Unit 6 Big Ideas

If you want to get a head start on preparing for the Unit 6 exam, try out this list of Big Ideas that you should be able to do or explain:

I can...

...tell you what sounds absolutely have to have in order to get from one place to the next.
...tell you about pitch--and how the frequency of a sound effects the pitch of the sound.
...explain what makes a microwave oven work.
...tell you about the electromagnetic spectrum.
...explain what electromagnetic waves are made of.
...list the seven general parts of the electromagnetic spectrum, in order, from longest wavelength to shortest wavelength and give an example or use of each.
...tell you what effect wavelength has on the frequency of an electromagnetic or sound wave.
...explain how wavelength is related to the amount of energy in an electromagnetic wave.
...tell you what is refraction of light and explain what causes refraction.
...list the colors that white light separates into when it refracts through a prism.
...list those colors in order from longest wavelength to shortest.
...tell what is reflecting off of objects that allows us to see them. HINT: THGIL spelled backwards.
...compare and contrast the similarities and differences of light and sound. (Including their speed, how they travel, type of wave, and how we perceive them.)

...remember that in order to test an idea it is a good idea to follow a format like:
Make a hypothesis: “IF I do _______________ , THEN I think _______________ will happen.”
Test the hypothesis: “I will change ____________ and record what happens. I will repeat it several times.”
Analyze the data: “I wrote down my observations in this chart and then made a graph.”
Make conclusions based on facts: “When I did _______ the measurement changed to ________, this proves/disproves my hypothesis as correct.”
You would always double check your measurement numbers (dependent variables) and keep all variables the same (controlled variables) except the one that you are testing (independent variables).

Unit 5 Notes

If you have been absent or just need to review, here are the notes from Unit 5:



Enjoy!

Midterm Study Guide

Hello Parents,

Your students began receiving the study guide (click here) earlier this week. We will be highlighting some specific things from the study guide in class.

It is NOT a study guide where they fill in the blanks and those questions wind up on the test....it IS a study guide where they can read about some of the things that might be tested.

The students will be selecting one topic from each unit that they definitely want on the Mid-Term....I tally the results and let them know what those topics will be. Then I select several topics from each unit that they definitely need to review (core concepts) for the Mid-Term. Finally, all the material from the study guides is fair game...but it won't all be on the test.

Students need to focus their preparation on two things: The topics that they choose from each unit, and the topics that I tell them specifically will be on the test.

Thanks, Mr. Finke

Be Careful of the differences between speed and acceleration graphs

Motion Graphs

Force Notes

Unit 3 Study Guide

Cell 225-572-7298

You should know the following:

1. Most Metals have high luster, are malleable, and conduct heat and electricity very well

2. The difference between Physical and Chemical changes. The difference between them is best determined by the evidence.

Evidence of Physical Change: The type of matter DOES NOT CHANGE but there might be Changes of state, change of shape, changes in density, volume, or mass(size), and sometimes changes in color.

Evidence of Chemical Change: The type of matter afterwards DOES CHANGE into something different and some evidence is the Formation of a gas, Formation of a Precipitate, sometimes a change in color, and always a Change in energy (endothermic= absorbs heat & feels cooler, exothermic= releases heat & feels warmer)

3. In a chemical equation REACTANTS react or combine or break apart to yield PRODUCTS which are a completely different material

4. Chemical equations must show the SAME number and kind of atoms on each side of the equation. The mass of each side must be the same

5. What factors (kinds) of things affect the rate of a chemical reaction:

A) Temperature: high temperature = faster reaction
lower temperature = slower reaction

B) Concentration: high concentration of reactants = faster reaction
low concentration = slower reaction

C) Surface Area: more surface area (like a powder) = faster reaction
less surface area (chunk) = slower reaction

D) Catalysts: speed up a reaction

E) Inhibitors: slow down a reaction

F) Pressure: higher pressure = faster reaction
lower pressure = slower reaction

Oh, and that experiment that we didn't do in class but

I described to you is here,

just click here.

Remember, the copper sulphate solution turns clear, the iron nail gets a copper coating and copper color, and the solution feels warm.

You'll be asked to list what evidence there is that a chemical change occurred and you'll need to explain what type of chemical reaction (endothermic or exothermic) happened.