CCHHEEMMIISSTTRRYY MMAATTTTEERR AANNDD CCHHAANNGGEE Consultant Douglas Fisher, PhD ii__CCMMCC__SSNN__SSEE__887788775555..iinndddd 11 Printer PDF 3 33//2277//0077 44::0033::4455 PPMM About the Consultant Douglas Fisher, PhD, is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher credentialing program as well as graduate-level courses on English language development and literacy. He also has taught classes in English, writing, and literacy development to secondary school students. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-878755-3 MHID: 0-07-878755-6 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 047 11 10 09 08 07 iiii__CCMMCC__SSNN__SSEE__887788775555..iinndddd 22 Printer PDF 3 33//2277//0077 66::0077::3344 PPMM 00i-viii_Printer PDF 03/10/2007 02:46 PM Page iii To the Teacher ..........................v Chapter 8 Preview ..................95 Section 8.1............................................96 Note-Taking Tips ....................vii Section 8.2............................................99 Chapter 1 Preview ....................1 Section 8.3..........................................102 Section 1.1 ............................................2 Section 8.4..........................................104 Section 1.2..............................................5 Section 8.5..........................................109 Section 1.3..............................................8 Chapter 8 Wrap-Up ..........................112 Section 1.4............................................11 Chapter 9 Preview..................113 Chapter 1 Wrap-Up ............................14 Section 9.1..........................................114 Chapter 2 Preview ..................15 Section 9.2..........................................117 Section 2.1............................................16 Section 9.3..........................................120 Section 2.2............................................19 Chapter 9 Wrap-Up ..........................124 Section 2.3............................................22 Chapter 10 Preview................125 Section 2.4............................................25 Section 10.1........................................126 Chapter 2 Wrap-Up ............................28 Section 10.2........................................129 Chapter 3 Preview ..................29 Section 10.3........................................132 Section 3.1............................................30 Section 10.4........................................135 Section 3.2............................................33 Section 10.5........................................139 Section 3.3............................................36 Chapter 10 Wrap-Up ........................142 Section 3.4............................................39 Chapter 11 Preview................143 Chapter 3 Wrap-Up ............................42 Section 11.1........................................144 Chapter 4 Preview ..................43 Section 11.2........................................147 Section 4.1............................................44 Section 11.3........................................152 Section 4.2............................................47 Section 11.4........................................155 Section 4.3............................................50 Chapter 11 Wrap-Up ........................158 Section 4.4............................................54 Chapter 12 Preview................159 Chapter 4 Wrap-Up ............................56 Section 12.1........................................160 Chapter 5 Preview ..................57 Section 12.2........................................163 Section 5.1............................................58 Section 12.3........................................165 Section 5.2............................................62 Section 12.4........................................169 Section 5.3............................................65 Chapter 12 Wrap-Up ........................172 Chapter 5 Wrap-Up ............................68 Chapter 13 Preview................173 Chapter 6 Preview ..................69 Section 13.1........................................174 Section 6.1............................................70 Section 13.2........................................180 Section 6.2............................................74 Section 13.3........................................184 Section 6.3............................................77 Chapter 13 Wrap-Up ........................186 Chapter 6 Wrap-Up ............................80 Chapter 14 Preview................187 Chapter 7 Preview ..................81 Section 14.1........................................188 Section 7.1............................................82 Section 14.2........................................191 Section 7.2............................................85 Section 14.3........................................195 Section 7.3............................................88 Section 14.4........................................199 Section 7.4............................................91 Chapter 14 Wrap-Up ........................202 Chapter 7 Wrap-Up ............................94 Chemistry: Matter and Change iii 00i-viii_Printer PDF 03/10/2007 02:46 PM Page iv Chapter 15 Preview................203 Chapter 22 Preview................301 Section 15.1........................................204 Section 22.1........................................302 Section 15.2........................................207 Section 22.2........................................305 Section 15.3........................................210 Section 22.3........................................308 Section 15.4........................................213 Section 22.4........................................311 Section 15.5........................................217 Section 22.5........................................314 Chapter 15 Wrap-Up ........................220 Chapter 22 Wrap-Up ........................318 Chapter 16 Preview................221 Chapter 23 Preview................319 Section 16.1........................................222 Section 23.1........................................320 Section 16.2........................................225 Section 23.2........................................324 Section 16.3........................................227 Section 23.3........................................326 Section 16.4........................................230 Section 23.4........................................329 Chapter 16 Wrap-Up ........................232 Section 23.5........................................332 Chapter 23 Wrap-Up ........................336 Chapter 17 Preview................233 Section 17.1........................................234 Chapter 24 Preview................337 Section 17.2........................................238 Section 24.1........................................338 Section 17.3........................................240 Section 24.2........................................341 Chapter 17 Wrap-Up ........................244 Section 24.3........................................346 Section 24.4........................................351 Chapter 18 Preview................245 Chapter 24 Wrap-Up ........................354 Section 18.1........................................246 Section 18.2........................................249 Section 18.3........................................252 Section 18.4........................................255 Chapter 18 Wrap-Up ........................258 Chapter 19 Preview................259 Section 19.1........................................260 Section 19.2........................................263 Section 19.3........................................268 Chapter 19 Wrap-Up ........................270 Chapter 20 Preview................271 Section 20.1........................................272 Section 20.2........................................276 Section 20.3........................................280 Chapter 20 Wrap-Up ........................282 Chapter 21 Preview................283 Section 21.1........................................284 Section 21.2........................................288 Section 21.3........................................292 Section 21.4........................................295 Chapter 21 Wrap-Up ........................300 iv Table of Contents 00i-viii_Printer PDF 03/10/2007 02:46 PM Page v To the Teacher Dear Science Teacher, As you begin a new school year, one of the biggest challenges you will probably encounter is getting students to read their textbooks. Informational text can overwhelm students, leaving them less likely to read and more likely to become apathetic about learning. I believe that this Science Notebook will help students use their textbooks more effectively as they learn about Chemistry. Note-Taking and Student Success versity. Faber, Morris, and Lieberman (2000) found that the Cornell Note-Taking System There is considerable research evidence that improves comprehension and increases test addresses how students understand difficult con- scores. cepts and content in school.Glencoe/McGraw- The column on the left side of the page Hill has developed the Science Notebook for highlights the main ideas and vocabulary of the science students based upon that research. Evi- lesson.This column will help students find infor- dence indicates that students need to know how mation and locate the references in their text- to take notes, use graphic organizers, learn books quickly.Students can also use this column vocabulary, and develop their thinking skills by to sketch drawings that help them visually writing in order to achieve academic success. remember the lesson’s information. In the col- The ability to take and organize notes pre- umn on the right side of the page, students will dicts how well students will do in school.Peverly, write detailed notes about the main ideas and Brobst, Graham, and Shaw (2003) showed that vocabulary. The notes they take in this column when students use background knowledge and will help them focus on the important informa- take notes, they are likely to perform well on tion in the lesson. As students become more tests.Pauk (1974) observed that note-taking was comfortable using the Cornell Note-Taking a critical skill for college success.Notes serve as System,they will see that it is an important tool an external storage function (meaning on the that helps them organize information. paper) that builds comprehension and content understanding (Ganske, 1981). This Science Notebook is a tool that students can use to The Importance of Graphic achieve this goal. I would like to share some of Organizers the features of this Science Notebook with you before you begin teaching. Second, there are many graphic organizers in this Science Notebook. Graphic organizers allow students to see the lesson’s important The Cornell Note-Taking System information in a visual format. In addition, First, you will notice that the pages in the graphic organizers help students summarize Science Notebook are arranged in two columns, information and remember the content. I hope which will help students organize their thinking. that you will encourage students to use the This two-column design is based on the Cornell graphic organizers because they will help them Note-Taking System,developed at Cornell Uni- understand what they are reading. Chemistry: Matter and Change v 00i-viii_Printer PDF 03/10/2007 02:46 PM Page vi Research-Based Vocabulary Writing Prompts and Note-Taking Development Finally, there are a number of writing exer- Third, you will notice that vocabulary is cises included in this Science Notebook. Writing introduced and practiced throughout the Science is a useful tool that helps students understand the Notebook. When students know the meaning of information that is being presented. Writing the words used to discuss information, they are helps them to assess what they have learned. able to understand that information better.Also, You will see that many of the writing exercises students are more likely to be successful in require students to practice the skills of good school when they have vocabulary knowledge. readers.Good readers make connections between When researchers study successful students, their lives and the text and predict what will they find that as students acquire vocabulary happen next in the reading. They question the knowledge, their ability to learn improves information and the author of the text, clarify (Martino and Hoffman,2002).The Science Note- information and ideas,and visualizewhat the text book focuses on learning words that are very is saying.Good readers also summarizethe infor- specific to understanding the content of the text- mation that is presented and make inferences or book. The Science Notebook also highlights gen- draw conclusions about the facts and ideas. eral academic words that students need to know I wish you well as you begin another school so that they can understand any textbook.These year. This Science Notebook is designed to help vocabulary words are based on the Academic students understand the information in your Word List (AWL) developed by Averil Coxhead. Chemistry class. The guide will be a valuable The AWL includes the most common 570 words tool that will also provide students with skills found in academic texts, excluding the 2,000 that they can use throughout their lives. general English words such as the, in, and that. I hope you have a successful school year. Research indicates that students who master the Sincerely, words on Coxhead’s list score significantly higher Douglas Fisher on standardized tests. References Faber, J. E., Morris, J. D., and Lieberman, M. G. (2000). The effect of note taking on ninth grade students’ comprehension. Reading Psychology, 21, 257–270. Ganske, L. (1981). Note-taking: A significant and integral part of learning environments. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 155–175. Martino, N. L., and Hoffman, P. R. (2002). An investigation of reading and language abilities of college freshmen. Journal of Research in Reading, 25, 310–318. Pauk, W. (1974). How to Study in College. Boston: Houghton Mifflin. Peverly, S. T., Brobst, K. E., Graham, M., Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology, 95, 335–346. Van Leeuwe, J., and Aarnoutse, C. (1998). Relation between reading comprehension, vocabulary, reading pleasure, and reading frequency. Educational Research and Evaluation, 4, 143–166. vi To the Teacher 00i-viii_Printer PDF 03/10/2007 02:46 PM Page vii Note-Taking Tips Your notes are a reminder of what you learned in class. Taking good notes can help you succeed in science. The following tips will help you take better classroom notes. • Before class, ask what your teacher will be discussing in class. Review mentally what you already know about the concept. • Be an active listener. Focus on what your teacher is saying. Listen for important concepts. Pay attention to words, examples, and/or diagrams you teacher emphasizes. • Write your notes as clear and concise as possible. The following symbols and abbreviations may be helpful in your note-taking. Word or Symbol or Word or Symbol or Phrase Abbreviation Phrase Abbreviation for example e.g. and + that is i.e. approximately (cid:2) with w/ therefore (cid:2) without w/o versus vs • Use a symbol such as a star ((cid:2)) or an asterisk (*) to emphasize impor- tant concepts. Place a question mark (?) next to anything that you do not understand. • Ask questions and participate in class discussion. • Draw and label pictures or diagrams to help clarify a concept. • When working out an example, write what you are doing to solve the problem next to each step. Be sure to use your own words. • Review you notes as soon as possible after class. During this time, organize and summarize new concepts and clarify misunderstandings. Note-Taking Don’ts • Don’t write every word. Concentrate on the main ideas and concepts. • Don’t use someone else’s notes as they may not make sense. • Don’t doodle. It distracts you from listening actively. • Don’t lose focus or you will become lost in your note-taking. Chemistry: Matter and Change vii 00i-viii_Printer PDF 03/10/2007 02:46 PM Page viii 0(cid:1) 01-014_Printer PDF 03/10/2007 02:45 PM Page 1 Name Date Introduction to Chemistry Before You Read Before you read the chapter, write down four facts you know about chemistry. 1. 2. 3. 4. Science Journal Write three questions about scientific methods and research. 1. 2. 3. Introduction to Chemistry 1 0(cid:1) 01-014_Printer PDF 03/10/2007 02:45 PM Page 2 Name Date Introduction to Chemistry Section 1.1 A Story of Two Substances Main Idea Details Scan Section 1 of your text. Use the checklist below as a guide. • Read all section titles. • Read all boldfaced words. • Read all tables and graphs. • Look at all pictures and read the captions. • Think about what you already know about ozone and chloro- fluorocarbons (CFCs). Write four facts you discovered about ozone and chlorofluoro- carbons (CFCs). 1. 2. 3. 4. New Vocabulary Use your text to define each term. chemistry substance 2 A Story of Two Substances