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<br />. <br /> <br />3. The hydrogen, oxygen, and water vapor spectrum <br /> <br />tubes along with diffraction gratings were used to support <br /> <br />the theory of atomic structure and the quantum energy <br /> <br />levels. Students were able to see the spectral lines for <br /> <br />these gases. Great emphasis was placed on the energy-matter <br /> <br />relationship (e = mc2) such that the total quantity of <br /> <br />energy and matter is finite. <br /> <br />C. States of Matter: <br /> <br />. <br /> <br />1. of the four states of matter (solid, liquid, gas, <br /> <br />and plasma), all are taught in the middle school except <br /> <br />plasma. <br /> <br />It is mentioned but not demonstrated due to the <br /> <br />high energy state of a plasma. <br /> <br />of matter using water. <br /> <br />I taught these three states <br /> <br />2. I started this part of the curriculum with lecture <br /> <br />and discussion concerning the physical states of water. <br /> <br />Each of these states was demonstrated to the students simply <br /> <br /> by showing them how to take ice (solid) and melt it <br /> (liquid) . Next it was boiled (gas) to show the gas state. <br />. This whole process was then combined into a single <br /> <br />12 <br />