What happens to the particles of a substance when it transitions from a liquid to a gas?

The particles gain energy and move farther apart.

The particles lose energy and become closer together.

The particles remain stationary.

Which of the following statements best describes a gas?

Particles in a gas are far apart and move freely in all directions.

Particles in a gas are fixed in a rigid structure.

Particles in a gas are close together and can flow.

Particles in a gas are tightly packed and vibrate in place.

What is one benefit of using scientific models in understanding matter?

They simplify complex systems to make them easier to understand.

They can replace experimental data completely.

They make predictions that are always correct.

They provide exact measurements of all properties.

How do advances in technology contribute to scientific research?

They enhance data collection and analysis capabilities.

They replace the need for experiments entirely.

They ensure that all scientific theories are always correct.

They limit collaboration between scientists.

What is the primary difference in the particle arrangement between solids, liquids, and gases?

Solids have closely packed particles, liquids have loosely packed particles that can flow, and gases have far apart particles that move freely.

Solids and liquids have the same particle arrangement but gases do not.

All states have particles that are tightly packed.

All states of matter have particles that are stationary.

What happens to the energy of particles when a solid melts into a liquid?

The energy of the particles increases as they move faster, allowing them to break free from their fixed positions.

The structure becomes more rigid and compact.

The energy of the particles decreases, causing them to slow down.

The particles become stationary and stop moving.

What best describes the movement of particles in a solid compared to a gas?

Particles in a solid vibrate in place, while particles in a gas move freely and rapidly in all directions.

Particles in a solid and gas both vibrate but at different speeds.

Particles in a solid are stationary, while particles in a gas are also stationary.

Particles in a solid move freely, while particles in a gas are tightly packed.

What is a limitation of using scientific models?

They may not account for all variables in a complex system.

They can replace real-world experiments.

They are universally accepted without question.

They always provide accurate predictions.

NEW-SC.8.P.8.1-1. Students will describe the motion of particles in solids, liquids, and/or gases. 2. Students will identify the molecular structure of a solid, liquid, and gas when given a picture. 3. Students distinguish the relationship between the motions of particles as a substance moves from a solid to a liquid to a gas and vice versa. 4. Students will identify the benefits and limitations of the use of scientific models. 5. Students will describe and/or analyze common methods and/or models used in different fields of study. 6. Students will identify the benefits and limitations of the use of scientific models. 7. Students will identify how technology is essential to science.

NEW-SC.8.P.8.5-1. Students will identify the difference between an element and a compound. 2. Students will describe how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things. 3. Students will identify the difference between homogeneous and heterogeneous mixtures. 4. Students will differentiate among pure substances, mixtures, and solutions. 5. Students will recognize that elements are grouped in the periodic table according to similarities of their properties. 6. Students will explain that atoms are the smallest unit of an element and are composed of subatomic particles; electrons, protons, neutrons. 7. Relate the scientific theory of atoms using models. 8. Students know the parts of an atom, their location, and their charge. 9. Students know all matter is composed of atoms. 10. Students will explain why theories may be modified but are rarely discarded

NEW-SC.8.P.8.8-• Students will identify common examples of acids, bases, and/or salts. • Students will compare, contrast, and/or classify the properties of compounds, including acids, bases and salts. • Students will understand the pH scale.

SC.8.P.9.2 • Students will differentiate between physical and chemical changes. • Students know the characteristics of physical (change in state of matter) and chemical changes. (i.e.: new odor, change in color, new substance, change in temperature) • Students will identify a change as physical, or chemical given evidence. • Students will explain that mass is conserved when substances undergo physical and chemical changes, according to the law of conservation of mass. • Students will summarize the Law of Conservation of mass, explaining that mass cannot be created or destroyed, only transferred. • Students will describe how temperature influences chemical changes. • Students will know thermal energy increases the movement of atoms/molecules. • Students will explain that scientific explanations are based on empirical evidence, logical reasoning, predictions, and modeling.

NEW-SC.8.N.1.1-1. Students will evaluate a scientific investigation using evidence of scientific thinking and/or problem solving. 2. Students will identify test variables (independent variables) and outcome variables (dependent variables) in a given scientific investigation. 3. Students will identify and/or analyze data to make predictions and/or defend conclusions. 4. Students will explain how hypotheses are valuable. 5. Students will compare methods and/or results obtained in a scientific investigation. 6. Students will explain that scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed. 7. Students will identify instances in the history of science in which scientific knowledge has changed as a result of new evidence.

AA-SC.7.N.2.1 (L) - Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.

AA-SC.6.N.2.2 (M) Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.

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New Directions Plus: p.56-61 Robinson Crusoe

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