in Matter 22. The Conversion of Energy 23. Machines 24. Engines 25. MOlecular MOtion and Heat 26. Electrical Energy 27. Measurement of Electricity 28. Light Energy 29. Sound 30. Force and MOtion 31. Gravity and Friction 32. Science and Technology 33. Science and Superstition

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PHYSICAL SCIENCE FOR HIGH SCHOOL
Clara Howell and Max Wilson Team Teachers

LESSON 1: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

MEASUREMENT OF MATTER

OBJECTIVE:

To show that quantitative measurement is basic to the interpretation and understanding of our environment.

CONTENT:

Demonstrations point out that to determine the magnitude of anything, we must compare it with an accepted, arbitrarily chosen unit and find out how many times larger or smaller it is than this accepted standard. A brief look at the origin of early units leads to a discussion of the need for widely accepted standards today.

Quantities of matter are shown to be measured in units of space and mass. The English and metric systems of units are introduced and compared.

RELATED ACTIVITIES:

1. Ask the class to work out a new system of units, establishing their own standards.

2. Work problems converting the units used in our daily activities to their new system. This must be preceded by some experimentation to draw up a table of equivalents for the new and old systems.

3. Obtain and use materials relating to this topic from THE NATIONAL BUREAU OF STANDARDS in Washington, D. C.

4. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 20.

LESSON 2: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

MEASUREMENT OF TIME

OBJECTIVE:

To show that time is a fundamental quantity used in our everyday experiences and, therefore, needs to be measured.

-1-

CONTENT:
Our primary unit of time, the mean solar second, is shown to be based on the apparent motion of the sun through the sky. Illustrations describe time as a relative quantity unaffected by external influences.

The history of time keeping is presented and extended to include some of the modern methods of measurement, such as radioactive decay. Time, length, and mass are described as fundamental units which can be used to express various quantities in our environment. The process of combining these fundamental units to form units for other quantities is demonstrated.

RELATED ACTIVITIES: 1. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, po 26.

2. Construct a sun dial.

3. Explain the necessity of time zones in the United States.
40 Devise and perform experiments to prove that time is a
relative quantity.

LESSON 3: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

BUILDING BLOCKS OF K~TrER

OBJECTIVE;

To develop the principle that atoms consist of protons, neutrons, and electrons. The protons and neutrons are bound in a positively charged nucleus and surrounded by a negatively charged field.

CONTENT:

A periodic chart of the elements is introduced. For each element, two numbers are shown: the atomic number, representing the positive charge on the nucleus; and the atomic weight. These numbers are interpreted in terms of fundamental particles in the nucleus and outside the nucleus. The nucleus is very small compared with the space in which the electrons are found. Atoms of hydrogen, helium, carbon, and oxygen are considered.

Isotopes are discussed. Atomic weights are presented as the average of the weights of the individual atoms present. Ions are discussed in terms of gain of extra electrons or loss of electrons by an atom.

Atoms are too small to weigh individually on chemical balances, but their individual masses can be measured in a mass spectrograph. The atoms are given a charge and speed, and are then deflected in electric and magnetic fields. Those atoms deflected least are the heaviest.

Weighing experiments with great numbers of atoms also can determine the
relative weights of the atoms of different elements. The kinds of weight units
commonly used are reviewed. For atoms, another weight unit is used the atomic
weight unit--awu. The oxygen atom is the standard under this syste~. Its average
mass is called 16 awu. These weight values are constantly being revised.

-2-

RELATED ACTIVITIES:

1. Learn some facts directly from some element. Have students record what they have learned and how they went about it.

2. Find out what led scientists to believe that matter is composed of atoms.

3. Make models of different atoms by using any material available; namely, toothpicks, corks, or gumdrops.

4. See if students can suggest how the diameters of atoms have been measured.

5. Read about the contributions of Aston, Moseley, Urey, and Bohr.

6. Discuss why it is difficult to represent the structure of an atom with a diagram.

LESSON 4: PHYSICAL SCIENCE FOR HIGH 3'CHOOL

TITLE:

SYMBOLS OF MATTER

OBJECTIVF:

To show that each kind of atom is represented by a symbol, and that atoms combine to form molecules which are represented by formulas.

CONTENT:

There are different kinds of atoms corresponding to the different elements. Each atom is represented by a symbol derived from the name of the element to which it belongs. If each molecule is made up of a definite kind and number of atoms, its composition can be expressed by a formula consisting of the proper kinds and number of symbols.

MOdels of some molecules of compounds are shown and related to the formulas of the compounds. The distinction between a symbol and a formula is emphasized. Chemical equations must conform to the requirements of the Law of Conservation of Mass.

Since electrons participate in the chemical binding of atoms, it is important to know how many electrons there are and where they are in the atom. Energy levels are briefly introduced. Chemical reactions can be explained in terms of gaining, losing, or sharing electrons in the outer shells, or energy levels.

RELATED ACTIVITIES:

1. Find out what recent developments have occurred in the chemistry of the formerly "inert" gases.

2. Bring a large periodic chart to class and discuss the energy levels.

3. Combine symbols to form formulas by utilizing equations.

4. Make a list of elements, compounds, and ~ixtures found in the kitchen.

5. Demonstrate copper plating as it relates to equations.

6. Extend the study of the periodic chart to include similarities in families of elements; namely, the alkali metals and the halogens.

PLEASE COMPLETE AND RETURN FEEDBACK SHEET FOR LESSON 4, SYMBOLS OF K~TTER.

LESSON 5: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

MDLECUL~R UNITS OF M~TTER

OBJECTIVE:

To show that a definite number of atoms bonded together in a unit of definite size constitutes a molecule.

CONTENT:

Symbols of atoms have associated with them the corresponding weight of the atom. In a similar way, formulas have associated with them the weight of the molecule. The formula weight can be calculated simply by adding the symbol of weights.

A distinction is made between formula weights and molecular weights. Example are given of different substances with the same empirical formulas, but different molecular formulas, and of substances which have only empirical formulas because they do not have molecules.

Examples are given of small molecules and large molecules. Detergents are considered from a molecular viewpoint.

RELATED ACTIVITIES:

1. Extend understandings to include cohesion, adhesion, and surface tension.

2. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 46, for demonstrations related to the forces that bind molecules to molecules.

3. Make models of molecules by using clay. Explain why the relative size of the molecule is considerably smaller than the model indicates. Emphasize the fact that atoms are largely space and frequently a molecule takes up little more space than the atom. Relate to binding forces.

-4-

IT WILL BE GREATLY APPRECIATED IF YOU WILL CCIflPLETE AND RETURN TO THE FOLLOWING ADDRESS:
Science ETV Teachers 1733 Clifton Road" N. E. Atlanta" Georgia 30329

"FEEDBACK" SHEET - PHYSICAL SCIENCE

NAME:

DATE:

SCHOOL:

COUNTY:

ADDRESS:

What grade do you teach?

How many classes of science do you teach?

How many

view the TV lessons?

What is the level of your students! (Circle One) above average"

average" below average. Which station do you teleview! . (Circle One) Channel 8 WGTV"

Channel 8 - WXGA" Channel 9 - WAN" Channel 28 - WJSP" Channel 30 - WETV

Lesson Number 4: 51MBOLS OF MArlER

DIRECTIONS:

Circle the number that more nearly answers the question. 0= does not apply, 1== poorly" 2= partially, 3.. acceptably, 4= effectively, 5= exceptionally well.

1- Did the lesson aid you in teaching science?

o 1 2 345

2. Was the objective of this particular lesson accomplished?

o 1 234 5

3. Did the level of presentation suit the level of your group?

o1 2 3 4 5

4. Did this lesson benefit the slow learners?

o 1 23 4 5

5. Did this lesson benefit the rapid learners?

o 1 2 345

6. Did the introduction get the interest of the student?

o 1 2 345

7. Could the student relate this lesson to his own environment?

o1 2 3 4 5

8. Could you correlate this lesson with your individual science program? o 1 2 3 4 5

9. Could you correlate this lesson with the Georgia State Curriculum

Guide?

o1 2 3 4 5

10. Could you utilize any of the related activities in the teacher aids? o 1 2 345

1L Could you find additional resources from the library, school

materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.)

o1 23 4 5

12. Could you obtain materials for demonstrations" illustrations, experiments as follow-up for this lesson?

o1 23 4 5

Additional comments and/or suggestions for improvement:

LESSON 6: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

COMPOSITION OF COMPOUNDS

OBJECTIVE:

To introduce the MOLE concept.

CONTENT:

A brief review of symbols, formulas, atoms, and molecules is given. It is pointed out that in practice, one works with samples of substances having large numbers of atoms and molecules and not with individual atoms and molecules. For this reason, the concept of MJLE is introduced.

A brief history of Avagadro's number is given. This number represents the number of atoms in one gram molecular weight. This number of atoms, 6.023 x 10 23 is used to define a mole because a sample of oxygen, which c 'ntains this many atoms, weighs 16 grams.
Avagadro's number can be defined as 6.023 x 10 23 particles. This number may be the number of particles in a mole of particles, the number of atoms in a mole of atoms, or the number of molecules in a mole of molecules.

The symbol weight of each element, expressed in grams, represents one mole of atoms, or 6.023 x 10 23 atoms.

The mole concept is most useful in explaining equations or reactions.

RELATED ACTIVITIES:

1. Read about the development of the mole concept and the contributions of Avagadro.

2. Write simple, unbalanced equations and balance them according to the mole concept.
30 Find the molar weight of 6.023 x 10 23 molecules of watero How many molecules would be found in three moles of water. Extend this type of questioning until the student feels that the mole concept is useful in determining weights or numbers of atoms or molecules.

LESSON 7: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

BINDING ENERGY

OBJECTIVE:

To show that the electrons in the outer shell of the atom along with their distance from the nucleus determine the chemical properties of the substanceo

-5-

CONTENT:

The principles of bonding, both ionic and covalent, are applied to many examples. Some general properties of ionic compounds and covalent compounds are stressed.

The electron structures of some elements with atomic numbers near those of the gases, formerly considered inert, are viewed. If a sodium atom transfers its outer electron to a flouride atom, both atoms become ions, one with a plus-l charge and one with a minus-l charge, but each ion will have the same electron structure as that of the neon atom. In this way, sodium flouride is formed. Ionic binding results when one atom (or group of atoms) loses one or more electrons from the outermost shell and another atom (or group of atoms) gains one or more electrons to form an ionic compound. The ionic compounds formed between metallic ions and non-metallic ions are called salts.

Covalent binding is described as the formation of a pair of electrons shared by two atoms. Both electrons in a pair can be count~i as belonging to each atom. Covalent bonds are formed between atoms which need electrons to achieve the structure of these gases. In Lewis structures, dots for the outermost shell only are written around the symbol for the element. The symbol then stands for the nucleus of the atom and all the inner shells of electronso "Dash" structures represent a shared pair of electrons. The compounds formed by covalent bonds are molecular and the atoms join to form discreet molecules. These atoms joined by covalent bonds are not charged ions.

RELATED ACTIVITIES:

1. Diagram, according to the Lewis structure, several ionic

and covalent substances; H2S, HCl, LiCI, etc.

namely,

C1 2,

CF4 ,

CH4,

C2H6 ,

H20,

2. Investigate the properties of metals and non-metals.

30 Read current literature on the gases that formerly were considered inert, but have been found to combine with other elements.

PLEASE COMPLETE AND RETURN FEEDBACK SHEET FOR LESSON 7, BINDING ENERGYo

LESSON 8: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

KINDS OF MATTER

OBJECTIVE:

To show that matter exists as elements, compounds, and mixtures, including solutions.

CONTENT:

In science, one makes observations and then draws conclusions from them.
The lesson shows the mixed-up character of natural materials and the spontaneous
tendency of.things to get mixed. Though there are many ways to classify matter, and no way ~s perfect, some ways are more useful than others.

-6-

IT WILL BE GREATLY APPRECIATED IF YOU WILL COMPLETE' AND RETURN TO THE FOLLOWING ADDRESS:
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329

"FEEDBACK" SHEET .. PHYSICAL SCIENCE

NAME:

DATE:

SCHOOL:

COUNTY:

ADDRESS:

What grade do you teach?

How many classes of science do you teach?

How many

view the TV lessons?

What is the level of your students? (Circle One) above average,

average, below average. Which station do you teleview? (Circle One) Channel 8 .. WGTV,

Channel 8 .. WXGA, Channel 9 .. WAN, Channel 28 .. WJSP, Channel 30 - WETV

Lesson Number 7: BINDING ENERGY

DIRECTIONS:

Circle the number that more nearly answers the question. 0= does not apply, 1= poorly, 2 """ partially, 3 :=; acceptably, 40:: effectively, 5~ exceptionally well.

1- Did the lesson aid you in teaching science?

o 1 2 345

2. Was the objective of this particular lesson accomplished?

o1 2 3 4 5

3. Did the level of presentation suit the level of your group?

o1 2 3 4 5

4. Did this lesson benefit the slow learners?

o1 23 4 5

5. Did this lesson benefit the rapid learners?

o1 23 4 5

6. Did the introduction get the interest of the student?

o 1 2 345

7. Could the student relate this lesson to his own environment?

o1 23 4 5

8. Could you correlate this lesson with your individual science program? o 1 2 3 4 5

9. Could you correlate this lesson with the Georgia State Curriculum

Guide?'

o1 2 3 4 5

10. Could you utilize any of the related activities in the teacher aids? o 1 2 3 4 5

11. Could you find additional resources from the library, school

materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.)

o1 2 3 4 5

12. Could you obtain materials for demonstrations, illustrations,

experiments as follow-up for this lesson?

o1 2 3 4 5

Additional comments and/or suggestions for improvement:

...

The substances in nature are usually heterogeneous. Heterogeneeus systems can often be separated into homogeneous parts by simple means, such as sorting, dissolving, filtering, and distilling.

A homogeneous substance is one that appears uniform throughout. If it is made of one pure substance, it is an element or compound. Though solutions are homogeneous, they can be separated into more than one pure substance by boiling, freezing, etc. Solutions will be the focus of attention.

RELATED ACTIVITIES:

1. Discuss other methods of separating heterogeneous systems into homogeneous parts.

2. Bring substances to class for the student to classify in several ways. Possible materials may include wood, rain water, vinegar, sugar, table salt, ink, milk, sulfur, copper wire, and dry ice.

3. Suggest that students devise a way to remove salt from sand wet with salty water.

4. Mix salt, sand, and sawdust. Have students devise a way to separate and recover each.

So Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 38, for activities and demonstrations related to solutions.

LESSON 9: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

STATES OF MATTER

OBJECTIVE:

To show that matter exists in the solid, liquid, and gaseous states.

CONTENT:

Matter exists in the solid, liquid, and gaseous states. Most substances may exist in any of the three states, depending upon the specific conditions to which they are subjected. The two conditions, temperature and pressure, determine to a great extent the state in which a substance will exist. Water is heated to convert it to a liquid or gaseous state, and cooled to convert it to the liquid and solid state.

The difference in solids, liquids, and gases is related to the spacial relationships of the molecules composing them. Demonstrations are included to show a change in this spacial relationship by adding or subtracting energy from the composing units. The basic definition of matter as "being anything that occupies space and has weight" is illustrated and related to the molecular theory of matter. This further confirms our belief that matter is composed of tiny units.

-7-

RELATED ACTIVITIES:

1. Design, perform, and write an account of an experiment to determine which will freeze faster, hot or cool water o

2. Explain why and how the odor of food cooking travels throughout the house.

3. Obtain the film SOLIDS, LIQUIDS, AND GASES, No. 5034, from the State Film Library.

4. Use the physical states of water as a basis for
discussing the Centigrade and Farenheit temperature scales o

5. Find substances that are volatile, some that sublime, and some that crystallize. Mention glass as a supercooled liquid.

LESSON 10: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

CHEMICAL PROPERTIES OF MATTER

OBJECTIVE:

To show that the chemical properties of matter depend upon the kind of atoms of which it is composed and upon the manner in which the atoms are joined.

CONTENT:

Chemical reactions of oxygen, our most familiar element, are shown to illustrate the chemical properties of oxygen as an example element.

Formation of ionic compounds are shown to be related to their electron structures. The structure of the component ions are compared with the noble gases (gases formerly thought to be inert).

It is further shown that acids, bases, and salts owe their principal chemical properties to the ions they furnish in solution.

Demonstrations on ionic compounds further include electrical conductivity. Solid salt, sodium chloride, does not conduct electricity even though it consists of ions. However, when it is melted, the salt is a conductor. In the solid salt, the ions cannot move; in the liquid salt, the ions are free to conduct electricity. Pure water does not conduct, but when salt is dissolved in it, the solution will conduct. Apparently, the sodium chloride (formula wt.) can give one mole of sodum ions and one mole of chloride ions, both free moving in a liquid, whether pure liquid salt or in a liquid solution of the salt.

Ionic compounds in precipitation reactions are also demonstrated. Solutions of sodium sulfate and barium chloride are mixed; barium ions and sulfate ions combine to form solid barium sulfate. The reaction is represented by the equation:
++ :: Ba + S04 :: BaSO (solid)
4

-8-

RELATED ACTIVITIES:

1. Make a list of the chemical properties of a few familiar elements. Then draw the electronic structure of familiar compounds in which these elements are components.

2. Build a simple conductivity tester by using a flashlight bulb and flashlight batteries. Use it to test for electrolytes.

3. Add small amounts of various water softeners to similar amounts of tap water and determine which ones give precipitation. Explain.

4. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 65, for demonstrations of chemical changes.

PLEASE COMPLETE AND RETURN FEEDBACK SHEET FOR LESSe ~ 10, CHEMICAL PROPERTIES OF MATTER.

LESSON 11: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

PHYSICAL PROPERTIES OF MATTER

OBJECTIVE:

To show that matter exhibits a wide variety of physical properties.

CONTENT:

Different forms of matter are commonly distinguished by means of what we term their properties. The physical properties of matter are those qualities which distinguish it from other forms of matter. Some common physical properties are color, odor, taste, hardness, density, conductivity of heat and electricity, melting point, boiling, luster, transparency, crystalline structure, and ductility.

A substance is any particular kind of matter, all specimens of which show similar properties. The physical properties of a substance may be used to identify specimens of that substance. Gold and silver may be distinguished by their color, sugar and salt by their taste, glass and diamond by hardness, and lead and aluminum by their densitie~.

When the physical properties of a substance are used for identification purposes, it is important that the comparison be made under the same conditions as those existing when the properties were established. Such factors as temperature, pressure, and state of rest or motion may determine to a great extent the nature of the physical properties of a substance.

RELATED ACTIVITIES:

1. Demonstrate the necessity of establishing similar conditions when one uses physical properties for identification purposes. Describe sugar at room temperature, then describe sugar at higher temperatures.

-9-

IT WILL BE GREATLY APPRECIATED IF YOU WILL COMPLETE AND RETURN TO THE FOLLOWING ADDRESS:
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329

"FEEDBACK" SHEET - PHYSICAL SCIENCE

NAME:

DATE:

SCHOOL:

COUNTY:

ADDRESS:

What grade do you teach'? _ How many classes of science do you teach? _ How many view the TV lessons? _ What is the level of your students? (Circle One) above average, average, below average. Which station do you teleview? (Circle One) Channel 8 - WGTV, Channel 8 - WXGA, Channel 9 - WAN, Channel 28 - WJSP, Ohanne1 30 - WETV

Lesson Number 10: CHEMICAL PROPERTIES OF MATTER

DIRECTIONS:

Circle the number that more nearly answers the question. 0= does nQt apply, 1- poorly, 2=partially, 3=acceptab1y, 4=effective1y,
5 =exceptionally well.

l. Did the lesson aid you in teaching science?

o1 2 3 4 5

2. Was the objective of this particular lesson accomplished?

o 1 2 345

3. Did the level of presentation suit the level of your group?

o1 2 3 4 5

4. Did this lesson benefit the slow learners?

o 1 2 345

5. Did this lesson benefit the rapid learners?

o1 2 3 4 5

6. Did the introduction get the interest of the student?

o1 2 3 4 5

7. Could the student relate this lesson to his own environment?

o1 2 3 4 5

8. Could you correlate this lesson with your individual science program? o 1 2 3 4 5

9. Could you correlate this lesson with the Georgia State Curriculum

Guide?

o1 2 3 4 5

10. Could you utilize any of the related activities in the teacher aids? o 1 2 3 4 5

11. Could you find additional resources from the library, school

materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.)

o1 2 3 4 5

12. Could you obtain materials for demonstrations, illustrations, experiments as follow-up for this lesson?

o 1 2 345

Additional comments and/or suggestions for. improvement:

...

2. Obtain a "hardness" scale from a geology book. Test some familiar minerals.

30 Use Archimedes' principle to explain densities of various materials.

4. Ask a group of students to develop a game that will test the reliability of the human senses. Expand understandings to include the necessity of mathematics in science.

5. Refer to SCIENCE FOR GEORGIA SCHOOLS, Volo III, p. 31, for demonstrations, audio-visual aids, and pupil activities related to the physical properties of matter.

LESSON 12: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

SPECIAL PROPERTIES OF WATER

OBJECTIVE:

To show how the properties of water are related to its molecular structure.

CONTENT:

Water is our most common, most useful, and most indispensible chemical. Water is not only abundant, but it is important to us for many reasons, some of which are related to its peculiar properties. The structure of water molecules is used as a basis for discussing polar molecules. Although the water molecule as a whole is neutral, the oxygen end of the molecule is charged slightly negatively with respect to the opposite end at which the hydrogen atoms are located. This non-linear molecule has a bond angle of 1050

The water molecules tend to orient themselves with respect to one another. There are attractions between the oxygen end of one molecule and the hydrogen atoms of a neighboring molecule. The hydrogen atoms tend to be attracted toward one of the unshared pair of electrons on oxygen to form a hydrogen bridge, or bond. The conductivity, vapor pressure, and surface tension can all be related to this property of water.

The physical properties of water are peculiar. Water boils and freezes at significantly higher temperatures than hydrogen compounds of the elements neighboring oxygen in the periodic table. Water is peculiar in the way the density of the liquid changes with the temperature--it has a maximum density at 4C so that ice will float on water at a temperature of 4C. Water is peculiar in that its solid phase, ice, is less dense than the liquid phase. All of these properties are related to the organization of the water molecule.

Other properties are its abnormal heat capacity and its ability to wet surfaces containing polar molecules.

RELATED ACTIVITIES:

1. Make models of polar molecules such as carbon tetrachloride and non-polar molecules such as ammonia.

2. Visit the water works near the community to find out how water is processed for drinking purposes.
-10-

3. Prepare a quantity of distilled water. Note any differences in taste, appearance, and other properties between distilled water and tap water.

4. Demonstrate surface tension by using capillary tubes, the wetting of a surface by a liquid, the rise of liquids between two glass plates pressed closely together, or the appearance of a meniscus of a liquid.

LESSON 13: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

ACIDS AND BASES

OBJECTIVE:

To show that acids and bases owe their principal chemical properties to the ions they furnish in solution.

CONTENT:
Historically, some substances have been classified as acids and bases by simple distinctions such as taste, feel, and effect on some naturally occurring dyes.
A general acid-base theory is developed in which all proton (Hi) donors are called acids and all proton acceptors are called bases. In a reaction in which one mole of hydrogen chloride in solution reacts with one mole of sodium hydroxide in solution, the resulting solution is neutral, but salty. The hydronium ions and the hydroxide ions have disappeared, but the sodium ions and chloride ions remain. The acid-base reaction can be explained in terms of transfer of a proton from the hydronium ion to the hydroxide ion to form one mole of water. The sodium ions and chloride ions take no part in this chemical reaction.
Indicators are used to show how one can tell how much base, for example, must be added to the acid solution to neutralize it or how much acid solution must be added to neutralize a basic solution.
The pH scale is briefly introduced.
RELATED ACTIVITIES:
I. Use the following materials found around the home as acid-base indicators; grape juice, tea, various colored paper, apple juice, beet juice, red cabbage juice, or litmus paper (probably obtainable at a drug store).
2. Find out how electrical conduction in solutions differs from electrical conduction in metals. How does this relate to the acid-base theory?
3. Obtain a few of the following indicators from the chemistry laboratory and make a chart that shows their color change in acid and basic solutions. Possible indicators are litmus, methyl orange, phenolphthalein, congo red, bromthymol blue, and methyl violet.

-11-

4. Use a pH meter or refer to HANDBOOK OF CHEMISTRY AND PHYSICS, Chemical Rubber Company, Cleveland, Ohio, for pH values of vinegar, milk, orange, and tomatoes.
5. Neutralize (with constant stirring) a known volume of vinegar with some household ammonia.
6. Show how water can act as a base with respect to an acid as an acid with respect to a base.

LESSON 14: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

ORGANIC COMPOUNDS

OBJECTIVE:

To show that organic compounds owe their special properties to the carbon atom and its ability to form covalent bonds.

CONTENT:

Carbon is first considered as an element and as an atom. Carbon, as pure carbon, is found in nature as solid graphite, or solid diamond. The bonding of each is considered. Charcoal, from which the carbon compounds have been driven out by heat, is an impure, porous material.

The structure of the carbon atom is reviewed. Carbon, in the middle of the periodic table, usually forms covalent bonds. These bonds may be single bonds, double bonds, or triple bonds. Because of its structure, carbon can join to carbon in straight chains, or ring compounds. It may be bonded by the remaining bonds to hydrogen atoms, or other atoms.

Carbon compounds are projected in space in a tetrahedral arrangement; they have equal distribution of charge with forces directed inward; and they behave like discreet units. Fuels are used to illustrate these characteristics.

Classes of carbon compounds, the carbohydrates, the fats, and the proteins, are briefly discussed.

Structural formulas are distinguished from empirical formulas. Special models show the arrangement in three dimensions.

RELATED ACTIVITIES:

1. Invite an organic chemist to speak on carbon compounds.

2. Illustrate the nature of carbon compounds with molecular models available at scientific supply houses for less than $5.

3. Visit an industrial plant that processes rayon, orIon, nylon, plastics, or fuels. See if you can find out what "high octane","polyunsaturated", "hydrogenated", and other commercial terms mean.

-12-

4. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. III and 115, for chemical tests for organic compounds present in protoplasm.

LESSON 15: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

UTILIZATION OF THE PROPERTIES OF MATTER

OBJECTIVE:

To show that the wide variety of physical and chemical properties exhibited by matter makes possible numerous industrial and domestic applications.

CONTENT:

The more knowledge man acquires about the properties )f the materials composing our world, the more he recognizes how much there is still to be learned. Through constant research, new hypotheses and content are developed. One discovery usually leads to another.

New materials, created through man's increased knowledge about the properties of matter, are shown. The domestic and industrial uses of such materials as fertilizers, solvents, dyes, plastics, medicinal chemicals, insecticides, synthetic fibers, alloys, etc., are pointed out and related to the chemical and physical properties they exhibit.

RELATED ACTIVITIES:

1. Utilize a field trip to local industries. Point out industrial applications of various properties of matter.

2. Obtain materials relating to this subject from:

Manufacturing Chemists' Association, Inc. 1625 Eye Street, N. W. Washington 6, D. C.

3. Invite the County Agent to visit the class and discuss this topic.

LESSON 16: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

THE EARTH

OBJECTIVE:

To show the earth as a tiny speck of matter in our vast universe and to give some evidence supporting our beliefs concerning shape, motions, composition, and forces acting upon the earth.

-13-

CONTENT:
Theories relating to the or~g~n of our earth serve as a basis for presenting some of the evidence supporting our beliefs that the world is round; that it moves through space, etc.
A brief look at the three parts of the earth; the gaseous, the solid, and the liquid, shows that they are not independent of one another.
Since very little is known about the mantle of the earth, which composes more than 80 per cent of its mass, scientists are constantly working in this field of research. Some of the methods used and recent developments in this area are shown.
RELATED ACTIVITIES:
1. Construct a model solar system. Caution students not to misinterpret the scale of their model.
2. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 71.
3. Start a rock collection.
4. Ask a local geologist to visit the class.
5. Go on field trips to road cuts or similar areas where rock strata are visible.

LESSON 17: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

CHANGE ON EARTH

OBJECTIVE:

To show that the surface of the earth is constantly changing.

CONTENT:

Water, wind, and weather are considered as the agents responsible for bringing about most changes on the earth's surface. This concept is extended to include mountain building and the formation of soil. The action of constructing and destructive forces as they change the earth's surface are considered.

The rocks in the earth's crust tell a story about its history. To help in understanding this story fossils are discussed. Demonstrations show the formation of silver crystals on tiny strands of copper wire. The minerals, quartz, and talc are shown and compared.

RELATED ACTIVITIES:

1. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 71.

-14-

2. Invite the County Agent to discuss soil conservation with your class.
3. Plan a class project to prevent soil erosion in some given area.
4. Learn to classify minerals.
5. Do research on the geological history of the local area.

LESSON 18: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

ENERGY IN THE UNIVERSE

OBJECTIVE:

To show some of the basic relationships between matter and energy in the universe.

CONTENT:

The theory that energy was converted to matter.during the creation of the universe is illustrated. The sun is utilized as a representative star to explain the conversion of matter to energy. This concept of energy is extended to include the forces which produce both motion and stability in the universe. Photographs and illustrations of solar prominences, comets, meteors, and giant galaxies point out this motion inherent in our universe.
Dr. Albert Einstein's famous equation, E = MC2, is used to explain the
fundamental law of conservation of matter and energy. Thermonuclear reactions are considered as a possible source of energy to replenish our dwindling supply of fuel.

RELATED ACTIVITIES:

1. Make class reports on Dr. Albert Einstein.

2. Design and perform a demonstration to show centrifugal force.

3. Discuss the possibility of life on other planets within our universe.

4. Do research to find out more about the process of photosynthesis.

PLEASE COMPLETE AND RETURN THE FEEDBACK SHEET FOR LESSON 18, ENERGY IN THE UNIVERSE.

LESSON 19: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

FORMS OF ENERGY

OBJECTIVE:

To show that there are many different forms of energy and that one form may be changed into another.
-15-

IT WILL BE GREATLY APPRECIATED IF YOU WILL COMPLETE AND RETURN TO THE FOLLOWING ADDRESS:
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329

"FEEDBACK" SHEET - PHYSICAL SCIENCE

NAME~

DATE:

SCHOOL:

COUNTY:

ADDRESS:

What grade do you teach? _._ How many classes of science do you teach? _ How many

view the TV lessons?

What is the level of your students? (Circle One) above average,

average, below average. Which station do you teleview'? (Circle One) Channel 8 - WGTV,

Channel 8 - WXGA, Channel 9 - WAN, Channel 28 - WJSP, Channel 30 - WETV

Lesson Number 18: ENERGY IN THE UNIVERSE

DIRECTIONS:

Circle the number that more nearly answers the question. O does not apply, I-poorly, 2= partially, 3- acceptably, 4.,;:effectively, 5== exceptionally well.

1. Did the lesson aid you in teaching scienca? 2. Was the objective of this particular lesson accomplished? 3. Did the level of presentation suit the level of your group? 4. Did this lesson benefit the slow learners?

o 1 2 345 o1 2 3 4 5 o1 2 3 4 5
o1 2 3 4 5

5. Did this lesson benefit the rapid learners?

o1 23 4 5

6. Did the introduction get the interest of the student?

o 1 2 34 5

7. Could the student relate this lesson to his own environment?

o 1 2 345

8. Could you correlate this lesson with your individual science program? o 1 2 3 4 5

9. Could you correlate this lesson with the Georgia State Curriculum

Guide?

o 123 4 5

10. Could you utilize any of the related activities in the teacher aids? o 1 2 3 4 5

11. Could you find additional resources from the library, school

materials, laboratory, or audio visual materials? (Underscore the

one most beneficial for this lesson.)

o1 23 4 5

12. Could you obtain materials for demonstrations, illustrations, experiments as follow-up for this lesson?

o1 2 3 4 5

Additional comments and/or suggestions for improveme~t:

...

CONTENT:
The forms of energy have been classified as: mechanical, heat, light, sound, electrical, and atomic. Demonstrations and illustrations show various sources of each form and point out that some sources can produce many different forms of energy.
Other possible classifications, such as radiant, chemical, mechanical, and nuclear, which relate to the source of energy are introduced. This concept is extended to include the electromagnetic spectrum. Demonstrations show that onE form or kind might be transformed into another.
RELATED ACTIVITIES:
1. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III.
20 Display a chart of the electromagnetic spectrum.
3. Design and perform an experiment to prove that light energy is often converted to heat energy in our environment.
4. Explain the following statement, "Matter must be present for energy to be manifested."

LESSON 20: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

ENERGY AND MATTER

OBJECTIVE:

To show one relationship that exists between energy and matter.

CONTENT:

Atomic structure is reviewed with major emphasis on the nucleus of the atom. This leads to a consideration of fission and fusion as kinds of nuclear reactions which produce energy. The by-products of these nuclear reactions are viewed in relation to their use in our modern world.
Dr. Albert Einstein's famous equation, E = MC2, is used as a basis for
explaining the conservation of energy and matter.

RELATED ACTIVITIES:

1. Find out about the work of Dr. Albert Einstein and report to the class.

2. Watch current papers and magazines for articles concerning nuclear energy.

3. Have a debate on the following statement, "Atomic testing should be stopped."

-16-

4. Obtain information relating to nuclear energy from:
PUBLIC INFORMATION DEPARTMENT OAK RIDGE NATIONAL LAB P. O. BOX X OAK RIDGE, TENNESSEE
5. Ask the local Civil Defense Director to visit your class.

LESSON 21: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

REACTIONS IN MATTER

OBJECTIVE:

To show that during a chemical reaction, in which new substances are formed, the nuclei of the combining atoms remain unchanged, even though energy is often emitted.

CONTENT:

Some of the differences in chemical and nuclear reactions are illustrated and discuss~d. Chemicals are combined to show that no loss of mass occurs during a chemical change. In general, it may be said that the energy released in chemical changes is energy which was stored in the chemical at some previous time. It apparently does not come from the conversion of matter to
energy.

Demonstrations point out some of the factors affecting the rate at which various substances combine. The factors considered are: chemical composition, temperature, particle size, consentration, and catalysts.

RELATED ACTIVITIES:

1. Have a panel discussion in which nuclear energy and chemical energy are compared.

2. Explain why an Irish potato will stay in the soil all winter and then start to grow in the spring.

3. Plant seeds in the same type of soil and container; then vary the temperature while they germinate.

4. Find out what the term "kindling temperature" means and how this is related to kindling wood used to start fires.

5. Explain the difference in cooked food and burned food.

LESSON 22: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

THE CONVERSION OF ENERGY

OBJECTIVE:

To show that energy can change from one form to another. -17-

CONTENT:
A scientist tries to explain or describe every natural event in terms of the interaction of matter and energy. Therfore, some understanding of what energy does or can do is basic to all sciences.
Energy is illustrated as the motion or capacity to produce motion in any mass of matter. Energy is also illustrated as the ability to do work. Work is considered as that which causes change in matter.
Potential energy is presented as the energy which a mass possesses because of its position or composition, and kinetic energy is presented as the result of motion or change in matter.
Several forms of energy are demonstrated with particular emphasis on the change of one form to another. The underlying principle of the lesson is that energy is manifested in a variety of forms with each form having its characteristic properties.
RELATED ACTIVITIES:
1 0 Consider the number of energy transformations that a meal undergoes before it is served.
2. Select a home outlet and list the energy transformations occurring prior to this point; then list the energy transformations occurring after this point.
30 Extend ideas of potential and kinetic energy to include examples found in SCIENCE FOR GEORGIA SCHOOLS, Vol. III, po 179.
4. Observe the energy transformations in a burning candle.

LESSON 23: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

MACHINES

OBJECTIVE:

To show how machines utilize energy to make work easier for man.

CONTENT:

Machines clearly illustrate the interdependence, interrelation, and interaction between matter and energy. Machines came into use when man needed assistance in providing shelter, food, and protection for his family.

Simple machines are demonstrated to provide a basis for understanding the more complicated machines in use today. Demonstrations show that machines can be useful icl one or more of the following ways: (1) to increase force (2) to increase speed (3) to change the direction of an applied force.

-18-

RELATED ACTIVITIES:
1. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. II, p. 108.
2. Make a list of the simple machines found in your classroom.
3. Devise and write a report of an experiment proving that a lever can make work easier for man. Compute the mechanical advantage of this lever.
4. Observe various mechanical toys and determine what machines are utilized in their operation.

LESSON 24: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

ENGINES

OBJECTIVE:

To show how some of our modern engines were developed.

CONTENT:

Model steam turbines are used to explain some of the difficulties encountered in the development of our modern engines. Illustrations and models are used to explain the operation of our modern internal--combustion engines.

A brief view of engines u~ed in land, sea, and air transportation points out some of the developmental trends over the past few years. The question of what to expect in the future is left for the students to consider.

RELATED ACTIVITIES:

1. Build a model to explain how the four-stroke cycle works in an internal--combustion engine.

2. Describe five changes that have occurred in our lives as a result of the development of engines in the past hundred years.

3. Describe the use of the following parts in a modern gasoline engine: a) valves b) lubricants c) spark plugs d) battery e) carburetor f) cooling system g) radiator h) drive shaft.

4. Invite a local mechanic to visit the class.

LESSON 25: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

MOLECULAR MOTION AND HEAT

OBJECTIVE:

To show that the molecular motion within a substance is affected by the absorption or loss of heat energy.
-19-

CONTENT:
Demonstrations show that some objects will expand when heated and contract when cooled. The amount of change is dependent upon the change in temperature. This change in volume is recognized and utilized in the development of thermometers.
The properties of substances are shown to change as they lose heat energy. Heat radiates from any warm substance into the space that surrounds it as long as the surrounding space is at a lower temperature. This principle is applied to the use of heaters, air conditioners, and to the heat loss from earth to space.
RELATED ACTIVITIES:
1. Devise and perform experiments to show the expansion and contraction of materials.
2. Observe and describe environmental changes which are caused by heat energy.
3. Review chemical reaction rates as they relate to temperature and molecular motion.
4. Obtain low temperatures for classroom demonstrations with a mixture of solid carbon dioxide and alcohol. (Crush carbon dioxide and add alcohol to form a thick mush.) CAUTION: Mixture is dangerously cold and is tenacious when in contact with the skin. The temperature of dry ice is approximately minus 75 0 Centigrade in solid form; when mixed with alcohol it is even lower.

LESSON 26: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

ELECTRICAL ENERGY

OBJECTIVE:

To show the interaction of electrical and magnetic forces as related to the production of electrical energy.

CONTENT:

A brief review of atomic structure provides a basis for considering the nature of electricity and magnetism. Static electricity and magnetism are demonstrated and compared.

Vacuum tubes are used to obtain evidence that flowing electrical current is composed of tiny particles or electrons. A generator is disassembled to further illustrate the interaction of electricity and magnetism.

Chemical and solar batteries are presented as other sources of electrical energy.

-?o-

RELATED ACTIVITIES:
1. Find out about the contributions of the following men to the development of our present knowledge of electricity: Volta, Oersted, Faraday, Ohm, and Ampere.
2 0 Obtain the film WHAT IS ELECTRICITY from the State Film Library.
3. Use suspended balloons to perform experiments dealing with static electricity.
4. Explain why lightning rods are never made of rubber.
5. Design and perform an experiment to show that heat will destroy the force of a temporary magnet.

LESSON 27: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

MEASUREMENT OF ELECTRICITY

OBJECTIVE:

To show how the units--volt, ohm, and ampere--are used in measuring the flow of current electricity through a circuit.

CONTENT:

Electrons, which compose current electricity, will flow through a circuit only when under the influence of some force. Scientists call this force electromotive force. The amount of electromotive force applied is measured in units called volts. The effect of varying the voltage in a circuit is demonstrated.

The unit ampere is shown to measure the number of electrons passing through a given point in a circuit. As these electrons flow, they encounter a resistance. This resistance is demonstrated and measured in units called ohms.

The five elements common to all circuits are pointed out and their effect on electron flow is discussed.

RELATED ACTIVITIES:

1. Utilize resource people from the local power company.

2. Explain why a fuse "burns" out.

3. Find out why an electric stove often utilizes 220 volts for operation while some heaters use only 110 volts.

4. Explain why electricity is transmitted at very high voltages and then stepped down to low voltage before entering the house.

-21-

LESSON 28: PHYSICAL SCIENCE FOR .IGH SCHOOL

TITLE:

LIGHT ENERGY

OBJECTIVE:

To show that light is a rm of energy and that its characteristics vary according to the energy POSs( 3ed by the atom from which it originates.

CONTENT:

Most sources of light ;nergy are shown to be very hot. Theories dealing with the nature of light. ergy are presented. Present evidence leads to the conclusion that it is ref Ly dualistic in nature because it can exhibit the characteristics of a wav and of a particle.

The structure of t ~ atool is again illustrated to provide a basis for the consideration of light .nergy. Demonstrations show that incident light energy may be reflected, ref- cted, transmitted, or absorbed.

RELATED ACTIVITIES:

1. Make a list )f objects that emit light energy.

2. Explain w1 the ceilings of most school rooms are painted white.

3. Find ou' Nhy outer space is cold and dark, even though radiant ~nergy coming from the sun and stars must pass throug" it.

4. Exp1a t why materials often seem to change color under cert n types of lights.

5. Do ~search on the processes of diffraction and po rization.

LESSON;

PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

SOUND

OBJEC .VE:

~o show that sound waves, produced by vibrating matter, carry energy and hav definite characteristics.

cr :ENT:

The production of sound waves by vibrating matter is illustrated. These Jund waves are shown to be composed of tiny particles or molecules. Demonstraions lead to the generalization that two things are always necessary for the ~roduction of a sound wave: a vibrating object and a medium for transmitting the wave.

Demonstrations of pitch, loudness, and quality point out the characteristics of sounds. This concept is extended to include how we distinguish one sound from another. The characteristics of a given sound are shown to change as it passes through different materials.
RELATED ACTIVITIES:
1. Find out what has been done in your school auditorium to prevent unwanted echos.
2. Make a xylophone from dowels that can be bought at the hardware store. Cut eight pieces so you will have a full major scale. You will need the following lengths: (1) 10" (2) 9 7/16" (3) 8 15/16" (4) 8 11/16" (5) 8 3/16" (6) 7 12/16" (7) 7 5/16" (8) 7 1/16"

LESSON 30: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

FORCE AND MOTION

OBJECTIVE:

To show that motion conforms to simple natural laws.

CONTENT:

The basic definitions of speed and acceleration are emphasized. Energy and motion are shown to be interrelated. Sir Issac Newton's laws of motion are presented. Inertia and momentum are demonstrated in relation to the first law of motion. The concept of acceleration is utilized as a basis for consideration of the second law. The third law, concerned with action-reaction, is related to familiar forms of motion as well as gyroscopes and jet engines.

RELATED ACTIVITIES:

1. Explain the need for seat belts and padded dashboards in automobiles.

2. Make a report on the work of Sir Issac Newton.

3. Drop objects of various weights and sizes from different heights and record your observations.

4. Design and perform demonstrations to show the principle of action-reaction.

LESSON 31: TITLE:

PHYSICAL SCIENCE FOR HIGH SCHOOL GRAVITY AND FRICTION

-23-

OBJECTIVE:
To show that gravity is a force constantly being on all objects in the universe, and that this force tends to produce motion unless balanced by an equal and opposite force. Friction often serves as this opposite force.
CONTENT:
Every object on the earth is influenced by the force of gravity. The law of universal gravitation is presented and related to the motion in the universe from the standpoint of its effect on a person's daily life.
Friction is demonstrated as a force which opposes motion. This opposition of motion is shown to produce both good and bad effects. Some of the methods used to reduce friction are pointed out.
RELATED ACTIVITIES:
1. Discuss what the universe would be like if the forces of gravity and friction suddenly failed to operate.
2. Explain how friction produces heat, utilizing the theory that heat is a form of molecular motion.
3. Explain why there is little or no friction in space and how this affects Newton's first law of motion.

LESSON 32: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE: OBJECTIVE:

SCIENCE AND TECHNOLOGY

To show th t application of scientific principles has made possible great technological advancements.

CONTENT:

Many technological advancements are shown. A few of these are then selected for discussion. The fields of atomic energy and space travel are now combined. They open a new frontier in research for scientists. Many of our present modes of communication and transportation are shown to be dependent upon recent scientific and technological advancements.

Many new industries are created each year to develop products which result from the application of basic scientific principles.

RELATED ACTIVITIES:

1. Find out about the new industries created to supply the needs for our space probes.

2. Do some research to find out why the development of the transistor is so important.

-24-

3. Look for applications of basic scientific principles in your environment.

LESSON 33: PHYSICAL SCIENCE FOR HIGH SCHOOL

TITLE:

SCIENCE AND SUPERSTITION

OBJECTIVE:

To show that science is a search for truth.

CONTENT:

Many ancient superstitions can be traced to a fear held by the people of olden times. Some of our modern superstitions are shown to have their ancient counterparts.

Often magicians used science to mystify their subjects; many rulers used superstitions to gain power; witches depended on superstitions for their witchcraft to be successful; good and bad luck charms often had their origin in superstitions.

Without a scientific explanation for a phenomenon of nature, people often related the phenomenon to an unrelated event. Thus the "cause and effect" relationship in science is emphasized.

The scientific method is presented as a logical, objective way to go about finding a reason, getting an answer, or drawing a conclusion. Thus science as a search for truth applies to everyone. Facts may be discarded, truths may not be regarded, but science as a way of living goes on.

PLEASE COMPLETE AND RETURN FEEDBACK SHEET FOR LESSON 33, SCIENCE AND SUPERSTITION.

IT WILL BE GREATLY APPRECIATED IF YOU WILL COMPLETE AND RETURN TO THE FOLLOWING ADDRESS:
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329

"FEEDBACK" SHEET - PHYSICAL SCIENCE

NAME:

DATE:

SCHOOL:

COUNTY:

ADDRESS:

What grade do you teach?

How many classes of science do you teach?

How many

view the TV lessons?

What is the level of your students? (Circle One) above average,

average, below average. Which station do you teleview? (Circle One) Channel 8 - WGTV,

Channel 8 - WXGA, Channel 9 - WVAN, Channel 28 - WJSP, Channel 30 - WETV

Lesson Number 33: SCIENCE AND SUPERSTITION

DIRECTIONS:

Circle the number that more nearly answers bhe question. O~ does not apply, 1= poorly, 2;;. partially, 3::.: acceptably, 4 -- effectively, 5= exceptionally well.

l. Did the lesson aid you in teaching science?

o1 2 3 4 5

2. Was the objective of this particular lesson accomplished?

o1 2 3 4 5

3. Did the level of presentation suit the level of your group?

o1 2 3 4 5

4. Did this lesson benefit the slow learners?

o1 2 3 4 5

5. Did this lesson benefit the rapid learners?

o1 2 3 4 5

6. Did the introduction get the interest of the student?

o 1 2 345

7. Could the student relate this lesson to his own environment?

o1 2 3 4 5

8. Could you correlate this lesson with your individual science program? o 1 2 345

9. Could you correlate this lesson with the Georgia State Curriculum Guide?

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10. Could you utilize any of the related activities in the teacher aids? 01234.5

11. Could you find additional resources from the library, school

materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.)

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12. Could you obtain materials for demonstrations, illustrations, experiments as follow-up for this lesson?

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Additional comments and/or suggestions for improvement: