Organization: Pearson Education
Product Name: Pearson Elevate Science Florida Edition Physical Science
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-8ef64267-9434-3405-807a-8a0da345f6db
Timestamp:  Tuesday, January 15, 2019 01:13 PM EST
Status:     VALID!
Conformant: true

-----    VALID!    -----
Resource Validation Results
The document is valid.

-----    VALID!    -----
Schema Location Results
Schema locations are valid.

-----    VALID!    -----
Schema Validation Results
The document is valid.

-----    VALID!    -----
Schematron Validation Results
The document is valid.

Curriculum Standards:

Recognize that pushing or pulling makes an object move (contact force). - 4AD345DA-39EE-11DE-B93E-D1379DFF4B22
Motion is a key characteristic of all matter that can be observed, described, and measured. - 4AC52EFA-39EE-11DE-B93E-D1379DFF4B22|FE562996-E351-11DC-B7D7-FB4A9DFF4B22
Recognize three states of matter, including solids, liquids, and gases. - 4B999866-39EE-11DE-B93E-D1379DFF4B22
Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. - 4B6B348A-39EE-11DE-B93E-D1379DFF4B22
Explain why theories may be modified but are rarely discarded. - FE7A40E2-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that common elements combine in different ways to make up all living and nonliving things. - 4B968298-39EE-11DE-B93E-D1379DFF4B22
Identify methods used in different areas of science, such as life science, earth and space science, and physical science. - 4B66ADAC-39EE-11DE-B93E-D1379DFF4B22
Light waves can travel through a vacuum and through matter. - 4AB56876-39EE-11DE-B93E-D1379DFF4B22|FE54E6EE-E351-11DC-B7D7-FB4A9DFF4B22
Waves involve a transfer of energy without a transfer of matter. - 4B132C36-39EE-11DE-B93E-D1379DFF4B22|FE6A6474-E351-11DC-B7D7-FB4A9DFF4B22
Observe and identify how temperature influences chemical changes. - 4BA6CB26-39EE-11DE-B93E-D1379DFF4B22
Select models useful in relating the results of their own investigations. - FE79F0E2-E351-11DC-B7D7-FB4A9DFF4B22
When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. - 4BA3AB3A-39EE-11DE-B93E-D1379DFF4B22|FE851C1A-E351-11DC-B7D7-FB4A9DFF4B22
Analyze the methods used to develop a scientific explanation as seen in different fields of science. - FE770954-E351-11DC-B7D7-FB4A9DFF4B22
Recognize examples of common elements, such as carbon or iron. - 4B9CB2C6-39EE-11DE-B93E-D1379DFF4B22
Identify that scientific theories can change. - 4B760EE6-39EE-11DE-B93E-D1379DFF4B22
Recognize that a hot object can make a cold object warm when they touch. - 4B1B253A-39EE-11DE-B93E-D1379DFF4B22
Separate a mixture into its parts. - 4BA12B9E-39EE-11DE-B93E-D1379DFF4B22
Water and sound waves transfer energy through a material. - 4B13C1DC-39EE-11DE-B93E-D1379DFF4B22|FE6AB5C8-E351-11DC-B7D7-FB4A9DFF4B22
Identify that matter is made of small particles called atoms. - 4B97D152-39EE-11DE-B93E-D1379DFF4B22
Water and sound waves transfer energy through a material. - 4AB43D0C-39EE-11DE-B93E-D1379DFF4B22|FE549630-E351-11DC-B7D7-FB4A9DFF4B22
Recognize a possible explanation (hypothesis) for a science problem. - 4B6889BA-39EE-11DE-B93E-D1379DFF4B22
Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. - 4B6D1F84-39EE-11DE-B93E-D1379DFF4B22|FE780944-E351-11DC-B7D7-FB4A9DFF4B22
Identify examples of gravitational and contact forces, such as falling objects or push and pull. - 4AD0DB74-39EE-11DE-B93E-D1379DFF4B22
Demonstrate and describe how forces can change the speed and direction of objects in motion. - 4AD17AFC-39EE-11DE-B93E-D1379DFF4B22
Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. - FE5912B4-E351-11DC-B7D7-FB4A9DFF4B22
Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. - FE58BD28-E351-11DC-B7D7-FB4A9DFF4B22
The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. - 4B14F7E6-39EE-11DE-B93E-D1379DFF4B22|FE6B682E-E351-11DC-B7D7-FB4A9DFF4B22
Observe and explain that light can be reflected, refracted, and/or absorbed. - FE69735C-E351-11DC-B7D7-FB4A9DFF4B22
Some forces act through physical contact, while others act at a distance. - 4ACDA7EC-39EE-11DE-B93E-D1379DFF4B22|FE581A80-E351-11DC-B7D7-FB4A9DFF4B22
Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. - FE7AE10A-E351-11DC-B7D7-FB4A9DFF4B22
Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. - FE76681E-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that light can be reflected or absorbed. - 4B0D3CEA-39EE-11DE-B93E-D1379DFF4B22
Associate a model with an activity used in the context of one's own study of science. - 4B77E716-39EE-11DE-B93E-D1379DFF4B22
Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. - 4B9B7938-39EE-11DE-B93E-D1379DFF4B22
Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. - 4B98735A-39EE-11DE-B93E-D1379DFF4B22
Recognize that light waves, sound waves, and other waves move at different speeds in different materials. - FE69C398-E351-11DC-B7D7-FB4A9DFF4B22
Identify that white (visible) light has many colors, such as when viewed with a prism. - 4B0C6B30-39EE-11DE-B93E-D1379DFF4B22
Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. - FE827E38-E351-11DC-B7D7-FB4A9DFF4B22
Recognize examples of the gaseous state of matter, such as steam or smoke. - 4B9E9E9C-39EE-11DE-B93E-D1379DFF4B22
Recognize a way science is used in the community. - 4B7CCE0C-39EE-11DE-B93E-D1379DFF4B22
Recognize examples of stored energy, such as in a roller coaster. - 4AC3931A-39EE-11DE-B93E-D1379DFF4B22
Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - 4B5E8BC2-39EE-11DE-B93E-D1379DFF4B22|FE75277E-E351-11DC-B7D7-FB4A9DFF4B22
Differentiate between physical changes and chemical changes. - FE85BC74-E351-11DC-B7D7-FB4A9DFF4B22
Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. - FE838238-E351-11DC-B7D7-FB4A9DFF4B22
Energy change is understood in terms of forces--pushes or pulls. - 4ACC9E38-39EE-11DE-B93E-D1379DFF4B22|FE57C940-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. - 4B180652-39EE-11DE-B93E-D1379DFF4B22
Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. - FE558874-E351-11DC-B7D7-FB4A9DFF4B22
Identify energy as stored (potential) or expressed in motion (kinetic). - 4AC31228-39EE-11DE-B93E-D1379DFF4B22
Discuss what characterizes science and its methods. - FE795088-E351-11DC-B7D7-FB4A9DFF4B22
Identify a possible explanation (hypothesis) for a science problem. - 4B661298-39EE-11DE-B93E-D1379DFF4B22
Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. - FE856C06-E351-11DC-B7D7-FB4A9DFF4B22
Energy is involved in all physical processes and is a unifying concept in many areas of science. - 4B0928EE-39EE-11DE-B93E-D1379DFF4B22|FE6880C8-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that objects fall unless supported by something. - 4AD3E8F0-39EE-11DE-B93E-D1379DFF4B22
Design and conduct a study using repeated trials and replication. - FE76183C-E351-11DC-B7D7-FB4A9DFF4B22
Matter can undergo a variety of changes. - 4BA26144-39EE-11DE-B93E-D1379DFF4B22|FE847B02-E351-11DC-B7D7-FB4A9DFF4B22
Compare the weight of different sized objects. - 4B9A396A-39EE-11DE-B93E-D1379DFF4B22
Investigate and describe the transformation of energy from one form to another. - FE6C1404-E351-11DC-B7D7-FB4A9DFF4B22
When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. - 4BA305B8-39EE-11DE-B93E-D1379DFF4B22|FE84CB84-E351-11DC-B7D7-FB4A9DFF4B22
Identify that scientific knowledge must be supported by evidence. - 4B7102DE-39EE-11DE-B93E-D1379DFF4B22
Recognize that speed describes how far an object travels in a given amount of time. - 4AC9131C-39EE-11DE-B93E-D1379DFF4B22
Recognize reflections of objects. - 4B114998-39EE-11DE-B93E-D1379DFF4B22
Recognize that science processes can be used to help people in the community and state make wise choices. - 4B7C332A-39EE-11DE-B93E-D1379DFF4B22
Identify that when heat is added or taken away, a temperature change occurs. - 4B17700C-39EE-11DE-B93E-D1379DFF4B22
Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. - 4B67EA14-39EE-11DE-B93E-D1379DFF4B22
Recognize an example of observable evidence related to science. - 4B72457C-39EE-11DE-B93E-D1379DFF4B22
Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. - FE586C10-E351-11DC-B7D7-FB4A9DFF4B22
Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. - 4B95DE06-39EE-11DE-B93E-D1379DFF4B22
Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). - FE8330F8-E351-11DC-B7D7-FB4A9DFF4B22
Identify ways that science processes can be used to make informed decisions in the community, state, and nation. - 4B7B98F2-39EE-11DE-B93E-D1379DFF4B22
Explain how political, social, and economic concerns can affect science, and vice versa. - FE7B3286-E351-11DC-B7D7-FB4A9DFF4B22
Observe and classify changes in matter as physical (reversible) or chemical (irreversible). - 4BA628F6-39EE-11DE-B93E-D1379DFF4B22
Recognize the heavier of two objects. - 4B9F4676-39EE-11DE-B93E-D1379DFF4B22
The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. - 4ABB3FDA-39EE-11DE-B93E-D1379DFF4B22|FE5537E8-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. - FE6BC0DA-E351-11DC-B7D7-FB4A9DFF4B22
Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. - FE76B8BE-E351-11DC-B7D7-FB4A9DFF4B22
Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. - 4B18A6D4-39EE-11DE-B93E-D1379DFF4B22
Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. - FE813D2A-E351-11DC-B7D7-FB4A9DFF4B22
Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. - 4B6E5B74-39EE-11DE-B93E-D1379DFF4B22|FE78AF52-E351-11DC-B7D7-FB4A9DFF4B22
Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. - 4B916FD8-39EE-11DE-B93E-D1379DFF4B22|FE80ECBC-E351-11DC-B7D7-FB4A9DFF4B22
The motion of objects can be changed by forces. - 4AC5B5AA-39EE-11DE-B93E-D1379DFF4B22|FE5679F0-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that elements are grouped in the periodic table according to similarities of their properties. - FE82CEC4-E351-11DC-B7D7-FB4A9DFF4B22
Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. - 4B9D4EFC-39EE-11DE-B93E-D1379DFF4B22
The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' - 4B5DEE38-39EE-11DE-B93E-D1379DFF4B22|FE74D706-E351-11DC-B7D7-FB4A9DFF4B22
Identify common elements, such as oxygen, iron, and carbon. - 4B973080-39EE-11DE-B93E-D1379DFF4B22
Match light and sound to their sources. - 4B11E9C0-39EE-11DE-B93E-D1379DFF4B22
Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. - 4B0EA882-39EE-11DE-B93E-D1379DFF4B22
Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. - 4B5F2D84-39EE-11DE-B93E-D1379DFF4B22|FE757878-E351-11DC-B7D7-FB4A9DFF4B22
Identify models used in the context of one's own study of science. - 4B756F22-39EE-11DE-B93E-D1379DFF4B22
Recognize science as a way to solve problems about the natural world. - 4B6BD5A2-39EE-11DE-B93E-D1379DFF4B22
Observe and recognize changes caused by heat on substances. - 4BA7F866-39EE-11DE-B93E-D1379DFF4B22
Recognize common acids as safe or harmful. - 4BA0863A-39EE-11DE-B93E-D1379DFF4B22
Recognize models used in the context of one's own study of science. - 4B76AAC2-39EE-11DE-B93E-D1379DFF4B22
All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. - 4B90D370-39EE-11DE-B93E-D1379DFF4B22|FE809D20-E351-11DC-B7D7-FB4A9DFF4B22
Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. - FE822E4C-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that scientific theories can change. - 4B774E64-39EE-11DE-B93E-D1379DFF4B22
Recognize that the weight of an object is related to the pull of gravity. - 4B949D2A-39EE-11DE-B93E-D1379DFF4B22
Distinguish between scientific and pseudoscientific ideas. - FE78FFCA-E351-11DC-B7D7-FB4A9DFF4B22
Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. - FE6CC3D6-E351-11DC-B7D7-FB4A9DFF4B22
Recognize the speed (fast or slow) of a moving object. - 4AD48A80-39EE-11DE-B93E-D1379DFF4B22
It takes energy to change the motion of objects. - 4ACB995C-39EE-11DE-B93E-D1379DFF4B22|FE576C98-E351-11DC-B7D7-FB4A9DFF4B22
Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - 4B5D52D4-39EE-11DE-B93E-D1379DFF4B22|FE748710-E351-11DC-B7D7-FB4A9DFF4B22
Identify that light and sound travel in wave patterns. - 4B0E0B3E-39EE-11DE-B93E-D1379DFF4B22
Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. - 4ACA1244-39EE-11DE-B93E-D1379DFF4B22
Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. - FE77599A-E351-11DC-B7D7-FB4A9DFF4B22
Light waves can travel through a vacuum and through matter. - 4B1455DE-39EE-11DE-B93E-D1379DFF4B22|FE6B08FC-E351-11DC-B7D7-FB4A9DFF4B22
Observe and compare the density of various materials. - 4B953A5A-39EE-11DE-B93E-D1379DFF4B22
Identify that heat rises. - 4B1A8DAA-39EE-11DE-B93E-D1379DFF4B22
Identify that speed describes the distance and time in which an object is moving, such as miles per hour. - 4AC88D16-39EE-11DE-B93E-D1379DFF4B22
Recognize that light can be reflected. - 4B0F490E-39EE-11DE-B93E-D1379DFF4B22
Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. - FE818DA2-E351-11DC-B7D7-FB4A9DFF4B22
Scientific knowledge is durable and robust, but open to change. - 4B6DBF0C-39EE-11DE-B93E-D1379DFF4B22|FE785A48-E351-11DC-B7D7-FB4A9DFF4B22
Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. - FE75C882-E351-11DC-B7D7-FB4A9DFF4B22
Explore and describe the densities of various materials through measurement of their masses and volumes. - FE81DE6A-E351-11DC-B7D7-FB4A9DFF4B22
Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. - 4B658F9E-39EE-11DE-B93E-D1379DFF4B22
Recognize that electrical devices need energy to work. - 4B1BB84C-39EE-11DE-B93E-D1379DFF4B22
Identify common materials as pure substances or mixtures. - 4B98FFDC-39EE-11DE-B93E-D1379DFF4B22
Distinguish among mixtures (including solutions) and pure substances. - FE83D454-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that heat influences changes (chemical) in matter, such as cooking. - 4BA9335C-39EE-11DE-B93E-D1379DFF4B22
Recognize that energy can change forms, such as electricity produces light and heat in a lamp. - 4B19EBC0-39EE-11DE-B93E-D1379DFF4B22
Recognize that parts of matter can be separated in tiny particles. - 4B9C138E-39EE-11DE-B93E-D1379DFF4B22
Energy exists in many forms and has the ability to do work or cause a change. - 4B09CBE6-39EE-11DE-B93E-D1379DFF4B22|FE68D276-E351-11DC-B7D7-FB4A9DFF4B22
Recognize what happens to the temperature when heat is added. - 4B194544-39EE-11DE-B93E-D1379DFF4B22
Investigate and describe how temperature influences chemical changes. - FE860DA0-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that force can change the speed and direction of an object in motion. - 4AD2AB48-39EE-11DE-B93E-D1379DFF4B22
Observe and recognize a cause-effect relationship related to a science topic. - 4B788856-39EE-11DE-B93E-D1379DFF4B22
Recognize that sound and light travel. - 4B0FFB60-39EE-11DE-B93E-D1379DFF4B22
Recognize that smaller objects can weigh more than bigger objects because of density. - 4B9ADC26-39EE-11DE-B93E-D1379DFF4B22
Recognize examples of evidence that supports scientific knowledge. - 4B71A5C2-39EE-11DE-B93E-D1379DFF4B22
Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. - 4B69E918-39EE-11DE-B93E-D1379DFF4B22
Recognize primary colors of a rainbow. - 4B10A8D0-39EE-11DE-B93E-D1379DFF4B22
Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). - 4B9FE680-39EE-11DE-B93E-D1379DFF4B22
Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. - FE6922A8-E351-11DC-B7D7-FB4A9DFF4B22
Recognize examples of pure substances and mixtures. - 4B9DF21C-39EE-11DE-B93E-D1379DFF4B22
Compare properties of solids, liquids, and gases. - 4B9402AC-39EE-11DE-B93E-D1379DFF4B22
Recognize an example of a physical change, such as ice changing to water. - 4BA897BC-39EE-11DE-B93E-D1379DFF4B22
Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. - 4BA76112-39EE-11DE-B93E-D1379DFF4B22
Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. - FE6C647C-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. - 4B6A969C-39EE-11DE-B93E-D1379DFF4B22
Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. - FE56CBDA-E351-11DC-B7D7-FB4A9DFF4B22
Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. - 4AD212C8-39EE-11DE-B93E-D1379DFF4B22
Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. - 4B674D84-39EE-11DE-B93E-D1379DFF4B22
Waves involve a transfer of energy without a transfer of matter. - 4AB33786-39EE-11DE-B93E-D1379DFF4B22|FE5445A4-E351-11DC-B7D7-FB4A9DFF4B22
Distinguish between objects in motion (kinetic energy) and at rest. - 4AC415BA-39EE-11DE-B93E-D1379DFF4B22


List of all Files Validated:

imsmanifest.xml
I_001a2d50-1771-3884-88e1-45c727e78b12_R/BasicLTI.xml
I_0021e339-50ba-3336-80a9-c65e86d7d692_R/BasicLTI.xml
I_00247037-e778-3bd9-8916-db73e4cc7ffc_1_R/BasicLTI.xml
I_00247037-e778-3bd9-8916-db73e4cc7ffc_3_R/BasicLTI.xml
I_007404e1-15be-3503-a1b6-6dc76c11b29b_1_R/BasicLTI.xml
I_00ca2ebb-fb5b-32bb-b0cd-1d740dde110d_1_R/BasicLTI.xml
I_00ddf694-0cb7-3001-8f46-f48f660c985f_1_R/BasicLTI.xml
I_00ddf694-0cb7-3001-8f46-f48f660c985f_3_R/BasicLTI.xml
I_011fca76-fda5-3d1b-91db-66669e7fc864_1_R/BasicLTI.xml
I_01321a14-8c45-3e1a-9ed1-25934c8f62d9_1_R/BasicLTI.xml
I_0195cb76-38c6-34c8-b89f-1367cf1b8311_1_R/BasicLTI.xml
I_01b2dec9-79d3-3c42-ae40-9826f2c91b62_1_R/BasicLTI.xml
I_020626a1-eaeb-36ed-bf1c-8a132198f86d_1_R/BasicLTI.xml
I_020f63f4-20fd-35f4-a1f5-a79d79136b4f_1_R/BasicLTI.xml
I_02585d5f-c1b1-3fdc-a98d-62506a59c86d_1_R/BasicLTI.xml
I_02585d5f-c1b1-3fdc-a98d-62506a59c86d_R/BasicLTI.xml
I_02879843-5b25-3e33-ac4c-76520301ccb1_1_R/BasicLTI.xml
I_02a1b2d8-cad4-37c7-b37d-7901f3eceba2_R/BasicLTI.xml
I_02c5da95-5021-3bac-9b59-2d0055b62a31_R/BasicLTI.xml
I_02d17766-eb0c-368e-9d93-73ba0cd23e3a_1_R/BasicLTI.xml
I_02dcf367-264f-37cd-9420-8219bcc0ec42_1_R/BasicLTI.xml
I_03041c03-6520-3e0c-95da-dce1a525bb58_1_R/BasicLTI.xml
I_032fcbdd-5760-3c1a-9e59-16188a25e9f9_1_R/BasicLTI.xml
I_03566486-d398-3e8d-ab92-aec2c9a2a018_R/BasicLTI.xml
I_035b0de9-6bc5-3215-a741-e83d9b902c5b_R/BasicLTI.xml
I_036b8cb2-73e4-3a54-b4dc-95ec1025d329_1_R/BasicLTI.xml
I_03f4dc6f-04f3-338f-a294-326f5668f4a0_1_R/BasicLTI.xml
I_03f4dc6f-04f3-338f-a294-326f5668f4a0_3_R/BasicLTI.xml
I_04094987-904c-3f19-86b2-19d628c90775_R/BasicLTI.xml
I_040ce59e-1d4b-31e3-ad3e-fb2aa49dbdef_1_R/BasicLTI.xml
I_04370124-ff4a-377d-8c6f-3e3802984c9a_1_R/BasicLTI.xml
I_04370124-ff4a-377d-8c6f-3e3802984c9a_R/BasicLTI.xml
I_043c9f65-a103-335d-a09c-ca7224f40c11_1_R/BasicLTI.xml
I_043c9f65-a103-335d-a09c-ca7224f40c11_R/BasicLTI.xml
I_0469304b-8497-3fe1-bdb2-ce6fc6c0ea98_1_R/BasicLTI.xml
I_04a28c57-5238-3d47-bdf2-e547425007fd_R/BasicLTI.xml
I_057933ab-679d-3cb6-8ce0-9152fd3b9c21_R/BasicLTI.xml
I_0587bb67-10fd-34a6-af56-9b622cce16ef_1_R/BasicLTI.xml
I_05b02e03-f21d-321f-aa3d-273d70f5cdbe_R/BasicLTI.xml
I_05fb11b8-575c-3293-b8d6-31db635fd155_1_R/BasicLTI.xml
I_068751e8-16c9-3470-999b-edddfa87fd4a_1_R/BasicLTI.xml
I_06a09d6c-0342-3a15-b79c-34fdb9ad69df_1_R/BasicLTI.xml
I_06a3850d-a3b0-33cf-9edc-dfe356414b04_1_R/BasicLTI.xml
I_06fa2271-9666-32c1-9006-d6d826fbda1a_1_R/BasicLTI.xml
I_074a0850-0fe8-3440-8f66-65fb4dc634ba_1_R/BasicLTI.xml
I_074b064a-066a-3dae-9492-4e11073bdf83_R/BasicLTI.xml
I_07ae5107-8752-3f4d-8c32-24f3323963b9_1_R/BasicLTI.xml
I_07b458df-58fd-39db-b2c5-d82f19bdb34d_1_R/BasicLTI.xml
I_07f0425b-5362-320e-9b58-ff7c6253d18a_R/BasicLTI.xml
I_07f58dff-5c36-3e1c-85b9-9e27f477e256_1_R/BasicLTI.xml
I_0804b1fd-fbf2-3501-9afc-49fda1381ec8_1_R/BasicLTI.xml
I_091714c2-095e-39cb-b675-aa6f10e1b47a_1_R/BasicLTI.xml
I_094ce9ba-8d8e-3032-bd09-87c78f769816_R/BasicLTI.xml
I_09699fab-b804-383d-a1cf-733ba24553f6_1_R/BasicLTI.xml
I_099bd6c5-10e7-35de-b659-786eea41d11e_1_R/BasicLTI.xml
I_099d60a0-c0bc-3dbd-8262-a67e7bc37c7a_R/BasicLTI.xml
I_09e97bee-1899-324b-ad7d-a07034273efe_1_R/BasicLTI.xml
I_09f37e88-212b-3fee-8588-a70e0ef34dcd_R/BasicLTI.xml
I_09f441bd-c129-3e1d-b272-61b0e28879ed_1_R/BasicLTI.xml
I_0a4e69ae-a48a-32ee-988b-5622f7b3262d_1_R/BasicLTI.xml
I_0a98dbf6-96fd-3198-8a6f-adfaa17c11f8_1_R/BasicLTI.xml
I_0acf2472-cd71-366f-b5c9-3fc51af6cbbe_1_R/BasicLTI.xml
I_0acf2472-cd71-366f-b5c9-3fc51af6cbbe_R/BasicLTI.xml
I_0b25f67a-6bcc-3c7c-a2a9-f17682404e8e_R/BasicLTI.xml
I_0b27636d-c0b4-3660-b149-78660ba67fea_R/BasicLTI.xml
I_0b3c096c-92d5-30de-9003-57d249b18096_1_R/BasicLTI.xml
I_0b5905c8-30cd-3d3c-8473-cdb5bd81efbd_1_R/BasicLTI.xml
I_0bbdcf5c-96ef-36b6-a217-ff0a39ea8f4e_R/BasicLTI.xml
I_0bc7d250-2e07-3d04-99d2-3c03f53b4fc0_1_R/BasicLTI.xml
I_0bf704db-12b4-321e-8ab1-2e0745165a4e_1_R/BasicLTI.xml
I_0bf9cdf5-b7ad-3e91-89d3-1b094e245861_R/BasicLTI.xml
I_0c3620c3-34da-37a4-a458-df81d150b896_R/BasicLTI.xml
I_0cabcf7e-dec0-3ab2-9d26-ca11f8e0020f_1_R/BasicLTI.xml
I_0cabcf7e-dec0-3ab2-9d26-ca11f8e0020f_R/BasicLTI.xml
I_0d727462-16f4-3ffd-8141-5aa0fba5e775_R/BasicLTI.xml
I_0d7f4c1a-783f-3581-af29-37eec221c5e7_1_R/BasicLTI.xml
I_0d84f4d8-ab2e-360b-acd9-31917d0d5ef1_1_R/BasicLTI.xml
I_0dad2529-93bb-3bd7-97d9-edb825a99777_1_R/BasicLTI.xml
I_0ddb8fe4-db14-36d1-9978-dbdd3e0ee001_1_R/BasicLTI.xml
I_0ddb8fe4-db14-36d1-9978-dbdd3e0ee001_R/BasicLTI.xml
I_0ddec0ee-792d-3861-9f3a-fa08d01a393b_1_R/BasicLTI.xml
I_0de65f04-9d9a-3cba-87b9-c240b2fa29ff_1_R/BasicLTI.xml
I_0de956d7-d4b6-39c3-a8b3-34140d488e0c_1_R/BasicLTI.xml
I_0e32a260-7622-31a4-9c2a-46e1770c083b_R/BasicLTI.xml
I_0e3cfdbf-333d-3191-bea1-6a22794b368a_1_R/BasicLTI.xml
I_0e4d8f4c-0ec5-32a6-9005-a952acec05b7_R/BasicLTI.xml
I_0e4f0498-558d-39c0-9bb4-230867cffb18_1_R/BasicLTI.xml
I_0e5f6dcd-aede-3f6a-9437-960ab8dca07e_1_R/BasicLTI.xml
I_0e8c4fa2-d233-3d56-ab20-9a376a8f82a6_1_R/BasicLTI.xml
I_0f0bce27-81e5-3e38-b89f-16540caff8f0_R/BasicLTI.xml
I_0f69f426-7f3a-3f97-94eb-5a2bca81e360_1_R/BasicLTI.xml
I_0f69f426-7f3a-3f97-94eb-5a2bca81e360_3_R/BasicLTI.xml
I_0fde94c5-7461-3756-bbf0-d586dd3ea9a1_1_R/BasicLTI.xml
I_1081ef66-e3ad-3f08-a4eb-20cac6411d0e_1_R/BasicLTI.xml
I_10d90a48-ef67-38a6-ac22-9dfd6df7d6b0_R/BasicLTI.xml
I_10e39260-d2fe-3b8a-9b36-e2fe4cbf4635_1_R/BasicLTI.xml
I_116bac5d-45b0-3c50-8b0e-bb2a49d3816a_1_R/BasicLTI.xml
I_11715726-de09-3da0-a8aa-5b982d6f7be2_1_R/BasicLTI.xml
I_11715726-de09-3da0-a8aa-5b982d6f7be2_3_R/BasicLTI.xml
I_1176a627-b8eb-3016-bff3-5f0028f4aac8_R/BasicLTI.xml
I_1193515a-7c06-3271-83b2-7e0c11b41bc2_1_R/BasicLTI.xml
I_11f8846f-62cd-3593-a708-9de91064b906_1_R/BasicLTI.xml
I_11f8846f-62cd-3593-a708-9de91064b906_3_R/BasicLTI.xml
I_11fae565-ec25-30d5-9159-cf5ef61d3797_1_R/BasicLTI.xml
I_11fbe70f-acf0-3ebd-b256-cccc27d99835_1_R/BasicLTI.xml
I_1235da32-0ca1-34b9-b34d-79a3476e829d_1_R/BasicLTI.xml
I_1235da32-0ca1-34b9-b34d-79a3476e829d_3_R/BasicLTI.xml
I_124e63f2-c2b2-3c23-b8de-77847b331065_1_R/BasicLTI.xml
I_1273128b-8c28-3a5a-95ef-7a03582cbc1b_R/BasicLTI.xml
I_129f2728-218a-3e80-bbd0-0002b25a75a5_R/BasicLTI.xml
I_12bfa9ed-7e15-3881-bd80-5a4f6840a783_R/BasicLTI.xml
I_12eb8d67-d729-357c-bf4e-ccbcd39d151d_1_R/BasicLTI.xml
I_1304fe0b-59a9-39f0-8a6a-e54fb949c2c4_1_R/BasicLTI.xml
I_136b8359-fea9-3997-8c1d-dbb069fcafb5_1_R/BasicLTI.xml
I_137476b6-adc6-31eb-bbe8-951d685f2d2b_1_R/BasicLTI.xml
I_140ee9d8-5672-3846-93dc-dc6df93750b3_1_R/BasicLTI.xml
I_14279e0d-3dc3-3a41-b02e-321411955009_R/BasicLTI.xml
I_14add5d9-ad79-37a7-b501-d0ba72c13b6b_R/BasicLTI.xml
I_14bd899a-252a-3325-ae3d-e38fc0f5b91a_1_R/BasicLTI.xml
I_14d15a52-0ea3-3e2f-ae66-a1343f374de1_R/BasicLTI.xml
I_14db1d08-442e-3dfe-8ff2-b26212aad408_1_R/BasicLTI.xml
I_14db1d08-442e-3dfe-8ff2-b26212aad408_3_R/BasicLTI.xml
I_157e2771-2807-3aa2-9cf9-0a3458d5f88c_R/BasicLTI.xml
I_158ae7c9-766a-3632-a3f6-fec88428853f_1_R/BasicLTI.xml
I_158f2388-f4c2-38ce-8bf9-6f9978ef9fa0_1_R/BasicLTI.xml
I_15b71db2-1dda-311a-a672-d80dad09b2ac_1_R/BasicLTI.xml
I_15b71db2-1dda-311a-a672-d80dad09b2ac_R/BasicLTI.xml
I_15d0e3a1-6fbf-3789-840b-4afbe2771d89_R/BasicLTI.xml
I_15de2a4e-ea24-390d-96f5-b9408939a3b9_R/BasicLTI.xml
I_15e2209b-2e2e-3768-8724-fc515117c263_1_R/BasicLTI.xml
I_1686f6f7-e08d-339a-baf2-486e618dd1a3_1_R/BasicLTI.xml
I_16d99cc0-7102-3d6d-8900-d83a91f44297_1_R/BasicLTI.xml
I_16ee3dff-71a1-333f-9de9-19afa1e44612_1_R/BasicLTI.xml
I_17401dce-03cb-30f1-b63d-4ad751df8eff_1_R/BasicLTI.xml
I_175bda93-3602-3a8b-91fc-d6b4c6b56690_1_R/BasicLTI.xml
I_1780142b-0a95-3d58-8b4e-9947969053b4_1_R/BasicLTI.xml
I_17931fdc-27f2-3fad-925b-6bd9239173c7_1_R/BasicLTI.xml
I_17a686c5-5aaf-3a7a-98d1-c5db30691d43_1_R/BasicLTI.xml
I_17a686c5-5aaf-3a7a-98d1-c5db30691d43_R/BasicLTI.xml
I_17f5dc2a-4e12-3300-bfcd-656ef5cda785_R/BasicLTI.xml
I_182d33ec-c3a7-3f74-afe9-6bb91c5711e8_1_R/BasicLTI.xml
I_182d33ec-c3a7-3f74-afe9-6bb91c5711e8_3_R/BasicLTI.xml
I_186fab42-8174-3c91-b734-a736617d336e_1_R/BasicLTI.xml
I_186fab42-8174-3c91-b734-a736617d336e_R/BasicLTI.xml
I_187b715b-3723-3f9f-b6b5-5b83d4f31e77_1_R/BasicLTI.xml
I_187b715b-3723-3f9f-b6b5-5b83d4f31e77_3_R/BasicLTI.xml
I_18af71b3-b347-3b70-945d-2f58897eadac_R/BasicLTI.xml
I_18ec528c-e586-3df4-98dd-f24661cbb85f_1_R/BasicLTI.xml
I_190383f7-b5a5-3416-a458-227b207e1b94_1_R/BasicLTI.xml
I_19259f44-4436-3ab2-9ba8-ec5960bf1507_R/BasicLTI.xml
I_195d3e6c-d5e2-3633-bc63-6c02d212b495_1_R/BasicLTI.xml
I_1985aad7-8f8c-31f1-bbbb-b0efae0df892_R/BasicLTI.xml
I_19cf3c08-bd29-3faa-9808-46755040e4d6_1_R/BasicLTI.xml
I_1a206b14-79b1-3f12-a999-9d062c252bda_R/BasicLTI.xml
I_1a3677d4-e960-3bf3-8372-aeafa8ebdd44_1_R/BasicLTI.xml
I_1a3677d4-e960-3bf3-8372-aeafa8ebdd44_3_R/BasicLTI.xml
I_1a40e179-6de6-30aa-8b2d-260a25a01944_1_R/BasicLTI.xml
I_1a7480fe-5f0e-3cd9-a120-a71567ea776b_R/BasicLTI.xml
I_1acf245a-5d80-373d-b094-8e14679078d2_1_R/BasicLTI.xml
I_1acf245a-5d80-373d-b094-8e14679078d2_R/BasicLTI.xml
I_1ad9fd9b-e70a-3787-9667-887518ab6a55_1_R/BasicLTI.xml
I_1ad9fd9b-e70a-3787-9667-887518ab6a55_3_R/BasicLTI.xml
I_1bbd20b1-bb3e-3da4-bd11-7a562514d76d_R/BasicLTI.xml
I_1bc156e3-cbad-3ff2-993e-78636a2371cc_1_R/BasicLTI.xml
I_1bea8b56-38aa-3dee-9929-40c376a67240_1_R/BasicLTI.xml
I_1d20c325-01c7-3c41-81a1-c68944aa429a_1_R/BasicLTI.xml
I_1d4bb4c4-f6a3-3565-bda5-ee1961edb12f_1_R/BasicLTI.xml
I_1db64f1b-0579-3699-a093-bcfc324b4c34_1_R/BasicLTI.xml
I_1e37d755-f0c2-3fd8-9089-a93220cd8c76_1_R/BasicLTI.xml
I_1e37d755-f0c2-3fd8-9089-a93220cd8c76_R/BasicLTI.xml
I_1e683e0c-8a4f-39e0-a4b4-7e4c0d404781_R/BasicLTI.xml
I_1e9098b4-b0d3-3150-8a92-379ec154eb18_1_R/BasicLTI.xml
I_1e9098b4-b0d3-3150-8a92-379ec154eb18_3_R/BasicLTI.xml
I_1e99deb7-2e9c-3a7d-9ec9-4fd5f9e9b53f_1_R/BasicLTI.xml
I_1eba9c49-8071-32c1-ab0b-630c4e6ac841_1_R/BasicLTI.xml
I_1eccede8-1875-314b-baba-617a05675f56_1_R/BasicLTI.xml
I_1eefe967-9a3b-3b64-b732-48b747c5220a_1_R/BasicLTI.xml
I_1eefe967-9a3b-3b64-b732-48b747c5220a_R/BasicLTI.xml
I_1efaabbd-dfee-37a8-800c-765a5de54782_1_R/BasicLTI.xml
I_1efaabbd-dfee-37a8-800c-765a5de54782_R/BasicLTI.xml
I_1fa2d32f-1e2b-39be-ad87-466c1143a2e5_1_R/BasicLTI.xml
I_1fbe24d1-18ea-3fca-a9fe-fbbbfe753faa_1_R/BasicLTI.xml
I_201c36be-a7d4-3175-adae-4e35450e9fce_1_R/BasicLTI.xml
I_20361996-ed9f-3901-9c0c-50e3ec9a156d_1_R/BasicLTI.xml
I_20ce2573-7000-34df-9868-bb5355ae63a2_1_R/BasicLTI.xml
I_20ce2573-7000-34df-9868-bb5355ae63a2_R/BasicLTI.xml
I_20d2241d-c90d-33f7-9814-855eb6b2325b_1_R/BasicLTI.xml
I_21a6c0dc-37c0-3298-8a91-b4c0a22dab1c_1_R/BasicLTI.xml
I_21bf573a-45f8-3f07-be69-a35e12aef67b_R/BasicLTI.xml
I_2235636a-5ccc-304c-9dec-99c644bee0cb_1_R/BasicLTI.xml
I_22a84113-36aa-38d1-a262-002967f27343_1_R/BasicLTI.xml
I_22a84113-36aa-38d1-a262-002967f27343_R/BasicLTI.xml
I_23593287-6c47-385e-a59f-6cf42a6b9d77_1_R/BasicLTI.xml
I_238c4c55-b00d-3ba1-9fad-7e88397b8fb8_1_R/BasicLTI.xml
I_23c4bfd6-7b29-3fbb-b275-683f4fefdae3_1_R/BasicLTI.xml
I_23e11c67-5880-3ed5-8f65-da28c315fe0a_1_R/BasicLTI.xml
I_2438dcdb-9a16-33c4-8880-b361371d3684_1_R/BasicLTI.xml
I_2438dcdb-9a16-33c4-8880-b361371d3684_3_R/BasicLTI.xml
I_2451da82-1932-3134-add8-8781d690a9de_1_R/BasicLTI.xml
I_2461e354-8a8e-330e-b697-04305a978239_R/BasicLTI.xml
I_24f33591-ebe1-395e-88ef-aef0df763e2c_R/BasicLTI.xml
I_25673d48-b010-3d18-b0ff-af9dc2b28f0d_1_R/BasicLTI.xml
I_25aa2fce-de55-3ecf-8a48-c4514742c1a2_R/BasicLTI.xml
I_25ec586c-49eb-32c0-8a4d-a3f9ccc4be2f_1_R/BasicLTI.xml
I_25ec586c-49eb-32c0-8a4d-a3f9ccc4be2f_3_R/BasicLTI.xml
I_26220b2e-3731-33c1-90fd-91331c320a74_1_R/BasicLTI.xml
I_2637a765-7840-3062-931e-2c06165f26c0_1_R/BasicLTI.xml
I_26d24267-e406-3db9-aa26-0ec36a331aaf_1_R/BasicLTI.xml
I_26d2592f-ec89-34eb-bcac-5cef9f27ff28_1_R/BasicLTI.xml
I_26d96377-8ba0-3611-b3dd-09e940869b32_1_R/BasicLTI.xml
I_273040ff-6d18-3961-882d-7d3b664753fe_1_R/BasicLTI.xml
I_273d36e0-89c5-3ee6-ab32-21ad55ceb87b_1_R/BasicLTI.xml
I_27498cb3-97e0-3ccc-8106-e38a1d84ea41_1_R/BasicLTI.xml
I_27815c53-6fd0-3785-9ff4-f122eff2e850_1_R/BasicLTI.xml
I_27815c53-6fd0-3785-9ff4-f122eff2e850_R/BasicLTI.xml
I_27a80abb-bcb1-3ccf-affc-f3ee9dbb4d19_1_R/BasicLTI.xml
I_27a80abb-bcb1-3ccf-affc-f3ee9dbb4d19_3_R/BasicLTI.xml
I_27da684d-cc4a-3143-85af-89dc673de8e0_1_R/BasicLTI.xml
I_27da684d-cc4a-3143-85af-89dc673de8e0_3_R/BasicLTI.xml
I_28084b38-76e7-3cc9-9668-31b7f2251d0a_1_R/BasicLTI.xml
I_280e747e-ef55-3117-b3cb-e7724c2906e0_1_R/BasicLTI.xml
I_289e88b0-5f0f-3f32-8cde-b301db4a9742_1_R/BasicLTI.xml
I_290f36fd-7a45-3adf-b84a-d0fa6dd9ff9a_1_R/BasicLTI.xml
I_290f36fd-7a45-3adf-b84a-d0fa6dd9ff9a_R/BasicLTI.xml
I_29538488-9e07-3bd7-b19b-c34c2084b71b_R/BasicLTI.xml
I_295dfc34-6741-3add-9ce2-c05e42461fe6_1_R/BasicLTI.xml
I_29c79112-5bc6-352a-b5f9-ee8607154346_R/BasicLTI.xml
I_29d83665-e589-3e39-b881-b41a5172d72e_1_R/BasicLTI.xml
I_2a0cccaa-d4d5-3baa-a2f6-aa0030cd9bcd_1_R/BasicLTI.xml
I_2a0cccaa-d4d5-3baa-a2f6-aa0030cd9bcd_3_R/BasicLTI.xml
I_2a114fa8-fb33-3864-9680-3e686091e6fe_1_R/BasicLTI.xml
I_2a142fec-a016-3949-9021-995e7b2ee67c_1_R/BasicLTI.xml
I_2a16d996-036c-3d78-ab6c-62a88f6fa882_1_R/BasicLTI.xml
I_2a22fb61-60cc-3b3f-a836-e13fb4e9d6a9_1_R/BasicLTI.xml
I_2a7d50ec-22c6-3b4f-9805-cfa6ebc37f3e_R/BasicLTI.xml
I_2ae6e52b-21f1-3362-b730-084ea4214c54_1_R/BasicLTI.xml
I_2ae6e52b-21f1-3362-b730-084ea4214c54_R/BasicLTI.xml
I_2b2347cc-c8d1-3f4d-bf27-db1a4e81edac_1_R/BasicLTI.xml
I_2b5090a0-b999-3467-be6a-917d89d7b914_1_R/BasicLTI.xml
I_2b727f45-b5d0-37dc-9d8b-90f2254be466_1_R/BasicLTI.xml
I_2b965616-5ba9-35a8-a96f-8ebd8f79b721_R/BasicLTI.xml
I_2ba0c3be-c191-330c-80c1-5494fb2abcb6_1_R/BasicLTI.xml
I_2ba73064-115c-34d1-8cdb-813a4bd79c40_1_R/BasicLTI.xml
I_2be7c6a3-beae-373f-83c2-658dd0254604_1_R/BasicLTI.xml
I_2bfc7c7a-3588-325c-bb07-9788a830be44_R/BasicLTI.xml
I_2c110bbe-1b96-3367-88f5-050993d3ebe0_1_R/BasicLTI.xml
I_2c110bbe-1b96-3367-88f5-050993d3ebe0_R/BasicLTI.xml
I_2c630b57-5b3e-3117-a3f6-eb3d0bfcfec0_1_R/BasicLTI.xml
I_2c630b57-5b3e-3117-a3f6-eb3d0bfcfec0_3_R/BasicLTI.xml
I_2ca3be63-88de-3e46-b5fe-d4e645e84fa2_1_R/BasicLTI.xml
I_2d05b60b-57e5-3645-a759-d92f7548105e_R/BasicLTI.xml
I_2d71384c-3691-32c3-8879-e95bf0c17451_1_R/BasicLTI.xml
I_2d80d407-84f5-346b-8854-d0e9413e2c3c_1_R/BasicLTI.xml
I_2d8f27a9-03e0-387e-aedb-6a8ec0d9dc26_1_R/BasicLTI.xml
I_2dc19f5a-25cb-3b7a-bf56-0394bbb565a3_1_R/BasicLTI.xml
I_2e88c563-5b7e-3b4a-93dd-1248167a8e59_1_R/BasicLTI.xml
I_2e88c563-5b7e-3b4a-93dd-1248167a8e59_R/BasicLTI.xml
I_2e9fc3cf-a54e-3a4c-9c53-34017b4ee0a0_1_R/BasicLTI.xml
I_2e9fc3cf-a54e-3a4c-9c53-34017b4ee0a0_R/BasicLTI.xml
I_2edfa63d-5a6e-3b30-a4be-139d053b6f60_1_R/BasicLTI.xml
I_2f3fe852-c29c-3a49-945a-90aa7a5438d8_1_R/BasicLTI.xml
I_2f633ab4-c7b9-30ef-9543-953ae31e5d13_R/BasicLTI.xml
I_2f8d0eda-19e1-3b7e-b8bd-215c9e3c95ed_1_R/BasicLTI.xml
I_2fbb53ff-085b-32d8-81b6-8298e60a8e93_1_R/BasicLTI.xml
I_2ff66e32-239a-3e6a-aa75-102af1d5f13b_1_R/BasicLTI.xml
I_304851d7-f1ba-3e46-a36c-41242889e8a7_1_R/BasicLTI.xml
I_304aa9ec-14a7-3195-9e91-30291f9b7d7d_1_R/BasicLTI.xml
I_306d105a-9dde-315b-a6ce-20032ac1b9fa_R/BasicLTI.xml
I_3074f6d7-0c6b-3c3c-ace5-1699583e491e_1_R/BasicLTI.xml
I_30aa8a19-c744-317f-98e3-b82335473a4c_R/BasicLTI.xml
I_30ec191e-5bf8-3b12-b4bf-7e1d54b07288_1_R/BasicLTI.xml
I_30ec191e-5bf8-3b12-b4bf-7e1d54b07288_3_R/BasicLTI.xml
I_31491862-1701-3397-89fe-4111b4b5aadb_R/BasicLTI.xml
I_316157bd-c916-332c-ab13-59c1f002098f_1_R/BasicLTI.xml
I_316157bd-c916-332c-ab13-59c1f002098f_3_R/BasicLTI.xml
I_3190cde4-d765-327f-b2be-0048a4087933_1_R/BasicLTI.xml
I_3220eea7-870d-3840-b6a8-469d539e0eae_1_R/BasicLTI.xml
I_3220eea7-870d-3840-b6a8-469d539e0eae_R/BasicLTI.xml
I_32aba1c0-a350-3162-a54f-9628d16af76a_1_R/BasicLTI.xml
I_330bfd15-9d04-3b3a-aae4-a33207f9ca9e_1_R/BasicLTI.xml
I_3349a26b-15b7-3414-b2fc-8a405172e611_1_R/BasicLTI.xml
I_3349a26b-15b7-3414-b2fc-8a405172e611_R/BasicLTI.xml
I_33cd2dde-41af-3b4d-8bc1-8de93346f905_1_R/BasicLTI.xml
I_341763eb-2d1c-33fa-8288-c1d6f7890b5d_1_R/BasicLTI.xml
I_341763eb-2d1c-33fa-8288-c1d6f7890b5d_3_R/BasicLTI.xml
I_3479778d-17ad-38bd-a118-2e34d6b4c5b8_1_R/BasicLTI.xml
I_34cfcb73-2046-358a-8106-616adf54cebc_R/BasicLTI.xml
I_35086910-f347-33c2-8661-497212e92655_1_R/BasicLTI.xml
I_35086910-f347-33c2-8661-497212e92655_R/BasicLTI.xml
I_35365d03-16c6-3086-b11f-08f6431f79c4_1_R/BasicLTI.xml
I_3547cd2c-ca9c-3593-bee1-41c2b62a7ba8_R/BasicLTI.xml
I_3560bf5c-a880-385d-9021-efa9a9646066_R/BasicLTI.xml
I_35a89efd-4f26-33f5-a2ab-aab1d6189930_1_R/BasicLTI.xml
I_35a89efd-4f26-33f5-a2ab-aab1d6189930_3_R/BasicLTI.xml
I_35faa7e0-33d0-398f-8e33-d91030a2bdad_1_R/BasicLTI.xml
I_365123f3-1d94-3c38-890d-e506a6e602c6_R/BasicLTI.xml
I_36d56385-4a6f-3466-85f5-2bbc38ce1d23_1_R/BasicLTI.xml
I_36e86a03-06de-3c5f-b10e-f61912515de8_1_R/BasicLTI.xml
I_372bc3e9-ccc8-3f3b-8b45-af853582d7e4_1_R/BasicLTI.xml
I_37602440-3482-3dec-a4c6-99d52f62eccd_1_R/BasicLTI.xml
I_376a64ae-7c50-383e-a579-37653064a41f_R/BasicLTI.xml
I_379654b1-3303-3956-9816-a793e497eadd_1_R/BasicLTI.xml
I_37cf94a5-15f6-32f5-a3b0-6eea44d0004e_1_R/BasicLTI.xml
I_37cf94a5-15f6-32f5-a3b0-6eea44d0004e_R/BasicLTI.xml
I_386132d8-8536-3137-865c-90db77e99ae2_R/BasicLTI.xml
I_390c41d2-fdb2-3aa6-bec3-a7551c537353_R/BasicLTI.xml
I_390cfe96-330f-32be-ad58-c03ceed07179_1_R/BasicLTI.xml
I_390cfe96-330f-32be-ad58-c03ceed07179_3_R/BasicLTI.xml
I_395f490f-61e7-32fd-83a1-6c24c22e07d6_1_R/BasicLTI.xml
I_395f490f-61e7-32fd-83a1-6c24c22e07d6_3_R/BasicLTI.xml
I_39644d0f-988a-3ccc-8058-00e1fafed216_1_R/BasicLTI.xml
I_39644d0f-988a-3ccc-8058-00e1fafed216_R/BasicLTI.xml
I_3a05023a-3f52-3156-9bd8-22e5f2c9d3f8_1_R/BasicLTI.xml
I_3a1bc300-56b7-30e5-b6c8-0c9ad9d3943a_R/BasicLTI.xml
I_3a3436ab-840d-396c-823e-b90e07b661e7_R/BasicLTI.xml
I_3a555bfc-a81f-3aa5-b971-c01039653776_1_R/BasicLTI.xml
I_3a555bfc-a81f-3aa5-b971-c01039653776_3_R/BasicLTI.xml
I_3a589485-6f24-3e5b-bd18-0d1e22efdfb6_1_R/BasicLTI.xml
I_3ab1adb8-c570-3445-9f8a-a1da34968b31_1_R/BasicLTI.xml
I_3b0d99a9-8ac7-30c2-ab20-a4bd1f205f6d_R/BasicLTI.xml
I_3b18e4cd-d4cd-3b98-ae40-035bab2f5f90_R/BasicLTI.xml
I_3b356892-b0c3-3562-88fc-cce26437da04_1_R/BasicLTI.xml
I_3b418677-dd81-38cf-ba35-bb4d0debca4f_1_R/BasicLTI.xml
I_3ba32b3d-3a8f-394e-a41b-22cdf86541c0_1_R/BasicLTI.xml
I_3bf04a3a-73a5-351b-9123-cba58043a654_1_R/BasicLTI.xml
I_3c0598e1-3f48-3105-8f86-f017535cfa17_1_R/BasicLTI.xml
I_3c0bd27f-3329-3ad6-b363-869261729a6e_1_R/BasicLTI.xml
I_3c0bd27f-3329-3ad6-b363-869261729a6e_R/BasicLTI.xml
I_3c7b0420-1f93-3ff8-9c8a-dfef596aa5b2_1_R/BasicLTI.xml
I_3c8ec612-065c-3e80-a382-f6bb559ecacc_1_R/BasicLTI.xml
I_3cebb36a-0623-3179-a172-e8a215f648b7_1_R/BasicLTI.xml
I_3cebb36a-0623-3179-a172-e8a215f648b7_R/BasicLTI.xml
I_3cf38285-33a3-33b9-bece-ab249ba17085_1_R/BasicLTI.xml
I_3d4600ce-3c26-33df-ac3a-570b661a520c_R/BasicLTI.xml
I_3d90e716-6949-3e79-b3e4-eaf3e7b2d445_1_R/BasicLTI.xml
I_3d9d4738-ff90-3d51-8e2b-558b6a533e15_R/BasicLTI.xml
I_3dd856c1-c385-3332-9475-279c7b8612b2_1_R/BasicLTI.xml
I_3dd856c1-c385-3332-9475-279c7b8612b2_3_R/BasicLTI.xml
I_3df54916-d266-3f26-8b90-f0e12e8446ad_1_R/BasicLTI.xml
I_3e2c48d0-2293-3dd9-918b-22c29b24c0c1_1_R/BasicLTI.xml
I_3e2c48d0-2293-3dd9-918b-22c29b24c0c1_R/BasicLTI.xml
I_3e412e0e-e24f-3ecc-a48e-8661f7f25f9a_1_R/BasicLTI.xml
I_3eb89aee-8e03-325d-b427-4f4bf062155e_1_R/BasicLTI.xml
I_3eeec354-9c83-3d5d-908f-0fd0b930fba2_1_R/BasicLTI.xml
I_3ef234af-4ee5-3b9a-80e7-630bee80bf5b_R/BasicLTI.xml
I_3f8de77c-13b0-3062-8c77-eecaa79d1930_1_R/BasicLTI.xml
I_3f8de77c-13b0-3062-8c77-eecaa79d1930_R/BasicLTI.xml
I_3fb48ca0-1283-3eb5-b5e0-52767986ed1b_1_R/BasicLTI.xml
I_3fb4a20f-045b-3c4b-b77f-195f947c3133_R/BasicLTI.xml
I_402bfd7f-543f-320f-ae00-999b11cad2f8_1_R/BasicLTI.xml
I_40300a1f-26ce-312b-be80-b0efe66e8230_1_R/BasicLTI.xml
I_40641a62-6d9b-3918-9e78-6498717a4677_1_R/BasicLTI.xml
I_406552cb-327d-35e2-a453-8b4d8991e66b_1_R/BasicLTI.xml
I_4084d5c0-5c28-3118-88aa-79b7f007aa02_1_R/BasicLTI.xml
I_4084d5c0-5c28-3118-88aa-79b7f007aa02_R/BasicLTI.xml
I_40910e79-7817-3ed4-a03d-f47a0bd3bb33_R/BasicLTI.xml
I_40c4016b-a4d6-3e2c-8144-7401bfa3cdaa_1_R/BasicLTI.xml
I_40ce7b6e-d97c-3740-8ee3-ad5337cad9f7_1_R/BasicLTI.xml
I_40ce7b6e-d97c-3740-8ee3-ad5337cad9f7_R/BasicLTI.xml
I_4146d87f-9eff-3dc1-95a4-9b101f1952bf_R/BasicLTI.xml
I_416132a4-83c7-30a9-93b5-7e67c3a20e12_R/BasicLTI.xml
I_41dc3f45-91be-324d-ba29-b599cb7c3ea9_1_R/BasicLTI.xml
I_42124020-eb3d-3981-b8c0-0285bad37bff_1_R/BasicLTI.xml
I_42124020-eb3d-3981-b8c0-0285bad37bff_3_R/BasicLTI.xml
I_4259acb8-5b14-3da9-9e68-399a8b9f52dc_R/BasicLTI.xml
I_42a0e72c-708d-3a1c-94ca-f7c9bc42e755_1_R/BasicLTI.xml
I_42a0e72c-708d-3a1c-94ca-f7c9bc42e755_R/BasicLTI.xml
I_42b92aaf-68e6-3056-8ac5-54b9e2280573_1_R/BasicLTI.xml
I_42b92aaf-68e6-3056-8ac5-54b9e2280573_3_R/BasicLTI.xml
I_42db46f4-94a6-3a81-9aef-0f80057421f2_1_R/BasicLTI.xml
I_4385ea9c-6aa0-3497-9695-dc7547bebe00_R/BasicLTI.xml
I_43995984-c7af-39fd-8999-3b17c80e09fc_1_R/BasicLTI.xml
I_43995984-c7af-39fd-8999-3b17c80e09fc_3_R/BasicLTI.xml
I_43c3b405-df06-3d8a-b8c2-dafbbb3e29fb_R/BasicLTI.xml
I_43d4e90a-377b-3311-8605-7992141258d1_R/BasicLTI.xml
I_43e2fd17-d301-39d8-b04b-c680177ec4e1_1_R/BasicLTI.xml
I_43faba19-affb-3b7a-9b3f-e5a29fe38565_R/BasicLTI.xml
I_44115754-7ed0-3513-9525-74c5301defac_1_R/BasicLTI.xml
I_442766ed-5064-39d9-9742-333a3f7a05d1_1_R/BasicLTI.xml
I_444d5a85-9075-37cf-b296-d5fd2d2b620f_1_R/BasicLTI.xml
I_449a132e-fb1a-3c06-a582-24a68e7dc8a3_1_R/BasicLTI.xml
I_44adb57a-71db-31da-b618-f3b3f451580b_1_R/BasicLTI.xml
I_4568265a-23d2-3071-b29d-b593ab323208_1_R/BasicLTI.xml
I_45d7f462-2c71-3cfc-bf71-3fa85d2aa47b_R/BasicLTI.xml
I_46102e91-d576-3f11-9983-0413fa4a8e29_1_R/BasicLTI.xml
I_46102e91-d576-3f11-9983-0413fa4a8e29_R/BasicLTI.xml
I_464e561c-2c79-3af7-81e3-bfa53144a9dd_1_R/BasicLTI.xml
I_464e561c-2c79-3af7-81e3-bfa53144a9dd_3_R/BasicLTI.xml
I_464e8f6e-840a-3041-914e-3ca6578d9643_1_R/BasicLTI.xml
I_464e8f6e-840a-3041-914e-3ca6578d9643_3_R/BasicLTI.xml
I_464edc76-f737-3fc0-8d29-2209caed0b0e_1_R/BasicLTI.xml
I_467b990f-c2cf-3848-857f-269f7e6b8e72_R/BasicLTI.xml
I_46972234-af36-372a-b29a-36a8f9de1197_1_R/BasicLTI.xml
I_46a09682-57d0-3b5c-bbc8-77565c7dc815_1_R/BasicLTI.xml
I_46a91c37-b3cd-3431-b49b-95c5f37e256d_1_R/BasicLTI.xml
I_46d2dccf-a339-3158-8885-e834b5a302e2_1_R/BasicLTI.xml
I_46e0f0b2-0bdf-3d7a-89cf-f58f137f325f_R/BasicLTI.xml
I_4779f1a5-c052-3f22-b051-c65d9b709cf0_R/BasicLTI.xml
I_47c83fc9-9382-343f-bcc5-e79c8bf14d8f_R/BasicLTI.xml
I_47d9e2e9-f665-3723-96c0-f41026f5da80_R/BasicLTI.xml
I_484da4fe-009b-30cf-b4a3-02a7b80fc409_R/BasicLTI.xml
I_489f654d-4a4b-3e36-a7ec-c7cbfc178fb9_1_R/BasicLTI.xml
I_48b64fb7-e2df-3f72-b3b6-7866ef5a8850_1_R/BasicLTI.xml
I_48dff2b4-c88f-323b-8390-9ed00bdbe813_R/BasicLTI.xml
I_4950dd7e-697d-3d57-a1f2-76cfb2a869a1_R/BasicLTI.xml
I_4965e86f-4fb8-3066-ab5d-d8fbcde66bf4_1_R/BasicLTI.xml
I_49918d28-ecb2-3cd4-a124-b95f64cbc68f_R/BasicLTI.xml
I_49a19227-f1ae-389c-aeaa-526daa59f947_1_R/BasicLTI.xml
I_49c6aea6-bb40-33d3-b20f-f93aa7414077_R/BasicLTI.xml
I_49e9b5c3-2846-3415-b832-033aed89403d_1_R/BasicLTI.xml
I_4a2fe020-c6eb-3b85-bad3-050d806059c8_1_R/BasicLTI.xml
I_4a4c9709-58ab-3561-a1c7-f89b61337de6_1_R/BasicLTI.xml
I_4a5562f0-718d-3ec5-8e68-10f0d96bb112_1_R/BasicLTI.xml
I_4a5ca53b-2db7-3149-bbcf-9787cc9ab0f9_1_R/BasicLTI.xml
I_4adcf137-1b09-3617-b04d-6e4607b89d89_1_R/BasicLTI.xml
I_4adcf137-1b09-3617-b04d-6e4607b89d89_R/BasicLTI.xml
I_4afb44db-a7e6-395d-97dd-453919a1f5de_R/BasicLTI.xml
I_4b28c098-694d-3bd2-982b-5d3f44c92b8c_1_R/BasicLTI.xml
I_4b9b92ae-5677-384d-9dc4-983e76336ef7_R/BasicLTI.xml
I_4be9a208-8075-395e-84d1-5682dc991ccd_1_R/BasicLTI.xml
I_4c667ce3-ae36-3a57-96c1-66cb7601d75c_R/BasicLTI.xml
I_4cc8731e-0680-314e-80fd-b532ad860a03_R/BasicLTI.xml
I_4ce95389-f1d3-3574-9ad1-6f8ac80eadbb_1_R/BasicLTI.xml
I_4d359ebd-40d5-3e4e-8631-0d1ccf4ce23f_1_R/BasicLTI.xml
I_4d359ebd-40d5-3e4e-8631-0d1ccf4ce23f_3_R/BasicLTI.xml
I_4d52f143-6666-3741-b2aa-273d0bd9e3fc_R/BasicLTI.xml
I_4d6d3070-7c58-30b2-a33c-277f9ed65901_1_R/BasicLTI.xml
I_4d9cd551-cf06-3b30-a286-884b0758bbbe_1_R/BasicLTI.xml
I_4e010f7b-402a-3c8f-b781-6da15a7b4e73_R/BasicLTI.xml
I_4e2df6f4-f5ba-3925-960c-c36c43504fb3_1_R/BasicLTI.xml
I_4e2f5e6b-3eef-3291-9b33-05f0866b5b62_1_R/BasicLTI.xml
I_4e31b695-e774-37f1-9f62-2911e423a512_1_R/BasicLTI.xml
I_4e5aeac6-ac88-34d4-ab6b-ca9055f854b2_1_R/BasicLTI.xml
I_4ebce0e5-cb2d-3e42-b99c-2e814e588ebe_1_R/BasicLTI.xml
I_4f3d0dd0-b5c5-339e-a26b-0d60b0980f82_1_R/BasicLTI.xml
I_4f401b7c-c7bd-3092-bef9-1e716a80e12c_1_R/BasicLTI.xml
I_4fecfdce-160a-3b8f-a116-8299d30d44cb_1_R/BasicLTI.xml
I_4ff039bc-e5ec-37dc-9e5e-a3a4a5d49909_1_R/BasicLTI.xml
I_51117606-7146-365e-a684-c08a73eaf87c_1_R/BasicLTI.xml
I_5157a1a9-a9d7-37bc-96a3-e3b02ac42f55_1_R/BasicLTI.xml
I_5157a1a9-a9d7-37bc-96a3-e3b02ac42f55_3_R/BasicLTI.xml
I_51658b80-8e4d-352c-a175-ce2b2dbb79c4_1_R/BasicLTI.xml
I_51658b80-8e4d-352c-a175-ce2b2dbb79c4_3_R/BasicLTI.xml
I_5172b979-e943-3546-869f-1b0d1ea90851_1_R/BasicLTI.xml
I_51791f09-5735-3bc9-9ede-c449f295cb95_1_R/BasicLTI.xml
I_518fe1ce-0dc9-3fbf-9d62-e22a83c9be68_1_R/BasicLTI.xml
I_518fe1ce-0dc9-3fbf-9d62-e22a83c9be68_3_R/BasicLTI.xml
I_51a2a001-6b71-34f8-909f-c839b5cc352c_R/BasicLTI.xml
I_51a7ddc9-4221-3049-b445-7276faa577b6_1_R/BasicLTI.xml
I_51dc8f57-548a-3b2f-8488-d89baa93b593_1_R/BasicLTI.xml
I_51fa028d-1c51-313f-af58-43f4d4b5b46e_R/BasicLTI.xml
I_520b7a17-fa8f-32f3-a57d-64b37189ae03_1_R/BasicLTI.xml
I_520b7a17-fa8f-32f3-a57d-64b37189ae03_R/BasicLTI.xml
I_523dbbfa-4967-3bcf-9269-88c85d091adf_1_R/BasicLTI.xml
I_523dbbfa-4967-3bcf-9269-88c85d091adf_3_R/BasicLTI.xml
I_526ce8f3-a62d-3ffa-adbf-65ba50e3cb62_1_R/BasicLTI.xml
I_526ce8f3-a62d-3ffa-adbf-65ba50e3cb62_R/BasicLTI.xml
I_52e32576-ba3a-34b7-a036-64b6628368e1_R/BasicLTI.xml
I_52e921b3-f229-390c-8be6-5257a113cab7_1_R/BasicLTI.xml
I_52f4b018-fb40-30bf-a2cd-74ac5bb32764_R/BasicLTI.xml
I_52f9d89f-d829-3bc7-b163-1b5a5275353f_1_R/BasicLTI.xml
I_53191525-4b27-3865-8047-5c55ccd3d2ae_1_R/BasicLTI.xml
I_53191525-4b27-3865-8047-5c55ccd3d2ae_3_R/BasicLTI.xml
I_5355c7c4-0070-37af-ae19-88398980040a_1_R/BasicLTI.xml
I_53aa5652-de2c-35b7-9fa4-287657701279_1_R/BasicLTI.xml
I_53d1df08-561c-371a-adf1-d8ddf52eb5c4_R/BasicLTI.xml
I_53f1d0bd-d8e3-3b06-bd5c-cbe5719e14c9_1_R/BasicLTI.xml
I_542f7dc3-f7ca-327c-854c-1349db4417ad_1_R/BasicLTI.xml
I_556016e6-7d88-3c1c-b46f-ed278138787a_1_R/BasicLTI.xml
I_5572e9a8-516f-3d2a-8609-a00d7c7f44fd_1_R/BasicLTI.xml
I_55debe9a-5912-39c3-ba0c-efbb651df8d0_1_R/BasicLTI.xml
I_560d290b-5717-3149-89b8-feb3e0b969dc_R/BasicLTI.xml
I_56218cbb-7b52-3e39-aa09-5e0070a4009c_1_R/BasicLTI.xml
I_56282dde-14f9-3658-bab4-1d8af33eb15b_R/BasicLTI.xml
I_5629278d-6234-379d-ba94-90cd191e216c_1_R/BasicLTI.xml
I_570eab3a-6b97-3c8a-8b0f-43d9cd299a0f_1_R/BasicLTI.xml
I_576990e3-3e68-3fe5-97c8-53d67cd56245_R/BasicLTI.xml
I_5817b356-b43f-3513-a5ef-452d9553f3cc_1_R/BasicLTI.xml
I_58242b96-dc0a-3a3c-bfc6-015798e30ac4_1_R/BasicLTI.xml
I_5856a46b-7698-34ca-acff-0b29444450cc_1_R/BasicLTI.xml
I_5868493b-94cb-3ec6-8697-58291a92958e_1_R/BasicLTI.xml
I_58a27061-0def-3507-842e-10af61219cf3_1_R/BasicLTI.xml
I_58e2b217-863b-3c9a-906a-e31b89e4596b_R/BasicLTI.xml
I_590c87f6-5227-36b3-b246-8f97e6af0a9d_1_R/BasicLTI.xml
I_590c87f6-5227-36b3-b246-8f97e6af0a9d_R/BasicLTI.xml
I_5927992b-f421-3bac-b9c5-1a14e39662e8_1_R/BasicLTI.xml
I_5977d4ba-6a7a-317a-a937-d473efada8f8_R/BasicLTI.xml
I_5992e024-9048-38ad-a955-076ef48596b2_1_R/BasicLTI.xml
I_59b1f538-5844-3ff6-8da6-57002fdb2469_1_R/BasicLTI.xml
I_59bc6233-b77a-35f0-88f8-12bc35d311b8_1_R/BasicLTI.xml
I_5a61da36-1294-37dc-be8d-872babb7cb47_1_R/BasicLTI.xml
I_5a67b754-d854-3690-a6f2-52829dcb4420_1_R/BasicLTI.xml
I_5b0fca9e-46e2-341e-b0f5-12cfedbe2879_1_R/BasicLTI.xml
I_5b105879-4c43-37e3-8465-e49adf8ce7d8_1_R/BasicLTI.xml
I_5b27cab1-2e0f-3f72-91ac-c777936995b4_R/BasicLTI.xml
I_5b735672-f02d-3380-93f6-058850b6bb45_1_R/BasicLTI.xml
I_5b87fed1-3ffc-340b-b2a8-3030fa391044_1_R/BasicLTI.xml
I_5b97a9bf-415c-35d8-8306-f651608fa5e8_R/BasicLTI.xml
I_5bac6e10-abb5-3883-af9d-b6752ad11d40_1_R/BasicLTI.xml
I_5c8a6eb4-ba05-3af2-99d7-60fc9dbfe4e2_R/BasicLTI.xml
I_5caa5485-9b5b-30d6-8c58-469b2bdb0e9a_1_R/BasicLTI.xml
I_5ce53b08-c8ce-3010-8305-2c722c802723_1_R/BasicLTI.xml
I_5d162fa0-6293-30bf-bdd3-b6721d2b6570_1_R/BasicLTI.xml
I_5d51bedd-ea7a-3803-a7d1-dd0cbac8e8b6_1_R/BasicLTI.xml
I_5d51bedd-ea7a-3803-a7d1-dd0cbac8e8b6_3_R/BasicLTI.xml
I_5de5d31c-ee55-3f82-b363-52e4d7927e65_R/BasicLTI.xml
I_5e525722-3f01-3032-bf52-1a4480b72c77_1_R/BasicLTI.xml
I_5e67eaa6-46bc-3dd3-98bc-fdc52531ad35_1_R/BasicLTI.xml
I_5ec07c05-3510-380c-87d7-2fe84b3195bb_1_R/BasicLTI.xml
I_5ef51c6a-14ca-3d5a-bb97-cbd5b6b7aeb7_1_R/BasicLTI.xml
I_5f099fe8-afbf-3d73-9a52-ae162d80e146_1_R/BasicLTI.xml
I_5f099fe8-afbf-3d73-9a52-ae162d80e146_3_R/BasicLTI.xml
I_60d6657d-ed54-3936-badb-9ec524a56378_1_R/BasicLTI.xml
I_611e86db-8388-3412-ab32-8e9c7327edf0_R/BasicLTI.xml
I_6124b629-65eb-375c-afe8-198d3ed07279_R/BasicLTI.xml
I_615882c9-5e37-3cd3-b0bd-04a036403362_1_R/BasicLTI.xml
I_615882c9-5e37-3cd3-b0bd-04a036403362_3_R/BasicLTI.xml
I_61f8f7b8-74d3-3253-91e9-e32ec2fa8e86_R/BasicLTI.xml
I_61fd0772-f138-348d-91af-7fb22111c324_1_R/BasicLTI.xml
I_62166f55-6bb1-3650-8b39-1f42dbffd0ad_1_R/BasicLTI.xml
I_626d637f-202a-32ed-8b99-e895c0c5e944_R/BasicLTI.xml
I_62722b93-62ab-31d5-97f8-3fe664650ffd_1_R/BasicLTI.xml
I_62a92f4f-b735-3fe8-a737-2eb0de65e4fd_1_R/BasicLTI.xml
I_62d65f5d-2642-34cf-a323-5e1f23a26616_1_R/BasicLTI.xml
I_62d65f5d-2642-34cf-a323-5e1f23a26616_R/BasicLTI.xml
I_63111cff-a8fe-31de-83e6-59de40192beb_1_R/BasicLTI.xml
I_634206de-dd8b-3594-a216-1626c67131e9_1_R/BasicLTI.xml
I_6378abc7-72d9-3b63-a0a8-1874dab81f44_R/BasicLTI.xml
I_638545aa-0622-3c97-bef5-ddf527179ada_1_R/BasicLTI.xml
I_63b487d2-f050-31b9-868e-f32b718e9e9a_1_R/BasicLTI.xml
I_63ef836e-354e-3fa4-b778-c1ff5818e120_R/BasicLTI.xml
I_645abb2d-5338-3598-91b5-3a6271bf969a_1_R/BasicLTI.xml
I_646eda17-6eb0-39cc-8816-8671d47a3ebe_R/BasicLTI.xml
I_64bac094-5d68-32fb-86d8-9fc44b997de8_1_R/BasicLTI.xml
I_64bac094-5d68-32fb-86d8-9fc44b997de8_3_R/BasicLTI.xml
I_64e94012-97bf-3c15-a64f-4fa6ab4ca1c9_R/BasicLTI.xml
I_64effca1-2f84-3083-9248-a60ffdcdc106_R/BasicLTI.xml
I_655ec4d9-cf8f-39c3-b897-75d8ff83ae0b_1_R/BasicLTI.xml
I_65878720-c20f-34e2-b07d-789681f4ab0d_1_R/BasicLTI.xml
I_65878720-c20f-34e2-b07d-789681f4ab0d_3_R/BasicLTI.xml
I_66d6ed2a-fcbb-3938-a1f4-d640f115c6cc_1_R/BasicLTI.xml
I_67647d54-892d-38bf-adf8-90fb34a8274c_1_R/BasicLTI.xml
I_67647d54-892d-38bf-adf8-90fb34a8274c_3_R/BasicLTI.xml
I_67e808b0-27c5-3eb2-bdd2-607dc68d5150_1_R/BasicLTI.xml
I_67e808b0-27c5-3eb2-bdd2-607dc68d5150_R/BasicLTI.xml
I_67e99aea-3046-3694-a76d-9534b0aec719_1_R/BasicLTI.xml
I_6830ab96-3f82-3074-aecb-694269d55463_R/BasicLTI.xml
I_6980e058-fca9-395f-bf65-06dd55cdfea6_1_R/BasicLTI.xml
I_698ebbd9-cfb0-3936-aecf-e0da595db162_1_R/BasicLTI.xml
I_69b6fab3-6da0-3fb0-8f2f-969249c2bf65_1_R/BasicLTI.xml
I_6a2c9752-e5bf-3a54-aecc-273e4762eaf6_1_R/BasicLTI.xml
I_6a464092-acca-362d-b5ad-a023e041aabb_1_R/BasicLTI.xml
I_6a464092-acca-362d-b5ad-a023e041aabb_R/BasicLTI.xml
I_6a67e67e-dfe8-3e32-b232-35cfbc2d28fa_R/BasicLTI.xml
I_6ac832cb-1fd2-3213-a98e-718c124e4145_R/BasicLTI.xml
I_6b21c412-62ad-391b-a8c6-ff5df5d028aa_R/BasicLTI.xml
I_6b82cb47-48dd-3cca-b6c8-eda115a481dc_1_R/BasicLTI.xml
I_6b82cb47-48dd-3cca-b6c8-eda115a481dc_3_R/BasicLTI.xml
I_6b9894bc-8f09-38b2-ad2b-de0b627f57e9_R/BasicLTI.xml
I_6bfe1002-4c15-3124-bdb1-915a55bd21df_1_R/BasicLTI.xml
I_6bfe1002-4c15-3124-bdb1-915a55bd21df_R/BasicLTI.xml
I_6c8278b4-f7cf-3313-8258-f59c324eb15f_R/BasicLTI.xml
I_6c942f66-806e-3384-b7bb-56bd6d7062dd_1_R/BasicLTI.xml
I_6c942f66-806e-3384-b7bb-56bd6d7062dd_R/BasicLTI.xml
I_6ca4bae7-1856-3c94-8a9a-630edd01d9fd_1_R/BasicLTI.xml
I_6ca4bae7-1856-3c94-8a9a-630edd01d9fd_R/BasicLTI.xml
I_6cbcb711-0de7-367c-b664-196bdf11cbbc_R/BasicLTI.xml
I_6cd7338c-4c62-3cdd-8afd-ee9e3f681e3d_1_R/BasicLTI.xml
I_6d08aeff-ed86-30d9-beef-60fdd29cddf1_1_R/BasicLTI.xml
I_6d29a72b-5c22-30fd-9414-d12d044745a7_1_R/BasicLTI.xml
I_6d30b58d-6191-395e-9b7c-6359f2809c58_1_R/BasicLTI.xml
I_6d553dfa-187b-3e32-9fde-d7220f510f7e_R/BasicLTI.xml
I_6dbb6cc5-6660-325e-943e-3cf4349f9bb4_1_R/BasicLTI.xml
I_6dbb6cc5-6660-325e-943e-3cf4349f9bb4_R/BasicLTI.xml
I_6dd9e484-9847-3b71-ba6b-f813a59cb86b_1_R/BasicLTI.xml
I_6e17f144-3bf4-33fd-99f9-7fb1bf3d9c7f_1_R/BasicLTI.xml
I_6e5537d2-1920-3fbb-a84c-433c0a0f36c5_R/BasicLTI.xml
I_6ecc2285-167a-3b39-aca0-1d5ee3cec046_1_R/BasicLTI.xml
I_6ee82863-ab57-3e66-94b2-a7c79a57d7be_1_R/BasicLTI.xml
I_6ee82863-ab57-3e66-94b2-a7c79a57d7be_3_R/BasicLTI.xml
I_6fe22dda-ff84-3b61-8d1c-c09f60e63343_1_R/BasicLTI.xml
I_711140d7-d9cb-3b76-a165-ec756ee7b872_1_R/BasicLTI.xml
I_7215fc56-07de-39b8-943c-1aeeb47a4665_1_R/BasicLTI.xml
I_7222e131-5754-3f7a-a0f3-df02d5fb70a6_1_R/BasicLTI.xml
I_722810bc-e9e0-3fa7-856d-e9c7b7fb3468_1_R/BasicLTI.xml
I_724a2e96-aa8b-3f40-8a06-cb79d2cdf2eb_1_R/BasicLTI.xml
I_729aad02-2883-3943-9acc-afc5808640bf_1_R/BasicLTI.xml
I_72e85928-405d-3f3d-be5e-7b1b74c3228c_R/BasicLTI.xml
I_7363bf80-634a-34a6-9d42-1c5045edbf37_R/BasicLTI.xml
I_736802a3-48d7-3f7b-bd13-71a07483bf32_1_R/BasicLTI.xml
I_73e943e9-57b6-39f2-a035-187f94d0d0db_R/BasicLTI.xml
I_7438c5ca-b5d7-3d64-a743-49538afe8859_R/BasicLTI.xml
I_74b21997-fdbe-33d5-a115-7773bba81ea7_1_R/BasicLTI.xml
I_74b25ab6-c05e-383b-904b-17bcc07e8da0_1_R/BasicLTI.xml
I_74b25ab6-c05e-383b-904b-17bcc07e8da0_R/BasicLTI.xml
I_74c1a216-d2b7-34c6-83a4-a744d8787007_R/BasicLTI.xml
I_74e7520c-e998-31f8-bc20-de4271473c11_1_R/BasicLTI.xml
I_75000051-832b-3d78-b364-5ebf49b63429_1_R/BasicLTI.xml
I_750bfaba-07ed-39ef-93dd-b68e5658932e_R/BasicLTI.xml
I_75220711-9f34-3c1f-9c91-235daa35b27a_1_R/BasicLTI.xml
I_753916e5-ed8e-376f-ae13-84a15db9c7de_1_R/BasicLTI.xml
I_7585e35e-48d9-3e81-8bd5-27877e67644e_1_R/BasicLTI.xml
I_759af6d6-15cd-38e7-9900-92a45ae5b80f_R/BasicLTI.xml
I_75a1e205-a13d-3b82-89cf-ed6406836e06_1_R/BasicLTI.xml
I_75c7ce6b-f6bb-393c-b673-ed484d91bc11_1_R/BasicLTI.xml
I_770f9a00-0596-3bce-bf22-5fc8343be5e7_1_R/BasicLTI.xml
I_77bcc3b9-0614-3629-92eb-e82c09834bff_1_R/BasicLTI.xml
I_77e10f4a-65c7-3fc2-856f-418e90663c52_1_R/BasicLTI.xml
I_77e10f4a-65c7-3fc2-856f-418e90663c52_R/BasicLTI.xml
I_787a777e-73cf-34bb-a28f-1856b4d63db9_1_R/BasicLTI.xml
I_7881037e-d54b-3384-bdec-792cc131c2ee_1_R/BasicLTI.xml
I_78b4fb26-02ac-3eb2-8f54-a834eca4205d_1_R/BasicLTI.xml
I_78d90857-892f-350e-bdf3-0129b1035ef7_1_R/BasicLTI.xml
I_792e0e3b-01af-30d9-999f-8b41e9db55d3_R/BasicLTI.xml
I_794d7db1-3e22-356d-a635-15a86d1accf0_1_R/BasicLTI.xml
I_795c197e-440a-3d88-9fd9-54d5733faae2_1_R/BasicLTI.xml
I_79891e76-4d49-3424-afbb-757e5af5d61e_1_R/BasicLTI.xml
I_79891e76-4d49-3424-afbb-757e5af5d61e_3_R/BasicLTI.xml
I_79a5ba5d-5199-3fcc-8ade-e89f985b2d41_1_R/BasicLTI.xml
I_7a24fbe6-141c-39cc-a8a2-5a43fa634617_1_R/BasicLTI.xml
I_7a4a20e6-ecdd-34bc-a9d7-1648a1308380_R/BasicLTI.xml
I_7a9d2902-5eb6-3f10-b6d7-b4b9de5e9afd_1_R/BasicLTI.xml
I_7a9d2902-5eb6-3f10-b6d7-b4b9de5e9afd_3_R/BasicLTI.xml
I_7a9f1035-0d4a-3ffb-a7be-14a73c1f7889_R/BasicLTI.xml
I_7ac0afa1-d78f-3cda-b1e7-012e18378f4b_1_R/BasicLTI.xml
I_7ad96c6f-a361-3cfb-8023-31675e5a87ff_1_R/BasicLTI.xml
I_7b14eb09-2b9e-3066-88e6-918c865c2539_R/BasicLTI.xml
I_7b56ac8b-08a1-3483-ae14-d15a60f19667_1_R/BasicLTI.xml
I_7b7104ac-9de6-3eab-8f28-eb7b58aaf516_1_R/BasicLTI.xml
I_7b823fc7-544a-30e3-8526-6505a25e757f_R/BasicLTI.xml
I_7c298d35-c1bc-3ff4-b226-7fa287c2ecea_R/BasicLTI.xml
I_7c37960a-c60c-302c-b7e6-f932d8339218_1_R/BasicLTI.xml
I_7c71c5d2-a8e3-383f-927d-07c156b24447_1_R/BasicLTI.xml
I_7cad882d-e396-369d-96d5-19646a063766_R/BasicLTI.xml
I_7d7b0bfc-4d0e-3b37-8e9f-e4ebe46b27c6_1_R/BasicLTI.xml
I_7dc341c6-a6d1-3475-9824-21f129e77355_R/BasicLTI.xml
I_7f90e6c7-db1c-3e7b-97fc-dbcdb61f76bc_1_R/BasicLTI.xml
I_803bfccc-4842-36a3-a995-f5c39fff57d7_R/BasicLTI.xml
I_80557ed8-e4ce-3e17-8433-2100982a01eb_R/BasicLTI.xml
I_8176860f-26b3-3af9-aa73-eecb95016062_1_R/BasicLTI.xml
I_8176860f-26b3-3af9-aa73-eecb95016062_R/BasicLTI.xml
I_81a74eb7-1007-3a30-97a7-b4bac1d3ff8f_1_R/BasicLTI.xml
I_81a74eb7-1007-3a30-97a7-b4bac1d3ff8f_3_R/BasicLTI.xml
I_8273d474-9ae6-3d60-94ba-ef21a7bfe3fc_1_R/BasicLTI.xml
I_831b2afb-1477-33e4-ae89-8105ceaf97ef_R/BasicLTI.xml
I_831c46c0-31c1-39e0-82c2-6d4e3ee2ddea_1_R/BasicLTI.xml
I_834b7ec4-12dc-3dd7-b281-dbb25c843845_1_R/BasicLTI.xml
I_834baf09-6f58-31ad-98ea-253ba4e83106_1_R/BasicLTI.xml
I_834baf09-6f58-31ad-98ea-253ba4e83106_3_R/BasicLTI.xml
I_8363de87-d498-359e-b765-6a0c04010338_R/BasicLTI.xml
I_838f85bd-64a9-3d57-85e3-c6b7a7898874_1_R/BasicLTI.xml
I_83f6e6ca-bb39-3c35-9f60-b1a6ed2f93a6_R/BasicLTI.xml
I_843c63be-2810-35ad-932f-c48031709e5b_1_R/BasicLTI.xml
I_84564d4f-8d97-3e10-b31e-bdbe8b186f29_1_R/BasicLTI.xml
I_84936812-f1b3-392d-ba4e-589ad5a89946_R/BasicLTI.xml
I_84aa49b5-8bcf-3cc0-9e80-769f29c50365_1_R/BasicLTI.xml
I_84db0c48-9b3a-34ec-8d67-68b6bb24f479_1_R/BasicLTI.xml
I_8583462f-2b2f-3831-b3a0-c64c123c4ae6_R/BasicLTI.xml
I_85c62783-e6bc-38c1-b2f3-c7648f8a79d1_1_R/BasicLTI.xml
I_85d2a729-2c9b-357d-8bf8-71d347e9e210_1_R/BasicLTI.xml
I_85ffb8f6-9ebc-3f7e-b8b5-73482542201d_1_R/BasicLTI.xml
I_86acf98e-9b26-3c19-80f4-60c3327eb5a8_R/BasicLTI.xml
I_86df65d4-2ed8-3b75-8d24-c136c34a19ee_R/BasicLTI.xml
I_86e0b505-0038-38c3-99cd-9e0cfff0a813_1_R/BasicLTI.xml
I_86fbecc4-a16b-33b0-81be-277dd1dfc4ee_R/BasicLTI.xml
I_875e5885-b486-39f7-b5f9-fa019ed009bb_1_R/BasicLTI.xml
I_87704413-60a1-332e-b0f2-78db0481b2e2_1_R/BasicLTI.xml
I_87b4653a-80e0-33ee-b4fb-c482be846817_1_R/BasicLTI.xml
I_87c67cba-d357-36c4-abef-232f340dc635_1_R/BasicLTI.xml
I_88e9b801-f6f4-3ee7-9b92-72722b654cdf_1_R/BasicLTI.xml
I_88e9b801-f6f4-3ee7-9b92-72722b654cdf_3_R/BasicLTI.xml
I_88f1c6e7-f3f2-3568-b226-8ade07d1a9ab_1_R/BasicLTI.xml
I_88f1c6e7-f3f2-3568-b226-8ade07d1a9ab_3_R/BasicLTI.xml
I_8952468e-c6ce-3b5d-81f9-b6fce67cf737_1_R/BasicLTI.xml
I_897a7160-532a-3e15-ab0a-360c7720d50b_1_R/BasicLTI.xml
I_8989b9b0-60ae-3eb3-a4b5-69fe49746fb2_1_R/BasicLTI.xml
I_8a62fc26-1735-3c9e-bf9c-63029197e8d8_1_R/BasicLTI.xml
I_8b3d1599-67a3-3f96-adea-8443d08bf474_1_R/BasicLTI.xml
I_8b3d1599-67a3-3f96-adea-8443d08bf474_3_R/BasicLTI.xml
I_8b5a9734-8433-3c38-9267-87788849e356_1_R/BasicLTI.xml
I_8b77a2af-ff6f-3016-ad87-019716a743cf_1_R/BasicLTI.xml
I_8bcabb2a-461f-351c-8746-512cd6872ee0_1_R/BasicLTI.xml
I_8be1ffbc-662d-3d27-94bc-6bdeed0905aa_R/BasicLTI.xml
I_8c2ae66c-5f6e-3929-938a-b87299189d7a_1_R/BasicLTI.xml
I_8c2ae66c-5f6e-3929-938a-b87299189d7a_R/BasicLTI.xml
I_8c94a7e7-2c9e-39ad-bf33-b9da2427ac36_1_R/BasicLTI.xml
I_8c94a7e7-2c9e-39ad-bf33-b9da2427ac36_R/BasicLTI.xml
I_8d1b776e-cb3d-393d-ac40-6567a9e894bf_1_R/BasicLTI.xml
I_8d40c626-9d01-3ab0-8455-2e863fe3f4f7_1_R/BasicLTI.xml
I_8d8a94ea-1d64-3c52-a4d0-672f7e7f438f_1_R/BasicLTI.xml
I_8d8c435c-05ce-389c-bfac-e8c07a0f64b6_1_R/BasicLTI.xml
I_8d95a351-88f7-31a0-9380-a405b85cf987_1_R/BasicLTI.xml
I_8de04b10-52c4-3f0f-95e2-e1d9daad12bc_R/BasicLTI.xml
I_8e36692e-5da7-316c-b159-b0c77a777587_1_R/BasicLTI.xml
I_8f866455-c06f-360b-91d8-479a0c1c8944_R/BasicLTI.xml
I_9033a824-7b0c-317a-8e04-61713772fdac_R/BasicLTI.xml
I_90456b36-8e00-36e5-98e0-bf6536fb6f4d_1_R/BasicLTI.xml
I_9071089a-b02f-3226-b1b2-4b062c0b5b13_1_R/BasicLTI.xml
I_909f401a-0e7b-3111-9356-0bf471d7b756_1_R/BasicLTI.xml
I_90d85534-f5ba-3df4-bf05-52980cb5c21e_R/BasicLTI.xml
I_912bb06c-f476-33a3-a874-3676d858f62f_1_R/BasicLTI.xml
I_912bb06c-f476-33a3-a874-3676d858f62f_3_R/BasicLTI.xml
I_91492d2e-dace-3e37-8ea0-f88bae8f53c7_1_R/BasicLTI.xml
I_91492d2e-dace-3e37-8ea0-f88bae8f53c7_R/BasicLTI.xml
I_91a8c1bf-d21f-3b93-9353-faad204bbbc4_R/BasicLTI.xml
I_91dac232-cecf-3708-a2da-338e7db58cfd_1_R/BasicLTI.xml
I_91dd5b0f-126a-3365-b9e1-f516772b828f_R/BasicLTI.xml
I_91ed4e8d-d7b3-3075-8588-ba8a3ecfee21_R/BasicLTI.xml
I_9249a2a5-079f-31f6-8e35-1aa9f8d9405d_R/BasicLTI.xml
I_93106d86-a26e-3621-86c3-c205f0a21c0c_R/BasicLTI.xml
I_93198351-ed70-37be-b9a1-d6f6329fbdec_1_R/BasicLTI.xml
I_9337ce6b-0fb2-3a0b-9ac0-fecd4288aa79_1_R/BasicLTI.xml
I_93544839-fa07-3111-93ad-934528b78543_1_R/BasicLTI.xml
I_93670fc3-599e-3ab6-8864-7b59af236a2b_1_R/BasicLTI.xml
I_943d8bda-d40b-3392-9d48-3afc6ee8c1ec_1_R/BasicLTI.xml
I_949ad394-8040-3e6b-b0fa-f955269fb541_1_R/BasicLTI.xml
I_94e8c65a-ed48-37cf-a524-215a8a194d9b_1_R/BasicLTI.xml
I_9518502a-06b6-3a38-b92f-a09c9d60abf6_1_R/BasicLTI.xml
I_95395608-5360-3ced-b86b-6c443efa6be5_1_R/BasicLTI.xml
I_959982f8-e782-3b5b-a987-463fb34aa077_1_R/BasicLTI.xml
I_959982f8-e782-3b5b-a987-463fb34aa077_3_R/BasicLTI.xml
I_959a2cb6-47ec-3fe9-b7dd-2ebc51cda1dc_1_R/BasicLTI.xml
I_95b0a0f3-5028-3ed1-9104-c4384f3a97fb_1_R/BasicLTI.xml
I_966a7a90-31e5-3162-891f-41cacc66cbd7_1_R/BasicLTI.xml
I_96d75cfd-85a0-3411-ba6e-b6a7ef98d410_1_R/BasicLTI.xml
I_971513e4-f473-3b8c-b0b7-082cbb497576_1_R/BasicLTI.xml
I_975c34a8-9790-33f8-8a40-9502e3fe076f_1_R/BasicLTI.xml
I_980ac6f2-90f5-3bd6-8d3a-8c2e08dfbb97_R/BasicLTI.xml
I_981c3059-f98d-3444-9370-9641f2765844_1_R/BasicLTI.xml
I_981c3059-f98d-3444-9370-9641f2765844_3_R/BasicLTI.xml
I_9827076f-caf4-3a36-be05-80a4dff1a53f_1_R/BasicLTI.xml
I_98553f8e-0714-3d74-9698-574c5dd86c94_1_R/BasicLTI.xml
I_988ca550-aae9-3ef6-82b2-143eb9bc94dd_R/BasicLTI.xml
I_98b0985e-90da-3d02-b459-0402fb57be76_1_R/BasicLTI.xml
I_98bac8fb-52fd-33bc-9529-ad27132f6c4f_1_R/BasicLTI.xml
I_993747e8-5c3e-3d28-a933-c6ead00acd52_1_R/BasicLTI.xml
I_99b7a570-34dc-3c93-a85c-d76a08ca7245_R/BasicLTI.xml
I_99bc50f4-beca-3073-ad0b-b4d284c37dc6_1_R/BasicLTI.xml
I_9a42756b-33cf-3ffa-8ee7-e7f9a76eefc7_1_R/BasicLTI.xml
I_9a67c042-5666-31b2-b08d-1b97dbd8c5b3_1_R/BasicLTI.xml
I_9aa41291-04f2-3804-b4d9-e83b4034fec8_R/BasicLTI.xml
I_9ac0e4b7-68b6-3205-aa6f-4d7e044c9fe8_R/BasicLTI.xml
I_9ac51254-998f-34ec-90f1-56a1fbed8171_1_R/BasicLTI.xml
I_9afd52bd-abe8-3373-acc7-93080dcac40a_1_R/BasicLTI.xml
I_9afd52bd-abe8-3373-acc7-93080dcac40a_R/BasicLTI.xml
I_9b0cc560-75f9-3d97-ab03-eb52a3218aed_1_R/BasicLTI.xml
I_9b0cc560-75f9-3d97-ab03-eb52a3218aed_R/BasicLTI.xml
I_9b130ba9-c82c-31f5-b3fb-690fb7278bf8_1_R/BasicLTI.xml
I_9b6f9402-a4dc-3bcf-b808-2d134c168f96_1_R/BasicLTI.xml
I_9b6f9402-a4dc-3bcf-b808-2d134c168f96_R/BasicLTI.xml
I_9b7b4c82-20aa-3fe8-9395-67a4f1a284ee_1_R/BasicLTI.xml
I_9bb2b790-57a5-3946-8c1b-79a26a6eb6ec_1_R/BasicLTI.xml
I_9bf9f36d-1dc3-3b44-91dc-672b453d5fac_1_R/BasicLTI.xml
I_9c55867f-30a5-3f1c-9dd4-ef00d860c0ba_1_R/BasicLTI.xml
I_9cd8b35d-0c9e-3742-89cd-e18ff0abdb86_1_R/BasicLTI.xml
I_9cd8b35d-0c9e-3742-89cd-e18ff0abdb86_3_R/BasicLTI.xml
I_9cf787b1-e34b-3ffa-8ea2-22fb10fe9ec4_1_R/BasicLTI.xml
I_9cf787b1-e34b-3ffa-8ea2-22fb10fe9ec4_R/BasicLTI.xml
I_9d211428-935d-3385-8616-1a952313a7a5_R/BasicLTI.xml
I_9d4035c7-087b-37b1-979a-5868f9b6fe80_1_R/BasicLTI.xml
I_9d412214-4b2c-3163-adf2-d8b17b605239_1_R/BasicLTI.xml
I_9d466f35-98c0-321f-ae63-7bbda9bf87bf_R/BasicLTI.xml
I_9d7e03c3-7d27-3738-a010-1d1a3688a07d_R/BasicLTI.xml
I_9d8b974a-34c5-33f4-98a7-a114ad9d854a_R/BasicLTI.xml
I_9d963597-e711-36ac-a10c-6c12edf0a4a8_R/BasicLTI.xml
I_9ecd3c8d-d340-311f-8cf3-573711647183_1_R/BasicLTI.xml
I_9ed1a5e2-1756-344d-b4a7-89492a30e13a_1_R/BasicLTI.xml
I_9ef59481-20e0-3f75-a19f-7caf5f32ad38_1_R/BasicLTI.xml
I_9f2e7fbf-f8c1-398a-bb45-17e9338bf5ec_1_R/BasicLTI.xml
I_9f51ae6e-7d07-3550-8caa-586d53f7e7d4_1_R/BasicLTI.xml
I_9f569683-9600-3ed6-bce5-f6a882f1724c_R/BasicLTI.xml
I_9fb010f8-0ff8-3422-8b5f-c64c4356a2ae_1_R/BasicLTI.xml
I_9fe5685b-dcfb-3819-b891-30eec1226f48_1_R/BasicLTI.xml
I_a01844df-d32b-34c4-b6fe-c60fa0fd0a86_1_R/BasicLTI.xml
I_a01a1058-c4a0-360a-8752-90445a496b59_R/BasicLTI.xml
I_a04a3cfd-b9ad-3d82-b2ba-c931caef6af3_1_R/BasicLTI.xml
I_a083a9bb-4547-386d-9e0e-52298dd4cb8a_1_R/BasicLTI.xml
I_a0d9ff37-ea6b-377e-8d98-516c96941c37_1_R/BasicLTI.xml
I_a11bc028-c5f2-3b67-96dd-487f5c7f9f39_R/BasicLTI.xml
I_a15ba993-d5fe-3d37-996f-35baec29d407_R/BasicLTI.xml
I_a1949831-bc09-3112-be83-1089d616363f_R/BasicLTI.xml
I_a1dd1f83-3c47-327a-be35-19d920684b7a_1_R/BasicLTI.xml
I_a203afe0-3ec6-324d-8b7c-1562ee5479a0_1_R/BasicLTI.xml
I_a20651aa-1501-3b41-b40b-dbb0d1abc811_R/BasicLTI.xml
I_a2598439-c454-3fda-8e89-8ebad4593dd4_1_R/BasicLTI.xml
I_a25e5916-75d1-3adf-ae7c-f33ee2acaac2_R/BasicLTI.xml
I_a2948c71-2663-313d-8321-5cf50cdee32d_1_R/BasicLTI.xml
I_a29caac5-3c2a-3f82-828f-ccbaf658057e_1_R/BasicLTI.xml
I_a2da3245-f141-316f-aeae-acc88bfe5f81_1_R/BasicLTI.xml
I_a34443f4-8a7e-33d4-a603-096c59e2a5c5_1_R/BasicLTI.xml
I_a41038ec-4cb4-3071-ac8b-d3ed29e41823_R/BasicLTI.xml
I_a41837f5-939f-33ec-9812-f237145db750_1_R/BasicLTI.xml
I_a433233b-aed9-368d-a5d8-d902f12e403f_R/BasicLTI.xml
I_a4bb3e97-b60e-3e98-85f4-ece3bd608537_R/BasicLTI.xml
I_a4f49f27-0470-3cba-9029-2ab5bfc83837_R/BasicLTI.xml
I_a50992f6-9864-3ac4-9c26-348ce31df230_1_R/BasicLTI.xml
I_a50992f6-9864-3ac4-9c26-348ce31df230_R/BasicLTI.xml
I_a542505f-e445-3b98-9758-8f42c6ac55b5_1_R/BasicLTI.xml
I_a55814ad-e4ba-3de8-a541-850078c4af0f_1_R/BasicLTI.xml
I_a581f4c3-da6d-3c82-8b3b-03c194cc20f4_1_R/BasicLTI.xml
I_a5b6dd28-06b9-3349-a122-75fd8bf4df1a_1_R/BasicLTI.xml
I_a5f698a1-cb5c-3275-895c-e633e7cebd64_1_R/BasicLTI.xml
I_a5f698a1-cb5c-3275-895c-e633e7cebd64_3_R/BasicLTI.xml
I_a615a932-0d73-3bb6-891d-2a4f5f5ff02b_1_R/BasicLTI.xml
I_a63b1d3d-9594-3d77-8a95-b2bcfeee0b91_1_R/BasicLTI.xml
I_a645180c-04ad-3e22-baec-36cf81d1bd48_R/BasicLTI.xml
I_a6455491-0016-3a50-aff6-cee96d515b98_R/BasicLTI.xml
I_a64a49cf-cfe5-30c4-aa89-fec51d7ff4bb_1_R/BasicLTI.xml
I_a685938f-abe1-3996-a2a7-f54c0ead3c00_R/BasicLTI.xml
I_a6fc8e2c-8fcd-333c-939f-67cff7ef1fa5_1_R/BasicLTI.xml
I_a7237f37-04f2-3303-bdd7-d8e810799186_1_R/BasicLTI.xml
I_a7621607-858e-3a0a-80da-5f26ece15f85_1_R/BasicLTI.xml
I_a7885c9a-9cb0-33ee-a4ff-ebec1ba5381a_1_R/BasicLTI.xml
I_a84d0a2b-e06b-3366-8eae-880eb3f612c2_R/BasicLTI.xml
I_a8ae8e15-52da-3287-9b73-141fd0069a53_1_R/BasicLTI.xml
I_a9093a1c-ab94-36ed-b855-fd7014386a39_R/BasicLTI.xml
I_a913f409-f43e-3850-bf62-3027c4f6703a_R/BasicLTI.xml
I_a91897b6-968a-33c0-a878-b2778a772a95_1_R/BasicLTI.xml
I_a934e9df-259f-3534-8197-462154741fd1_1_R/BasicLTI.xml
I_a9394954-f102-313f-bbfa-a20bcd2324e0_1_R/BasicLTI.xml
I_a9394954-f102-313f-bbfa-a20bcd2324e0_3_R/BasicLTI.xml
I_a967679b-3b07-3308-b642-ec1c53f822a2_1_R/BasicLTI.xml
I_a96df29b-c327-35ed-b1af-af8874754904_1_R/BasicLTI.xml
I_a99419f6-cc97-387a-8373-158c3a0b3fbb_1_R/BasicLTI.xml
I_a9db43c8-b2a8-3046-8aee-52b040697b2d_1_R/BasicLTI.xml
I_a9db43c8-b2a8-3046-8aee-52b040697b2d_R/BasicLTI.xml
I_a9e15d26-e32e-349f-ba05-ee4b13e91fb8_1_R/BasicLTI.xml
I_a9e48907-17f2-3e1c-a8ac-7deeca277d17_R/BasicLTI.xml
I_a9f0e3f9-74ac-3526-bdd4-dba561f3f4d2_R/BasicLTI.xml
I_aa241e38-4845-3fce-a4b7-0f78c4083ae1_1_R/BasicLTI.xml
I_aae23151-4770-379b-9b19-29670c144593_1_R/BasicLTI.xml
I_aae23151-4770-379b-9b19-29670c144593_3_R/BasicLTI.xml
I_aae28c58-4223-3e95-8667-27e88ab01195_1_R/BasicLTI.xml
I_ab7df9c1-c88d-335d-98fc-088723066b5c_1_R/BasicLTI.xml
I_ab7df9c1-c88d-335d-98fc-088723066b5c_3_R/BasicLTI.xml
I_ac1e01f2-376a-33fd-ba64-d6326fc90a52_1_R/BasicLTI.xml
I_ac1e01f2-376a-33fd-ba64-d6326fc90a52_R/BasicLTI.xml
I_ac67cf81-e7fe-3559-979c-6346942d0422_1_R/BasicLTI.xml
I_ac67cf81-e7fe-3559-979c-6346942d0422_3_R/BasicLTI.xml
I_ac783850-dccd-3f49-ac83-464d7b729fd9_1_R/BasicLTI.xml
I_aca30313-a32a-348d-97e3-e04187fa5b6a_1_R/BasicLTI.xml
I_acdc5c4d-8786-3776-ab2c-7f409a8f2085_1_R/BasicLTI.xml
I_adbed980-6584-3933-9cad-04fe50807872_1_R/BasicLTI.xml
I_adbed980-6584-3933-9cad-04fe50807872_3_R/BasicLTI.xml
I_addb06c6-9295-31eb-95f8-06915aee8154_R/BasicLTI.xml
I_ade23198-f3c8-3cfd-bfc5-95552d98f516_1_R/BasicLTI.xml
I_ae2cea2f-efaf-36e7-adc7-4c003ed1ebb5_R/BasicLTI.xml
I_ae7cf280-d6e0-3ec3-9a9d-fb8ed598b923_R/BasicLTI.xml
I_aeee287d-34ee-3a66-ad72-6239fd979f87_1_R/BasicLTI.xml
I_af61fce5-5163-39ec-8e4f-49dc996556be_1_R/BasicLTI.xml
I_af64057d-6789-3a19-ae68-6ec991d71de8_R/BasicLTI.xml
I_afaea8f5-8c27-3f19-a29f-22c1d893df51_1_R/BasicLTI.xml
I_b0375c25-0854-3748-b9d4-4c2fdea3d7ba_1_R/BasicLTI.xml
I_b06de23a-080e-3edd-8d82-3297cc8778df_1_R/BasicLTI.xml
I_b07f075e-6916-3a6f-907c-b06d9e9506bf_1_R/BasicLTI.xml
I_b0a10246-76e6-3a46-b745-9f006976c8f1_1_R/BasicLTI.xml
I_b0ebbe7c-21cf-3d13-8952-1211222deadb_R/BasicLTI.xml
I_b1415ffa-449f-3269-9cfc-4f88217e206f_1_R/BasicLTI.xml
I_b1415ffa-449f-3269-9cfc-4f88217e206f_R/BasicLTI.xml
I_b164f40c-4cb7-3985-b1ba-838647fd3e25_1_R/BasicLTI.xml
I_b1ac1d86-4984-3743-82ca-b459bf4e94c1_R/BasicLTI.xml
I_b2284d8b-bce9-388e-94bf-cffaf5938ef4_1_R/BasicLTI.xml
I_b2b6fe29-d816-3953-9f7d-e8fd1012710a_1_R/BasicLTI.xml
I_b2b6fe29-d816-3953-9f7d-e8fd1012710a_R/BasicLTI.xml
I_b3cfe9ba-92e5-3a72-a31f-8262d6dad5af_1_R/BasicLTI.xml
I_b3cfe9ba-92e5-3a72-a31f-8262d6dad5af_3_R/BasicLTI.xml
I_b424712f-9ca2-3a81-930e-15d803b1fa81_1_R/BasicLTI.xml
I_b424712f-9ca2-3a81-930e-15d803b1fa81_3_R/BasicLTI.xml
I_b43cb3c5-25b7-3587-829f-4bc192b35573_R/BasicLTI.xml
I_b4de5277-63a5-3115-a5e5-6b6cb80817da_1_R/BasicLTI.xml
I_b516adb4-117a-3da7-b495-4e7171727e8e_1_R/BasicLTI.xml
I_b54895c6-faab-3bb5-929a-a7c96bcbc503_1_R/BasicLTI.xml
I_b57a3ee7-3b71-351c-a352-05c40d132ef9_1_R/BasicLTI.xml
I_b5a42bc4-dd59-3fa2-9853-625a6ac4f0c4_1_R/BasicLTI.xml
I_b5de1e70-7bbd-364b-8f24-c828a8f0d855_1_R/BasicLTI.xml
I_b61476d7-5483-3a30-ac23-2312168cefc7_1_R/BasicLTI.xml
I_b6379280-75f3-397e-b5d2-0487603afc45_1_R/BasicLTI.xml
I_b654df97-e520-309e-8359-b984266bc360_1_R/BasicLTI.xml
I_b68a4945-ddf7-3cad-baf1-0f323c8796c8_1_R/BasicLTI.xml
I_b68dbd3d-014e-3592-ba04-77097cb25572_1_R/BasicLTI.xml
I_b6c754ac-874a-3478-af8d-7c0a6da84e9a_R/BasicLTI.xml
I_b790fbf6-a720-383f-9d0e-b19ec38e567c_1_R/BasicLTI.xml
I_b7934904-fd5b-3591-aa6e-ba7d466e041c_1_R/BasicLTI.xml
I_b7934904-fd5b-3591-aa6e-ba7d466e041c_R/BasicLTI.xml
I_b7d66fa2-659c-3750-9ee6-7332276be349_1_R/BasicLTI.xml
I_b815a94d-ee66-37eb-8c8b-ec251b77170e_1_R/BasicLTI.xml
I_b8180fc3-1a19-3ffe-b130-d343b92c1fcc_1_R/BasicLTI.xml
I_b86d6426-bdc4-369e-8e0c-59f1b80e53a1_1_R/BasicLTI.xml
I_b87c917b-8a32-3ea9-a66c-ce0dbb2307f4_1_R/BasicLTI.xml
I_b8c3d8bb-066a-338a-bf78-b368a8840a35_1_R/BasicLTI.xml
I_b9344f52-5eb4-3412-b69d-89d65af68d86_1_R/BasicLTI.xml
I_b9c71c06-3d28-300b-b07b-2b5e337ffb0f_R/BasicLTI.xml
I_ba4dc32b-0830-31c0-95e5-d55ce2cfec9e_1_R/BasicLTI.xml
I_ba8f3a60-3cde-3201-ad19-eaf1355b5d49_1_R/BasicLTI.xml
I_bab28a30-3d71-3dd6-ae55-a191d9698d39_1_R/BasicLTI.xml
I_baf2ea50-004d-31cc-a471-fa569701c55c_1_R/BasicLTI.xml
I_bb2f6a60-dd81-38cb-8e30-2551f8512c39_R/BasicLTI.xml
I_bb457ea8-2d7b-340b-9e2a-d75d456becd6_R/BasicLTI.xml
I_bb9c9572-1d82-3a86-85cc-f185776b547c_R/BasicLTI.xml
I_bc506c20-feb6-3517-91f6-f96224d91bc0_1_R/BasicLTI.xml
I_bcaf9f77-d78e-3ac1-ad5f-91f9098b9f5d_R/BasicLTI.xml
I_bce1171c-8d09-33df-bae1-9e992d2e8521_1_R/BasicLTI.xml
I_bd42f15b-d9b4-3831-bf43-759d0ed0c9e2_1_R/BasicLTI.xml
I_bd553a3c-7f48-3f57-bfbf-f00fe2bb064c_R/BasicLTI.xml
I_bd72d9a7-ef01-3066-9fc9-4cc15ef0e4b8_1_R/BasicLTI.xml
I_bd958b5d-0439-3173-bc8d-4ae2552e5129_R/BasicLTI.xml
I_bd95fca0-8676-30e1-8e62-ca4d1003ed36_R/BasicLTI.xml
I_bd9aa485-11d3-3f2a-b86c-56c7be5f7259_1_R/BasicLTI.xml
I_bd9aa485-11d3-3f2a-b86c-56c7be5f7259_R/BasicLTI.xml
I_bdd4c2cd-0c85-3b6e-886d-6258944fa761_1_R/BasicLTI.xml
I_be183cc9-1bac-306a-82fc-3e5fe8a16211_R/BasicLTI.xml
I_be396569-b489-38a5-8215-a8bbd6bce06f_R/BasicLTI.xml
I_be7e2f5f-cf4b-3c54-b42e-afdf88758bde_1_R/BasicLTI.xml
I_bea2b707-625f-381d-ae2e-460f79908ca6_1_R/BasicLTI.xml
I_bea2b707-625f-381d-ae2e-460f79908ca6_R/BasicLTI.xml
I_bec65f70-d53f-3f20-aff7-79cffba13326_R/BasicLTI.xml
I_bee036d6-ef93-3afa-8414-d0b07a2e2fed_1_R/BasicLTI.xml
I_bef721f4-8424-35b3-a4b7-a9446520de6d_R/BasicLTI.xml
I_bfaf1e90-cf97-378c-a851-edef54686cba_R/BasicLTI.xml
I_c044ad2f-3794-3f7b-ab02-75116f16d2a7_R/BasicLTI.xml
I_c09c7ce8-4411-3da2-b64d-a3150e711f7c_1_R/BasicLTI.xml
I_c0dca8a6-b830-39d5-9c10-04922e78529d_1_R/BasicLTI.xml
I_c134c16d-66e5-3251-a071-125eb46950ab_1_R/BasicLTI.xml
I_c13528b2-81f9-3326-9980-830dad10c96e_1_R/BasicLTI.xml
I_c1cb227f-461b-3efa-805b-37ceb916dada_1_R/BasicLTI.xml
I_c234bf9f-a7c7-38ea-8afc-d29f6169b0c6_1_R/BasicLTI.xml
I_c25989da-ff07-3abe-afa1-57c1620fc7fc_1_R/BasicLTI.xml
I_c25c91da-adfc-3a97-9cf5-d3caed53e9dc_1_R/BasicLTI.xml
I_c2cbd4bf-7b27-3e7c-ae8a-37ccddfdea00_1_R/BasicLTI.xml
I_c2cbd4bf-7b27-3e7c-ae8a-37ccddfdea00_3_R/BasicLTI.xml
I_c375516c-7acd-3ca2-b9d4-e09f647fd56b_1_R/BasicLTI.xml
I_c3d502ce-b60a-390d-b6f1-7c9bd49cbb19_1_R/BasicLTI.xml
I_c43425b5-322f-3f23-8de4-d4b62a683000_R/BasicLTI.xml
I_c4566ca7-d64e-371a-a238-1dff663ac38e_1_R/BasicLTI.xml
I_c4a5af75-62a6-34d2-bff5-8d5871d4506e_1_R/BasicLTI.xml
I_c4f807d6-faeb-3ec7-b414-f3c27584d909_1_R/BasicLTI.xml
I_c5bf27d9-29c5-394e-b472-d20285a4cb04_R/BasicLTI.xml
I_c5f286ba-3bb7-3560-bf4c-d3e176ff9fe7_1_R/BasicLTI.xml
I_c5f286ba-3bb7-3560-bf4c-d3e176ff9fe7_R/BasicLTI.xml
I_c64ccefb-8511-3160-9e8b-59b7d0e2bb4c_1_R/BasicLTI.xml
I_c6925ba3-6ae6-3de5-ab7b-7302e2f8d4f0_1_R/BasicLTI.xml
I_c6d75d1b-a616-3038-a946-674bc4c0da10_1_R/BasicLTI.xml
I_c76cbd1e-12a0-3c09-9a51-5e3c03a70c7f_1_R/BasicLTI.xml
I_c8017fd6-ed4d-3c26-89de-54b3879ff36a_1_R/BasicLTI.xml
I_c83c1b8a-a8dd-38e1-9a00-d51953e539de_1_R/BasicLTI.xml
I_c83c1b8a-a8dd-38e1-9a00-d51953e539de_R/BasicLTI.xml
I_c8747a1c-38e3-3942-9bdd-6d5b83799bdb_R/BasicLTI.xml
I_c87adaec-5976-362e-b445-32c70bafce40_1_R/BasicLTI.xml
I_c87adaec-5976-362e-b445-32c70bafce40_3_R/BasicLTI.xml
I_c8957508-1008-328c-aa63-72b538d802ad_1_R/BasicLTI.xml
I_c8fabe3b-fd14-39da-ba75-4dff42be594b_1_R/BasicLTI.xml
I_c9182cd6-e88f-33b7-a978-de490fdc17a4_1_R/BasicLTI.xml
I_c940eecb-d5f0-3123-be2d-273694b78574_1_R/BasicLTI.xml
I_c995d8c0-2666-3f57-97d8-f09b318dc586_1_R/BasicLTI.xml
I_c997efab-4b3a-38d5-afb6-c0547c54c973_1_R/BasicLTI.xml
I_c9b16ab4-8ea8-36b8-9c51-4b2bb3f48e7c_R/BasicLTI.xml
I_c9b4aada-50ca-3df7-8703-e9b2a3c6113c_1_R/BasicLTI.xml
I_c9b4aada-50ca-3df7-8703-e9b2a3c6113c_R/BasicLTI.xml
I_c9bea51a-dd6d-360b-85ce-5258bb1efe68_1_R/BasicLTI.xml
I_c9bea51a-dd6d-360b-85ce-5258bb1efe68_3_R/BasicLTI.xml
I_c9c825cb-3258-3925-a12e-8bfc10e15afc_1_R/BasicLTI.xml
I_c9da5f51-e707-3704-a832-72eb30cd88a3_R/BasicLTI.xml
I_c9f3b3bc-6882-3635-b2b5-ebcb88150ce1_R/BasicLTI.xml
I_ca516834-4503-34c4-b037-a70864ee168f_R/BasicLTI.xml
I_ca5d98a5-c1ad-3545-a747-29431294028e_R/BasicLTI.xml
I_cb1ab403-c2b7-3d54-8069-4555be00a255_1_R/BasicLTI.xml
I_cb1ab403-c2b7-3d54-8069-4555be00a255_R/BasicLTI.xml
I_cb987a66-f279-3fb5-8fef-613ad7ff17bf_1_R/BasicLTI.xml
I_cbfd13ce-b17e-318b-ade2-1f934e3e6b1a_1_R/BasicLTI.xml
I_cc12d827-0c68-3d2d-8d18-5da5ea7ca70b_R/BasicLTI.xml
I_cc237a80-f913-3120-96ec-8dea23baba31_1_R/BasicLTI.xml
I_cc40e2e9-57df-379c-ab93-61263d5a439f_R/BasicLTI.xml
I_ccc744b7-dda0-3d48-8c07-3676758c5427_R/BasicLTI.xml
I_ccd54de0-1d1a-3161-839d-a2cccbf8c241_R/BasicLTI.xml
I_cd71128b-c400-36d8-ad81-397a8b1d997f_R/BasicLTI.xml
I_cdf12e36-b61e-3507-a243-bfc5ba87a534_1_R/BasicLTI.xml
I_ce163c5e-8666-38d6-9c13-98a6a7a6ef2a_1_R/BasicLTI.xml
I_cebeeb28-5d49-3b52-93af-bea560d4e5b6_1_R/BasicLTI.xml
I_cebeeb28-5d49-3b52-93af-bea560d4e5b6_3_R/BasicLTI.xml
I_cef25bf5-cd2f-38f6-94c8-f296d35fb372_R/BasicLTI.xml
I_cf26cbbe-3628-3713-b855-12d0bd9c733c_1_R/BasicLTI.xml
I_cfa7e20d-b2b5-3a95-9264-abaab5a62be4_1_R/BasicLTI.xml
I_cfd1c105-5eea-3a44-a444-62fce533ff81_1_R/BasicLTI.xml
I_d032bb7c-cec4-3459-b53f-f20856861c29_1_R/BasicLTI.xml
I_d0b34494-d137-3c03-8db1-d14462e0f18a_1_R/BasicLTI.xml
I_d0b41fe9-5431-30bc-9e4c-8e1bceaddc6c_R/BasicLTI.xml
I_d0f72243-ee3c-3754-82cd-c25a8243c78a_1_R/BasicLTI.xml
I_d176acbc-416f-38a1-aaf9-1fc1bb911ed7_R/BasicLTI.xml
I_d259ec8f-12a7-32fa-81de-a86034df7d5c_1_R/BasicLTI.xml
I_d27048bc-5bcd-35c1-a6b8-236235e66eac_1_R/BasicLTI.xml
I_d2a3d375-c70c-3748-9a2d-744289a92383_1_R/BasicLTI.xml
I_d2a492a6-33ed-37ac-a6a0-2d2be610a2d1_R/BasicLTI.xml
I_d2f53642-ca10-37d4-aeeb-9ebcbe241f56_R/BasicLTI.xml
I_d2f95cff-b43a-346a-b9ef-bc3f33a57943_1_R/BasicLTI.xml
I_d3084551-a6c7-3c7c-bc1c-59b5d3ebaeac_1_R/BasicLTI.xml
I_d3084551-a6c7-3c7c-bc1c-59b5d3ebaeac_3_R/BasicLTI.xml
I_d3259054-3592-3931-aaed-54988d36f86e_R/BasicLTI.xml
I_d35d399e-54a6-3d0e-a1bb-d073aa04d8c2_R/BasicLTI.xml
I_d36a3c31-9fda-322b-b5a6-5d7b27fd812f_1_R/BasicLTI.xml
I_d44cafce-1d6d-3c0f-9c63-8b120c307bac_R/BasicLTI.xml
I_d45c6da2-bdd9-3dae-85d5-0df8df9417bf_1_R/BasicLTI.xml
I_d4606fbb-24b2-3f5a-a072-652a64b1b53e_1_R/BasicLTI.xml
I_d497d015-184f-3da7-921f-e1ba6a3e5465_R/BasicLTI.xml
I_d49822d1-bde1-3b16-8b83-570593488e61_1_R/BasicLTI.xml
I_d4a482f7-f403-32ed-bf31-0ea9052fa70c_1_R/BasicLTI.xml
I_d4aa4b25-8bc3-3c4a-bc83-352a51edf628_R/BasicLTI.xml
I_d50a90b3-8563-371d-baae-a185bffc17ed_R/BasicLTI.xml
I_d544c8c8-962d-3427-8c1b-7773dc15206f_1_R/BasicLTI.xml
I_d5570240-f248-320f-977f-69fabf4c3a05_1_R/BasicLTI.xml
I_d6bf6ef6-737e-3af4-a12c-a35842f30399_1_R/BasicLTI.xml
I_d77c5872-4b8f-398a-8815-9e2e92e73720_1_R/BasicLTI.xml
I_d7920c1c-74fd-3974-bd96-4e5db2afc23d_1_R/BasicLTI.xml
I_d7b74355-0686-3652-8179-8b46f9d8cd5e_1_R/BasicLTI.xml
I_d7b74355-0686-3652-8179-8b46f9d8cd5e_3_R/BasicLTI.xml
I_d7fc5c55-6d14-3854-a047-280612d4f2de_1_R/BasicLTI.xml
I_d859f6ee-f317-37b8-8989-f356a540df83_R/BasicLTI.xml
I_d911ea57-1057-3bc2-a027-cd8aac20efa9_R/BasicLTI.xml
I_d917fb60-9aa8-312a-aed4-83e64ec1c8a5_1_R/BasicLTI.xml
I_d9637dce-16d3-3698-8700-4ddfa6ca1ed0_1_R/BasicLTI.xml
I_d9791adb-5399-3c47-9649-f278fb04d3f9_R/BasicLTI.xml
I_d97f7b6e-4c5d-3c43-893b-48ab080d8168_R/BasicLTI.xml
I_d988b03c-09c4-3287-9256-8ed5bda41437_1_R/BasicLTI.xml
I_d9b9f5dd-3a0e-3863-b54f-d326e34bc9da_1_R/BasicLTI.xml
I_da963910-d576-3055-b870-834ee8b4248f_1_R/BasicLTI.xml
I_dad6097c-0a02-32cb-a9b4-0d86e2e7a25a_1_R/BasicLTI.xml
I_db0282ac-30ef-3cbb-94e6-792ccd777d52_1_R/BasicLTI.xml
I_db6ed5f9-01fc-314b-b2ed-298090a2101a_1_R/BasicLTI.xml
I_db7da91d-6d11-3c52-b1f9-080a906bd2d6_1_R/BasicLTI.xml
I_db7da91d-6d11-3c52-b1f9-080a906bd2d6_3_R/BasicLTI.xml
I_db8906ec-2325-3944-83cd-d0972869edf8_R/BasicLTI.xml
I_dbc68d6f-b8e4-33e2-bb75-2aacacfc91f9_1_R/BasicLTI.xml
I_dbd8547f-097a-3087-b312-c2f1acb5c40d_1_R/BasicLTI.xml
I_dc389a80-0b50-3db7-bd9b-1eb7156667ac_R/BasicLTI.xml
I_dc87ab1f-09e3-3e40-9962-9a1411e82d27_1_R/BasicLTI.xml
I_dc9c8986-0057-3c33-af73-d094cda00a6d_R/BasicLTI.xml
I_dcfdb20e-a02a-3bf8-8faa-b29e6b264089_1_R/BasicLTI.xml
I_dcfdb20e-a02a-3bf8-8faa-b29e6b264089_3_R/BasicLTI.xml
I_dd3aeb3b-a876-3413-a38c-280b5d0f3ae6_1_R/BasicLTI.xml
I_dd3aeb3b-a876-3413-a38c-280b5d0f3ae6_3_R/BasicLTI.xml
I_dd92d9b3-649f-3ecc-b5ba-2cbbc4764b7c_1_R/BasicLTI.xml
I_dd949f8b-a778-3c52-b625-461a6e3d7dd9_1_R/BasicLTI.xml
I_de8f1bf4-4809-3b83-9d50-d9b1ecd56cbf_1_R/BasicLTI.xml
I_dea09c1f-9de0-3825-9b56-ec17bad0176f_R/BasicLTI.xml
I_df9b86a0-3320-3ce5-8660-acb532de7a05_R/BasicLTI.xml
I_dfa5982b-2d53-32c1-92ec-84ebd594a168_1_R/BasicLTI.xml
I_dfa5982b-2d53-32c1-92ec-84ebd594a168_R/BasicLTI.xml
I_dfe5d32d-ac26-3284-aeb1-53794dad88ea_1_R/BasicLTI.xml
I_e04b3ca0-b83e-3bf6-b177-c3e435329264_1_R/BasicLTI.xml
I_e04b3ca0-b83e-3bf6-b177-c3e435329264_R/BasicLTI.xml
I_e071b512-f8d1-34ea-8541-c4b77d194def_1_R/BasicLTI.xml
I_e071b512-f8d1-34ea-8541-c4b77d194def_R/BasicLTI.xml
I_e07f2a73-3df8-3dc2-8470-493bbaea9004_1_R/BasicLTI.xml
I_e07f2a73-3df8-3dc2-8470-493bbaea9004_R/BasicLTI.xml
I_e08215fb-a1cc-34e2-bb01-f1a54baa5613_R/BasicLTI.xml
I_e08884d3-ec9a-3583-8396-4ebd3c8e2428_R/BasicLTI.xml
I_e08ee88e-d82b-3bb9-ba29-5456c3707081_1_R/BasicLTI.xml
I_e0ef7ed6-1f63-3c32-816b-1b19f73ee55c_1_R/BasicLTI.xml
I_e0ef7ed6-1f63-3c32-816b-1b19f73ee55c_3_R/BasicLTI.xml
I_e109e957-45d4-3dba-b94e-40fc47152a70_1_R/BasicLTI.xml
I_e109e957-45d4-3dba-b94e-40fc47152a70_R/BasicLTI.xml
I_e1263d55-721a-38ea-b937-b8aa6d7fd9c5_1_R/BasicLTI.xml
I_e1ae3898-9a25-3748-ab08-a4a3216791e9_1_R/BasicLTI.xml
I_e1ffb9a3-156d-3aad-a65b-912e3ed3b5d5_1_R/BasicLTI.xml
I_e218b352-66aa-3edf-8b14-07b07d0b63f8_1_R/BasicLTI.xml
I_e22ef994-8339-38e3-9717-c71b6d18beb4_1_R/BasicLTI.xml
I_e2364013-5382-35e4-ab6b-71a5ece7e9b0_1_R/BasicLTI.xml
I_e2aabc02-4a5c-3db7-8f5c-8d44204bee67_1_R/BasicLTI.xml
I_e2af597c-f0bf-303d-8f5a-bc585e4ff0af_1_R/BasicLTI.xml
I_e2c71ced-48e3-3ee5-93c3-a163fc35b083_R/BasicLTI.xml
I_e3737613-b674-3b17-9463-ce102f431076_R/BasicLTI.xml
I_e3e5c2df-d64e-3224-956f-2668a5685cfa_1_R/BasicLTI.xml
I_e4064940-fd54-36fe-a610-9a6ed7976eb3_1_R/BasicLTI.xml
I_e4064940-fd54-36fe-a610-9a6ed7976eb3_R/BasicLTI.xml
I_e40d985c-3fb9-3e6c-80c4-887f6a4cebf7_R/BasicLTI.xml
I_e4491d21-184d-3625-b673-a13a0ac28fdf_1_R/BasicLTI.xml
I_e452425e-b557-33b2-abff-765c46c41020_R/BasicLTI.xml
I_e458c12d-86cb-32c4-bd54-9b225ece26e6_1_R/BasicLTI.xml
I_e458c12d-86cb-32c4-bd54-9b225ece26e6_R/BasicLTI.xml
I_e4ba7f92-1846-380d-9824-8d2036dee7c3_R/BasicLTI.xml
I_e56a3d76-e06c-3b2f-bd86-352abcd53e82_1_R/BasicLTI.xml
I_e5d0c4d6-9803-3f9e-99cb-dbc46045d32a_1_R/BasicLTI.xml
I_e622597c-7ebd-32c2-98e0-8afd4dac3c00_1_R/BasicLTI.xml
I_e64ca0d5-0e17-399d-9d6e-31a46452787d_1_R/BasicLTI.xml
I_e6abce13-fd86-343b-b228-d9bee0ab2a14_1_R/BasicLTI.xml
I_e6ccf7a0-6438-36ab-96e7-c3fecf8f8c2e_1_R/BasicLTI.xml
I_e768954c-5e0c-3ba0-8f58-3c5c16c2b54d_1_R/BasicLTI.xml
I_e783efe3-3b34-37a4-9dc9-2a5518b5d11e_1_R/BasicLTI.xml
I_e79d2a98-7065-3237-8eff-9363876fb9f9_1_R/BasicLTI.xml
I_e79d2a98-7065-3237-8eff-9363876fb9f9_R/BasicLTI.xml
I_e801647c-f3f4-3054-b044-36673db5516e_R/BasicLTI.xml
I_e8240a7d-4f1c-3d7d-9a28-c5fa3e78e48f_1_R/BasicLTI.xml
I_e83f2dca-4fa4-3c58-ad95-04cc9e82ba20_1_R/BasicLTI.xml
I_e877667c-7a50-30f6-bec8-d52bfcaa4b08_R/BasicLTI.xml
I_e8d45022-00bb-30c5-8dc6-3b6aa5c7db8d_R/BasicLTI.xml
I_e90f51bc-a1eb-3687-a0bc-5fd5f76a80a2_1_R/BasicLTI.xml
I_e9237cb4-0950-3902-96dd-0232b7393374_1_R/BasicLTI.xml
I_e9b13201-72f5-3254-b789-94a8091ab4f1_R/BasicLTI.xml
I_ea14d638-5369-3cbc-bd23-2e67557b5327_R/BasicLTI.xml
I_ea1e7b96-7728-3c45-b4b9-03de927f27a9_1_R/BasicLTI.xml
I_ea254e83-85c4-3f6f-9231-d332270fa345_1_R/BasicLTI.xml
I_ea41f072-9ff0-3785-bef2-5532605d457f_R/BasicLTI.xml
I_eaaf69bd-6a9a-3097-989d-374c03572f84_1_R/BasicLTI.xml
I_eac6e9d4-0fba-3444-bb99-f41c96edea1d_1_R/BasicLTI.xml
I_eba260b0-d469-341e-8dfe-e38b5daf3997_1_R/BasicLTI.xml
I_ec27e2f9-96c5-36df-94fc-c511d5e3c4ef_1_R/BasicLTI.xml
I_ecbe7eb3-2bc5-349b-bb09-796d69b8249a_R/BasicLTI.xml
I_ed3a4c3e-ae45-3b07-bdea-dc17d0aeaea0_R/BasicLTI.xml
I_ed418ef6-f604-3177-8ef6-883f0585fe7f_1_R/BasicLTI.xml
I_ed7a9543-9645-3b04-8ffd-a65130110676_1_R/BasicLTI.xml
I_ed83ddf4-2c9b-35a9-aada-8ba9b8089274_1_R/BasicLTI.xml
I_ed83ddf4-2c9b-35a9-aada-8ba9b8089274_R/BasicLTI.xml
I_ede6af77-daf3-3cfc-b75a-6335d3d736b3_R/BasicLTI.xml
I_eea1b0cf-810d-3e07-977a-fdeeb9e58039_1_R/BasicLTI.xml
I_ef1705c2-bbcc-3d67-bf1c-33457b407272_1_R/BasicLTI.xml
I_ef17f288-54a4-357c-be9a-f1d15d1a455f_1_R/BasicLTI.xml
I_ef197a0b-df35-306e-98a9-418e11472945_1_R/BasicLTI.xml
I_ef49de1d-0352-3f34-b431-d90c622478a3_1_R/BasicLTI.xml
I_ef68a432-f514-3942-9d0a-4350caba3cc7_1_R/BasicLTI.xml
I_f02795b0-ca19-3e88-9498-335c7543f99f_1_R/BasicLTI.xml
I_f02795b0-ca19-3e88-9498-335c7543f99f_R/BasicLTI.xml
I_f0d74dac-4125-3c0e-80dc-d933d65b92f9_1_R/BasicLTI.xml
I_f0d74dac-4125-3c0e-80dc-d933d65b92f9_3_R/BasicLTI.xml
I_f0e5f680-4469-3f22-a80a-cd209eb8e713_1_R/BasicLTI.xml
I_f1e942e3-2b22-357f-84d4-924c8412f3e3_1_R/BasicLTI.xml
I_f207c118-acca-3dd2-be33-7cfacc7614dd_1_R/BasicLTI.xml
I_f23be211-952c-3e92-a615-0003f276a4a5_1_R/BasicLTI.xml
I_f255e6c2-f4bd-3d83-bf0b-8b1abe3aca4e_R/BasicLTI.xml
I_f2782c05-ae19-3afa-a707-c639dc78dbd0_1_R/BasicLTI.xml
I_f2c6785d-1da4-39c0-b3ab-7d0cfc53796b_R/BasicLTI.xml
I_f2e094b7-990b-3332-8a38-4cf2bde3b4ce_1_R/BasicLTI.xml
I_f2e094b7-990b-3332-8a38-4cf2bde3b4ce_R/BasicLTI.xml
I_f3031b48-d8b0-35c1-93b0-1ee4ddc54ad7_1_R/BasicLTI.xml
I_f34de86c-5a84-328f-b4ea-1e0e9f357018_1_R/BasicLTI.xml
I_f35ff4a5-fcb0-3196-9ed5-54dc9f512a6b_R/BasicLTI.xml
I_f443010e-0815-3025-b61a-f92df2d5e93c_1_R/BasicLTI.xml
I_f4679964-98cb-3499-b98d-4334bda421f9_1_R/BasicLTI.xml
I_f4888971-a506-379e-b100-82364d12b5d2_1_R/BasicLTI.xml
I_f4e15cc1-053e-3522-ba89-8508df5630de_1_R/BasicLTI.xml
I_f4fd12fb-c80b-304e-9052-c6cf08ec06a2_R/BasicLTI.xml
I_f51937ae-e2b9-307c-9df8-28151a50c5ec_1_R/BasicLTI.xml
I_f53a8911-6d44-378d-9a30-4bb776860267_1_R/BasicLTI.xml
I_f545d72e-5326-397d-bd52-3a10dd0c9816_R/BasicLTI.xml
I_f54ef064-f7c7-392c-86f9-6320b84ca95a_1_R/BasicLTI.xml
I_f5528429-ee27-3496-805e-72f14e5291b6_1_R/BasicLTI.xml
I_f5909c0c-c6a7-33cd-930d-c1d693734cb9_R/BasicLTI.xml
I_f60d5be4-dea8-330d-b804-2b68d3dd5853_R/BasicLTI.xml
I_f66a12a4-4328-34e9-8204-fb06ea2ab559_R/BasicLTI.xml
I_f6f968f5-7fe7-3404-96af-afa2db4ecf8d_1_R/BasicLTI.xml
I_f7b78f06-0b8d-31ea-8ae9-7670d625debd_1_R/BasicLTI.xml
I_f7b78f06-0b8d-31ea-8ae9-7670d625debd_3_R/BasicLTI.xml
I_f7c62563-5be6-376c-be1f-05ed2b1e5271_R/BasicLTI.xml
I_f7fde1a1-07c9-372d-9e59-acbde55c06d4_1_R/BasicLTI.xml
I_f81c62e3-1d7d-3bbe-9dff-44ca49427ce0_1_R/BasicLTI.xml
I_f81c62e3-1d7d-3bbe-9dff-44ca49427ce0_R/BasicLTI.xml
I_f86078d3-d9aa-3db9-be01-02dcb3927221_R/BasicLTI.xml
I_f8d1a71b-341d-3fc8-a800-a7a565f31dd8_R/BasicLTI.xml
I_f94df03a-0671-3883-b002-7ffd27b82269_1_R/BasicLTI.xml
I_f94df03a-0671-3883-b002-7ffd27b82269_R/BasicLTI.xml
I_f9b0492c-2401-36f9-b5e5-efa493bc04be_1_R/BasicLTI.xml
I_f9bd4a63-495f-349e-bb9e-0a0a2a3e1a04_1_R/BasicLTI.xml
I_f9bd4a63-495f-349e-bb9e-0a0a2a3e1a04_3_R/BasicLTI.xml
I_f9c6af92-c00f-3362-838c-ce36d2dc411b_R/BasicLTI.xml
I_fa4fbf52-41a4-374c-bd6b-6b15ecc5e05f_1_R/BasicLTI.xml
I_fa588dfc-2ca8-3b6b-9d6c-e99ebd8a7b67_R/BasicLTI.xml
I_fa83cc36-9af2-3c79-b21b-5e4f65709066_1_R/BasicLTI.xml
I_faa193de-23e5-3f95-9c66-0f22e8ba60ba_1_R/BasicLTI.xml
I_fab2f5f2-94f0-399a-9926-e145ffd9186c_1_R/BasicLTI.xml
I_fab2f5f2-94f0-399a-9926-e145ffd9186c_R/BasicLTI.xml
I_fadb0e5e-387f-31ef-a3f3-7cc473378bc9_R/BasicLTI.xml
I_fb78da1a-8ffc-3e7b-be8d-92e5961b2d3e_1_R/BasicLTI.xml
I_fb7fa02e-f3cf-37f4-b7ee-aa5590fd9d19_R/BasicLTI.xml
I_fb89c881-1055-3c6c-8137-66ad31d1a30f_1_R/BasicLTI.xml
I_fbd4ed7e-2e13-3d2f-acf0-08e15d3ef4ab_R/BasicLTI.xml
I_fbd9ff94-6459-3a64-9731-1498305be1b6_R/BasicLTI.xml
I_fbe7fa27-c586-3ce9-be73-9617c1c6fda7_1_R/BasicLTI.xml
I_fbf61202-6776-36ae-91f9-44a8d9d74f6a_R/BasicLTI.xml
I_fc2aa32b-e313-3bee-9430-5000f2c3458e_1_R/BasicLTI.xml
I_fc2aa32b-e313-3bee-9430-5000f2c3458e_R/BasicLTI.xml
I_fc9b53ce-0e55-371a-9ed0-8fcb7e0c4e9c_1_R/BasicLTI.xml
I_fcfc54cc-52e1-3f8c-8c72-ee36a64fa237_R/BasicLTI.xml
I_fd24e8c5-8f7b-3d25-be06-5c93e62a4f60_1_R/BasicLTI.xml
I_fd3dc9d3-22d8-3be1-a9f8-7fdc96f79848_1_R/BasicLTI.xml
I_fd874ee5-7704-3823-afa5-8bf498cf9f2d_1_R/BasicLTI.xml
I_fde1cbdd-bc18-397d-aa3f-1c6a8f03db0f_1_R/BasicLTI.xml
I_fde1cbdd-bc18-397d-aa3f-1c6a8f03db0f_R/BasicLTI.xml
I_fe2b93ae-f6ce-3107-ae15-b3cddb1f679c_R/BasicLTI.xml
I_fe596a6b-c728-37a2-820f-3f7c385b0243_1_R/BasicLTI.xml
I_fe8d710c-cb82-3e5a-8c76-7d327259c590_R/BasicLTI.xml
I_ff3f4140-956c-3f2d-afe4-c51ba3183d33_R/BasicLTI.xml
I_ffbcb9e4-c498-3630-8d34-0c0d875e5764_1_R/BasicLTI.xml
I_ffe5c359-7a5c-378e-b283-871804e95403_1_R/BasicLTI.xml
I_ffe5c359-7a5c-378e-b283-871804e95403_3_R/BasicLTI.xml
I_ffe80911-1ac8-34e6-a213-a70cc172b1f8_1_R/BasicLTI.xml
I_ffe80911-1ac8-34e6-a213-a70cc172b1f8_3_R/BasicLTI.xml

Title: Pearson Elevate Science Florida Edition Physical Science


         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Elevate Science Florida Edition Physical Science Student Digital Book

         Topic 1: Energy

            Topic Launch: Energy

               eText: Energy

               Editable Readiness Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Readiness Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Remediation Summary: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               uConnect Lab: What Would Make a Card Jump?
                 Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Kickoff: Outrageous Energy Contraptions

               Quest Checklist: Outrageous Energy Contraptions

               Quest Rubric: Outrageous Energy Contraptions

            Lesson 1: Energy, Motion, Force, and Work

               Connect

                  Poll: Things That Have Energy

               Investigate

                  eText: Energy, Motion, Force, and Work

                  Interactivity: Get Moving With Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Interactivity: Understanding Machines

                  Worksheet: Understanding Machines

                  Video: Energy, Motion, Force, and Work

                  uInvestigate Lab: What Work Is
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

               Synthesize

                  Interactivity: Force and Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In eText: Applying Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Interactivity: Applying Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: How Much Work is Done?
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

                  Quiz Review: Energy, Motion, Force, and Work
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

                  Editable Quiz: Energy, Motion, Force, and Work
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

                  Quiz: Energy, Motion, Force, and Work
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

            Lesson 2: Kinetic Energy and Potential Energy

               Connect

                  Class Discussion: Because of Kinetic Energy or Gravitational Potential Energy?

               Investigate

                  eText: Kinetic Energy and Potential Energy

                  Interactivity: Interpret Kinetic Energy Graphs
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Virtual Lab: Skate or Fly!
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Video: Kinetic Energy and Potential Energy

                  uInvestigate Lab: Mass, Velocity, and Kinetic Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  Lab: Energy, Magnetism, and Electricity
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. 

                  eText: uEngineer It!: Prototype to Product: Giving Prosthetics a Boost
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  uEngineer It! Interactivity: Prosthetics in Motion
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

               Synthesize

                  Interactivity: Racing for Kinetic Energy
                    Curriculum Standards: Recognize examples of stored energy, such as in a roller coaster. 

                  Interactivity: Roller Coasters and Potential Energy

                  Quest Check-In eText:  Build a Chain-Reaction Machine
                  Quest Check-In eText: Build a Chain-Reaction MachineThis links to this lesson's Quest Check-In in the student eText.
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Lab: Build a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: Kinetic or Potential Energy?
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quiz Review: Kinetic Energy and Potential Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Editable Quiz: Kinetic Energy and Potential Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quiz: Kinetic Energy and Potential Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

            Lesson 3: Other Forms of Energy

               Connect

                  Write: Energy Use
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

               Investigate

                  eText: Other Forms of Energy

                  Interactivity: Types of Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Interactivity: Forms of Energy

                  Worksheet: Forms of Energy

                  Video: Nuclear Energy

                  uInvestigate Lab: Making a Flashlight Shine
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. 

                  eText: Career Feature: Energy Engineer

                  Career Video: Energy Engineer

               Synthesize

                  Quest Check-In eText: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Lab: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: Transformation of Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quiz Review: Other Forms of Energy
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Editable Quiz: Other Forms of Energy
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quiz: Other Forms of Energy
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

            Lesson 4: Energy Change and Conservation

               Connect

                  Write: Everyday Energy Transformations
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

               Investigate

                  eText: Energy Change and Conservation

                  Interactivity: Energy Transformations
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Video: Energy Change and Conservation

                  uInvestigate Lab:  Law of Conservation of Energy
                  uInvestigate Lab: Law of Conservation of EnergyThis lab investigation provides an opportunity for students to observe the law of conservation of energy in action by observing the height of a tennis ball's bounce.
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. 

                  eText: Case Study: U.S. Energy Consumption

               Synthesize

                  Interactivity: Take It to the Extreme
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quest Check-In eText: Redesign and Retest a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Lab: Redesign and Retest a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: The Energy of a Comet
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quiz Review: Energy Change and Conservation
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Editable Quiz: Energy Change and Conservation
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

                  Quiz: Energy Change and Conservation
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. 

            Topic Close: Energy

               eText: Review and Assess:  Energy
               eText: Review and Assess: EnergyThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               eText: Florida Benchmark Review: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               uDemonstrate Lab: 3, 2, 1 . . . Liftoff!
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Select models useful in relating the results of their own investigations. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               uDemonstrate Lab Do It Yourself: 3, 2, 1 . . . Liftoff!
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Select models useful in relating the results of their own investigations. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Quest Findings eText:  Reflect on Your Chain-Reaction Machine
               Quest Findings eText: Reflect on Your Chain-Reaction MachineThis links to this topic's Quest Findings in the student eText.

               Quest Findings: Reflect on Your Chain-Reaction Machine

               Main Ideas: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Editable Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

         Topic 2: Forces and Motion

            Topic Launch: Forces and Motion

               eText: Forces and Motion

               Editable Readiness Test: Force and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Recognize that speed describes how far an object travels in a given amount of time. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Readiness Test: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Recognize that speed describes how far an object travels in a given amount of time. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Remediation Summary: Force and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Recognize that speed describes how far an object travels in a given amount of time. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               uConnect Lab: Identifying Motion
                 Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Quest Kickoff: Build a Better Bumper Car
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Checklist: Build a Better Bumper Car
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Rubric: Build a Better Bumper Car
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

            Lesson 1: Describing Motion and Force

               Connect

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Investigate

                  eText: Describing Motion and Force

                  Interactivity: Relative Motion
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Interactivity: Balanced and Unbalanced Forces
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Interactivity: Levers

                  Worksheet: Levers

                  Virtual Lab: Launching a Spacecraft into Motion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Video: Describing Motion and Force

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Synthesize

                  Interactivity: Explore Forces
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In eText: Define Criteria and Constraints
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In Interactivity: Define Criteria and Constraints
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Enrichment: Reducing Friction
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz Review: Describing Motion and Force
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Editable Quiz: Describing Motion and Force
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz: Describing Motion and Force
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

            Lesson 2: Speed, Velocity, and Acceleration

               Connect

                  Write: Forces From Motion
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

               Investigate

                  eText: Speed, Velocity, and Acceleration

                  Interactivity: Falling for Velocity
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Interactivity: Motion Graphs

                  Worksheet: Motion Graphs

                  Video: Speed, Velocity, and Acceleration

                  uInvestigate Lab: Walking the Walk
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  eText: Case Study: A Revolution in Navigation

               Synthesize

                  Interactivity:  How Forces Affect Motion
                  Interactivity: How Forces Affect MotionThis digital activity allows students to relate a net force to a change in an object's motion.
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Quest Check-In eText: Mass, Speed, and Colliding Cars
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Enrichment: Describing Motion
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. 

                  Quiz Review: Speed, Velocity, and Acceleration
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. 

                  Editable Quiz: Speed, Velocity, and Acceleration
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. 

                  Quiz: Speed, Velocity, and Acceleration
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. 

            Lesson 3: Newton's Laws of Motion

               Connect

                  Poll: The Ball Stops Rolling
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Investigate

                  eText: Newton's Laws of Motion
                    Curriculum Standards: Recognize that objects fall unless supported by something. 

                  Interactivity: How Are Mass, Motion, and Force Related?
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Video: Newton's Laws of Motion

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  eText: uEngineer It!: Defining the Problem: Generating Energy from Potholes
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  uEngineer It! Interactivity: Fuel Efficient Vehicles
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Career Video: Mechanical Engineer

               Synthesize

                  Interactivity: Going, Going, Gone!
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Quest Check-In eText: Apply Newton's Laws of Motion

                  Quest Check-In Interactivity: Apply Newton's Laws of Motion

                  Enrichment: Newton's Laws of Motion

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Discuss what characterizes science and its methods. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz Review: Newton's Laws of Motion
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Discuss what characterizes science and its methods. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Editable Quiz: Newton's Laws of Motion
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Discuss what characterizes science and its methods. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz: Newton's Laws of Motion
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Discuss what characterizes science and its methods. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

            Lesson 4: Friction and Gravitational Interactions

               Connect

                  Write: You Can't Always Coast on Your Bicycle
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. 

               Investigate

                  eText: Friction and Gravitational Interactions
                    Curriculum Standards: Recognize that objects fall unless supported by something. 

                  Interactivity: Exploring Gravity
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. 

                  Video: Friction and Gravitational Interactions

                  uInvestigate Lab: Observing Friction
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. 

               Synthesize

                  Interactivity: The Patterns of the Tides
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. 

                  Quest Check-In eText: Bumping Cars, Bumper Solutions
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Enrichment: Gravitational Force of the Sun
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

                  Quiz Review: Friction and Gravitational Interactions
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

                  Editable Quiz: Friction and Gravitational Interactions
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

                  Quiz: Friction and Gravitational Interactions
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

            Topic Close: Forces and Motion

               eText: Review and Assess: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               eText: Florida Benchmark Review: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               uDemonstrate Lab: Stopping on a Dime
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that speed describes how far an object travels in a given amount of time. 

               uDemonstrate Lab Do It Yourself: Stopping on a Dime
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that speed describes how far an object travels in a given amount of time. 

               Quest Findings eText: Reflect on Your Bumper Car Solution
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Findings: Reflect on Your Bumper Car Solution
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Main Ideas: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Editable Test: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Test: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. Select models useful in relating the results of their own investigations. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

         Topic 3: Thermal Energy

            Topic Launch: Thermal Energy

               eText: Thermal Energy

               Editable Readiness Test: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Readiness Test: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Remediation Summary: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               uConnect Lab: How Cold Is the Water?

               Quest Kickoff: Keep Hot Liquids Hot
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Checklist: Keep Hot Liquids Hot
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Rubric: Keep Hot Liquids Hot
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

            Lesson 1: Thermal Energy, Heat, and Temperature

               Connect

                  Class Discussion: Warming Your Hands

               Investigate

                  eText: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Observe and recognize changes caused by heat on substances. 

                  Interactivity: Flow of Thermal Energy
                    Curriculum Standards: Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that a hot object can make a cold object warm when they touch. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Virtual Lab: Choosing a Snack Food

                  Video: Thermal Energy, Heat, and Temperature

                  uInvestigate Lab: Temperature and Thermal Energy

               Synthesize

                  Interactivity: A Rising Thermometer
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Enrichment: Distributing Heat
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quiz Review: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Editable Quiz: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quiz: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

            Lesson 2: Heat Transfer

               Connect

                  Write: Cooler and Warmer
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Investigate

                  eText: Heat Transfer

                  Interactivity: Methods of Thermal Energy Transfer

                  Interactivity: Solar Oven Design

                  Worksheet: Solar Oven Design

                  Video: Heat Transfer

                  uInvestigate Lab: Visualizing Convection Currents
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Select models useful in relating the results of their own investigations. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  eText: uEngineer It!: Shockwave to the Future: Wave Disk Engine

                  uEngineer It! Video: Shockwave to the Future

                  Career Video: Firefighter

                  eText: Case Study: Geothermal Power Production in the U.S.

               Synthesize

                  Interactivity: Heat and Reheat
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Quest Check-In eText: Contain the Heat
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Quest Check-In Interactivity: Contain the Heat
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Enrichment: Drinks on Ice
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Select models useful in relating the results of their own investigations. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quiz Review: Heat Transfer
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Editable Quiz: Heat Transfer
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Quiz: Heat Transfer
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

            Lesson 3: Heat and Materials

               Connect

                  Poll: Too Hot to Handle
                    Curriculum Standards: Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

               Investigate

                  eText: Heat and Materials

                  Interactivity: A Day at the Beach
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Video: Heat and Materials

                  uInvestigate Lab: Comparing How Liquids Cool
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Synthesize

                  Interactivity: Matter and Heat Transfer
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. 

                  Quest Check-In eText: Heat and Materials
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Heat In
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Cold Out
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Enrichment: Probing the Sun
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

                  Quiz Review: Heat and Materials
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

                  Editable Quiz: Heat and Materials
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

                  Quiz: Heat and Materials
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

            Topic Close: Thermal Energy

               eText: Review and Assess: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               eText: Florida Benchmark Review: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               uDemonstrate Lab: Testing Thermal Conductivity
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               uDemonstrate Lab Do It Yourself: Testing Thermal Conductivity
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Findings eText: Reflect on Your Insulating Container
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Findings: Reflect on Your Insulating Container
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Main Ideas: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Editable Test: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Test: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

         Topic 4: Waves and Electromagnetic Radiation

            Topic Launch: Waves and Electromagnetic Radiation

               eText: Waves and Electromagnetic Radiation

               Editable Readiness Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. 

               Readiness Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. 

               Remediation Summary: Waves and Electromagnetic Radiation
                 Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. 

               uConnect Lab: What Are Waves?
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Quest Kickoff: Design to Stop a Thief
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Quest Checklist: Design to Stop a Thief
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Quest Rubric: Design to Stop a Thief
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

            Lesson 1: Wave Properties

               Connect

                  Poll: Reactive Ripples
                    Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. 

               Investigate

                  eText: Wave Properties

                  Interactivity: Modeling Waves
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss what characterizes science and its methods. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

                  Interactivity: Making Waves
                    Curriculum Standards: Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Worksheet: Making Waves
                    Curriculum Standards: Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Video: Wave Properties
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uInvestigate Lab: Waves and Their Characteristics
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  eText: Case Study: Light and Sound in the Stadium

               Synthesize

                  Interactivity: Describe the Properties of Waves
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss what characterizes science and its methods. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

                  Quest Check-In eText: Light Behavior
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In Interactivity: Light Behavior
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Enrichment: Measuring Ocean Waves
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that sound and light travel. 

                  Quiz Review: Wave Properties
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Editable Quiz: Wave Properties
                    Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that sound and light travel. 

                  Quiz: Wave Properties
                    Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that sound and light travel. 

            Lesson 2: Wave Interactions

               Connect

                  Inquiry Warm-Up Lab: Follow the Bouncing Ball
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Investigate

                  eText: Wave Interactions
                    Curriculum Standards: Recognize that light can be reflected. Recognize reflections of objects. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize that light can be reflected or absorbed. Light waves can travel through a vacuum and through matter. 

                  Interactivity: Model Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Virtual Lab: Colors of the Sky
                    Curriculum Standards: Water and sound waves transfer energy through a material. 

                  Video: Wave Interactions
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uInvestigate Lab: Standing Waves and Wave Interference
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  eText: uEngineer It!:  Impact on Society: Say Cheese!
                  eText: uEngineer It!: Impact on Society: Say Cheese!This links to this topic's uEngineer It! in the student eText.
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  uEngineer It! Video: Say Cheese!
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

               Synthesize

                  Interactivity: Use Models to Describe Wave Behavior
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In eText: Virtual Optics
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  Quest Check-In Interactivity: Virtual Optics
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  Worksheet: Virtual Optics
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  Enrichment: Mapping With Sonar
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Explain why theories may be modified but are rarely discarded. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss what characterizes science and its methods. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Quiz Review: Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Editable Quiz: Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Quiz: Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

            Lesson 3: Electromagnetic Waves

               Connect

                  Class Discussion: White Light
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Explain why theories may be modified but are rarely discarded. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Water and sound waves transfer energy through a material. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Investigate

                  eText: Electromagnetic Waves

                  Interactivity: Build an Electromagnetic Wave
                    Curriculum Standards: Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Identify that white (visible) light has many colors, such as when viewed with a prism. Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. Recognize primary colors of a rainbow. Recognize that sound and light travel. 

                  Interactivity: Models of Light
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  Worksheet: Models of Light
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  Video: Electromagnetic Waves

                  uInvestigate Lab: Build a Wave
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  eText: Career Feature: Lighting Designer
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Career Video: Lighting Designer
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Synthesize

                  Interactivity: Describe Electromagnetic Waves
                    Curriculum Standards: Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Identify that white (visible) light has many colors, such as when viewed with a prism. Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. Recognize primary colors of a rainbow. Recognize that sound and light travel. 

                  Quest Check-In eText: Optical Demonstration
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Quest Check-In Interactivity: Optical Demonstration
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Quest Check-In Lab: An Optimal Optical Solution
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Enrichment: Space Radiation
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Identify that white (visible) light has many colors, such as when viewed with a prism. Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. Recognize primary colors of a rainbow. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Quiz Review: Electromagnetic Waves
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Editable Quiz: Electromagnetic Waves
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Quiz: Electromagnetic Waves
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

            Topic Close: Waves and Electromagnetic Radiation

               eText: Review and Assess:  Waves and Electromagnetic Radiation
               eText: Review and Assess: Waves and Electromagnetic RadiationThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               eText: Florida Benchmark Review: Waves and Electromagnetic Radiation
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               uDemonstrate Lab: Making Waves
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               uDemonstrate Lab Do It Yourself: Making Waves
                 Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               Quest Findings eText: Reflect on Your Demonstration
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Quest Findings: Reflect on Your Demonstration
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Main Ideas: Waves and Electromagnetic Radiation
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Editable Test:  Waves and Electromagnetic Radiation
               Editable Test: Waves and Electromagnetic RadiationThis is an editable and printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

         Topic 5: Introduction to Matter

            Topic Launch: Introduction to Matter

               eText: Introduction to Matter

               Editable Readiness Test: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize that the weight of an object is related to the pull of gravity. 

               Readiness Test: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize that the weight of an object is related to the pull of gravity. 

               Remediation Summary: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize that the weight of an object is related to the pull of gravity. 

               uConnect Lab: The Nuts and Bolts of Formulas

               Quest Kickoff: Lights! Camera! Action!
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

               Quest Checklist: Lights! Camera! Action!
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

               Quest Rubric: Lights! Camera! Action!
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

            Lesson 1: Describing and Classifying Matter

               Connect

                  Class Discussion: How Is Matter Like Words?

               Investigate

                  eText: Describing and Classifying Matter

                  Interactivity: What Makes Up Matter?
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Video: Describing and Classifying Matter

                  uInvestigate Lab: Modeling Atoms and Molecules
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  eText: Career Feature: Museum Technician

                  Career Video: Museum Conservator

               Synthesize

                  Interactivity: Molecules and Extended Structures
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify models used in the context of one's own study of science. 

                  Quest Check-In eText: The Science of Special Effects
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Quest Check-In Interactivity: The Science of Special Effects
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Enrichment: What's In The Air?

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  Quiz Review: Describing and Classifying Matter
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  Editable Quiz: Describing and Classifying Matter
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  Quiz: Describing and Classifying Matter
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

            Lesson 2: Measuring Matter

               Connect

                  Inquiry Warm-Up Lab: Which Has More Mass?
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. 

               Investigate

                  eText: Measuring Matter
                    Curriculum Standards: Recognize the heavier of two objects. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Compare the weight of different sized objects. 

                  Interactivity: Calculating Density
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. 

                  Video: Measuring Matter

                  uInvestigate Lab:  Observing Physical Properties
                  uInvestigate Lab: Observing Physical PropertiesThis lab investigation provides an opportunity for students to observe the physical properties of water. Students use inferences and prior knowledge to describe water in liquid and solid states.
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. 

                  eText: Case Study: An Epic Disaster
                    Curriculum Standards: Identify ways that science processes can be used to make informed decisions in the community, state, and nation. Recognize that science processes can be used to help people in the community and state make wise choices. Observe and recognize a cause-effect relationship related to a science topic. 

               Synthesize

                  Interactivity: Weight on the Moon
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. 

                  Enrichment: Ocean Currents
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. 

                  Quiz Review: Measuring Matter
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. 

                  Editable Quiz: Measuring Matter
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. 

                  Quiz: Measuring Matter
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. 

            Lesson 3: Changes in Matter

               Connect

                  Inquiry Warm-Up Lab: Is a New Substance Formed?
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Investigate

                  eText: Changes in Matter
                    Curriculum Standards: Scientific knowledge is durable and robust, but open to change. Discuss what characterizes science and its methods. Identify that scientific knowledge must be supported by evidence. Identify that scientific theories can change. Recognize that scientific theories can change. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 

                  Virtual Lab: What's the Matter with My Chocolate?
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Video: Changes in Matter

                  uInvestigate Lab: Physical and Chemical Changes
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  eText: uEngineer It!: Gathering Speed with Superconductors

                  uEngineer It! Video: Gathering Speed with Superconductors

               Synthesize

                  Interactivity: Properties of Matter

                  Quest Check-In eText: Changes in Matter
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Quest Check-In Interactivity: Mysterious Movie Fog

                  Quest Check-In Lab: Cinematic Science
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Enrichment: Chemical Changes in Plants and Animals
                    Curriculum Standards: When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Quiz Review: Changes in Matter
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Editable Quiz: Changes in Matter
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Quiz: Changes in Matter
                    Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

            Topic Close: Introduction to Matter

               eText: Review and Assess: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

               eText: Florida Benchmark Review: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

               uDemonstrate Lab: Help Out the Wildlife
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. 

               uDemonstrate Lab Do It Yourself: Help Out the Wildlife
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. 

               Quest Findings eText: Reflect on Your Scene
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Quest Findings: Reflect on Your Scene
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

               Main Ideas: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

               Editable Test: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

               Test: Introduction to Matter
                 Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

         Topic 6: Solids, Liquids, and Gases

            Topic Launch: Solids, Liquids, and Gases

               eText: Solids, Liquids, and Gases

               Editable Readiness Test: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Matter can undergo a variety of changes. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

               Readiness Test: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Matter can undergo a variety of changes. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

               Remediation Summary: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Matter can undergo a variety of changes. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

               uConnect Lab: Solid, Liquid, or Gas?
                 Curriculum Standards: All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

               Quest Kickoff: Getting a Lift
                 Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

               Quest Checklist: Getting a Lift
                 Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

               Quest Rubric: Getting a Lift
                 Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

            Lesson 1: States of Matter

               Connect

                  Poll: Determining the State of Matter
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

               Investigate

                  eText: States of Matter
                    Curriculum Standards: Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. 

                  Interactivity: Particles and States of Matter
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  Virtual Lab: Cooking and States of Matter
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Video: States of Matter

                  uInvestigate Lab: Properties of Matter
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

                  eText: uEngineer It!: From "Ink" to Objects: 3D Printing
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  uEngineer It! Interactivity: A Matter of Printing
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  Career Video: Materials Scientist

               Synthesize

                  Interactivity: Properties of Solids, Liquids, and Gases
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  Quest Check-In eText: Design Your Lift
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  Quest Check-In Interactivity: Design Your Lift
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  Enrichment: Lava Viscosity
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

                  Quiz Review: States of Matter
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

                  Editable Quiz: States of Matter
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

                  Quiz: States of Matter
                    Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

            Lesson 2: Changes of State

               Connect

                  Write: Changing States
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

               Investigate

                  eText: Changes of State

                  Interactivity: Particle Motion and States of Matter
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

                  Interactivity: States of Matter

                  Worksheet: States of Matter

                  Video: Changes of State

                  uInvestigate Lab: Mirror, Mirror
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

               Synthesize

                  Interactivity: Thermal Energy and Changes of State
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Quest Check-In eText: Lift Your Car
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Compare properties of solids, liquids, and gases. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Quest Check-In Interactivity: Lift Your Car
                    Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Compare properties of solids, liquids, and gases. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Enrichment: Cooling Curves
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Quiz Review: Changes of State
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Editable Quiz: Changes of State
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Quiz: Changes of State
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

            Lesson 3: Gas Behavior

               Connect

                  Inquiry Warm-Up Lab: How Can Air Keep Chalk From Breaking?
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

               Investigate

                  eText: Gas Behavior

                  Interactivity: The Gas Laws
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Select models useful in relating the results of their own investigations. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that the weight of an object is related to the pull of gravity. 

                  Video: Gas Behavior

                  uInvestigate Lab: Testing Charles's and Boyle's Gas Laws
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. 

                  eText: Case Study: Rising to the Occasion: Charles's Law in the Oven!

               Synthesize

                  Interactivity: Hot Air Balloon Ride
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Select models useful in relating the results of their own investigations. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that the weight of an object is related to the pull of gravity. 

                  Quest Check-In eText: Phases of Matter
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that the weight of an object is related to the pull of gravity. 

                  Quest Check-In Lab: Phases of Matter
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that the weight of an object is related to the pull of gravity. 

                  Enrichment: Gas Behavior in Daily Life
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. 

                  Quiz Review: Gas Behavior
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. 

                  Editable Quiz: Gas Behavior
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. 

                  Quiz: Gas Behavior
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. 

            Topic Close: Solids, Liquids, and Gases

               eText: Review and Assess:  Solids, Liquids, and Gases
               eText: Review and Assess: Solids, Liquids, and GasesThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 

               eText: Florida Benchmark Review: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 

               uDemonstrate Lab: Melting Ice
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

               uDemonstrate Lab Do It Yourself:  Melting Ice
               uDemonstrate Lab Do It Yourself: Melting IceThis lab investigation gives students the opportunity to investigate the question, How does the temperature of the surroundings affect the rate at which ice melts?
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

               Quest Findings eText:  Reflect on Your Lift
               Quest Findings eText: Reflect on Your LiftThis links to this topic's Quest Findings in the student eText.
                 Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

               Quest Findings: Reflect on Your Lift
                 Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. 

               Main Ideas: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 

               Editable Test: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 

               Test: Solids, Liquids, and Gases
                 Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 

         Topic 7: Atoms and the Periodic Table

            Topic Launch: Atoms and the Periodic Table

               eText: Atoms and the Periodic Table
                 Curriculum Standards: Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. 

               Editable Readiness Test: Atoms and the Periodic Table
                 Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Readiness Test: Atoms and the Periodic Table
                 Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Remediation Summary: Atoms and the Periodic Table
                 Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               uConnect Lab: Modeling Matter
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               Quest Kickoff: Dessert Disaster
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Quest Checklist: Dessert Disaster
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Quest Rubric: Dessert Disaster
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

            Lesson 1: Atomic Theory

               Connect

                  Inquiry Warm-Up Lab: What's in the Box?
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

               Investigate

                  eText: Atomic Theory
                    Curriculum Standards: Scientific knowledge is durable and robust, but open to change. Discuss what characterizes science and its methods. Identify that scientific knowledge must be supported by evidence. Identify that scientific theories can change. Recognize that scientific theories can change. Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 

                  Interactivity: Build an Atom
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Video: Isotopes of Hydrogen

                  uInvestigate Lab: How Far Away Is the Electron?
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. 

                  eText: Case Study: Unlocking the Power of the Atom
                    Curriculum Standards: Recognize that science processes can be used to help people in the community and state make wise choices. Recognize a way science is used in the community. 

               Synthesize

                  Interactivity: Models of Atoms
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Identify that matter is made of small particles called atoms. Explain why theories may be modified but are rarely discarded. 

                  Enrichment: Introduction to Atoms
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Match light and sound to their sources. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  Quiz Review: Atomic Theory
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Match light and sound to their sources. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  Editable Quiz: Atomic Theory
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Match light and sound to their sources. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  Quiz: Atomic Theory
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Match light and sound to their sources. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

            Lesson 2: The Periodic Table

               Connect

                  Inquiry Warm-Up Lab: Which Is Easier?
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Investigate

                  eText: The Periodic Table

                  Interactivity: Organization of the Periodic Table
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Interactivity: Interactive Periodic Table
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Worksheet: Interactive Periodic Table
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Video: Major Patterns in the Periodic Table

                  uInvestigate Lab: Classifying Elements
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Career Video: Artist

               Synthesize

                  Interactivity: Groups of Elements
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Quest Check-In eText: Examining Physical Properties of the Powders
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Quest Check-In Interactivity: Examining Physical Properties of the Powders
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Enrichment:  Mystery of the Unknown Element
                  Enrichment: Mystery of the Unknown ElementThis worksheet extends student understanding of the lesson by encouraging them to use provided clues to calculate an unknown element.
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. 

                  Quiz Review: The Periodic Table
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. 

                  Editable Quiz: The Periodic Table
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. 

                  Quiz: The Periodic Table
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. 

            Lesson 3: Bonding and the Periodic Table

               Connect

                  Inquiry Warm-Up Lab: What are the Trends in the Periodic Table?
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Investigate

                  eText: Bonding and the Periodic Table

                  Interactivity: Valence Electrons
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that common elements combine in different ways to make up all living and nonliving things. Separate a mixture into its parts. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. 

                  Video: Modeling an Atom

                  uInvestigate Lab: Element Chemistry
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  eText: uEngineer It!:  Designing Solutions: When Particles Collide
                  eText: uEngineer It!: Designing Solutions: When Particles CollideThis links to this topic's uEngineer It! Feature in the student eText.

                  uEngineer It! Video: When Particles Collide

               Synthesize

                  Interactivity: Transferring Energy Through Bonding
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. Separate a mixture into its parts. 

                  Quest Check-In eText: The Iodine Test for Starch
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. 

                  Quest Check-In Interactivity: The Iodine Test for Starch
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. 

                  Enrichment: All That Glitters Is Not Gold
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

                  Quiz Review: Bonding and the Periodic Table
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

                  Editable Quiz: Bonding and the Periodic Table
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

                  Quiz: Bonding and the Periodic Table
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

            Lesson 4: Types of Bonds

               Connect

                  Inquiry Warm-Up Lab: How Do Ions Form?
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

               Investigate

                  eText: Types of Bonds

                  Interactivity: Build an Ionic Compound
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. 

                  Interactivity: Ionic or Covalent Bonding
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

                  Worksheet: Ionic or Covalent Bonding
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

                  Video: What Makes Water Unique

                  uInvestigate Lab: Properties of Molecular Compounds
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

                  Virtual Lab: Protect the Helpers!
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

               Synthesize

                  Interactivity: Chemical Bonding
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. 

                  Quest Check-In eText: The Vinegar Test
                    Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Quest Check-In Interactivity: The Vinegar Test
                    Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Enrichment: Covalent Bonds
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Quiz Review: Types of Bonds
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Editable Quiz: Types of Bonds
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Quiz: Types of Bonds
                    Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

            Lesson 5: Acids and Bases

               Connect

                  Inquiry Warm-Up Lab: What Can Cabbage Juice Tell You?
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

               Investigate

                  eText: Acids and Bases

                  Interactivity: Properties and Uses of Acids and Bases
                    Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Interactivity: Acids and Bases in Careers
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Worksheet: Acids and Bases in Careers

                  Video: Baking Soda and Vinegar React

                  uInvestigate Lab: Properties of Acids and Bases
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

               Synthesize

                  Interactivity: Acid Rain
                    Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Quest Check-In eText: Solving the Mystery
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Quest Check-In Lab: Solving the Mystery
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Enrichment: Acids and Bases in Nature
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Quiz Review: Acids and Bases
                    Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Editable Quiz: Acids and Bases
                    Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Quiz: Acids and Bases
                    Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. 

            Topic Close: Atoms and the Periodic Table

               eText: Review and Assess: Atoms and the Periodic Table
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               eText: Florida Benchmark Review: Atoms and the Periodic Table
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. 

               uDemonstrate Lab: Shedding Light on Ions
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

               uDemonstrate Lab Do It Yourself: Shedding Light on Ions
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

               Quest Findings eText: Reflect on the Culinary Mystery: Dessert Disaster
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

               Quest Findings: Reflect on the Culinary Mystery: Dessert Disaster
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

               Main Ideas: Atoms and the Periodic Table
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               Editable Test: Atoms and the Periodic Table
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               Test: Atoms and the Periodic Table
                 Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

         Topic 8: Chemical Reactions

            Topic Launch: Chemical Reactions

               eText: Chemical Reactions

               Editable Readiness Test: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Readiness Test: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Remediation Summary: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               uConnect Lab: What Happens When Chemicals React?
                 Curriculum Standards: When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Quest Kickoff: Hot and Cool Chemistry
                 Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Quest Checklist: Hot and Cool Chemistry
                 Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Quest Rubric: Hot and Cool Chemistry
                 Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

            Lesson 1: Mixtures and Solutions

               Connect

                  Connect Poll:  Mixing Substances
                  Connect Poll: Mixing SubstancesThis activity starts the lesson by asking students to consider which event or events constitute a chemical change.
                    Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. 

               Investigate

                  eText: Mixtures and Solutions

                  Interactivity: Separating a Mixture
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  Video: Mixtures and Solutions

                  uInvestigate Lab: Particles in Liquids

                  eText: uEngineer It!: Sustainable Design: An Artificial Leaf
                    Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. 

                  uEngineer It! Interactivity: Water Contaminants and Removal Methods
                    Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. 

               Synthesize

                  Interactivity: Inside a Water Treatment Plant
                    Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. 

                  Quest Check-In eText: Energy Salts
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Quest Check-In Lab: Energy Salts
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Enrichment: Chemistry of Ice Cream
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. 

                  Quiz Review: Mixtures and Solutions
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. 

                  Editable Quiz: Mixtures and Solutions
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. 

                  Quiz: Mixtures and Solutions
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. 

            Lesson 2: Chemical Change

               Connect

                  Inquiry Warm-Up Lab: Presto Change-O!
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Investigate

                  eText: Chemical Change

                  Interactivity: Evidence Of Chemical Reactions
                    Curriculum Standards: Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize an example of a physical change, such as ice changing to water. 

                  Video: Chemical Change

                  uInvestigate Lab: Changes in a Burning Candle
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Career Video: Forensic Scientist
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. 

                  Virtual Lab: Chemistry of Glow Sticks
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

               Synthesize

                  Interactivity: Analyze Exothermic and Endothermic Graphs
                    Curriculum Standards: Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize an example of a physical change, such as ice changing to water. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Quest Check-In eText: Design Your Pack
                    Curriculum Standards: Observe and identify how temperature influences chemical changes. 

                  Quest Check-In Interactivity: Design Your Pack
                    Curriculum Standards: Observe and identify how temperature influences chemical changes. 

                  Enrichment: Changes in Matter
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. 

                  Quiz Review: Chemical Change
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. 

                  Editable Quiz: Chemical Change
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. 

                  Quiz: Chemical Change
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. 

            Lesson 3: Modeling Chemical Reactions

               Connect

                  Write: When Wood Burns

               Investigate

                  eText: Modeling Chemical Reactions

                  Interactivity: Conservation of Matter

                  Interactivity: Model a Chemical Reaction
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. 

                  Interactivity: Reactants and Products

                  Worksheet: Reactants and Products

                  Video: Modeling Chemical Reactions

                  uInvestigate Lab: Is Matter Conserved?
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify models used in the context of one's own study of science. 

               Synthesize

                  Interactivity: Model the Conservation of Mass
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. 

                  Quest Check-In eText: Pack Building

                  Quest Check-In Lab: Pack Building

                  Enrichment: Formula for Success
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Modeling Chemical Reactions
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. 

                  Editable Quiz: Modeling Chemical Reactions
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. 

                  Quiz: Modeling Chemical Reactions
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. 

            Lesson 4: Producing Useful Materials

               Connect

                  Class Discussion: Making Synthetic Materials

               Investigate

                  eText: Producing Useful Materials

                  Interactivity: Describe the Impact of Synthetics
                    Curriculum Standards: Explain how political, social, and economic concerns can affect science, and vice versa. 

                  Video: Producing Useful Materials

                  eText: Case Study: Is Plastic Really So Fantastic?
                    Curriculum Standards: Recognize that science processes can be used to help people in the community and state make wise choices. Recognize a way science is used in the community. 

                  uInvestigate Lab: Making Plastic from Starch
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain how political, social, and economic concerns can affect science, and vice versa. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

               Synthesize

                  Interactivity: The Impact of Synthetics
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify ways that science processes can be used to make informed decisions in the community, state, and nation. Recognize that science processes can be used to help people in the community and state make wise choices. 

                  Quest Check-In eText: Heat It Up or Ice It Down

                  Quest Check-In Lab: Heat It Up or Ice It Down

                  Enrichment: How Sweet It Is
                    Curriculum Standards: Explain how political, social, and economic concerns can affect science, and vice versa. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. 

                  Quiz Review: Producing Useful Materials
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. 

                  Editable Quiz: Producing Useful Materials
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. 

                  Quiz: Producing Useful Materials
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. 

            Topic Close: Chemical Reactions

               eText: Review and Assess: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               eText: Florida Benchmark Review: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               uDemonstrate Lab: Evidence of Chemical Change
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               uDemonstrate Lab Do It Yourself: Evidence of Chemical Change
                 Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               Quest Findings eText: Reflect on Your Pack
                 Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Quest Findings: Reflect on Your Pack
                 Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

               Main Ideas: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Editable Test: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Test: Chemical Reactions
                 Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

         Engineering Design Notebook Physical Science

         Program Resources

            Course Glossary

            Multilingual Glossary

               Simplified Chinese

               Traditional Chinese

               Haitian Creole

               Hmong

               Korean

               Russian

               Spanish

               Vietnamese

            Labs

               Topic 1: Energy Labs

                  uConnect Lab: What Would Make a Card Jump?
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  uInvestigate Lab: What Work Is
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  uInvestigate Lab: Mass, Velocity, and Kinetic Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  Lab: Energy, Magnetism, and Electricity
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. 

                  Quest Check-In Lab: Build a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  uInvestigate Lab: Making a Flashlight Shine
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. 

                  Quest Check-In Lab: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  uInvestigate Lab:  Law of Conservation of Energy
                  uInvestigate Lab: Law of Conservation of EnergyThis lab investigation provides an opportunity for students to observe the law of conservation of energy in action by observing the height of a tennis ball's bounce.
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. 

                  Quest Check-In Lab: Redesign and Retest a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  uDemonstrate Lab: 3, 2, 1 . . . Liftoff!
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Select models useful in relating the results of their own investigations. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uDemonstrate Lab Do It Yourself: 3, 2, 1 . . . Liftoff!
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Select models useful in relating the results of their own investigations. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

               Topic 2: Forces and Motion Labs

                  uConnect Lab: Identifying Motion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Walking the Walk
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Observing Friction
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uDemonstrate Lab: Stopping on a Dime
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that speed describes how far an object travels in a given amount of time. 

                  uDemonstrate Lab Do It Yourself: Stopping on a Dime
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that speed describes how far an object travels in a given amount of time. 

               Topic 3: Thermal Energy Labs

                  uConnect Lab: How Cold Is the Water?

                  uInvestigate Lab: Temperature and Thermal Energy

                  uInvestigate Lab: Visualizing Convection Currents
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Select models useful in relating the results of their own investigations. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  uInvestigate Lab: Comparing How Liquids Cool
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Heat In
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Cold Out
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  uDemonstrate Lab: Testing Thermal Conductivity
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  uDemonstrate Lab Do It Yourself: Testing Thermal Conductivity
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Topic 4: Waves and Electromagnetic Radiation Labs

                  uConnect Lab: What Are Waves?
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uInvestigate Lab: Waves and Their Characteristics
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Inquiry Warm-Up Lab: Follow the Bouncing Ball
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uInvestigate Lab: Standing Waves and Wave Interference
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uInvestigate Lab: Build a Wave
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  Quest Check-In Lab: An Optimal Optical Solution
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Select models useful in relating the results of their own investigations. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. 

                  uDemonstrate Lab: Making Waves
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

                  uDemonstrate Lab Do It Yourself: Making Waves
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

               Topic 5: Introduction to Matter Labs

                  uConnect Lab: The Nuts and Bolts of Formulas

                  uInvestigate Lab: Modeling Atoms and Molecules
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Inquiry Warm-Up Lab: Which Has More Mass?
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. 

                  uInvestigate Lab:  Observing Physical Properties
                  uInvestigate Lab: Observing Physical PropertiesThis lab investigation provides an opportunity for students to observe the physical properties of water. Students use inferences and prior knowledge to describe water in liquid and solid states.
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. 

                  Inquiry Warm-Up Lab: Is a New Substance Formed?
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  uInvestigate Lab: Physical and Chemical Changes
                    Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

                  Quest Check-In Lab: Cinematic Science
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  uDemonstrate Lab: Help Out the Wildlife
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. 

                  uDemonstrate Lab Do It Yourself: Help Out the Wildlife
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. 

               Topic 6: Solids, Liquids, and Gases Labs

                  uConnect Lab: Solid, Liquid, or Gas?
                    Curriculum Standards: All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

                  uInvestigate Lab: Properties of Matter
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. 

                  uInvestigate Lab: Mirror, Mirror
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  Inquiry Warm-Up Lab: How Can Air Keep Chalk From Breaking?
                    Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). 

                  uInvestigate Lab: Testing Charles's and Boyle's Gas Laws
                    Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. 

                  Quest Check-In Lab: Phases of Matter
                    Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that the weight of an object is related to the pull of gravity. 

                  uDemonstrate Lab: Melting Ice
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  uDemonstrate Lab Do It Yourself:  Melting Ice
                  uDemonstrate Lab Do It Yourself: Melting IceThis lab investigation gives students the opportunity to investigate the question, How does the temperature of the surroundings affect the rate at which ice melts?
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

               Topic 7: Atoms and the Periodic Table Labs

                  uConnect Lab: Modeling Matter
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

                  Inquiry Warm-Up Lab: What's in the Box?
                    Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). 

                  uInvestigate Lab: How Far Away Is the Electron?
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. 

                  Inquiry Warm-Up Lab: Which Is Easier?
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  uInvestigate Lab: Classifying Elements
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Inquiry Warm-Up Lab: What are the Trends in the Periodic Table?
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  uInvestigate Lab: Element Chemistry
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. 

                  Inquiry Warm-Up Lab: How Do Ions Form?
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

                  uInvestigate Lab: Properties of Molecular Compounds
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. 

                  Inquiry Warm-Up Lab: What Can Cabbage Juice Tell You?
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  uInvestigate Lab: Properties of Acids and Bases
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  Quest Check-In Lab: Solving the Mystery
                    Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 

                  uDemonstrate Lab: Shedding Light on Ions
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  uDemonstrate Lab Do It Yourself: Shedding Light on Ions
                    Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

               Topic 8: Chemical Reactions Labs

                  uConnect Lab: What Happens When Chemicals React?
                    Curriculum Standards: When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  uInvestigate Lab: Particles in Liquids

                  Quest Check-In Lab: Energy Salts
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  Inquiry Warm-Up Lab: Presto Change-O!
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  uInvestigate Lab: Changes in a Burning Candle
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. 

                  uInvestigate Lab: Is Matter Conserved?
                    Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify models used in the context of one's own study of science. 

                  Quest Check-In Lab: Pack Building

                  uInvestigate Lab: Making Plastic from Starch
                    Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain how political, social, and economic concerns can affect science, and vice versa. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. 

                  Quest Check-In Lab: Heat It Up or Ice It Down

                  uDemonstrate Lab: Evidence of Chemical Change
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

                  uDemonstrate Lab Do It Yourself: Evidence of Chemical Change
                    Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. 

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Helping Hand

               littleBits Challenge Log Open: Helping Hand

               littleBits Challenge Log Guided: Move It!

               littleBits Challenge Log Open: Move It!

               littleBits Challenge Log Guided: Fahrenheit and Celsius Scales

               littleBits Challenge Log Open: Fahrenheit and Celsius Scales

               littleBits Challenge Log Guided: Exploring the Visible Spectrum of Light

               littleBits Challenge Log Open: Exploring the Visible Spectrum of Light

               littleBits Challenge Log Guided: Particle Accelerator

               littleBits Challenge Log Open: Particle Accelerator

               littleBits Challenge Log Guided: Water Quality

               littleBits Challenge Log Open: Water Quality

            Test-Taking Strategies

               Overview

               Anticipating the Answer

               Avoiding Careless Mistakes

               Eliminating Incorrect Answers

               Interpreting Bar Graphs

               Interpreting Data Tables

               Interpreting Diagrams

               Interpreting Experiments

               Interpreting Line Graphs

               Interpreting Tables

               Interpreting a Text Passage

               Make Logical Connections

               Narrowing the Choices

               Paying Attention to the Details

               Reading All the Answer Choices

               Sequencing Events

               Using Mathematical Formulas

               Watching for Qualifiers

            Note-Taking Strategies

            Reading Strategies Handbook

               Target Reading Skill: Relate Text and Visuals

               Target Reading Skill: Outline

               Target Reading Skill: Ask Questions

               Reading Strategy: Mark the Text

               Vocabulary Skill: Use Root Words

               Vocabulary Skill: Use Prefixes

               Vocabulary Skill: Use Suffixes

               Vocabulary Skill: Use Context Clues

               Vocabulary Skill: Learn New Words

               Target Reading Skill: Identify the Main Idea

               Target Reading Skill: Identify Supporting Details

               Reading Strategy: Take Notes

               Target Reading Skill: Compare and Contrast

               Target Reading Skill: Sequence

               Target Reading Skill: Relate Cause and Effect

               Target Reading Skill: Summarize

            Course Tests

               Editable Pre/Post Test
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Discuss what characterizes science and its methods. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Motion is a key characteristic of all matter that can be observed, described, and measured. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Some forces act through physical contact, while others act at a distance. Recognize that speed describes how far an object travels in a given amount of time. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Differentiate between physical changes and chemical changes. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize what happens to the temperature when heat is added. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that when heat is added or taken away, a temperature change occurs. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Recognize that sound and light travel. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Pre/Post Test
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Discuss what characterizes science and its methods. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). The motion of objects can be changed by forces. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Motion is a key characteristic of all matter that can be observed, described, and measured. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Differentiate between physical changes and chemical changes. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize what happens to the temperature when heat is added. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify that when heat is added or taken away, a temperature change occurs. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Recognize that sound and light travel. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Editable End-of-Year Test
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy exists in many forms and has the ability to do work or cause a change. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize that elements are grouped in the periodic table according to similarities of their properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Motion is a key characteristic of all matter that can be observed, described, and measured. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Matter can undergo a variety of changes. Recognize that speed describes how far an object travels in a given amount of time. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Select models useful in relating the results of their own investigations. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               End-of-Year Test
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain why theories may be modified but are rarely discarded. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy exists in many forms and has the ability to do work or cause a change. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize that elements are grouped in the periodic table according to similarities of their properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Motion is a key characteristic of all matter that can be observed, described, and measured. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Design and conduct a study using repeated trials and replication. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Matter can undergo a variety of changes. Recognize that speed describes how far an object travels in a given amount of time. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Select models useful in relating the results of their own investigations. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Editable Benchmark Test A
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Motion is a key characteristic of all matter that can be observed, described, and measured. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. It takes energy to change the motion of objects. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. The motion of objects can be changed by forces. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Distinguish among mixtures (including solutions) and pure substances. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

               Benchmark Test A
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Energy exists in many forms and has the ability to do work or cause a change. Identify energy as stored (potential) or expressed in motion (kinetic). Investigate and describe the transformation of energy from one form to another. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Motion is a key characteristic of all matter that can be observed, described, and measured. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. It takes energy to change the motion of objects. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. The motion of objects can be changed by forces. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Distinguish among mixtures (including solutions) and pure substances. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. 

               Editable Benchmark Test B
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that sound and light travel. 

               Benchmark Test B
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that sound and light travel. 

               Editable Benchmark Test C
                 Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize that elements are grouped in the periodic table according to similarities of their properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Motion is a key characteristic of all matter that can be observed, described, and measured. Matter can undergo a variety of changes. Recognize that speed describes how far an object travels in a given amount of time. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between objects in motion (kinetic energy) and at rest. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Benchmark Test C
                 Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize that elements are grouped in the periodic table according to similarities of their properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Motion is a key characteristic of all matter that can be observed, described, and measured. Matter can undergo a variety of changes. Recognize that speed describes how far an object travels in a given amount of time. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between objects in motion (kinetic energy) and at rest. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. 

               Florida Science Assessment Workbook: Physical Science

         Spanish Resources

            Florida Elevar las ciencias Texto en línea del estudiante Física

            Quest Kickoff Video: Outrageous Energy Contraptions (Spanish Captioned)

            Quest Kickoff Video: Build a Better Bumper Car (Spanish Captioned)

            Quest Kickoff Video: Keep Hot Liquids Hot (Spanish Captioned)

            Quest Kickoff Video: Design to Stop a Thief (Spanish Captioned)

            Quest Kickoff Video: Lights! Camera! Action! (Spanish captioned)

            Quest Kickoff Video: Getting a Lift (Spanish captioned)

            Quest Kickoff Video: Dessert Disaster (Spanish captioned)

            Quest Kickoff Video: Hot and Cool Chemistry (Spanish captioned)

         Credits, Pearson Elevate Science Florida Edition Physical Science

         Teacher Resources Container

            Assessment Download Center
              Intended Role: Instructor

            Teacher eText: Energy
              Intended Role: Instructor

            Quest Overview Teacher Support: Outrageous Energy Contraptions
              Intended Role: Instructor

            PD Modeling Video: Energy
              Intended Role: Instructor

            Letter Home: Energy
              Intended Role: Instructor

            Readiness Test Answer Key: Energy
              Intended Role: Instructor

            Teacher Support: What Would Make a Card Jump?
              Intended Role: Instructor

            Teacher Support: Outrageous Energy Contraptions
              Intended Role: Instructor

            Teacher eText: Energy, Motion, Force, and Work
              Intended Role: Instructor

            Answer Key: Get Moving With Energy
              Intended Role: Instructor

            Teacher Support: Understanding Machines
              Intended Role: Instructor

            Teacher Support: What Work Is
              Intended Role: Instructor

            Answer Key: Force and Energy
              Intended Role: Instructor

            Teacher Support: Applying Energy
              Intended Role: Instructor

            Answer Key: How Much Work Is Done?
              Intended Role: Instructor

            Quiz Answer Key: Energy, Motion, Force, and Work
              Intended Role: Instructor

            Teacher eText: Kinetic Energy and Potential Energy
              Intended Role: Instructor

            Answer Key: Interpret Kinetic Energy Graphs
              Intended Role: Instructor

            Teacher Support: Skate or Fly!
              Intended Role: Instructor

            Teacher Support: Mass, Velocity, and Kinetic Energy
              Intended Role: Instructor

            Teacher Support: Energy, Magnetism, and Electricity
              Intended Role: Instructor

            Answer Key: Prosthetics in Motion
              Intended Role: Instructor

            Answer Key: Racing for Kinetic Energy
              Intended Role: Instructor

            Answer Key: Roller Coasters and Potential Energy
              Intended Role: Instructor

            Teacher Support: Build a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Kinetic or Potential Energy?
              Intended Role: Instructor

            Quiz Answer Key: Kinetic Energy and Potential Energy
              Intended Role: Instructor

            Teacher eText: Other Forms of Energy
              Intended Role: Instructor

            Answer Key: Energy Use
              Intended Role: Instructor

            Teacher Support: Forms of Energy
              Intended Role: Instructor

            Teacher Support: Making a Flashlight Shine
              Intended Role: Instructor

            Teacher Support: Test and Evaluate a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Transformation of Energy
              Intended Role: Instructor

            Quiz Answer Key: Other Forms of Energy
              Intended Role: Instructor

            Teacher eText: Energy Change and Conservation
              Intended Role: Instructor

            Answer Key: Everyday Energy Transformations
              Intended Role: Instructor

            Answer Key: Energy Transformations
              Intended Role: Instructor

            Teacher Support: Law of Conservation of Energy
              Intended Role: Instructor

            Answer Key: Take it to the Extreme
              Intended Role: Instructor

            Teacher Support: Redesign and Retest a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: The Energy of a Comet
              Intended Role: Instructor

            Quiz Answer Key: Energy Change and Conservation
              Intended Role: Instructor

            Teacher eText: Energy
              Intended Role: Instructor

            Teacher Support: 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: DIY 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: Reflect on Your Chain-Reaction Machine
              Intended Role: Instructor

            Test Answer Key: Energy
              Intended Role: Instructor

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Quest Overview Teacher Support: Build a Better Bumper Car
              Intended Role: Instructor

            PD Modeling Video: Forces and Motion
              Intended Role: Instructor

            Letter Home: Forces and Motion
              Intended Role: Instructor

            Readiness Test Answer Key: Force and Motion
              Intended Role: Instructor

            Teacher Support: Identifying Motion
              Intended Role: Instructor

            Teacher Support: Build a Better Bumper Car
              Intended Role: Instructor

            Teacher eText: Describing Motion and Force
              Intended Role: Instructor

            Teacher Support: Is the Force With You?
              Intended Role: Instructor

            Answer Key: Relative Motion
              Intended Role: Instructor

            Answer Key: Balanced and Unbalanced Forces
              Intended Role: Instructor

            Teacher Support: Levers
              Intended Role: Instructor

            Teacher Support: Launching a Spacecraft into Motion
              Intended Role: Instructor

            Teacher Support: Motion Commotion
              Intended Role: Instructor

            Answer Key: Explore Forces
              Intended Role: Instructor

            Teacher Support: Define Criteria and Constraints
              Intended Role: Instructor

            Answer Key: Reducing Friction
              Intended Role: Instructor

            Quiz Answer Key: Describing Motion and Force
              Intended Role: Instructor

            Teacher eText: Speed, Velocity, and Acceleration
              Intended Role: Instructor

            Answer Key: Forces From Motion
              Intended Role: Instructor

            Answer Key: Falling for Velocity
              Intended Role: Instructor

            Teacher Support: Motion Graphs
              Intended Role: Instructor

            Teacher Support: Walking the Walk
              Intended Role: Instructor

            Answer Key: How Forces Affect Motion
              Intended Role: Instructor

            Teacher Support: Mass, Speed, and Colliding Cars
              Intended Role: Instructor

            Answer Key: Describing Motion
              Intended Role: Instructor

            Quiz Answer Key: Speed, Velocity, and Acceleration
              Intended Role: Instructor

            Teacher eText: Newton's Laws of Motion
              Intended Role: Instructor

            Answer Key: How are Mass, Motion, and Force Related?
              Intended Role: Instructor

            Teacher Support: Newton Scooters
              Intended Role: Instructor

            Answer Key: Fuel Efficient Vehicles
              Intended Role: Instructor

            Answer Key: Going, Going, Gone!
              Intended Role: Instructor

            Teacher Support: Apply Newton's Laws of Motion
              Intended Role: Instructor

            Answer Key: Newton's Laws of Motion
              Intended Role: Instructor

            Quiz Answer Key: Newton's Laws of Motion
              Intended Role: Instructor

            Teacher eText: Friction and Gravitational Interactions
              Intended Role: Instructor

            Answer Key: You Can't Always Coast On Your Bicycle
              Intended Role: Instructor

            Answer Key: Exploring Gravity
              Intended Role: Instructor

            Teacher Support: Observing Friction
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

            Answer Key: The Patterns of the Tides
              Intended Role: Instructor

            Teacher Support: Bumping Cars, Bumper Solutions
              Intended Role: Instructor

            Answer Key: Gravitational Force of the Sun
              Intended Role: Instructor

            Quiz Answer Key: Friction and Gravitational Interactions
              Intended Role: Instructor

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Teacher Support: Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: DIY Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: Reflect on Your Bumper Car Solution
              Intended Role: Instructor

            Test Answer Key: Forces and Motion
              Intended Role: Instructor

            Teacher eText: Thermal Energy
              Intended Role: Instructor

            Quest Overview Teacher Support: Keep Hot Liquids Hot
              Intended Role: Instructor

            PD Modeling Video: Thermal Energy
              Intended Role: Instructor

            Letter Home: Thermal Energy
              Intended Role: Instructor

            Readiness Test Answer Key: Thermal Energy
              Intended Role: Instructor

            Teacher Support: How Cold Is the Water?
              Intended Role: Instructor

            Teacher Support: Keep Hot Liquids Hot
              Intended Role: Instructor

            Teacher eText: Thermal Energy, Heat, and Temperature
              Intended Role: Instructor

            Answer Key: Flow of Thermal Energy
              Intended Role: Instructor

            Teacher Support: Choosing a Snack Food
              Intended Role: Instructor

            Teacher Support: Temperature and Thermal Energy
              Intended Role: Instructor

            Answer Key: A Rising Thermometer
              Intended Role: Instructor

            Answer Key: Distributing Heat
              Intended Role: Instructor

            Quiz Answer Key: Thermal Energy, Heat, and Temperature
              Intended Role: Instructor

            Teacher eText: Heat Transfer
              Intended Role: Instructor

            Teacher Support: Cooler and Warmer Answer Key
              Intended Role: Instructor

            Answer Key: Methods of Thermal Energy Transfer
              Intended Role: Instructor

            Teacher Support: Solar Oven Design
              Intended Role: Instructor

            Teacher Support: Visualizing Convection Currents
              Intended Role: Instructor

            Answer Key: Heat and Reheat
              Intended Role: Instructor

            Teacher Support: Contain the Heat
              Intended Role: Instructor

            Answer Key: Drinks on Ice
              Intended Role: Instructor

            Quiz Answer Key: Heat Transfer
              Intended Role: Instructor

            Teacher eText: Heat and Materials
              Intended Role: Instructor

            Answer Key: A Day at the Beach
              Intended Role: Instructor

            Teacher Support: Comparing How Liquids Cool
              Intended Role: Instructor

            Answer Key: Matter and Heat Transfer
              Intended Role: Instructor

            Teacher Support: Keep the Heat In
              Intended Role: Instructor

            Teacher Support: Keep the Cold Out
              Intended Role: Instructor

            Answer Key: Probing the Sun
              Intended Role: Instructor

            Quiz Answer Key: Heat and Materials
              Intended Role: Instructor

            Teacher eText: Thermal Energy
              Intended Role: Instructor

            Teacher Support: Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: DIY Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: Reflect on Your Insulating Container
              Intended Role: Instructor

            Test Answer Key: Thermal Energy
              Intended Role: Instructor

            Teacher eText: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Quest Overview Teacher Support: Design to Stop a Thief
              Intended Role: Instructor

            PD Modeling Video: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Letter Home: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Readiness Test Answer Key: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher Support: What Are Waves?
              Intended Role: Instructor

            Teacher Support: Design to Stop a Thief
              Intended Role: Instructor

            Teacher eText: Wave Properties
              Intended Role: Instructor

            Answer Key: Modeling Waves
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: Waves and Their Characteristics
              Intended Role: Instructor

            Answer Key: Describe the Properties of Waves
              Intended Role: Instructor

            Teacher Support: Light Behavior
              Intended Role: Instructor

            Answer Key: Measuring Ocean Waves
              Intended Role: Instructor

            Quiz Answer Key: Wave Properties
              Intended Role: Instructor

            Teacher eText: Wave Interactions
              Intended Role: Instructor

            Teacher Support: Follow the Bouncing Ball
              Intended Role: Instructor

            Answer Key: Model Wave Interactions
              Intended Role: Instructor

            Teacher Support: Colors of the Sky
              Intended Role: Instructor

            Teacher Support: Standing Waves and Wave Interference
              Intended Role: Instructor

            Answer Key: Use Models to Describe Wave Behavior
              Intended Role: Instructor

            Teacher Support: Virtual Optics
              Intended Role: Instructor

            Answer Key: Mapping With Sonar
              Intended Role: Instructor

            Quiz Answer Key: Wave Interactions
              Intended Role: Instructor

            Teacher eText: Electromagnetic Waves
              Intended Role: Instructor

            Answer Key: Build an Electromagnetic Wave
              Intended Role: Instructor

            Answer Key: Models of Light
              Intended Role: Instructor

            Teacher Support: Build a Wave
              Intended Role: Instructor

            Answer Key: Describe Electromagnetic Waves
              Intended Role: Instructor

            Teacher Support: Optical Demonstration
              Intended Role: Instructor

            Teacher Support: An Optimal Optical Solution
              Intended Role: Instructor

            Answer Key: Space Radiation
              Intended Role: Instructor

            Quiz Answer Key:  Electromagnetic Waves
            Quiz Answer Key: Electromagnetic Waves
              Intended Role: Instructor

            Teacher eText: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: DIY Making Waves
              Intended Role: Instructor

            Teacher Support: Reflect on Your Demonstration
              Intended Role: Instructor

            Test Answer Key: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher eText: Introduction to Matter
              Intended Role: Instructor

            Quest Overview Teacher Support: Lights! Camera! Action!
              Intended Role: Instructor

            PD Modeling Video: Introduction to Matter
              Intended Role: Instructor

            Letter Home: Introduction to Matter
              Intended Role: Instructor

            Readiness Test Answer Key: Introduction to Matter
              Intended Role: Instructor

            Teacher Support: The Nuts and Bolts of Formulas
              Intended Role: Instructor

            Teacher Support: Lights! Camera! Action!
              Intended Role: Instructor

            Teacher eText: Describing and Classifying Matter
              Intended Role: Instructor

            Answer Key: What Makes Up Matter?
              Intended Role: Instructor

            Teacher Support: Modeling Atoms and Molecules
              Intended Role: Instructor

            Answer Key: Molecules and Extended Structures
              Intended Role: Instructor

            Teacher Support: The Science of Special Effects
              Intended Role: Instructor

            Answer Key: What's In The Air?
              Intended Role: Instructor

            Quiz Answer Key: Describing and Classifying Matter
              Intended Role: Instructor

            Teacher eText: Measuring Matter
              Intended Role: Instructor

            Teacher Support: Which Has More Mass?
              Intended Role: Instructor

            Teacher Support: Observing Physical Properties
              Intended Role: Instructor

            Answer Key: Weight on the Moon
              Intended Role: Instructor

            Answer Key: Ocean Currents
              Intended Role: Instructor

            Quiz Answer Key: Measuring Matter
              Intended Role: Instructor

            Teacher eText: Changes in Matter
              Intended Role: Instructor

            Teacher Support: Is a New Substance Formed?
              Intended Role: Instructor

            Teacher Support: What's the Matter with My Chocolate?
              Intended Role: Instructor

            Teacher Support: Physical and Chemical Changes
              Intended Role: Instructor

            Teacher Support: Mysterious Movie Fog
              Intended Role: Instructor

            Teacher Support:  Cinematic Science
            Teacher Support: Cinematic Science
              Intended Role: Instructor

            Answer Key: Chemical Changes in Plants and Animals
              Intended Role: Instructor

            Quiz Answer Key: Changes in Matter
              Intended Role: Instructor

            Teacher eText: Introduction to Matter
              Intended Role: Instructor

            Teacher Support: Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: DIY Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: Reflect on Your Scene
              Intended Role: Instructor

            Test Answer Key: Introduction to Matter
              Intended Role: Instructor

            Teacher eText: Solids, Liquids, and Gases
              Intended Role: Instructor

            Quest Overview Teacher Support: Getting a Lift
              Intended Role: Instructor

            PD Modeling Video: Solids, Liquids, and Gases
              Intended Role: Instructor

            Letter Home: Solids, Liquids, and Gases
              Intended Role: Instructor

            Readiness Test Answer Key:  Solids, Liquids, and Gases
            Readiness Test Answer Key: Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher Support: Solid, Liquid, or Gas?
              Intended Role: Instructor

            Teacher Support: Getting a Lift
              Intended Role: Instructor

            Teacher eText: States of Matter
              Intended Role: Instructor

            Answer Key: Particles and States of Matter
              Intended Role: Instructor

            Teacher Support: Cooking and States of Matter
              Intended Role: Instructor

            Teacher Support: Properties of Matter
              Intended Role: Instructor

            Answer Key: A Matter of Printing
              Intended Role: Instructor

            Answer Key: Properties of Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher Support: Design Your Lift
              Intended Role: Instructor

            Answer Key: Lava Viscosity
              Intended Role: Instructor

            Quiz Answer Key: States of Matter
              Intended Role: Instructor

            Teacher eText: Changes of State
              Intended Role: Instructor

            Answer Key: Changing States
              Intended Role: Instructor

            Answer Key: Particle Motion and States of Matter
              Intended Role: Instructor

            Teacher Support: States of Matter
              Intended Role: Instructor

            Teacher Support:  Mirror, Mirror
            Teacher Support: Mirror, Mirror
              Intended Role: Instructor

            Answer Key: Thermal Energy and Changes of State
              Intended Role: Instructor

            Teacher Support: Lift Your Car
              Intended Role: Instructor

            Answer Key: Cooling Curves
              Intended Role: Instructor

            Quiz Answer Key: Changes of State
              Intended Role: Instructor

            Teacher eText: Gas Behavior
              Intended Role: Instructor

            Teacher Support: How Can Air Keep Chalk From Breaking?
              Intended Role: Instructor

            Teacher Support: Testing Charles's and Boyle's Gas Laws
              Intended Role: Instructor

            Answer Key: Hot Air Balloon Ride
              Intended Role: Instructor

            Teacher Support: Phases of Matter
              Intended Role: Instructor

            Answer Key: Gas Behavior in Daily Life
              Intended Role: Instructor

            Quiz Answer Key: Gas Behavior
              Intended Role: Instructor

            Teacher eText: Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher Support: Melting Ice
              Intended Role: Instructor

            Teacher Support: DIY Melting Ice
              Intended Role: Instructor

            Teacher Support: Reflect on Your Lift
              Intended Role: Instructor

            Test Answer Key: Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher eText: Atoms and the Periodic Table
              Intended Role: Instructor

            Quest Overview Teacher Support: Dessert Disaster
              Intended Role: Instructor

            PD Modeling Video: Atoms and the Periodic Table
              Intended Role: Instructor

            Letter Home: Atoms and the Periodic Table
              Intended Role: Instructor

            Readiness Test Answer Key: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher Support: Modeling Matter
              Intended Role: Instructor

            Teacher Support: Dessert Disaster
              Intended Role: Instructor

            Teacher eText: Atomic Theory
              Intended Role: Instructor

            Teacher Support: What's in the Box?
              Intended Role: Instructor

            Answer Key: Build an Atom
              Intended Role: Instructor

            Teacher Support: How Far Away Is the Electron?
              Intended Role: Instructor

            Answer Key: Models of Atoms
              Intended Role: Instructor

            Answer Key: Introduction to Atoms
              Intended Role: Instructor

            Quiz Answer Key: Atomic Theory
              Intended Role: Instructor

            Teacher eText: The Periodic Table
              Intended Role: Instructor

            Teacher Support: Which Is Easier?
              Intended Role: Instructor

            Answer Key: Organization of the Periodic Table
              Intended Role: Instructor

            Teacher Support: Interactive Periodic Table
              Intended Role: Instructor

            Teacher Support: Classifying Elements
              Intended Role: Instructor

            Answer Key: Groups of Elements
              Intended Role: Instructor

            Teacher Support: Examining Physical Properties of the Powders
              Intended Role: Instructor

            Answer Key: Mystery of the Unknown Element
              Intended Role: Instructor

            Quiz Answer Key: The Periodic Table
              Intended Role: Instructor

            Teacher eText: Bonding and the Periodic Table
              Intended Role: Instructor

            Teacher Support: What are the Trends in the Periodic Table?
              Intended Role: Instructor

            Answer Key: Valence Electrons
              Intended Role: Instructor

            Teacher Support: Element Chemistry
              Intended Role: Instructor

            Answer Key: Transferring Energy Through Bonding
              Intended Role: Instructor

            Teacher Support: The Iodine Test for Starch
              Intended Role: Instructor

            Answer Key: All That Glitters Is Not Gold
              Intended Role: Instructor

            Quiz Answer Key: Bonding and the Periodic Table
              Intended Role: Instructor

            Teacher eText: Types of Bonds
              Intended Role: Instructor

            Teacher Support: How Do Ions Form?
              Intended Role: Instructor

            Answer Key: Build an Ionic Compound
              Intended Role: Instructor

            Teacher Support: Ionic or Covalent Bonding
              Intended Role: Instructor

            Teacher Support: Properties of Molecular Compounds
              Intended Role: Instructor

            Teacher Support: Protect the Helpers!
              Intended Role: Instructor

            Answer Key: Chemical Bonding
              Intended Role: Instructor

            Teacher Support: The Vinegar Test
              Intended Role: Instructor

            Answer Key: Covalent Bonds
              Intended Role: Instructor

            Quiz Answer Key: Types of Bonds
              Intended Role: Instructor

            Teacher eText: Acids and Bases
              Intended Role: Instructor

            Teacher Support: What Can Cabbage Juice Tell You?
              Intended Role: Instructor

            Answer Key: Properties and Uses of Acids and Bases
              Intended Role: Instructor

            Teacher Support: Acids and Bases in Careers
              Intended Role: Instructor

            Teacher Support: Properties of Acids and Bases
              Intended Role: Instructor

            Answer Key: Acid Rain
              Intended Role: Instructor

            Teacher Support:  Solving the Mystery
            Teacher Support: Solving the Mystery
              Intended Role: Instructor

            Answer Key: Acids and Bases in Nature
              Intended Role: Instructor

            Quiz Answer Key: Acids and Bases
              Intended Role: Instructor

            Teacher eText: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: DIY Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: Reflect on the Culinary Mystery: Dessert Disaster
              Intended Role: Instructor

            Test Answer Key: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher eText: Chemical Reactions
              Intended Role: Instructor

            Quest Overview Teacher Support: Hot and Cool Chemistry
              Intended Role: Instructor

            PD Modeling Video: Chemical Reactions
              Intended Role: Instructor

            Letter Home: Chemical Reactions
              Intended Role: Instructor

            Readiness Test Answer Key: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: What Happens When Chemicals React?
              Intended Role: Instructor

            Teacher Support: Hot and Cool Chemistry
              Intended Role: Instructor

            Teacher eText: Mixtures and Solutions
              Intended Role: Instructor

            Answer Key: Separating a Mixture
              Intended Role: Instructor

            Teacher Support: Particles in Liquids
              Intended Role: Instructor

            Answer Key: Water Contaminants and Removal Methods
              Intended Role: Instructor

            Answer Key: Inside a Water Treatment Plant
              Intended Role: Instructor

            Teacher Support: Energy Salts
              Intended Role: Instructor

            Answer Key: Chemistry of Ice Cream
              Intended Role: Instructor

            Quiz Answer Key: Mixtures and Solutions
              Intended Role: Instructor

            Teacher eText: Chemical Change
              Intended Role: Instructor

            Teacher Support: Presto Change-O!
              Intended Role: Instructor

            Answer Key: Evidence Of Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Changes in a Burning Candle
              Intended Role: Instructor

            Teacher Support: Chemistry of Glow Sticks
              Intended Role: Instructor

            Answer Key: Analyze Exothermic and Endothermic Graphs
              Intended Role: Instructor

            Teacher Support: Design Your Pack
              Intended Role: Instructor

            Answer Key: Changes in Matter
              Intended Role: Instructor

            Quiz Answer Key:  Chemical Change
            Quiz Answer Key: Chemical Change
              Intended Role: Instructor

            Teacher eText: Modeling Chemical Reactions
              Intended Role: Instructor

            Answer Key: When Wood Burns
              Intended Role: Instructor

            Answer Key: Model a Chemical Reaction
              Intended Role: Instructor

            Teacher Support: Reactants and Products
              Intended Role: Instructor

            Teacher Support: Is Matter Conserved?
              Intended Role: Instructor

            Answer Key: Model the Conservation of Mass
              Intended Role: Instructor

            Teacher Support: Pack Building
              Intended Role: Instructor

            Answer Key: Formula for Success
              Intended Role: Instructor

            Quiz Answer Key: Modeling Chemical Reactions
              Intended Role: Instructor

            Teacher eText: Producing Useful Materials
              Intended Role: Instructor

            Answer Key: Describe the Impact of Synthetics
              Intended Role: Instructor

            Teacher Support: Making Plastic from Starch
              Intended Role: Instructor

            Answer Key: The Impact of Synthetics
              Intended Role: Instructor

            Teacher Support: Heat It Up or Ice It Down
              Intended Role: Instructor

            Answer Key: How Sweet It Is
              Intended Role: Instructor

            Quiz Answer Key: Producing Useful Materials
              Intended Role: Instructor

            Teacher eText: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: DIY Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: Reflect on Your Pack
              Intended Role: Instructor

            Test Answer Key: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Engineering and Design Notebook Physical Science
              Intended Role: Instructor

            Course Letter Home: Physical Science
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

            Google Expedition Teacher Guide: Matter and Change
              Intended Role: Instructor

            Elevate Science Florida Edition Physical Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Florida Edition Physical Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Teacher Support: What Would Make a Card Jump?
              Intended Role: Instructor

            Teacher Support: What Work Is
              Intended Role: Instructor

            Teacher Support: Mass, Velocity, and Kinetic Energy
              Intended Role: Instructor

            Teacher Support: Energy, Magnetism, and Electricity
              Intended Role: Instructor

            Teacher Support: Build a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: Making a Flashlight Shine
              Intended Role: Instructor

            Teacher Support: Test and Evaluate a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: Law of Conservation of Energy
              Intended Role: Instructor

            Teacher Support: Redesign and Retest a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: DIY 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: Identifying Motion
              Intended Role: Instructor

            Teacher Support: Is the Force With You?
              Intended Role: Instructor

            Teacher Support: Motion Commotion
              Intended Role: Instructor

            Teacher Support: Walking the Walk
              Intended Role: Instructor

            Teacher Support: Mass, Speed, and Colliding Cars
              Intended Role: Instructor

            Teacher Support: Newton Scooters
              Intended Role: Instructor

            Teacher Support: Observing Friction
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

            Teacher Support: Bumping Cars, Bumper Solutions
              Intended Role: Instructor

            Teacher Support: Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: DIY Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: How Cold Is the Water?
              Intended Role: Instructor

            Teacher Support: Temperature and Thermal Energy
              Intended Role: Instructor

            Teacher Support: Visualizing Convection Currents
              Intended Role: Instructor

            Teacher Support: Comparing How Liquids Cool
              Intended Role: Instructor

            Teacher Support: Keep the Heat In
              Intended Role: Instructor

            Teacher Support: Keep the Cold Out
              Intended Role: Instructor

            Teacher Support: Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: DIY Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: What Are Waves?
              Intended Role: Instructor

            Teacher Support: Waves and Their Characteristics
              Intended Role: Instructor

            Teacher Support: Follow the Bouncing Ball
              Intended Role: Instructor

            Teacher Support: Standing Waves and Wave Interference
              Intended Role: Instructor

            Teacher Support: Build a Wave
              Intended Role: Instructor

            Teacher Support: An Optimal Optical Solution
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: DIY Making Waves
              Intended Role: Instructor

            Teacher Support: The Nuts and Bolts of Formulas
              Intended Role: Instructor

            Teacher Support: Modeling Atoms and Molecules
              Intended Role: Instructor

            Teacher Support: Which Has More Mass?
              Intended Role: Instructor

            Teacher Support: Observing Physical Properties
              Intended Role: Instructor

            Teacher Support: Is a New Substance Formed?
              Intended Role: Instructor

            Teacher Support: Physical and Chemical Changes
              Intended Role: Instructor

            Teacher Support:  Cinematic Science
            Teacher Support: Cinematic Science
              Intended Role: Instructor

            Teacher Support: Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: DIY Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: Solid, Liquid, or Gas?
              Intended Role: Instructor

            Teacher Support: Properties of Matter
              Intended Role: Instructor

            Teacher Support:  Mirror, Mirror
            Teacher Support: Mirror, Mirror
              Intended Role: Instructor

            Teacher Support: How Can Air Keep Chalk From Breaking?
              Intended Role: Instructor

            Teacher Support: Testing Charles's and Boyle's Gas Laws
              Intended Role: Instructor

            Teacher Support: Phases of Matter
              Intended Role: Instructor

            Teacher Support: Melting Ice
              Intended Role: Instructor

            Teacher Support: DIY Melting Ice
              Intended Role: Instructor

            Teacher Support: Modeling Matter
              Intended Role: Instructor

            Teacher Support: What's in the Box?
              Intended Role: Instructor

            Teacher Support: How Far Away Is the Electron?
              Intended Role: Instructor

            Teacher Support: Which Is Easier?
              Intended Role: Instructor

            Teacher Support: Classifying Elements
              Intended Role: Instructor

            Teacher Support: What are the Trends in the Periodic Table?
              Intended Role: Instructor

            Teacher Support: Element Chemistry
              Intended Role: Instructor

            Teacher Support: How Do Ions Form?
              Intended Role: Instructor

            Teacher Support: Properties of Molecular Compounds
              Intended Role: Instructor

            Teacher Support: What Can Cabbage Juice Tell You?
              Intended Role: Instructor

            Teacher Support: Properties of Acids and Bases
              Intended Role: Instructor

            Teacher Support:  Solving the Mystery
            Teacher Support: Solving the Mystery
              Intended Role: Instructor

            Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: DIY Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: What Happens When Chemicals React?
              Intended Role: Instructor

            Teacher Support: Particles in Liquids
              Intended Role: Instructor

            Teacher Support: Energy Salts
              Intended Role: Instructor

            Teacher Support: Presto Change-O!
              Intended Role: Instructor

            Teacher Support: Changes in a Burning Candle
              Intended Role: Instructor

            Teacher Support: Is Matter Conserved?
              Intended Role: Instructor

            Teacher Support: Pack Building
              Intended Role: Instructor

            Teacher Support: Making Plastic from Starch
              Intended Role: Instructor

            Teacher Support: Heat It Up or Ice It Down
              Intended Role: Instructor

            Teacher Support: Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: DIY Evidence of Chemical Change
              Intended Role: Instructor

            littleBits STEM Invention Toolbox Teacher's Guide
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Helping Hand
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Move It!
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Fahrenheit and Celsius Scales
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Exploring the Visible Spectrum of Light
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Particle Accelerator
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Water Quality
              Intended Role: Instructor

            Note-Taking Strategies Answer Key
              Intended Role: Instructor

            Reading Strategies Handbook TOC
              Intended Role: Instructor

            Introduction: How to Read Science Content
              Intended Role: Instructor

            Teacher's Notes: Before Reading
              Intended Role: Instructor

            Teacher's Notes: During Reading
              Intended Role: Instructor

            Teacher's Notes: After Reading
              Intended Role: Instructor

            Reading Strategies Answer Key
              Intended Role: Instructor

            Pre/Post Test Answer Key
              Intended Role: Instructor

            End-of-Year Test Answer Key
              Intended Role: Instructor

            Benchmark Test A Answer Key
              Intended Role: Instructor

            Benchmark Test B Answer Key
              Intended Role: Instructor

            Benchmark Test C Answer Key
              Intended Role: Instructor

            Florida Science Assessment Workbook Answer Key: Physical Science
              Intended Role: Instructor

            Florida Elevar las ciencias Libro del maestro con respuestas Física
              Intended Role: Instructor

            Spanish Resources Guide
              Intended Role: Instructor