Physical Science Course: Grade 8 // Course Description, Outline & Web Resources

**@ Academy for Academic Excellence, 20720 Thunderbird Road, Apple Valley, CA 92307**

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	Grade 8: Course Description, Outline & Web Resources [Best viewed using MS Internet Explorer for Mac or for PC ]

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1st Quarter Coursework Guide
2000-2001 Parent Letter

GENERAL REQUIREMENTS. Students shall be awarded 5 credits for successful completion of this year long course. 
This course is recommended for students in 8th Grade.

INTRODUCTION. The term physical refers to any thing composed of matter and/or energy and phenomenon related to the interplay between matter and energy and the space that they exist in. Science refers to a process of learning and understanding our surrounding, based on investigation; close observation, hypothesis, collecting data, research and analysis of information. Physical science is aimed at helping us understand the material world in which we live. Physical Science is the study of the classification of matter, its composition, its physical properties, forces that effect its state of being, its motion, and its distribution throughout the known universe.

Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions.

Physical means of or relating to matter and energy or the sciences dealing with them, especially physics.

Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

PHILOSOPHY OF THE COURSE. Science is often misunderstood and misused in our society. In society today there are many theories that have largely been accepted by the general public as scientific fact, when in actuality, they are attempts to explain nature, the past, present natural phenomenon, possible future events; models that help scientists explain laws, facts, and observations in order to make useful predictions about the natural world. Theories can never be proven. Scientific laws, on the other hand, describe natural phenomenon and are based on empirical support (experimentally derived evidence). Laws help us predict facts. Neither theories nor facts become laws. Facts are detailed descriptions of patterns or trends. Laws do not become facts. Theories, laws, and facts do not evolve one into the other, they are created using the scientific method through investigation, trial and error. The true scientists accept theories with the idea that there could be another explanation or model that can explain some aspect of the natural world.

The philosophy of this course is help future adult members of society become prepared to understand, use and/or challenge existing theories by providing students an opportunity to develop a firm understanding of foundational laws and accepted facts, the methods of making valid, repeatable scientifically appropriate observations using the theoretical and quanatative tools of science.

Therefore, the Middle School Science Program at AAE builds upon the awareness of science as a way of exploring the world around us, the heart of scientific investigation, and upon the ability to manipulate the tools of science which were mastered in the Elementary Science Program. Reading and report writing skills receive emphasis while the major focus remains firmly with direct experience (laboratory investigations).

The Annual AAE Science Fair, held in February, is an integral part of the curriculum. Each student designs and carries out an experiment or a project over a period of six weeks starting during the 2nd quarter. At each step of the process, the students discuss their progress with their science teacher. When the project is complete, students are expected to submit a paper, construct a display, and present their investigations and findings to parents and other students at the school Science Festival.

Finally, each student should be able to identify and demonstrate competence in the use of the following: unequal arm balance, graduated cylinder, metric rule, graduated thermometer, and standard metric units of measure, the internet as a resource for conducting research.

COURSE PREVIEW. The course begins with an overview of the nature of scientific investigation as a basis for constructing a working understanding about the world in which they live. Attention was given to the California 8th grade Science Content Standards when the course content was selected. Students study a variety of topics that include: safety, scientific method, measurement, data collection, graphing & organizing data, density, classification of matter, forces, gravity, Newton's 3 Laws of Motion, speed, velocity, acceleration, friction, momentum, inertia, fluid pressure, buoyancy, Archimedes Principle, "Bernoulli Effect", atomic model, atomic structure, periodic table, compounds, mixtures, formulas, electronic structure, chemical bonding, chemical reactions, chemical vs. physical change, balancing equations, Laws of Conservation & Thermodynamics, heat, temperature, temperature Scales, phase change, types of Solutions, Solubility, measuring pH, acids and bases, using Indicators, basic Carbon chemistry, drawing & modeling carbon compound, inorganic vs. organic molecules, stars types, astronomical measurement, the organization of the known universe, appearance, Composition, position, size and motion of objects in our Solar System. They will be introduced to these topics through inquiry/constructivistic/project based teaching methodologies that stress students "doing science" before or "alongside" of learning science

Throughout the Physical Science course, students will conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving.

LABORATORY AND INVESTIGATION FOR PHYSICAL SCIENCE. The goal of the laboratory and field investigation component of the Physical Science course during "class meetings" is to complement what student learn during their "home sessions "by allowing students to learn about the physical structure/composition and inner workings of their surrounding through first hand observation physical phenomenon. Experiences both in the laboratory and in the field will provide students with important opportunities to test concepts and principles that are introduced during their "home session" studies, giving them an opportunity to explore specific problems with a depth not easily achieved otherwise, and gain an awareness of the importance of confounding variables that exist in the "real world". In these experiences students can employ alternative learning styles to reinforce fundamental concepts and principles. Because all students have a stake in the future of their environment, it is the Centers desire that such activities will motivate students to study the physical sciences (chemistry, physics, astronomy etc.) in greater depth.

Laboratory and field investigation activities in the course will be diverse. As examples, students can acquire skills in specific techniques and procedures (such as collecting data about planets using the .
(Goldstone Apple Valley Radio Astronomy Telescope (GAVRT) ), conduct student-led research and developments project, analyze a real data set (such as astrometric data sets, or measurement data sets students collect model rocket lunches), and visit a local public facility (like the campuses of the University of California @ Riverside, Cal Tech, or California State University at San Bernardino, a field trip to the Jet Propulsion Laboratory in Pasadena, or the California Science Center in Los Angeles).

CRITICAL ELEMENTS OF LAB /FIELD INVESTIGATION ACTIVITIES. Although there will be a great diversity in the laboratory and field activities that will be employed in the Physical Science course, each lab/field investigation will include the following elements:

Activities that reinforce one or more major scientific concepts found in the course outline.
Activities that allow students to have direct experience with the structure and interactions of the material /physical world.
Activities that involve observation of phenomena or systems, the collection and analysis of data and/or other information, and the communication of observations and/or results.

The relative magnitudes of these elements may vary from activity to activity. As a whole, however, each of the course's laboratory and field investigation components will attempt to encompass all of these elements.

CHALLENGING STUDENT ABILITIES. Each laboratory and field investigation used in the Physical Science course will attempt to challenge every student's ability to:

critically observe physical phenomenon
develop and conduct well-designed experiments
utilize appropriate techniques and instrumentation
analyze and interpret data, including appropriate statistical and graphical presentations
think analytically and apply concepts to describe physical and mathematical phenomenon
make conclusions and evaluate their quality and validity
propose further questions for study
communicate accurately and meaningfully about observations and conclusions

SUGGESTED SUPPLIES.

3 ring binder	textbook	pens & pencils
7 3/4 x 9 1/2 inch, 100 sheet, 200 Mead Composition bound notebook	2 felt pens of different colors	calendar
3 hole filler paper	2 highlighter of different colors	colored pencils
glue stick	transparent tape

EXPECTATIONS.

Attendance: It is important that students maintain good attendance. Two or more unexcused absences will be cause for student to be recommended for academic review. Attendance is also important to academic success as many of the class meetings will be lab investigation, discussions, or demonstrations. which cannot be easily duplicated in the home and they will also count toward the academic grade. Missed lab investigations due to excused absences may be made up at the scheduled lab make-up times

The tardy policy for this class is reflected in the AAE student handbook. A student is considered tardy to a Physical Science class meeting if they are not in their seats with their daily materials (such as books, Interactive Student Notebook, pencil, 3 ring binder with paper etc.) out and ready to use.

Class Meetings: Generally each class session will begin with students in their seats, their books and assignments out ready to go. If it is a day to do a spot check of work completed at home, that will be done the first few minutes of class. This is generally followed by a brief overview of topics covered in the proceeding days. This is time that students can ask question about work that was completed at home. Next, there may be an introduction to the topic to be discussed/investigated in class that day. On most days, there will be some sort of activity or lab experiment that will support the topics /concepts covered during the rest of the week. The work done during a class meeting will be included/written into/attached to the pages of each student's Interactive Student Notebook and will count towards the students academic grade. The class will end with reminders about what is in store for upcoming class meetings.

HOME SESSION ASSIGNMENTS/ACTIVITIES: All daily course work which is taught/assigned by the instructor and finished at home will be graded by the teacher unless the student an/or parent is requested to do so at home. The work completed at home will count towards the student's academic grade. This work will need to be kept in the STUDENT SUCCESS binder or INTERACTIVE STUDENT SCIENCE NOTEBOOK [ISSN] depending on the instructions given during Class Meetings. The way in which this work will be given academic credit is through a weekly "spot check" of that work.
Spot checks work as follows:

On the designated day, at the very beginning of class, each student will have the work, from the previous weeks home activities, displayed on their desk so that each page/ assignment is clearly visible.
The instructor will then quickly go around the room and check off students who have completed the work. Students who have completed the work will receive full credit. If no work has been completed, then the student will not earn any credit. Partial credit will not be given. (extenuating circumstances aside).
It is very important that students keep up on their daily Home Session Assignments/Activities, not only for the effect it will have on their grade but also for the effect it will have on their understanding of work done in class.
The point value of the weekly work completed during Home Sessions will approximately equal the value of the work done in class for the week.

If a student is absent from class : The student is still responsible for the work missed while absent. In the event of a missed lab investigation, the student should plan to make up the investigation during one of the scheduled open lab times. If this is an impossibility, the student should speak with the instructor. It is up to the student to make up any class notes that were missed. For other types of missed assignments, the student needs to see the instructor or, when possible, consult the appropriate weekly Parent-Student guide handed out in class or on-line @
<http://www.avstc.org/SciMat/ps_q_1.html > to complete assignments at home.

8th Grade California Science Academic Content Standards: At the top of each week's Parent-Student Guide, you will find a list of the standard(s) that are being emphasized. This course has been designed with alignment to the state standards in mind. Each week, during class meetings, activities and assignments have been chosen which address the overarching standard that covers scientific investigation and experimentation (8th Grade Standard 9).

Parent Information Section In Binder: In the student three ring binder, you should make sure you set aside a special place that you use for parent information. In this section, instructors will ask students to place any special notes or memos that are directed to parents. This will provide a place for parents to check for updates and improve home/school communications you should consider using this section for all AAE classes. Mr. Huffine can also be reached by e-mail @ mhuffine@avstc.org or current information can be found on-line @<http://www.avstc.org/SciMat/ps_qu_agenda.html> .

Exams: Midway through each semester there will be a mid-term exam over the material covered at home and school during the semester. The mid-term exam will be given the last class meeting during the week of September 25, 2000.

At the end of each semester, there will be a final exam over the material that was covered at home and school during the semester. It is recommended that students pass each exam with a minimum of 70% or the student will need to review the concepts and retake the exam.

Interactive Student Notebooks & Cornell Notes: During the fifth class meeting of the year, students will receive instructions for developing an Interactive Student Notebook using an 8.5 x 11, 200+ page spiral notebook. Once this notebook has been setup, student will be expected to write all of their class notes (Cornell fashion), attach all class handouts (with glue stick, tape, or rubber cement) and record all of their data collected during class meeting investigation. Each class meeting, students will be required to take Cornell Notes, The process for this type of note-taking will be discussed at the start of the first semester. These notes will prove especially helpful in studying for the final exam.

Science Project: Each student will be required to complete a science project based on the guidelines used by the Inland Empire Science and Engineering Fair. The process for completing of this project will be introduced in class during the second quarter. Students will work on the project at home during the second and third quarters. The project will be completed during the third quarter. More information and due dates for this will be forthcoming

COURSE OUTLINE:

UNITS & TOPICS

I. The Nature of Science, and Scientific Investigation

The Nature of Science
Safety in the Lab
The Scientific Method and Investigation
SI Units, Measurement, Data Collection
Graphing & Organizing Data
Communicating Results

II. Properties of Matter

General Properties
(mass, volume, density, inertia)
Matter Classification and Properties
Particles in Motion
Laws of Conservation & Thermodynamics
Heat, Temperature & Temperature Scales
Phases Changes in words and Graphs

III. Motion

Frame of Reference
Speed and Velocity
Collecting and Presenting Data
Acceleration

IV. Forces, Friction, Gravity, Momentum & Motion

Recognize and Identify Forces
Newton's 3 Laws of Motion
Calculating a, m, F
Inertia, Friction, Gravity, Momentum, Motion

V Fluid Pressure

Fluid Pressure, Pressure= F x a
Buoyancy & Archimedes Principle
The "Bernoulli Effect"

VI. Atoms, Elements, Compounds, and Mixtures

History of Atomic Model
Historic Roots of the Periodic Tables
Using the Periodic Table
Subatomic Particles and Atomic Structure
Common Compounds & Mixtures

VII. Chemical Reactions and Bonding

Evidence for Chemical Change
Everyday Chemical Reactions
Balancing Chemical Equations
Chemical Bonding & Electronic Structure
Periodic Table and Chemical Bonding
Ionic and Covalent Bonding

VIII. Solutions

Types of Solutions
Solubility
Measuring pH, Acids and Bases
Using Indicators

IX. Life is Carbon Based

Basic Carbon Chemistry
Drawing & Modeling Carbon Compounds
Carbon Compounds and Organic Molecules

X. Earth and Our Solar System

Stars Types
Astronomical Measurement
The Organization of the Known Universe
Appearance, Composition, Position, Size & Motion of Objects in Our Solar System

2061 Science Benchmarks Relating to Physical Science [1]

Regarding the Structure of Matter, by the end of the 8th grade, students should know that

All matter is made up of atoms, which are far too small to see directly through a microscope. The atoms of any element are alike but are different from atoms of other elements. Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances.
Equal volumes of different substances usually have different weights.
Atoms and molecules are perpetually in motion. Increased temperature means greater average energy, so most substances expand when heated. In solids, the atoms are closely locked in position and can only vibrate. In liquids, the atoms or molecules have higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another except during occasional collisions.
The temperature and acidity of a solution influence reaction rates. Many substances dissolve in water, which may greatly facilitate reactions between them.
Scientific ideas about elements were borrowed from some Greek philosophers of 2,000 years earlier, who believed that everything was made from four basic substances: air, earth, fire, and water. It was the combinations of these "elements" in different proportions that gave other substances their observable properties. The Greeks were wrong about those four, but now over 100 different elements have been identified, some rare and some plentiful, out of which everything is made. Because most elements tend to combine with others, few elements are found in their pure form.
There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon). An especially important kind of reaction between substances involves combination of oxygen with something else-as in burning or rusting. Some elements don't fit into any of the categories; among them are carbon and hydrogen, essential elements of living matter.
No matter how substances within a closed system interact with one another, or how they combine or break apart, the total weight of the system remains the same. The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how they are rearranged, then their total mass stays the same.

Regarding Motion, by the end of the 8th grade, students should know that

Light from the sun is made up of a mixture of many different colors of light, even though to the eye the light looks almost white.
Other things that give off or reflect light have a different mix of colors. Something can be "seen" when light waves emitted or reflected by it enter the eye-just as something can be "heard" when sound waves from it enter the ear.
An unbalanced force acting on an object changes its speed or direction of motion, or both. If the force acts toward a single center, the object's path may curve into an orbit around the center.
Vibrations in materials set up wavelike disturbances that spread away from the source. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials.
Human eyes respond to only a narrow range of wavelengths of electromagnetic radiation-visible light. Differences of wavelength within that range are perceived as differences in color.

Regarding the Forces of Nature, by the end of the 8th grade, students should know that

Every object exerts gravitational force on every other object. The force depends on how much mass the objects have and on how far apart they are. The force is hard to detect unless at least one of the objects has a lot of mass.
The sun's gravitational pull holds the earth and other planets in their orbits, just as the planets' gravitational pull keeps their moons in orbit around them.
Electric currents and magnets can exert a force on each other.

Regarding Energy Transformations, by the end of the 8th grade, students should know that

Energy cannot be created or destroyed, but only changed from one form into another.
Most of what goes on in the universe from exploding stars and biological growth to the operation of machines and the motion of people-involves some form of energy being transformed into another. Energy in the form of heat is almost always one of the products of an energy transformation.
Heat can be transferred through materials by the collisions of atoms or across space by radiation. If the material is fluid, currents will be set up in it that aid the transfer of heat.
Energy appears in different forms. Heat energy is in the disorderly motion of molecules; chemical energy is in the arrangement of atoms; mechanical energy is in moving bodies or in elastically distorted shapes; gravitational energy is in the separation of mutually attracting masses.

Regarding the Universe, by the end of the 8th grade, students should know that

The sun is a medium-sized star located near the edge of a disk-shaped galaxy of stars, part of which can be seen as a glowing band of light that spans the sky on a very clear night. The universe contains many billions of galaxies, and each galaxy contains many billions of stars. To the naked eye, even the closest of these galaxies is no more than a dim, fuzzy spot.
The sun is many thousands of times closer to the earth than any other star. Light from the sun takes a few minutes to reach the earth, but light from the next nearest star takes a few years to arrive. The trip to that star would take the fastest rocket thousands of years. Some distant galaxies are so far away that their light takes several billion years to reach the earth. People on earth, therefore, see them as they were that long ago in the past.
Nine planets of very different size, composition, and surface features move around the sun in nearly circular orbits. Some planets have a great variety of moons and even flat rings of rock and ice particles orbiting around them. Some of these planets and moons show evidence of geologic activity. The earth is orbited by one moon, many artificial satellites, and debris.
Large numbers of chunks of rock orbit the sun. Some of those that the earth meets in its yearly orbit around the sun glow and disintegrate from friction as they plunge through the atmosphere and sometimes impact the ground. Other chunks of rocks mixed with ice have long, off-center orbits that carry them close to the sun, where the sun's radiation (of light and particles) boils off frozen material from their surfaces and pushes it into a long, illuminated tail.

[1] 2061 Science Benchmarks can be found at <http://www.project2061.org>

I. The Nature of Science, Investigation, and
Experimentation

The Nature of Science

Safety in the Lab

The Scientific Method
and Investigation

SI Units, Measurement,
Data Collection

Graphing & Organizing
Data

Communicating Results

ACADEMIC CONTENT
STANDARDS [2]

8.9. a-e [Investigation
and Experimentation] Scientific
progress is made by asking meaningful questions and conducting
careful investigations. As a basis for understanding this concept,
and to address the content the other three strands, students
should develop their own questions and perform investigations.
Students will:

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

b. evaluate the accuracy and reproducibility of data.

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

d. recognize the slope of the linear graph as the constant in
the relationship y=kx and apply this to interpret graphs constructed
from data.

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

Fundamental concepts and
principles that underlie these standards and this unit of study
include [3]:

NATURE OF SCIENTIFIC
KNOWLEDGE

Science distinguishes itself
from other ways of knowing and from other bodies of knowledge
through the use of empirical standards, logical arguments, and
skepticism, as scientists strive for the best possible explanations
about the natural world.

Scientific explanations
must meet certain criteria. First and foremost, they must be
consistent with experimental and observational evidence about
nature, and must make accurate predictions, when appropriate,
about systems being studied. They should also be logical, respect
the rules of evidence, be open to criticism, report methods and
procedures, and make knowledge public. Explanations on how the
natural world changes based on myths, personal beliefs, religious
values, mystical inspiration, superstition, or authority may
be personally useful and socially relevant, but they are not
scientific.

Because all scientific ideas
depend on experimental and observational confirmation, all scientific
knowledge is, in principle, subject to change as new evidence
becomes available. The core ideas of science such as the conservation
of energy or the laws of motion have been subjected to a wide
variety of confirmations and are therefore unlikely to change
in the areas in which they have been tested. In areas where data
or understanding are incomplete, such as the details of human
evolution or questions surrounding global warming, new data may
well lead to changes in current ideas or resolve current conflicts.
In situations where information is still fragmentary, it is normal
for scientific ideas to be incomplete, but this is also where
the opportunity for making advances may be greatest.

SCIENCE AS A HUMAN
ENDEAVOR

Individuals and teams have
contributed and will continue to contribute to the scientific
enterprise. Doing science or engineering can be as simple as
an individual conducting field studies or as complex as hundreds
of people working on a major scientific question or technological
problem. Pursuing science as a career or as a hobby can be both
fascinating and intellectually rewarding.

Scientists have ethical
traditions. Scientists value peer review, truthful reporting
about the methods and outcomes of investigations, and making
public the results of work. Violations of such norms do occur,
but scientists responsible for such violations are censured by
their peers.

Scientists are influenced
by societal, cultural, and personal beliefs and ways of viewing
the world. Science is not separate from society but rather science
is a part of society.

[2] The above list of "Academic
Content Standards" are cited from the California Science
Academic Content Standards

@ < http://www.csun.edu/~hcbio027/k12standards/science.html
>

[3] The above list of "Fundamental
concepts and principles" are cited in the National
Science Education Content Standards

@ <http://www.nap.edu/readingroom/books/nses/html/6e.html>

Outline

A.Science

1. Define science and
list its characteristics.

2. Identify the four stages in the scientific method.

3. Discuss the role of science in society and technology.

B.Metric System

1. Discuss the origin
of the metric system.

2. Identify the metric units of length, volume and mass and describe
how each is obtained.

3. Discuss what is meant by S.I. units.

4. Use the metric system for measurement activities and to solve
problems throughout the course.

WEB RESOURCES

On Being A Scientist: Responsible
Conduct In Research
- National Academy of Sciences: the report describes the research
ethics and responsibilities young scientists need to be aware
of and internalize. The values in science, the treatment of experimental
data, publication and openness, the allocation of credit, authorship
practices, and error, negligence, and misconduct in science are
all addressed. The document can also be viewed at Strathclyde
University and The
Robert Gordon University.

Science - National Solar Observatory at Sacramento
Peak: explains what the discipline of science is and the importance
of hypotheses, theories, laws, and models.

Research Design and Analysis - Monash University: lecture materials
address the purpose of research, variables, measurement, sources
of error, experimental design, frequency distributions, central
tendency, sampling, statistical analysis, and hypothesis testing.

Scientific Investigation - Western Michigan University: introduces
basic concepts of scientific investigation and data presentation.

In Search Of . . . . Real Science - Access Excellence, Genentech:
discusses the importance of hypotheses to scientific investigation
and provides insight into helping students formulate hypotheses
to effectively guide their work. Links to Writing
Hypotheses: a student lesson.

On Scientific Method - Percy Bridgman: provides a working
definition of the scientific method.

Experimental Science Projects: An
Intermediate Level Guide
- David Morano, Mankato State University: provides a guide for
performing a scientific investigation and links to a sample science
project.

Science
and Mathematics Initiative for Learning Enhancement - Illinois Institute of Technology:
provides lab activities to help students understand concepts
in biology and includes an environmental science section.

Scientific Method - The Big "Ahah" laboratory activity prompts students
to apply the scientific method to collect data and generate a
laboratory procedure.

Computational Science Textbook - Sandia National Laboratory: the
Tables
of Units section addresses the importance of defining physical
quantities and provides the standard SI units of measure, the
meaning of negative exponents, the commonly used science and
engineering units, the commonly used metric prefixes, and a table
of SI units and their English equivalent.

The Dimensional
Analysis appendix provides examples to illustrate how to
manipulate units of measure.

The Math
Notes appendix covers matrices, functions and their graphs
(including linear, quadratic, reciprocal, exponential, and sine
functions), and curve fitting.

Constants, Units, and Uncertainty - National Institute of Standards
and Technology: provides the SI units and prefixes for both fundamental
and derived quantities, and includes a section on units outside
the SI system. Rules and style conventions for publication of
material are also discussed.

Introduction to Graphs - Syracuse University: online tutorial
which addresses the visual display of information. Graphing,
equations and graphs of straight lines, and linear and nonlinear
relationships are examined. Practice problems and review tests
are provided, as are the answers. A glossary of terms is also
provided.

K-12 Statistics Education - Office for Mathematics, Science,
and Technology Education at University of Illinois: includes
lessons and data sets to help students construct and draw inferences
from charts, tables, and graphs; use curve-fitting to predict
trends; understand central tendency, variability, and correlation;
understand sampling and its role in statistical claims; and design
a statistical experiment to study a problem and communicate the
outcomes.

The Knowledge Base - W. Trochim, Cornell University:
an online research methods textbook which explains: what research
is; sampling; measurement; survey research; internal validity;
experimental design; and data analysis.

Empiricist - Nebraska Wesleyan University:
an online journal which invites students to submit the results
of their research. The journal features articles written by high
school science students.

Introduction to the Scientific Method - F. Wolfs, University of Rochester:
covers four steps for the scientific method, testing hypotheses,
mistakes in applying the scientific method, models, theories,
and laws. Information pertaining to graphs and their usefulness
is available at Graphs.

Science and Science Education - The Hood Consulting Group International:
examines what science is and is not, the methods of science,
the importance of math in science, the disciplines of science,
and the national trends in science education.

Method for Finding Scientific Truth - University of Washington: explains
what a scientific theory is, the possibility that conclusions
based on evidence can conceivably be false, ways of finding scientific
truth, and the value of examining assumptions.

Scientific Investigation - Western Michigan University: introduces
basic concepts of scientific investigation and data presentation.

On Scientific Method - Percy Bridgman: provides a working
definition of the scientific method.

Cargo Cult Science - R. Feynman: examines the importance
of scientific integrity and learning and the scientist's obligation
to himself, his peers, and the public.

The Laws List - Erik Francis: Looking for a law
or rule? You should be able to find it here.

One article, Facing
the Unknown Together, addresses creativity and research,
the personal benefits from research, the transition to research
in college, and professional survival following graduation. Much
of the journal features are under construction.

The Critical Thinking Center - Sonoma State University: the "Primary
and Secondary Education" link provides teacher resources
designed to help teachers implement critical thinking in their
instruction.

An Activity to Introduce Critical
Thinking -
Brad Williamson: provides an activity which will test the skepticism
of your students.

Ethics in Science - Henry H. Bauer, Virginia Polytechnic
Institute and State University: an essay that explores the interaction
between science and society and the consequences of misconduct
in science.

Bad Science - D. Garrison: provides examples
in which people jump to conclusions and do not rely upon facts
to make logical decisions.

Snapshots of Medicine and Health - The National Institutes of Health:
provides information on: the

People Doing Science, were students can learn about various
occupations in the field of science; and

The Why Files - University of Wisconsin: explains the scientific
concepts and principles related to headline news stories. The
Why File categories include: biology, environmental science,
health science, physical science, social science, sports science,
and technology.

Steps to Career/Life Planning Success - University of Waterloo: this online
manual is designed to help individuals plan and manage their
own career. Users are guided through a series of steps, including
a self-assessment and occupational research, as they explore
a career choice or attempt to obtain employment.

Occupational Outlook Handbook - Bureau of Labor Statistics: index
of occupations from A through Z. Click on the occupation in which
you have an interest and receive information describing the nature
of the work, the working conditions, the job outlook, earnings,
and related occupations.

Careers in Science allows students to explore the job
market, salary schedules, and job requirements for a career in
the sciences.

Careers in Natural and Physical Sciences - America's Career InfoNet: a database
of links to various career resources. Astronomy, biology and
microbiology, chemistry, ecology and environment, forensic science,
genetics, geology, marine sciences and oceanography, meteorology,
and physics are all included.

Science Careers - D. Schmidel, BioChemNet: provides information
regarding preparation for a science career, occupational outlooks
in biology and chemistry related fields, and a database of employment
opportunities.

4000 Years of Women in Science - University of Alabama: provides
biographical information on some of the women who have made significant
contributions to the discipline of science. The biographies are
organized by field of study. The list does not include women
who have lived in the 1900's.

Laboratory Safety Manual - University of Texas at Arlington:
covers general safety information, emergency procedures and equipment,
the Hazard Communication Act, chemical and biological hazards
and control, chemical and special wastes, and disposal of wastes.
The Adobe Acrobat Reader is required to view the document.

Laboratory Safety Manual - University of Texas at Austin:
the manual addresses emergency procedures, the fundamentals of
laboratory safety, basic rules and procedures for working with
chemicals and hazardous materials, and biological hazards and
control.

Basic Laboratory Safety Rules - Cal Chany, University of Illinois
at Chicago: provides safety rules which can be adapted for your
laboratory and help in preparing for and completing laboratory
exercises with Preparing
for the Laboratory Experiment and How
to Write a Good Laboratory Report. Chem
Lab Safety - Chemistry Department, University of Nebraska
- Lincoln: intended specifically for the high school chemistry
laboratory environment, apropriate student attire and behavior
is addressed. The use of laboratory and safety equipment is explained.
Proper procedures for common laboratory practices, such as heating
test tubes and adding acids to water, are also explained.

Laboratory Survival Manual - University of Virginia: while
specific for the University's situation, much of the first aid
and emergency procedures, general lab practices, labeling, and
safety equipment information is pertinent to high school chemistry
laboratories.

Safety in the Laboratory - Gwen Sibert, Roanoke Valley Governor's
School: addresses safety rules which can be adapted for your
laboratory.

Laboratory Safety Guide and Chemical
Hygiene Plan
- State University of New York: covers safe laboratory practices,
chemical hazards, breaks, and spills, labeling, and radioactive
and biological hazards.

General Laboratory Safety - Rules
for Reducing Chemical Exposure in Labs - Rensselaer Polytechnic Institute
School of Engineering: provides common sense safety guidelines
for behavior in a laboratory environment and for maintaining
safety when using chemicals.

Laboratory Practices - Texas A & M University: identifies
practices which deviate from accepted laboratory protocol.

Proper Laboratory Clothing - Purdue University: provides guidelines
for proper clothing in the chemistry laboratory.

Technique Sheets - The National Science Teachers
Association: provides explanations for using common laboratory
equipment, such as the use of a metric ruler, a thermometer,
a voltmeter, and a protractor, and for completing laboratory
practices, such as bending glass tubing, using a laboratory burner,
graphing experimental data, and mixing acid and water. Requires
the Adobe Acrobat Reader.

Laboratory Encyclopedia - Chemscape, University of Wisconsin:
provides an index of laboratory equipment and procedures and
explains or illustrates how the equipment is used or how to perform
the procedure properly.

Emergency Response Guide - Quantum Research Corporation:
provides general instructions for reacting to a medical emergency
or major incident.

Hazardous Material Identification
Guide - University
of Kentucky: explains the type and degree of a hazard for the
colors and numbers found on the NFPA Fire Diamond. Also explains
the Hazardous Materials Identification System. Users can also
learn about MSDS sheets and the use of a fire extinguisher.

Hazardous Material Classification - The Learning Matters of Chemistry:
illustrates the NFPA hazard identification coding system.

Evaluation Rubric: Laboratory Investigations - S. Sobehrad: a scoring rubric
which can be used to assess student work in a laboratory investigation.
Covers planning, manipulation of equipment, observation, interpretation
of data, communication of information, and attitude.

II.
Properties
of Matter

General Properties

(mass, volume, density,
inertia)

Matter Classification
and Properties

Particles in Motion

Laws of Conservation
& Thermodynamics

Heat, Temperature &
Temperature Scales

Phases Changes in words
and Graphs

ACADEMIC CONTENT
STANDARDS

8.8.a-d [Density and Buoyancy]
All objects experience
a buoyant force when immersed in a fluid. As a basis for understanding
this concept, students know:

a. density is mass per unit
volume.

b. how to calculate the density of substances (regular and irregular
solids, and liquids) from measurements of mass and volume.

c. the buoyant force on an object in a fluid is an upward force
equal to the weight of the fluid it has displaced.

d. how to predict whether an object will float or sink.

Fundamental concepts and
principles that underlies this standard and this unit of study
include:

IDENTIFY QUESTIONS AND
CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS. Students should formulate a testable
hypothesis and demonstrate the logical connections between the
scientific concepts guiding a hypothesis and the design of an
experiment. They should demonstrate appropriate procedures, a
knowledge base, and conceptual understanding of scientific investigations.

DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS. Designing
and conducting a scientific investigation requires introduction
to the major concepts in the area being investigated, proper
equipment, safety precautions, assistance with methodological
problems, recommendations for use of technologies, clarification
of ideas that guide the inquiry, and scientific knowledge obtained
from sources other than the actual investigation. The investigation
may also require student clarification of the question, method,
controls, and variables; student organization and display of
data; student revision of methods and explanations; and a public
presentation of the results with a critical response from peers.
Regardless of the scientific investigation performed, students
must use evidence, apply logic, and construct an argument for
their proposed explanations.

USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND
COMMUNICATIONS. A variety of technologies, such as hand tools,
measuring instruments, and calculators, should be an integral
component of scientific investigations. The use of computers
for the collection, analysis, and display of data is also a part
of this standard. Mathematics plays an essential role in all
aspects of an inquiry. For example, measurement is used for posing
questions, formulas are used for developing explanations, and
charts and graphs are used for communicating results.

FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING
LOGIC AND EVIDENCE. Student inquiries should culminate in
formulating an explanation or model. Models should be physical,
conceptual, and mathematical. In the process of answering the
questions, the students should engage in discussions and arguments
that result in the revision of their explanations. These discussions
should be based on scientific knowledge, the use of logic, and
evidence from their investigation.

RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS.
This aspect of the standard emphasizes the critical abilities
of analyzing an argument by reviewing current scientific understanding,
weighing the evidence, and examining the logic so as to decide
which explanations and models are best. In other words, although
there may be several plausible explanations, they do not all
have equal weight. Students should be able to use scientific
criteria to find the preferred explanations.

COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT. Students
in school science programs should develop the abilities associated
with accurate and effective communication. These include writing
and following procedures, expressing concepts, reviewing information,
summarizing data, using language appropriately, developing diagrams
and charts, explaining statistical analysis, speaking clearly
and logically, constructing a reasoned argument, and responding
appropriately to critical comments

OUTLINE

1.
2.

WEB RESOURCES

III. Motion

Frame of Reference

Speed and Velocity

Collecting and Presenting
Data

Acceleration

ACADEMIC CONTENT
STANDARDS

8.1.a-f [Motion] The
velocity of an object is the rate of change of its position.
As a basis for understanding this concept, students know:

a. position is defined relative
to some choice of standard reference point and a set of reference
directions.

b. average speed is the total distance traveled divided by the
total time elapsed. The speed of an object along the path traveled
can vary.

c. how to solve problems involving distance, time, and average
speed.

d. to describe the velocity of an object one must specify both
direction and speed.

e. changes in velocity can be changes in speed, direction, or
both.

f. how to interpret graphs of position versus time and speed
versus time for motion in a single direction.

8.9. d-g [Investigation
and Experimentation] Scientific
progress is made by asking meaningful questions and conducting
careful investigations. As a basis for understanding this concept,
and to address the content the other three strands, students
should develop their own questions and perform investigations.
Students will:

d. recognize the slope of the linear graph as the constant in
the relationship y=kx and apply this to interpret graphs constructed
from data.

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

f. apply simple mathematical relationships to determine one quantity
given the other two (including speed = distance/time, density
= mass/volume, force = pressure x area, volume=area x height).

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

Fundamental concepts and
principles that underlies this standard and this unit of study
include:

OUTLINE

A. Motion

1. Define physics and
identify those areas of physics involving the study of motion.

2. Compare and contrast scalar and vector quantities.

3. Define speed, velocity and acceleration.

4. Demonstrate how to solve problems using these terms of motion.

WEB RESOURCES

The Physics Classroom - Tom Henderson, Glenbrook South
High School: position and velocity versus time graphs are addressed
in One-dimensional
kinematics. The laws of motion and means of representing
forces, including free-body diagrams, is addressed in Newton's
Laws. Projectile motion, equilibrium statics, and the use
of horizontal and vertical components of force for objects on
an inclined plane are addressed in Vectors
- Motion and Forces in Two Dimensions. Work, energy, power,
and the work-energy theorum are addressed in Work,
Energy, and Power. Impulse, momentum, and the law of conservation
of momentum is addressed in Momentum
and Its Conservation.

Introductory Physics - University of Winnipeg: work,
energy, power, and conservation of energy are addressed in Work
and Energy. Momentum, collisions, and conservation of momentum
are addressed in Momentum
and Collisions. Problems are included for each of the tutorial
units.

College Physics for Students of Biology
and Chemistry
- Kenneth Koehler, Raymond Walters College: explores electricity
from a physiological perspective. Magnetism
is also addressed. Problems are included for both topics.

Suspension of Disbelief - Thinkquest: provides information
on matter and energy. The matter section covers phases of matter,
motion, and the laws of motion. The energy section covers heat,
light, and nuclear energy. The GLUE acronym leads to a glossary
of terms, laws of physics, units of measure, and constants and
prefixes.

NetScience: The Sum Of All Sciences - Thinkquest: provides step-by-step
lessons and sample problems. The physics
section covers vectors, horizontal motion, vertical motion, projectile
motion, rotational motion, fundamental forces, forces and friction,
Newton's Laws of Motion, centrifugal and centripetal force, momentum
and impulse, and work, energy, and power.

Bang! Boing! Pop! - Thinkquest: contains a tutorial which explains
what scientists mean when talking about conservation; a tutorial
which focuses on physical quantities pertaining to energy, linear
momentum, and angular momentum; Java simulations illustrating
concepts related to energy and momentum are available; a glossary
of terms and student quizzes are also provided.

Simple Machines - Frontier Public Schools: provides
a description of the types of simple machines in terms of the
forces involved and the distances moved.

Lego® Lessons - R. Wright, PCS Education Systems, Inc.:
provides activities which use Legos to construct simple and complex
machines.

Build It and Bust It - Thinkquest: prompts students to
use achitectural and engineering concepts to build and test a
structure. The site provides an information center where students
can gather technical information and three Java applets assist
in the building, testing, and viewing of the student structure.

Folk Toys - G. Carboni: explains how to construct
toys out of simple materials in order to introduce students to
mechanics. Toys include: a cable car, a motorboat, a bicycle,
a slingshot, and a telephone.

Science and Mathematics Initiative
for Learning Enhancement:
provides laboratory activities to help students understand physics
concepts. Labs dealing with motion include, Motion
of a Bowling Ball, Super-Ball
Physics, Friction
- What a Drag, Why
Use Seat Belts?, Circular
Motion, and Projectile
Motion (or You Bet Your Grade).

Sport! Science - The Exploratorium: home page for an examination
of the science involved in various sports.

The Science of Hockey examines mechanics and energy from
a hockey perspective.

That's the Way the Ball Bounces examines the science that explains
why a ball bounces or doesn't bounce. A feature exploring the
mechanics of the hand as it related to rock climbing and an examination
of the role of feet in athletics is also included.

Swimming Science Journal - San Diego State University: electronic
journal containing sections exploring the biomechanics of swimming,
the hydrodynamics of swimming, the physiology of swimming, the
psychology of swimming, and training for swimming.

Physics of Racing - Brian Beckman: a series of articles that
describes physics as it pertains to automobile racing.

Automotive Learning On-line - Informative Graphics Corporation:
identifies major components of the systems within the car and
allows the user to learn about the parts that comprise the system
and how the system operates.

Science of Cycling - The Exploratorium: explains much of the
science associated with cycling, including tire width, gear ratios,
frames, steering, stability, friction, and muscular work.

Physics in the Amusement Park - Thinkquest: provides information
on potential and kinetic energy, centripetal force, and gravity,
as evident within the rides found in an amusement park. Games
are included.

Explore the Roller Coaster! - Thinkquest: provides some background
information on history and psychology of roller coasters and
explains, in real simple terms, the role of friction and energy
in the operation of a roller coaster.

Roller Coaster Physics - T. Wayne, Physics Pavilion for
Virginia's Public Education Network: a booklet which describes
the principles involved in the design of a roller coaster. Physics
principles covered include gravity, projectile motion, acceleration,
centripetal force, and center of mass. Activities are included.
The booklet can be downloaded as a PDF document.

The Mathematics of Microgravity - NASA and Utah State University's
College of Education: identifies the mathematics and physics
principles that apply to microgravity and gravity. Includes four
microgravity activities: drop towers and tubes, aircraft, rockets,
and orbiting spacecraft. A teacher's guide with activities for
physical science is also available.

Rockets - NASA and Utah State's College of Education:
provides a brief history of rockets, explains rocket principles,
and practical rocketry. Activities and demonstrations are also
provided. The Adobe Acrobat reader is required.

See How It Flies - J. Denker: explains the principles of flight,
addressing airfoils and airflow, the forces of lift, drag, weight,
and thrust, flight maneuvers, spins, and the laws of motion.

Cockpit Physics - USAF Academy Physics Department:
lesson 1 through lesson 8 and lesson 19 through 25 address motion
as it relates to aviation. Lessons 10 through lesson 17 and lesson
29 address energy and momentum as it relates to aviation. Exploration
and application supplements are provided.

How Things Fly - National Air and Space Museum: this gallery
within the museum explains why airplanes fly, how spacecraft
stay in orbit, and why balloons float in air.

Water Balloons: The Physics of Projectile Motion - Thinkquest: provides an explanation
of projectile motion and the formulas used to describe projectile
motion, which are illustrated in the water balloons game.

Exploring Science - Raman Pfaff: instructional modules allow
the user to manipulate specific variables and observe the resulting
interaction. Modules pertaining to motion are provided. Requires
the Shockwave plug-in.

The Electric Club Activities Handbook - Canada Schoolnet: contains demonstrations
pertaining to electricity and electric charge; complete with
connections, extensions, and teacher notes.

Physics Demonstrations - Julien Sprott, University of Wisconsin:
provides demonstrations which illustrate the laws of motion,
electricity, and magnetism.

Newton's Laws - David Willey, University of Pittsburg:
demonstrations, such as the bowling ball pendulum, table cloth
pull, and bicycle wheel twist, that illustrate the laws of motion.

IV. Forces, Motion, and Gravity

Recognize and Identify
Forces

Newton's 3 Laws of Motion

Calculating a, m, F

Inertia, Friction, Gravity,
Momentum, Motion

ACADEMIC CONTENT
STANDARDS

8.2.a-g [Forces] Unbalanced forces cause changes in
velocity. As a basis for understanding this concept, students
know:

a. a force has both direction
and magnitude.

b. when an object is subject to two or more forces at once, the
effect is the cumulative effect of all the forces.

c. when the forces on an object are balanced, the motion of the
object does not change.

d. how to identify separately two or more forces acting on a
single static object, including gravity, elastic forces due to
tension or compression in matter, and friction.

e. when the forces on an object are unbalanced the object will
change its motion (that is, it will speed up, slow down, or change
direction).

f. the greater the mass of an object the more force is needed
to achieve the same change in motion.

g. the role of gravity in forming and maintaining planets, stars
and the solar system.

d. recognize the slope of
the linear graph as the constant in the relationship y=kx and
apply this to interpret graphs constructed from data.

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

f. apply simple mathematical relationships to determine one quantity
given the other two (including speed = distance/time, density
= mass/volume, force = pressure x area, volume=area x height).

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

Fundamental concepts
and principles that underlies this standard and this unit of
study include:

OUTLINE

A. Newton's Law of motion

1. State Newton's three
laws of motion and give an example of each law.

2. Define the terms force, net force, Newton, mass, weight, inertia
and acceleration due to gravity.

3. Solve problems using Newton's three laws.

B. Newton's Universal
Law of Gravitation

1. Demonstrate use of
the law of gravitation and discuss why it is called an inverse
square law.

WEB RESOURCES

Simple Machines - Frontier Public Schools: provides
a description of the types of simple machines in terms of the
forces involved and the distances moved.

Physics of Racing - Brian Beckman: a series of articles that
describes physics as it pertains to automobile racing.

Science of Cycling - The Exploratorium: explains much of the
science associated with cycling, including tire width, gear ratios,
frames, steering, stability, friction, and muscular work.

The Electric Club Activities Handbook - Canada Schoolnet: contains demonstrations
pertaining to electricity and electric charge; complete with
connections, extensions, and teacher notes.

Physics Demonstrations - Julien Sprott, University of Wisconsin:
provides demonstrations which illustrate the laws of motion,
electricity, and magnetism.

Newton's Laws - David Willey, University of Pittsburg:
demonstrations, such as the bowling ball pendulum, table cloth
pull, and bicycle wheel twist, that illustrate the laws of motion.

V. Fluid Pressure

Fluid Pressure, Pressure=
F x a

Buoyancy & Archimedes
Principle

The "Bernoulli Effect"

ACADEMIC CONTENT
STANDARDS

8.8.a-d [Density and Buoyancy]
All objects experience
a buoyant force when immersed in a fluid. As a basis for understanding
this concept, students know:

a. density is mass per unit
volume.

b. how to calculate the density of substances (regular and irregular
solids, and liquids) from measurements of mass and volume.

c. the buoyant force on an object in a fluid is an upward force
equal to the weight of the fluid it has displaced.

d. how to predict whether an object will float or sink.

8.9. d-e [Investigation
and Experimentation] Scientific
progress is made by asking meaningful questions and conducting
careful investigations. As a basis for understanding this concept,
and to address the content the other three strands, students
should develop their own questions and perform investigations.
Students will:

d. recognize the slope of the linear graph as the constant in
the relationship y=kx and apply this to interpret graphs constructed
from data.

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

f. apply simple mathematical relationships to determine one quantity
given the other two (including speed = distance/time, density
= mass/volume, force = pressure x area, volume=area x height).

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

Fundamental concepts and
principles that underlies this standard and this unit of study
include:

OUTLINE

WEB RESOURCES

Kinetic Molecular Theory and Gas
Laws - The
ChemTeam: explains the basics of kinetic molecular theory, the
variables that influence the behavior of a gas, and each of the
gas laws. Problem worksheets are provided for Boyle's, Charles',
Gay-Lussac's, Graham's, Dalton's, the Combined, and the Ideal
gas laws.

Fluid Mechanics Topics - Towson State University: provides
demonstrations to illustrate surface tension, density and buoyancy,
viscosity, and pressure.

Air Travelers - Science Learning Network: provides an introduction
to the principles of buoyancy, the behavior of gases, temperature,
and the technology responsible for hot air ballooning.

Buoyancy - Nye Laboratories: contains links to information
concerning buoyancy, weightlessness, and related phenomenon.

Scuba Physics - Pentapus, Inc., and NASE: explores
the science involved in scuba diving, particularly buoyancy and
the gas laws.

See How It Flies - J. Denker: explains the principles of flight,
addressing airfoils and airflow, the forces of lift, drag, weight,
and thrust, flight maneuvers, spins, and the laws of motion.

How Things Fly - National Air and Space Museum: this gallery
within the museum explains why airplanes fly, how spacecraft
stay in orbit, and why balloons float in air.

VI.
Atoms,
Elements, Compounds, and Mixtures

Historic Roots of the
Periodic Tables

Using the Periodic Table

Subatomic Particles and
Atomic Structure

Common Compounds &
Mixtures

ACADEMIC CONTENT
STANDARDS

8.3. a-f [Structure of
Matter] Elements
have distinct properties and atomic structure. All matter is
comprised of one or more of over 100 elements. As a basis for
understanding this concept, students know:

a. the structure of the atom
and how it is composed of protons, neutrons and electrons.

b. compounds are formed by combining two or more different elements.
Compounds have properties that are different from the constituent
elements.

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

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

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

f. how to use the Periodic Table to identify elements in simple
compounds

8.7.a-c [ Periodic Table]
The organization
of the Periodic Table is based on the properties of the elements
and reflects the structure of atoms. As a basis for understanding
this concept, students know:

a. how to identify regions
corresponding to metals, nonmetals and inert gases.

b. elements are defined by the number of protons in the nucleus,
which is called the atomic number. Different isotopes of an element
have a different number of neutrons in the nucleus.

c. substances can be classified by their properties, including
melting temperature, density, hardness, heat, and electrical
conductivity.

Fundamental concepts and
principles that underlie these standards and this unit of study
include:

OUTLINE

A. Atoms

1. Discuss the history leading to the discovery of the atom as
it is known today.

2. Compare and contrast the proton, electron and neutron.

3. State the two postulates used by Bohr in the model of the
atom.

4. Describe how electron's orbit around the nucleus.

5. Explain how light is produced by electrons.

B. Composition of Matter

1. Define chemistry.

2. Compare and contrast the following: element and compound,
atom and molecule, mixture.

3. Identify the three physical states of matter and give two
characteristics of each state.

C.. Periodic Table

1. Discuss the organization
of the periodic table to include the location of metals, non-metals
and metalloids.

2. Discuss how atomic number is related to the organization of
the periodic table.

3. Describe the steady transition of characteristics of the elements
as one goes from left to right across the periodic table.

4. Identify where the families or groups and the periods are
located.

WEB RESOURCES

Digital Text Materials - S. Lower, Simon Fraser University:
the Atoms,
Electrons, and the Periodic Table text covers the structure
of the atom, electrons in atoms, and the periodic properties
of the elements. The Adobe Acrobat Reader is required to view
the document.

Life, the Universe, and the Electron - London Science Museum and the
Institute of Physics: this on-line exhibit explains what an electron
is, how the electron was discovered and other important discoveries
about the electron and the atom, and how electrons have allowed
scientists to determine the structure of matter and examine the
universe. Technological advances made possible by understanding
the properties of electrons are also described.

The Discovery of the Electron - American Institute of Physics:
online exhibit which explores the theories and experimentation
that led to the discovery of the electron.

Atomic Structure - The ChemTeam: explains the origin
of the atom concept and Thompson's discovery of the electron.

Development of Our Understanding
of the Atom
- Ralph Logan, Dallas County Community College District, North
Lake College: provides an account of the models and theories
that explain the structure and properties of the atom.

SCI 200 Chemistry Notes - University of Indianapolis: provides
notes describing the development of atomic theory and the structure
of the atom.

Up Close: The Periodic Table of Elements - Chem101, Thinkquest: discusses
the representative elements, the transition elements, metalloids,
and representative nonmetals.

WebElements - Mark Winter, University of Sheffield:
click on an element and physical, chemical, nuclear, biological,
and geological data is available.

Periodic Table of the Elements - Los Alamos National Laboratory:
for each element, provides information related to the history,
source, properties, and uses.

The Pictorial Periodic Table - Phoenix College: allows users
to view physical data and a picture for a selected element. The
site also provides links to: a periodic table that can be printed;
the lyrics for "The Elements"; a history of the periodic
table; general purpose periodic tables; WebElements and its mirror
sites; periodic tables for kids; tables with a specific purpose;
information about the periodic table; periodic table humor; and
computer programs.

Periodic Tables - Chemistry Department, Calfornia
State University - Dominguez Hills: five Javascript periodic
tables are provided.

The Periodic
Table Drill and Practice allows users to practice locating
elements in a blank periodic table.

The Compound
Builder allows users to assemble compounds by identifying
the element and the number of times the element appears in the
compound. The gram formula weight and the percent composition
for the resulting compound in also provided.

The Question
Builder produces questions based upon the formula for the
compound developed with the Compound Builder.

The Multifunctional
Table indexes the periodic properties of the elements.

The Empirical
and Molecular Formula Table produces an empirical or molecular
formula using data input through the periodic table interface.

The Periodic Table - S. Van Bramer, Widener University:
provides a blank periodic table template: a periodic table containing
the f-block within the main portion of the table; a periodic
table with the atomic number and element symbol; a periodic table
with the atomic number, the element symbol, the IUPAC mass, and
the IUPAC approved name; and a periodic table with the atomic
number and element symbol for projection onto a screen. Requires
the Adobe Acrobat Reader.

Elementistory -a Stuart John Fairall: click on
an element symbol on a periodic table and view the history of
the element.

Building Models of Atoms with Fruit
Loops - University
of Idaho: an activity in which students build atoms using different
colored Fruit Loops to represent protons, neutrons, and electrons.
The exercise also has a mirror
address.

Introductory University Chemistry
I - University
of Alberta: provides notes pertaining to the nature of light,
the electromagnetic spectrum, and spectroscopy. Notes pertaining
to electrons in atoms and the development of the periodic table
are also available.

Kaboom! - NOVA Online: illustrates the anatomy of
a firework, explains pyrotechnics in terms of the elements in
the periodic table, and provides an interview with a demolitions
expert.

Lights and Colours - P. Pihko, University of Oulu:
provides an explanation of pyrotechnic light production, a table
illustrating the temperature of a object approximating a blackbody
and the color of light emitted, atomic and molecular emitters,
chromaticity and color perception, and how ingredients are selected
for desired color production in a fireworks display.

Chemical Bonding - ChemSource, Oklahoma State University:
explains concepts related to ionic and covalent bonding, including
intermolecular forces. Contains supporting lab activities, with
teachers guides, demonstrations, and extensions.

Digital Text Materials - S. Lower, Simon Fraser University:
the Chemical
Bonding text covers bonds and molecules, the observable properties
of chemical bonds, why chemical bonds form, models of chemical
bonding, polar and nonpolar bonds, hybrid orbitals, hybrid types
and multiple bonds, bonding in coordination complexes, and bonding
in metals. The Adobe Acrobat Reader is required to view the document.

Atoms, Molecules and Chemical Reactions - University of California, San
Diego: examines the states of matter, the structure of atoms
and molecules, and chemical reactions. Contains movie clips,
which can be downloaded, to support the text.

Chemistry 1045 - Dr. Blaber, Florida State Univeristy:
lecture notes for Chapter 1, 2, and 7 address the composition
of matter, the atomic theory of matter, and the properties of
the elements.

Theory of Atoms in Molecules - R. Bader, McMaster University:
describes the theory of atoms and the role of atoms in the properties
of a molecule.

Basic Principles - Chem101, Thinkquest: illustrates
the classification of matter.

The World of Materials - Massachusetts Institute of Technology:
operationally defines a metal, a ceramic a semiconductor, and
a polymer and explains the structures of these materials.

Polymer and Coatings Science - University of Missouri - Rolla:
lecture notes explain what a polymer is, polymer classification,
the physical properties of polymers, addition polymerization,
the chemistry and engineering of polyolefins, monomers and polymers
of addition polymerization, condensation polymers, and paint
and polymers for paint. The Second
Floor - The Coffee Shop provides links to other polymer homepages,
including corporations, commercial sites, and other schools.

Science and Mathematics Initiative
for Learning Enhancement
- Illinois Institute of Technology: provides laboratory activities
to help students understand chemical concepts.

Composition of the Atom is a lab acitivity in which students
become familiar with the mole concept and vocabulary related
to the composition of the atom.

Why are Electrons Important? is a lab acitivity in which students
examine the concepts of electron configuration and valence number.

Elements, Compounds, and Mixtures is a lab activity in which students
describe elements, compounds, and mixtures and construct models
of atoms of elements.

VII.
Chemical
Reactions and Bonding

Evidence for Chemical
Change

Everyday Chemical Reactions

Balancing Chemical Equations

Chemical Bonding &
Electronic Structure

Periodic Table and Chemical
Bonding

Ionic and Covalent Bonding

ACADEMIC CONTENT
STANDARDS

8.5.a-e [Reactions] Chemical reactions are processes
in which atoms are rearranged into different combinations of
molecules. As a basis for understanding this concept, students
know:

a. reactant atoms and molecules
interact to form products with different chemical properties.

b. the idea of atoms explains the conservation of matter: in
chemical reactions the number of atoms stays the same no matter
how they are arranged, so their total mass stays the same.

c. chemical reactions usually liberate heat or absorb heat.

d. physical processes include freezing and boiling, in which
a material changes form with no chemical reaction.

e. how to determine whether a solution is acidic, basic or neutral.

Fundamental concepts and
principles that underlies this standard and this unit of study
include:

OBJECTIVES

A. Bonding

1. Compare and contrast
ionic and covalent bonding.

2. Describe the procedure for naming compounds depending whether
ionic or covalent

bonding exists.

3. Demonstrate use of the Lewis dot structure for covalent bonding.

B. Equations

1. Demonstrate an ability
to balance simple chemical equations.

2. Describe the four types of chemical reactions and give an
example equation of each.

C. Energy

1. Contrast and compare
potential and kinetic energy.

2. Demonstrate how to calculate these quantities.

3. State the law of the conservation of energy and demonstrate
how to use this law in solving problems.

D. Heat and Temperature

1. Compare and contrast
heat and temperature.

2. Define the terms calorie, joule and BTU.

3. Compare the three temperature scales of Fahrenheit, Celsius
and Kelvin.

4. Demonstrate how to convert from one scale to another.

6. Describe how heat is transferred by conduction, convection
and radiation.

7. Explain what is meant by the greenhouse effect.

WEB RESOURCES

The Changes Matter Undergoes - Ralph Logan, Dallas County Community
College District, North Lake College: defines a physical change
and a chemical change and lists the evidence that indicates that
a chemical reaction could be occurring.

Physical Changes - Chem101, Thinkquest: brief explanation
of physical change and mixtures; with a supporting distillation
activity.

CyberChemistry At Your Fingertips - Thinkquest: provides a series
of experiments which demonstrate the 4 types of chemical reactions.

Matter & Energy, Resources: Types
& Concepts
- Duquesne University: addresses matter, energy, electromagnetic
radiation, changes in matter, and energy consumption.

Understanding Our Planet Through
Chemistry
- U. S. Geological Survey: explains how chemists and geologists
determine the age of the Earth, explain geologic processes and
environmental changes over time, and address pollution problems.

VIII. Solutions

Types of Solutions

Solubility

Measuring pH, Acids and
Bases

Using Indicators

ACADEMIC CONTENT
STANDARDS

8.5.a-e [Reactions] Chemical reactions are processes
in which atoms are rearranged into different combinations of
molecules. As a basis for understanding this concept, students
know:

a. reactant atoms and molecules
interact to form products with different chemical properties.

b. the idea of atoms explains the conservation of matter: in
chemical reactions the number of atoms stays the same no matter
how they are arranged, so their total mass stays the same.

c. chemical reactions usually liberate heat or absorb heat.

d. physical processes include freezing and boiling, in which
a material changes form with no chemical reaction.

e. how to determine whether a solution is acidic, basic or neutral.

Fundamental concepts and principles that underlies this standard
and this unit of study include:

OUTLINE

A. Acids and Bases

1. Define an acid and
a base, give an example of each, and list five characteristics
of each.

2. Discuss the pH scale and how it relates to acids and bases.

WEB RESOURCES

Elements, Compounds, and Mixtures is a lab activity in which students
describe elements, compounds, and mixtures and construct models
of atoms of elements.

Water: Nature's Magician - Environment Canada: examines the
physical properties of water, the hydrologic cycle, and its role
as a universal solvent.

The Hydrosphere - Grants Pass High School: describes
the physical and thermal properties of water, density, the hydrologic
cycle, and water in the environment.

Solutions and Chemical Reactions - R. Logan, Dallas County Community
College District, North Lake College: this page contains links
to an introduction to solutions, concentration expressions, and
colligative properties of solutions.

Acids and Bases - ChemSource, Oklahoma State University:
explains concepts related to acids and base chemistry. Contains
supporting lab activities, with teachers guides, demonstrations,
and extensions.

Introductory University Chemistry
I - University
of Alberta: provides notes pertaining to acids and bases and
solutions.

Digital Text Materials - S. Lower, Simon Fraser University:
the Introduction
to Acid-Base Chemistry text covers acids, bases, neutralization,
the dissociation of water, the pH scale, titrations, the types
of acids and bases, the proton donor-acceptor concept of acids
and bases, and the electron pair concept of acids and bases.

The Acid-Base
Equilibria and Calculations text covers proton donor-acceptor
equilibria, the quantitative treatment of acid-base equilibria,
acid-base titration, acid-base neutralizing capacity, the graphical
treatment of acid-base problems, acid-base chemistry in physiology,
acid rain, and the carbonate system. The Adobe Acrobat Reader
is required to view the documents.

pH - NASA Classroom of the Future: defines pH
and explains how the pH of natural water depends on several factors,
such as the bicarbonate buffering system, the types of rock and
soil, and the nature of discharged pollutants.

pH: Breath of a Pond - Waterscape Enterprises: defines
pH and relates changes in pH to changes within the pond ecosystem.

Acid Rain - College of William & Mary:
explores acidity and pH, the formation and effects of acid rain,
and the effects of acid rain on aquatic environments, forests,
and man-made structures. Possible solutions are addressed.

Acid Deposition and its Ecological
Effects -
Dr. Paterson, Michigan Technological University: examines the
sources of acid rain, the deposition process for acid rain, and
the effects of acid rain on biotic and abiotic components of
the environment.

Effects of Acid Rain on Water - Environmental Protection Agency:
describes the effect of acid rain on aquatic environments, such
as streams, lakes, and marshes.

Effects of Air Pollution on Trees
and Forests
- W. B. Grant: identifies the primary atmospheric pollutants
that impact trees and forests, explains how these pollutants
effect trees, and describes the means by which trees fight back.

IX. Life Is Carbon Based

Basic Carbon Chemistry

Drawing & Modeling
Carbon Compounds

Carbon Compounds and
Organic Molecules

ACADEMIC CONTENT
STANDARDS

8.6.a-c [ Chemistry of
Living Systems (Life Science)] Principles
of chemistry underlie the functioning of biological systems.
As a basis for understanding this concept, students know:

a. carbon, because of its
ability to combine in many ways with itself and other elements,
has a central role in the chemistry of living organisms.

b. living organisms are made of molecules largely consisting
of carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur.

c. living organisms have many different kinds of molecules including
small ones such as water and salt, and very large ones such as
carbohydrates, fats, proteins and DNA.

Fundamental concepts and
principles that underlies this standard and this unit of study
include:

OUTLINE

1.
2.

WEB RESOURCES

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X. Earth and Our Solar System

Stars Types
Astronomical Measurement
The Organization of the Known Universe
Appearance, Composition, Position, Size & Motion of Objects in Our Solar System

ACADEMIC CONTENT STANDARDS

8.2.g [Forces] Unbalanced forces cause changes in velocity. As a basis for understanding this concept, students know:

g. the role of gravity in forming and maintaining planets, stars and the solar system.

8.4.a-e [ Earth in the Solar System (Earth Science)] The structure and composition of the universe can be learned from the study of stars and galaxies, and their evolution. As a basis for understanding this concept, students know:

a. galaxies are clusters of billions of stars, and may have different shapes.
b. the sun is one of many stars in our own Milky Way galaxy. Stars may differ in size, temperature, and color.
c. how to use astronomical units and light years as measures of distance between the sun, stars, and Earth.
d. stars are the source of light for all bright objects in outer space. The moon and planets shine by reflected sunlight, not by their own light.
e. the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.

Fundamental concepts and principles that underlie these standards and this unit of study include:

OUTLINE

Astronomy

A. Earth and Celestial Motions

1. Discuss the difference between astronomy and astrology.
2. Describe the effect of Earth's rotation on its axis and its revolution around the Sun on the apparent motion of the Sun and stars.
3. Identify the following terms with respect to the celestial spheres: celestial equator, celestial north and south pole, ecliptic, zodiac, vernal equinox, summer solstice, autumnal equinox, winter solstice; identify constellations which are circumpolar.

B. The Moon

1. Discuss why the Moon keeps its same side facing the Earth.
2. Identify and sketch the names and sequence of the Moon's eight phases.
3. Describe the two conditions necessary for a solar and lunar eclipse; list the three types of each eclipse.
4. Describe the two types of tides which occur and relate them to the Moon's phases.
5. Compare and contrast the highlands and maria on the Moon's surface.

C. Solar System

1. Explain the solar nebular hypothesis for the origin of the solar system by discussing the three phases in which it occurred.
2. Compare and contrast the terrestrial and Jovian planets.
3. Compare and contrast meteoroids, meteors, meteorites, asteroids and comets.

D. Stellar Evolution

1. Draw a Hertzsprung-Russell diagram; label its axis and show the location of the main sequence, giants, supergiants, white dwarfs and the Sun.
2. Discuss how stars are formed.
3. Identify the nuclear reaction that takes place in all main sequence stars like the Sun.
4. Describe the evolution of the Sun when its hydrogen fusion ends.
5. Discuss the evolution of massive stars.
6. Compare and contrast the final fate of stars when they become either a white dwarf, neutron star or black hole.

E. Galaxies

1. Describe the four components of the Milky Way Galaxy and give its dimensions inlight-years.
2. Identify the four types of galaxies as formulated by Edwin Hubble.
3. Discuss the importance and characteristics of quasars.

WEB RESOURCES

Primer for the Beginner: - Peoria Astronomical Society: presents a series of lessons which will help students learn about the movements of the constellations, objects in the solar system, planning an observation session, and selecting optical equipment.

The Astro Notes page leads to an observation sheet template, an astronomical pronunciation guide, celestial coordinate systems, astrophotography, basic astronomical data, organizing an astronomy club, and reporting a discovery.

SkyView - Laboratory for High Energy Astrophysics, NASA Goddard Space Flight Center: provides a virtual observatory. Users select the parameters from a list of choices. Users can choose one of three interface options: non-astronomer, basic, and advanced.

Skytour - W. Stone, Lewis & Clark College: sketches, animations, and other helpful information is provided to help people find objects of interest. The Moon and its phases, the Sun, stars, planets, comets, meteors, and deep sky objects are all covered.

The Online Planetarium Show (TOPS) - Thinkquest: the Introduction to the World of Astronomy link provides information and images about astronomy.

The Solar Observation link provides information about the Sun and how to observe it.

The Search for the Stars link provides lessons about the stars.

The Virtual Planetarium provides photos, descriptions, and links to planets and other celestial bodies.

The Web Planetarium is a database of astronomical information, including information on 25 constellations.

The Space link provides descriptions and data tables for the planets and other galactic bodies.

The Digital Science link provides explanations and history of subjects concerning astronomy.

Astronomy - J. Troeger, Ames High School: on-line astronomy course for high school students which incorporates links to web resources that provide information on the particular topic. The first series of topics provides information on observing astronomical phenomenon.

Hands-On Universe - Lawrence Berkeley National Laboratory: science teachers can participate in a program which allows high school students to request observation time from professional observatories. The program allows students to download images to their classroom computer and use the Hands On Universe software to analyze data. Information concerning the program is available at this site.

Educational Resources in Astronomy and Planetary Sciences - M. Collins, University of Arizona: modules address concepts pertaining to convection, the search for extrasolar planets, electromagnetics, and astronomical distances and scales. The modules include demonstrations, thought experiments, and hands-on activities.

Science Education - Center for Extreme Ultraviolet Astrophysics, University of California - Berkeley: provides Internet interactive units for Comets, covering the origin of comets, the characteristics of comets, comet orbits, and images of comets; Light, which includes the types of light, space images in different types of light, and why astronomers need light; and the Spectra module provides a map of the sky showing sources of extreme ultraviolet radiation and provides activities to use with the map.

Teachers' and Young Visitors' Guide - McDonald Observatory: explains why scientists study astronomy and provides information on astronomical telescopes, the Sun and the planets, and star formation and stellar evolution. Outdoor and indoor activities are also provided.

EarthRISE: is an database of photographs of the Earth that were taken from the Space Shuttle. Locations can be accessed by identifying a specific location or topographical area, or by performing a political search (choose a country or continent).

Space Telescope Science Institute: this is the site for the astronomical research center responsible for operating the Hubble Space Telescope. Users are provided information about the Hubble telescope and the Space Telescope Science Institute. Pictures, news releases, educational activities, information on observing with the Hubble, a data archive, and other science resources are also provided. From the home page, users can access Electronic PictureBooks on a number of space science topics for both Windows users (requires WinPlus Runtime) and Macintosh users (as HyperCard stacks). The PictureBooks can be downloaded, as can the required plug-ins. Sample titles include: Gems of Hubble, Comparing Earth and its Planetary Neighbors, The Planetary System, Clementine Explores the Moon, and Images of Mars. Also linked to the home page are an Electronic Tutorial on Cepheids and Electronic Reports, which require the Adobe Acrobat Reader. Report topics include: Toward Other Planetary Systems, The Future of Space Imaging, and Space Science for the 21st Century. The Latest Hubble Space Telescope Observations are also available.

Light, Optics, and Telescopes - J. C. Evans, George Mason University: this chapter of the astronomy hypertextbook, Foundations of Cosmological Thought, covers electromagnetic radiation, the wave properties of light, optical telescopes, and reflecting and refracting telescopes. Many of the hypertextbook figures are not available, but the textual material is good.

Astronomy 200/210 - The King's University College: on-line astronomy lectures with good information and links to pictures and related information, however, it can be slow to load due to the graphics. The Next Best Thing to Being There! examines optical, infrared, ultraviolet, X-ray, and gamma-ray telescopes; the Hubble telescope; important concerns for modern telescopes; and spectroscopy and photometry.

Astronomy Notes - N. Strobel, Bakersfield College: the "Electromagnetic Radiation" chapter examines the general properties of light, the electromagnetic spectrum, light production, emission and absorption spectra, and the Doppler effect. The "Telescopes" chapter provides information on the advantages and disadvantages of reflecting and refracting telescopes, light gathering power and resolution, and atmospheric distortion. The page also contains images of telescopes.

Stars, Galaxies, and Cosmology - University of Tennessee - Knoxville: lecture notes for Light and the Telescope address the properties of light, refraction and diffraction, the interaction of light and matter, atomic absorption and emission spectra, and refracting, reflecting, and radio telescopes.

Light and Telescopes - B. Ryden, Ohio State University: lecture notes cover electromagnetic radiation, astronomical telescopes, radio to gamma rays, starlight and atoms, and spectral lines.

OnLine Lecture Notes - S. Myers, University of Pennsylvania: lectures 16 through 20 cover gravitation and light, light and optics, telescopes, atoms and light, and atomic spectra. Interactive links to related material on the Internet are provided.

Electromagnetic Phenomena - NASA Jet Propulsion Laboratory: this chapter of the Basics of Space Flight covers the electromagnetic spectrum and radiation, natural and artificial emitters, spectroscopy, reflection and refraction, and the Doppler effect.

From Lenses to Optical Instruments - G. Carboni: covers the types of lenses that produce images, the determination of the focal length, and optical instruments. The Fun Science Gallery home page provides access to activities in which students build microscopes and a telescope.

Contemporary Laboratory Experiences in Astronomy - Dept. of Physics, Gettysburg College: Project CLEA develops laboratory exercises illustrating astronomical techniques using digital data and color images. The laboratory exercises include a computer program, a student manual, and a teacher's guide. The computer programs run on Windows on PC's and color-capable Macintosh computers. The exercises can be downloaded through the Software Overview page. The manuals can also be acquired through the mail. A Technical User's Manual is required to use any of the CLEA experiments and is available in PDF format (so you will need the Adobe Acrobat Reader). Labs are available to examine the radio astronomy of pulsars, the large scale structure of the universe, the revolution of the moons of Jupiter, the spectral classification of stars, and the flow of energy out of the Sun.

NEAR-related Lesson Plans - Near Earth Asteroid Rendezvous, Lockheed Martin Graduate Fellows Program: provides lesson plans for activities pertaining to: launching a spacecraft, asteroid impacts on Earth, craters, the Doppler Effect, the electromagnetic spectrum, ellipses, Kepler's Laws, magnetism, remote sensing, topographic maps, and vector addition. Information describing the Near Earth Asteroid Rendezvous mission and spacecraft can be obtained from the The Educator's Guide to the NEAR Project.

Science Education Gateway - University of California: users can access several modules related to space science from this home page. Complete lessons, ready-to-use activities, interactive tools, images, templates for original on-line lessons, and links to related activities and resources are available for the Space module, the Sun and Earth module, and the Solar System module.

Amazing Space - Space Telescope Science Institute: provides interactive, web-based activities for classroom use. Each lesson includes a worksheet which can be downloaded and modified if necessary. Current activities include: solar system trading cards; Star Light, Star Bright; the Hubble Deep Field Academy; the student astronaut challenge, and a history of telescopes from Galileo to the Hubble.

Views of the Solar System - C. Hamilton, hosted by the Hawaiian Astronomical Society: the section devoted to Lesson Plans and Activities covers comets, impact craters, eclipses, moon phases, sunspots, and other space-related topics.

Sharing NASA - NASA Ames Research Center: provides access to projects in which teachers and students can meet scientists, writers, engineers, and professionals involved with NASA. Included is access to biographies of NASA experts, lesson plans and activities, an area for studens to publish on NASA's web site, and an area where teachers can meet one another. Past activities have included "Live From Mars", "Night of the Comet 97", "Live from the Hubble Space Telescope", and "Online from Jupiter".

Constants and Equations for Calculations - NASA Kennedy Space Center: provides numerical values for many astronomical quantities, such as the mass and radius of the Earth, the Earth-Moon distance, and the mass of the Sun. Mathematical equations for determining astronomical and physical quantities are provided. Information pertaining to computing spacecraft orbits and trajectories and computing planetary positions is also available.

The Ascending Node - Students for the Exploration and Development of Space, University of Arizona: an on-line astronomy newsletter published monthly featuring articles pertaining to astronomy, space science, planetary science, and space exploration. Users can download the issues.

Space Telescope Science Institute: from the home page, users can access Electronic Reports, which require the Adobe Acrobat Reader. Report topics include: Toward Other Planetary Systems, The Future of Space Imaging, and Space Science for the 21st Century.

Exoscience News: updated almost daily, provides links to space news articles from a number of sources. The site loads slowly due to the large number of graphics and advertisements.

WebStars: Astrophysics in Cyberspace - High Energy Astrophysics Science Archive Research Center: database of astronomical resource sites. This is a good place to begin research efforts. Includes links to information of the exploration of Mars; comets, meteors, and asteroids; extrasolar planets; astronomical images; space exploration programs; the solar system; astronomy magazines; hypertextbooks; the history of astronomy; astronomy organizations; and other astronomy sites.

Steps to Career/Life Planning Success - University of Waterloo: this online manual is designed to help individuals plan and manage their own career. Users are guided through a series of steps, including a self-assessment and occupational research, as they explore a career choice or attempt to obtain employment.

Occupational Outlook Handbook - Bureau of Labor Statistics: index of occupations from A through Z. Click on the occupation in which you have an interest and receive information describing the nature of the work, the working conditions, the job outlook, earnings, and related occupations.

A New Universe to Explore: Careers in Astronomy - American Astronomical Society: describes the preparation needed for a career in astronomy, where astronomers work, employment potential and where the jobs are, national observatories and government laboratories, and astronomical organizations and resources.

Careers in Astronomy - University of Texas - Austin: provides descriptive information about the field of astronomy and the work of astronomers.

A Guide Book to Astronomy - S. Odenwald: a book which describes the author's experiences in astronomy, which includes his education and work experience. Case studies of the experiences of other astronomers is also included.

California Occupational Guide: Astronomers - California Labor Market Information Division: provides information on the working conditions, employment outlook, wages and benefits, entrance requirements and training, and advancement opportunities within the field of astronomy.

How To Become an Astronomer - Astronomical Society of Australia: discusses astronomy as a career, how to get started, information about courses in astronomy, the daily life of an astronomer, and where to find employment as an astronomer. The course information is specific to Australian universities.

Careers - NASA Spacelink: provides information on aerospace technology careers, becoming a pilot, the specialties of aerospace technology, as well as information for students who want to become an astronaut. The Careers in Aerospace link provides information on a number of related careers, such as aerospace engineering, astronomy, electronics engineering, geology, mathematics, meteorology, patternmaking and molding, science writing, and research engineering. Some of the files require the Adobe Acrobat Reader.

Discover Science Careers - Thinkquest: student generated website which provides science career information, science career links, and interviews with practicing scientists.

Careers in Natural and Physical Sciences - America's Career InfoNet: a database of links to various career resources. Astronomy, biology and microbiology, chemistry, ecology and environment, forensic science, genetics, geology, marine sciences and oceanography, meteorology, and physics are all included.

Space Stuff - Star Child, High Energy Astrophysics Science Archive Research Center: provides information on being an astronaut, spacesuits, space travel, space probes, and the Hubble telescope. Level 2 is appropriate for high school students, although the students may not care too much for some of the corny graphics. Astronomical Data Center for Students & Educators - Astrophysics Data Facility, NASA Goddard Space Flight Center: primarily a database of links to resources for learning about astronomy. Links are provided to information describing stars, exploration of the night time sky, the solar system and the galaxy, planets around other stars, careers in astronomy and the work of astronomers, observatories on Earth and in space, images from space, and specific web resources for educators.

Liftoff Today - NASA Marshall Space Flight Center: provides current news and events related to space missions, including NASA and space station news; information on astronaut training and life in space; and a space history archive. So You'd Like to be a Rocket Scientist? provides an overview of the Space Shuttle and the International Space Station, planning for a mission, orbital mechanics, and communications.

Out of This World - The Golden Age of the Celestial Atlas - The Linda Hall Library: an electronic exhibit of 43 ancient star atlases and maps from 1482 to 1851, with biographical information. The exhibit includes Johann Bayer's Uranometria, Julius Schiller's Coelum Christianum, Johann Hevelius's Firmamentum, John Flamsteed's Atlas Coelestis, and Johann Bode's Uranographia.

Astronomy 200/210 - The King's University College: on-line astronomy lectures with good information and links to pictures and related information, however, it can be slow to load due to the graphics. Several lectures cover the events in the development of astronomical thought: Failure of Nerve, Monk, Master and Mystic, Eppur si Muove, Standing on the Great Divide: Galileo and Newton, and Truth is Sometimes Stranger Than We Can Imagine.

Astronomy Notes - N. Strobel, Bakersfield College: the "History and Philosophy of Western" Astronomy chapter examines the rise of modern science in Europe from the Greeks through Isaac Newton. Some of the notable people whose contributions are examined include Socrates, Plato, Aristotle, Copernicus, Brahe, Galileo, Kepler, and Descartes. The role of gravity in astronomy is also addressed. The "Extra-terrestial Life" chapter explores the possibility of life on other solar bodies and the Search for Extra-Terrestrial Intelligence.

History of Astronomy - National Radio Astronomy Observatory: contains links to information pertaining to ancient astronomical cosmology, Greek astronomy, Kepler's Laws (with an animation), the Edinburgh Royal Observatory, the Galileo Project, and other astronomy resources.

The Solar System - University of Tennessee - Knoxville: lecture notes address time and scale in the universe, the sky and the planets, precursors to modern astronomy, old astronomy, and the development of modern astronomy.

History of Astronomy - W. R. Dick: a database of links to web resources which provide information concerning the general history of astronomy, observatories, important people, astronomy archives and libraries, museums, research institutes, and astronomy publications. If you receive an "Error 404: Not found - file doesn't exist or is read protected" response, just try again later.

Galileo and Einstein - M. Fowler, University of Virginia: lecture notes for a course which examines the realization that physical objects obey physical laws, occupy space, and that space and time are related. Lecture topics include: measuring the solar system, the Greek use of mathematics to understand the stars, and Galileo and the telescope. The site can also be accessed through the Galileo and Einstein home page.

People in Astronomy - Los Alamos National Laboratory: provides an alphabetical listing of many past and present astronomers. The contributions of the individual to the science of astronomy are provided, and where appropriate, links to information related to the contribution is also provided.

4000 Years of Women in Science - University of Alabama: provides biographical information on some of the women who have made significant contributions to the discipline of science. The biographies are organized by field of study. The list does not include women who have lived in the 1900's.

The Astronaut Connection - Data Matrix, Inc.: provides information concerning the men and women who have made contributions to space exploration, a timeline of significant space exploration events, biographies of astronauts, an Astronaut of the Month feature, and opportunities to electronically exchange information with astronauts.

Space Educators' Handbook - NASA Johnson Space Center: the handbook provides information about NASA, space science, space history, and space technology. The handbook has to be downloaded as either a Hypercard 2.1 program on Apple Macintosh or as a Windows Toolbook 1.5 program for PC's. An address by which teachers can acquire the handbook on diskette is provided on this page, as is information concerning CD-ROM versions of the handbook.

Astronautics History - National Aeronautics and Space Administration: provides access to information pertaining to key documents in the history of space policy, information pertaining to NASA human spaceflight programs and major planetary and lunar probes, information describing NASA satellites and Earth observation projects, information describing communications satellite history, weather satellite information, information on Earth resources monitoring history, as well as access to the NASA history program.

National Air and Space Museum: images and a brief description of the aircraft, spacecraft, and space exhibits on display at the Museum. The Space Race is an on-line exhibit which examines the competition between the U. S. and the Soviet Union to establish their superiority in space. Images and text descriptions help tell the story. The exhibit has four main sections: Military Origins of the Space Race; Racing to the Moon; Secret Eyes in Space; and A Permanent Presence in Space.

A Field Guide to American Spacecraft - J. H. Gerard: provides information and images of Gemini spacecraft, Skylab, X-15, Apollo spacecraft, Mercury spacecraft, lunar modules, launch vehicles and all manned spacecraft.

History of Space Exploration Archive - NASA Kennedy Space Center: presents a historical archive with information on space exploration, rocket history, early astronauts, and manned missions.

Views of the Solar System - C. Hamilton, hosted by the Hawaiian Astronomical Society: the section devoted to the History of Space Exploration provides a space exploration chronology, a spacecraft missions summary (including U. S. missions, USSR missions, and European missions), educator guides, and links to spacecraft home pages for current and future spacecraft missions. People provides an alphabetical listing of many past and present astronomers. The contributions of the individual to the science of astronomy are provided, and where appropriate, links to information related to the contribution is also provided.

Windows to the Universe - University of Michigan: the Space Missions section covers space exploration, rockets, satellites, and the manned and unmanned space missions. The People section provides information on astronomers throughout the ages and astronauts. The Headline Universe section provides space science news, astrophysics news, planetary news, Earth news, and space station and shuttle news. Check out the QuickTime movies while you are here. The site uses graphics extensively.

Women of NASA - NASA Ames Research Center: provides biographies and words of encouragement from women who are employed by NASA. The intent of the sight is to encourage more young women to pursue careers in math, science, and technology.

Sky and Space Update - San Juan Capistrano Research Institute: the update provides information about the night sky and space facts. Also available is This Week In Space History Archive, which provides an archive of significant events that took place during a particular week. Subscription information is also provided.

This Month In the History of Astronomy - C. Wetherill, University of Colorado - Colorado Springs: provides discoveries and other significant events in the history of astronomy for each month of the year.

Aeronautics Learning Laboratory for Science Technology and Research - Florida International University: the site has three levels of difficulty addressing the history of aeronautics, aerospace education and careers, and the principle of aeronautics. Level two or three are most appropriate for high school needs; level three is under construction. The site is well illustrated and full utilization of the site will require the Shockwave plug-in and an audio plug-in.

Grade 8:

Course Description,

Outline & Web Resources

[Best viewed using MS Internet Explorer for Mac or for PC ]