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HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
STANDARD PS-2: STRUCTURE AND PROPERTIES OF ATOMS
Time needed: 3 weeks (Block Schedule)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Standard PS-2: The student will demonstrate an understanding of the structure and properties of atoms.
Standard Indicators:
PS-2.1: Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge,
and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).
PS-2.2: Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.
PS-2.3: Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers.
PS-2.4: Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a
given isotope of an element.
PS-2.5: Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer
energy level.
PS-2.6: Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of
the mass of interacting particles into energy and release a great amount of energy).
PS-2.7: Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants,
and nuclear weapons) can have.
Inquiry Indicators:
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PS-1.5: Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and
dimensional analysis), graphs, models, and/or technology.
PS-1.9 Use appropriate safety procedures when conducting investigations.
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
Week 3 (Chem 1st)
Week 11 (Phys 1st)
Week 2 (Chem 1st)
Week 10 (Phys 1st)
PHYSICAL SCIENCE
Investigations
Teaching
Periods
Teacher Created Lesson
2
18.2 - Comparing Atoms
(Parts 1,2,3)
*Recommend practice
building atoms on the
atom board before
investigation.
Modify based on level of
classes.
Periodic Table Tiles
TE pages 350-352
3
Key Concepts &
Processes
Introduce the structure of
the atom
Introduce the atomic
structure game (18.2)
Investigate the structure
of the atom
Identify what makes atoms
of different elements
different from each other
1
18.3 - Periodic Table
of Elements
(optional lab)
Part 5 fusion vs. fission
2
19.1 - Chemical Bonds
(Parts 1,2,3)
2
Additional
Resources
Skill Sheet
18-A
Atoms,
Isotopes and
Ions
Understand how elements
are organized in the
periodic table
Identify the atomic
number and mass
numbers of each element
in the periodic table
Learn about nuclear
reactions
Investigate trends of the
periodic table
Build models of atoms to
gain an understanding of
the arrangement of
electrons
Assessment
Alignment to
HCS Core
Curriculum
Recall the
subatomic
particles and
their charges
PS- 2.1, 2.2,
2.4
What are
atoms and
how are they
put together?
PS- 2.1, 2.2,
2.4
How does the
periodic table
help us keep
track of the
elements and
their
properties?
Teacher
Created
Teacher
Created
What does
atomic
structure have
to do with the
periodic table?
How do you
use the
periodic table
to determine
the # of
valence
electrons an
atom has?
PS- 2.3, 2.4,
2.6
PS-2.3, 2.5
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
Week 4 (Chem 1st)
Week 12 (Phys 1st)
PHYSICAL SCIENCE
Investigations
Teaching
Periods
Teacher created lesson
1
Key Concepts &
Processes
Understand the
consequences of nuclear
applications
Additional
Resources
Assessment
What are the
benefits and
drawbacks of
nuclear
power?
Alignment to
HCS Core
Curriculum
PS- 2.7
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
STANDARD PS-3: PROPERTIES AND CLASSIFICATION OF MATTER
Time needed: 4 weeks (Block Schedule)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Standard PS-3:
The student will demonstrate an understanding of various properties and classifications of
matter.
Standard Indicators:
PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling
point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).
PS-3.2 Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical
properties.
PS-3.3 Illustrate the difference between a molecule and an atom.
PS-3.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or
heterogeneous) on the basis of its structure and/or composition.
PS-3.5 Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid.
PS-3.6 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and
movement of particles.
PS-3.7 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.
PS-3.8 Classify various solutions as acids or bases according to their physical properties, chemical properties (including
neutralization and reaction with metals), generalized formulas, and pH (using pH meters, pH paper, and litmus paper).
Inquiry Indicators:
PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and
accuracy of each particular instrument.
PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and
dependent variables), and evaluate the designs of sample investigations.
PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and
dimensional analysis), graphs, models, and/or technology.
PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.
PS-1.9 Use appropriate safety procedures when conducting investigations.
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Week 4 (Chem 1st)
Week 12 (Phys 1st)
Investigations
Teaching
Periods
Key Concepts &
Processes
16.2 - Measuring Matter
.5
Measure the mass and
volume of regular and
irregular solids and liquids.
17.1 - Properties of
Solids
(parts 6 & 7)
.5
Determine the relationship
between the mass and
volume of an object.
17.2 - Density of Fluids
(demo)
2
Compare the density of
various substances.
17.4 – Viscosity of Fluids
(suggestion: do as
station lab)
1
Compare the viscosity of
various liquids.
Additional
Resources
Skill Sheet
17-A
Density
Assessment
Alignment to
HCS Core
Curriculum
How can you
calculate the
mass and
volume of
regular and
irregular
solids and
liquids?
What
determines
the density of
a solid?
PS - 1.3, 3.1
What
properties
cause a solid
to float or
sink in a
liquid?
How can
viscosity be
measured?
PS - 3.1
PS - 3.1
PS – 3.1
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
Week 5 (Chem 1st)
Week 13 (Phys 1st)
Teacher created lesson
Teaching
Periods
2
Teacher created lesson
1
Teacher created lesson
1
Key Concepts &
Processes
Additional
Resources
Identify boiling, melting
and freezing points as
physical properties.
Explain conductivity in
terms of insulators and
conductors.
Classify substances as
organic or inorganic.
Classify samples as being
composed of atoms or
molecules.
Classify samples of matter
as pure substances or
mixtures.
Assessment
Alignment to
HCS Core
Curriculum
What
determines if
a property is
physical or
chemical?
PS – 3.1
How are
organic and
inorganic
substances
differentiated?
What are the
criteria for
classifying
matter as
atomic,
molecular or
mixture?
PS – 3.2
Benchmark Review (1 Class Period)
Chemistry BENCHMARK 1 (STANDARDS PS 2 – 3.4)
PS – 3.3, 3.4
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
Week 7 (Chem 1st)
Week 15 (Phys 1st)
Week 6 (Chem 1st)
Week 14 (Phys 1st)
16.3 – States of Matter
Teaching
Periods
Key Concepts &
Processes
1
Discuss the states of matter
in terms of molecular
motion.
Additional
Resources
Analyze the transfer of
energy during a phase
change.
23.2 - Solutions
(Parts 8-11)
1
Identify factors that affect
the rate of dissolving.
23.3 - Solubility
(Parts 1-4)
1
Observe how temperature
influences dissolving rate.
23.4 - Acids, Bases and
pH
2
Develop an explanation for
how temperature influences
solubility.
Describe the difference
between an acid and a
base.
Skill Sheet
23-A
Solubility
(Part 4)
Assessment
Alignment to
HCS Core
Curriculum
How is the
movement of
molecules in
each state
related to
their average
kinetic
energy?
What are the
factors that
affect the rate
of dissolving?
PS – 3.6, 3.7
What factors
affect
solubility?
PS – 3.1, 3.5
How can you
determine if a
substance is
an acid or a
base?
PS – 3.8
PS - 3.5
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
STANDARD PS-4: CHEMICAL BONDING AND REACTIONS
Time needed: 2 ½ weeks (Block Schedule)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Standard PS-4: The student will demonstrate an understanding of chemical reactions and the classifications,
structures, and properties of chemical compounds.
Standard Indicators:
PS-4.1 Explain the role of bonding in achieving chemical stability.
PS-4.2 Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.
PS-4.3 Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.
PS-4.4 Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether
their outer electrons are transferred or shared.
PS-4.5 Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that
ratio in a chemical formula.
PS-4.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes
(including changes in size, shape, color, and/or phase).
PS-4.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in
the form of heat—that is, exothermic or endothermic reactions).
PS-4.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature,
color, and/or odor) that a chemical reaction has occurred.
PS-4.9 Apply a procedure to balance equations for a simple synthesis or decomposition reaction.
PS-4.10 Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not
balanced.
PS-4.11 Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates.
Inquiry Indicators:
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PS-1.8 Compare the processes of scientific investigation and technological design.
PS-1.9 Use appropriate safety procedures when conducting investigations.
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Week 7 Cont.(Chem 1st)
Week 15 Cont. (Phys 1st)
Investigations
Teaching
Periods
Key Concepts &
Processes
19.1 - Chemical Bonds
(Parts 4 & 5)
1
19.2 - Chemical Formulas
2
Identify how atoms form
chemical bonds and the
role of electrons in
bonding.
Discover the relationship
between elements, their
placement on the periodic
table, and chemical
formulas.
Additional
Resources
Assessment
Alignment
to HCS Core
Curriculum
PS-4.1, 4.2,
4.3, 4.4
Skill Sheet
19-A Dot
Diagrams
Why do atoms
form chemical
bonds?
Skill Sheet
19-B
Chemical
Formulas
(Parts 1-3)
Why do atoms
combine in
certain ratios?
PS-4.1, 4.2,
4.3, 4.4
What is the
evidence that a
chemical
change has
occurred?
PS-3.1, 4.6,
4.8
How do you
balance
chemical
equations?
PS-4.7,4.9,
4.10
Skill Sheet
19-C Naming
Chemical
Compounds
Week 8 (Chem 1st)
Week 16 (Phys 1st)
*Polyatomic
Ions (time
permitting)
20.1 - Chemical Changes
(station recommend)
1
Re-teach or review
1
20.2 - Chemical Equations
2
Distinguish between
physical and chemical
changes.
Investigate how atoms
are conserved in chemical
reactions.
Recognize balanced
equations.
Skill Sheet
20-A
Chemical
Equations
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Week 9 (Chem 1st)
Week 17 (Phys 1st)
Investigations
Teaching
Periods
Key Concepts &
Processes
20.3 – Conservation of
Mass
1
Explain and justify the
law of conservation of
mass.
20.4- Using Equations
(Part 1 & 3)
1
Explain and justify the
law of conservation of
mass.
Teacher Created Lesson
1
Recognize the types of
chemical reactions
21.2 – Energy in Reactions
1
Distinguish between
exothermic and
endothermic reactions.
Additional
Resources
Assessment
How can you
prove that
mass is
conserved in a
reaction?
How can you
prove that
mass is
conserved in a
reaction?
What are the
criteria for
classifying
chemical
reactions?
How can you
classify
reactions
based on
energy?
Benchmark Review (1 Class Period)
Chemistry BENCHMARK 2 (STANDARDS PS 3.5 – 4)
Alignment
to HCS Core
Curriculum
PS-4.7
PS-4.7
PS-4.9, 4.10
PS-4.7, 4.8
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
STANDARD PS-5: FORCES AND MOTION
Time needed: 2 - 2 ½ weeks (Block Schedule)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Standard PS-5: The student will demonstrate an understanding of the nature of forces and motion.
Standard Indicators:
PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object.
PS-5.2 Use the formula v = d/t to solve problems related to average speed or velocity.
PS-5.3 Explain how changes in velocity and time affect the acceleration of an object.
PS-5.4 Use the formula a = (vf-vi)/t to determine the acceleration of an object.
PS-5.5 Explain how acceleration due to gravity affects the velocity of an object as it falls.
PS-5.6 Represent the linear motion of objects on distance-time graphs.
PS-5.7 Explain the motion of objects on the basis of Newton’s three laws of motion: inertia; the relationship among force,
mass, and acceleration; and action and reaction forces.
PS-5.8 Use the formula F = ma to solve problems related to force.
PS-5.9 Explain the relationship between mass and weight by using the formula F W = mag.
PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object and the distance
between them.
Inquiry Indicators:
PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and
accuracy of each particular instrument.
PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and
dependent variables), and evaluate the designs of sample investigations.
PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and
dimensional analysis), graphs, models, and/or technology.
PS-1.9 Use appropriate safety procedures when conducting investigations.
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
Week 10 (Chem 1st)
Week 2 (Phys 1st)
1.1 – Time and Distance
(Parts 1-6)
1.2 – Investigations and
Experiments
1.3 – Speed
Teaching
Periods
1
2
1
Key Concepts &
Processes
Additional
Resources
Assessment
Alignment
to HCS Core
Curriculum
Learn to read dimensioned
drawings, measure and
calculate quantities in
metric units.
Skill BuilderInternational
System of
Measurements
How do we
measure and
describe the
world around
us?
PS- 1.2, 1.3,
1.9
Investigate accuracy and
precision of a scientific
instrument.
Identify the variables that
influence the speed of a
car.
Skill BuilderScientific
Processes
How do
scientific
investigations
help us to
understand
the world
around us?
What is
speed and
how is it
measured?
PS- 1.1, 1.3,
1.4
Learn how to design
experiments that provide
good scientific results.
Learn how to calculate
speed.
Skill BuilderProblem
Solving with
Rates
Skill Builder –
Solving
Equations
(Parts 1,2,3 &
5)
Skill Sheet 1Speed
Problems
PS- 5.1, 5.2
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
2.2 - Position and Time
Teaching
Periods
1
2.3 – Acceleration
(Part 1)
1
3.1 – Force, Mass and
Acceleration
1
Teacher Created Lesson
1
Re-teach and Review
1
Key Concepts &
Processes
Additional
Resources
Model the motion of a car
with distance vs. time
graphs.
Skill BuilderInterpreting
Graphs
Determine the relationship
slope and the speed of a
car.
Determine the rate of
acceleration through
calculations.
Skill BuilderMaking
Graphs
Skill Sheet 2Acceleration
Explore the relationship
between force and
acceleration.
Skill Sheet 3A Newton’s
Second Law
Derive Newton’s second law
of motion.
Apply Newton’s law of
universal gravitation.
Assessment
Alignment
to HCS Core
Curriculum
How can
graphs be
used to
understand
and describe
motion?
PS – 5.1, 5.2
What
determines
the rate of
acceleration?
PS- 5.1, 5.3,
5.4
What is the
relationship
between
force, mass
and
acceleration?
How is
gravitational
force affected
by distance
and mass?
PS- 5.4, 5.7
PS- 5.10
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Week 12 (Chem 1st)
Week 3 (Phys 1st)
Investigations
Teaching
Periods
Key Concepts &
Processes
Additional
Resources
Assessment
Alignment
to HCS Core
Curriculum
Teacher created lesson
2
Distinguish between weight
and mass.
Skill Sheet 3B
Mass vs.
Weight
How is mass
different from
weight?
PS- 5.4, 5.5,
5.9
3.3 – Equilibrium,
Action, and Reaction
1
Explain and demonstrate
Newton’s third law of
motion.
Skill Sheet 3D
Applying
Newton’s Laws
of Motion
How does
Newton’s
third law of
motion
describe the
interaction
between
objects?
PS- 5.7
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
STANDARD PS-6: WORK AND ENERGY
Time needed: 3 ½
weeks (Block Schedule)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Standard PS-6:
The student will demonstrate an understanding of the nature, conservation, and transformation
of energy.
Standard Indicators:
PS-6.1 Explain how the law of conservation of energy applies to the transformation of various forms of energy (including
mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).
PS-6.2 Explain the factors that determine potential and kinetic energy and the transformation of one to the other.
PS-6.3 Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the
energy transferred to the object.
PS-6.4 Use the formula W = Fd to solve problems related to work done on an object.
PS-6.5 Explain how objects can acquire a static electric charge through friction, induction, and conduction.
PS-6.6 Explain the relationships among voltage, resistance, and current in Ohm’s law.
PS-6.7 Use the formula V = IR to solve problems related to electric circuits.
PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage
source.
PS-6.9 Compare the functioning of simple series and parallel electrical circuits.
PS-6.10 Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of
current flow.
PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and
generators.
Inquiry Indicators:
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and
dimensional analysis), graphs, models, and/or technology.
PS-1.8 Compare the processes of scientific investigation and technological design.
PS-1.9 Use appropriate safety procedures when conducting investigations.
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
Week 13 (Chem 1st)
Week 4 (Phys 1st)
PHYSICAL SCIENCE
Investigations
Teaching
Periods
5.1 – Work
(Parts 1-4)
*Set up six stations
reflecting the six different
types of pulley systems (#
of strings)
2
Identify the relationship
between work and energy.
5.2 – Energy Conservation
(Recommend Part 2 as
class data)
2
Describe the law of
conservation of energy.
5.3 – Energy
Transformations
1
Key Concepts &
Processes
Additional
Resources
Skill Sheet
5-A
Work
Compare and contrast
potential and kinetic
energy.
Identify and describe
different forms of energy
and the transformations
that occur.
Assessment
Alignment
to HCS Core
Curriculum
How do you
calculate work
done on an
object?
PS- 6.3, 6.4
What is energy
and how does
it behave?
PS-6.1, 6.2
How is energy
conserved as it
is
transformed?
PS-6.1, 6.2
Benchmark Review (1 Class Period)
Physics BENCHMARK 1 (STANDARDS PS 5 – 6.4)
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
6.1 – What is a Circuit?
Teaching
Periods
1
Key Concepts &
Processes
Additional
Resources
Identify the parts of an
electric circuit.
Teacher created lesson or
6.2 – Charge
if time permits
1
Describe electric charge in
terms of positive and
negative and their
interactions.
7.1 - Voltage
1
Measure the voltage of a
circuit.
7.2 - Current
1
Measure and compare
current at different points
in a circuit.
7.3 - Resistance
1
Explain that resistance
describes how easily
electrical charges flow.
8.1 – Ohm’s Law
1
Discuss the relationship
between voltage, current
and resistance.
Week 15
(Chem
1st)
Week 6
(Phys
1st)
Week 14 (Chem 1st)
Week 5 (Phys 1st)
Illustrate a circuit diagram.
Skill Sheet
7-A Using
an Electric
Meter
Skill Sheet
7-B
Voltage,
Current,
and
Resistance
Skill Sheet
8-A Ohm’s
Law
Assessment
Alignment
to HCS Core
Curriculum
What are the
components of
a simple
circuit?
PS- 6.8
How do
positive and
negative
charges
interact with
each other?
Why do
charges move
through a
circuit?
PS- 6.5
How does
current move
through a
circuit?
PS- 6.6, 6.8
How does a
change in
resistance
affect current?
PS – 6.6,
6.7, 6.8
How are
voltage,
current, and
resistance
related?
PS – 6.6, 6.7
PS-6.6, 6.8
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
Teaching
Periods
Key Concepts &
Processes
Additional
Resources
Assessment
Alignment
to HCS Core
Curriculum
9.1 – More Electric
Circuits
1
Compare series and parallel
circuits.
What are the
differences
between a
series and
parallel circuit?
PS – 6.6,
6.7,6.9
Time Permitting
9.2 – Series Circuits
1
Analyze complex series
circuits with more than one
resistance.
Skill Sheet
9-A Parallel
and Series
Circuits
(Part 1
only)
Skill Sheet
9-B Open
and Closed
Circuits
How do
resistors in a
series circuit
affect current?
PS – 6.6,
6.7, 6.9
Time Permitting
9.3 – Parallel Circuits
1
Describe the relationship
between total current and
branch current in parallel
circuits.
*Optional
Skill Sheet
9-C Electric
Circuit
Project
PS – 6.6,
6.7, 6.9
Teacher created lesson
1
Compare alternating
current (AC) and direct
current (DC)
10.2 – Electromagnets
1
Analyze how electric
current affects the strength
of the magnetic field in an
electromagnet.
How are total
current and
branch
currents
related?
How do
alternating and
direct current
differ in terms
of electricity
production and
flow?
What is the
relationship
between
electricity and
magnetism?
PS – 6.10
PS – 6.11
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
STANDARD PS-7: WAVES
Time needed: 2 weeks (Block Schedule)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Standard PS-7: The student will demonstrate an understanding of the nature and properties of mechanical and
electromagnetic waves.
Standard Indicators:
PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and
longitudinal/compressional waves).
PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.
PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity
as well as the relationships among these characteristics).
PS-7.4 Use the formulas v = f  and v = d/t to solve problems related to the velocity of waves.
PS-7.5 Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy,
and propagation without a medium).
PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.
PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.
Inquiry Indicators:
PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and
accuracy of each particular instrument.
PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and
dependent variables), and evaluate the designs of sample investigations.
PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and
dimensional analysis), graphs, models, and/or technology.
PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.
PS-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).
PS-1.8 Compare the processes of scientific investigation and technological design.
PS-1.9 Use appropriate safety procedures when conducting investigations.
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Week 17 (Chem 1st)
Week 8 (Phys 1st)
Week 16 (Chem 1st)
Week 7 (Phys 1st)
Investigations
Teaching
Periods
Key Concepts &
Processes
Additional
Resources
Assessment
11.1 – Harmonic Motion
(Parts 1-3)
1
Skill Sheet
11 Harmonic
Motion
12.1 – Waves
1
Explore harmonic motion
relationships (period and
frequency and period and
amplitude).
Measure the speed at which
wave pulses travel.
12.3 – Natural Frequency
and Resonance
1
Measure the wavelength
and frequency of a
vibrating string.
13.1 – Sound
(demo)
1
Define sound in terms of its
wave properties.
13.2 – Properties of Sound
(Parts 1-3)
(demo)
1
Discuss how interference
affects sound waves.
14.1 – Introduction to
Light
(Parts 1-5)
(demo)
1
Deduce that visible light is
a small part of the
electromagnetic spectrum.
What factors
affect the
period of a
pendulum?
What factors
affect the
speed of a
wave?
What is the
relationship
between
wavelength
and
frequency?
How does
frequency of
a sound wave
relate to its
pitch?
What are the
results of
sound wave
interference?
How can
visible light
be
separated?
15.1 – Seeing an Image
(Parts 2 & 3)
(demo)
1
Measure and compare
angles of incidence and
reflection.
Skill Sheet
12 Waves
Skill Sheet
15-B The
Law of
Reflection
What are the
mechanics of
light
reflection?
Alignment to
HCS Core
Curriculum
PS – 7.3
PS – 7.1, 7.2,
7.3, 7.4
PS – 7.2, 7.4,
7.6
PS – 7.6
PS – 7.2, 7.7
PS – 7.2, 7.5,
7.6
PS – 7.6
HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10
PHYSICAL SCIENCE
Investigations
15.2 – The Human Eye
(Parts 1 & 2)
(demo)
Teaching
Periods
1
Key Concepts &
Processes
Trace rays of light through
prisms and lenses.
Additional
Resources
Skill Sheet
15–A Ray
Diagrams
Assessment
How does
light travel
through a
prism or
lens?
Benchmark Review (1 Class Period)
Physics BENCHMARK 2 (STANDARDS PS 6.5 – 7)
Alignment to
HCS Core
Curriculum
PS – 7.6