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Pitt County Schools Science – Grade 7 Instructional Guide Revised 6/06 DIFFERENTIATION OF SEVENTH GRADE SCIENCE INSTRUCTION: Standard Seventh Grade Science will focus on research tasks and class projects, including the cooperative inquiry lab approach. A formal research project is not required; however students are expected to complete a formal science inquiry notebook through out the year. Enhanced Seventh Grade Science will extend the focus of the standard science concepts to include in-depth independent research, projects, oral presentations, and a formal inquiry research project. TIME FRAME: FIRST GRADING PERIOD SCOS GOALS AND OBJECTIVES ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS COMPETENCY GOAL 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS RECOMMENDED RESOURCES AND ASSESSMENT Enhancements: Long Term Projects and Research Ideas: Project 1 - The Length of a Fethel, pg 1 Holt Internet Activity: HL5LIVW 1.01 Identify and create questions and hypotheses that can be answered through scientific investigations. 1.02 Develop appropriate experimental procedures for: Given questions. Student generated questions. 1.03 Apply safety procedures in the laboratory and in field studies. Recognize potential hazards. Safely manipulate materials and equipment. Conduct appropriate procedures. 1.04 Analyze variables in scientific investigations: Essential Questions: What are the major processes and concepts in the scientific method? What are some essential safety issues in the lab? Benchmarks: Students will be able to complete an inquiry activity using NC-ISE science notebooking. Students will make science posters demonstrating their understanding of lab safety issues. Holt SciLinks Essential Labs: Skills Practice Lab: Does It All Add Up?, pg 28 Inquiry Lab: One Side or Two?, pg 3 AIMS: Trial & Error Learning Essential Tasks: Science Notebooking training Holt text: Ch 1 NC-ISE Science Notebooks AIMS: Math + Science, A Solution Identify dependent and independent. Use of a Control. Manipulate. Describe relationships between. Define operationally. 1.05 Analyze evidence to: Explain observations. Make inferences and predictions. Develop the relationship between evidence and explanation. 1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: Measurement. Analysis of data. Graphing. Prediction models. 1.07 Prepare models and/or computer simulations to: Test hypotheses. Evaluate how data fit. 1.08 Use oral and written language to: Communicate findings. Defend conclusions of scientific investigations 1.09 Use technologies and information systems to: Research. Gather and analyze data. Visualize data. Disseminate findings to others. 1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing: Scientific text. Articles. Events in the popular press. Science Safety Procedures Contracts, posters, rules & expectations COMPETENCY GOAL 2: The learner will demonstrate an understanding of technological design. Enhancements: Skills Practice Lab, pg 591 Holt SciLinks 2.01 Explore evidence that "technology" has many definitions. Artifact or hardware. Methodology or technique. System of production. Social-technical system. 2.02 Use information systems to: Identify scientific needs, human needs, or problems that are subject to technological solution. Locate resources to obtain and test ideas. 2.03 Evaluate technological designs for: Application of scientific principles. Risks and benefits. Constraints of design. Consistent testing protocols. 2.04 Apply tenets of technological design to make informed consumer decisions about: Products. Processes. Systems. Essential Questions: How does science lead to advances in technology? How can technology solve human problems? How can information systems be used to locate resources to obtain and test ideas? How can technological design allow for consistent testing protocol? What effect does technological design have on consumer decisions? Essential Labs: Design a Rube Goldburg device using at least four simple machines. Essential Tasks: Science in Action, pg 250 & 251 Resources: Holt text: Ch 20 Holt One-Stop Planner CDROM CAP Notebook Benchmarks: Students will be able to make a timeline to trace the history of the computer. Students will be able to identify three ways that technology has aided the scientific research of the oceans. Students will be able to describe and evaluate the benefits and risks of three medical procedures made possible by technology. COMPETENCY GOAL 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the atmosphere. Enhancements: Long Term Projects and Research Ideas: Project 43 - A Breath of Fresh Air, pg 48 Long Term Projects and Research Ideas: Project 44 - A Storm on the Horizon, pg 49 Long Term Projects and Research Ideas: Project 45 - Sun-Starved in Fairbanks, pg 50 School to Home: Natural Disaster Plan, pg 95 Holt Internet Activities: HZ5ATMW HZ5WEAW HZ5CLMW Holt SciLink Great Moments in Science: A Weighty Matter 3.01 Explain the composition, properties and structure of the atmosphere: Mixture of gases. Stratified layers. Each layer has distinct properties. As altitude increases, air pressure decreases. Equilibrium. Essential Questions: What are the most common gases in the atmosphere and the relative amounts of each? How do air pressure and temperature change with altitude? Why? What are the characteristics of each layer of the atmosphere? How are global wind systems created? Benchmarks: Students will be able to construct a circle graph modeling the composition of the atmosphere. Investigable Questions: 1. What effect does temperature have on air pressure? 2. What effect does air pressure have on temperature? 3. How does the temperatures of water and sand change when placed under a radiant energy source for 15 minutes? 4. What is the effect of acid rain on limestone? 5. How is the form (crushed or solid) of limestone affected by acid rain? Holt text: Ch. 2 Essential Labs: Skills Practice Lab: Under Pressure!, pg 41 Carolina Academic Press CAP Chapter 3: Oxygen in (CAP) notebook the Air, pg 3 CAP Chapter 3: How Much Oxygen in the Air, pg 5 Essential Tasks: CAP Chapter 3: ReviewAtmosphere, pg 2 Students will be able to construct a scaled model of the atmosphere. Students will explain the relationship of heating of the atmosphere, the Coriolis Effect and global winds. Construct a circle graph modeling the composition of the atmosphere. Construct a scaled model of the atmosphere. 3.02 Describe properties that can be observed and measured to predict air quality: Particulate matter. Ozone. 3.03 Conclude that the good health of environments and organisms requires: The monitoring of air quality. Taking steps to maintain healthy air quality. Stewardship. 3.04 Evaluate how humans impact air quality including: Air quality standards. Point and non-point sources of air pollution in North Carolina. Financial and economic trade-offs. Local air quality issues. 3.05 Examine evidence that atmospheric properties can be studied to predict atmospheric conditions and weather hazards: Essential Questions: What are primary and secondary air pollutants? What are point sources and non-point sources of air pollution? How is air quality monitored and measured. How is air quality communicated to the public? How do humans impact air quality? What are some ways to reduce air pollution? What are the financial and economic trade offs affecting air quality? Benchmarks: Students will provide examples of primary and secondary air pollutants. Students will be able to identify point sources and non-point sources of air pollution in N.C. Explain the relationship of heating of the atmosphere, the coriolis effect and global winds Essential Labs: Quick Lab: Testing For Particulates, pg 59 Quick Lab: Neutralizing Acid Precipitation, pg 60 Holt text: Ch. 2 AIMS: Our Wonderful World AIMS: Bottled Pollution Essential Tasks: Provide examples of primary and secondary air pollutants. Identify point sources and non-point sources of air pollution in N.C. Activity: Investigate a N.C Hog Farm. Essential Questions: Essential Labs: Skills Practice Lab: Go How does water move through the Fly a Bike!, pg 582 water cycle? What are the cloud types and what kind Holt text: Ch 3 CAP Notebook Humidity. Temperature. Wind speed and direction. Air pressure. Precipitation. Tornados. Hurricanes. Floods. Storms. of weather is associated with each? What is the relative humidity and dew point and how are they measured? What are four types of precipitation and how do they form? What are the four types of fronts and what types of weather changes do they cause? What are the characteristics of severe weather and how is severe weather formed? Inquiry Lab: Boiling Over!, pg 102 Benchmarks: Students will be able to explain the water cycle. Students will be able to identify various types of clouds and predict the likelihood of precipitation. AIMS: Dripping Wet Quick Lab: Dewpoint, pg 79 CAP Chapter 4: Relative Humidity, pg 8 CAP Chapter 4: Formation of Clouds, pg 10 Essential Tasks: Diagram and label the water cycle. Identify cloud types and describe weather associated with each type. Use a psychrometer to measure relative humidity. Make a concept map of how types of precipitation are formed Use cloud chart to identify clouds. Record for a week. Activity: Research a severe weather event in N.C. from the last 10 years and write a news report or story. AIMS: Down to Earth 3.06 Assess the use of technology in studying atmospheric phenomena and weather hazards: Satellites. Weather maps. Predicting. Recording. Communicating information about conditions. Essential Questions: What are the different types of instruments used to take weather measurements? How do radar and weather satellites help meteorologists forecast weather? How do you interpret a weather map? Essential Labs: Inquiry Lab: When Disaster Strikes, pg 55 Skills Practice Lab: Watching the Weather, pg 584 Benchmarks: Students will be able to gather weather Essential Tasks: Describe and use different data and forecasts based on that data. types of instruments to take weather measurements. Interpret a weather map. CAP Chapter 5: Positions of Hurricane Andrew, pg 6 CAP Chapter 5: Student Inquiry-Hurricane Data, pg 8 Holt text: Ch 3 CAP Notebook TIME FRAME: SECOND GRADING PERIOD SCOS GOALS AND OBJECTIVES Cell Theory Cell Cycle ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS RECOMMENDED RESOURCES AND ASSESSMENT Holt text: Ch 12 Section 1 Essential Questions: What are the essential elements of cell theory and how were they derived? What function do the various parts of the microscope have? Essential Labs: AIMS: The Enormous E Benchmarks: Students will be able to discuss the history leading to cell theory. Students will be able to use the microscope to view various objects. Essential Questions: What are the phases of the cell cycle? What happens in each phase of mitosis? How is the number of chromosomes maintained during cell reproduction? Essential Tasks: AIMS: Magnificent Microworld Essential Labs: Holt text: Ch 14 Section 3 Holt text: Ch 13 Section 1 Essential Tasks: Construct a model showing the phases of mitosis. Benchmarks: Students will be able to explain each phase of mitosis. Competency Goal 5: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of heredity and genetics. Enhancements: Long Term Projects and Research Ideas: Project 5 - Portrait of a Dog, pg 7 Long Term Projects and Research Ideas: Project 6 - The Antifreeze Protein, pg 8 School to Home: An Error in the Message, pg 443 Holt Internet Activities: HL5HERW HL5DNAW Holt SciLinks Camp FOCUS 2004: DNA Great Moments in Science: Green Pea, Yellow Pea Investigable Questions: 1. How does the number of subject groups affect the probability of having three male and three female children in a family of six? 2. If Mendel’s experiments are repeated using color coded paper instead of actual plants with specific traits, will the results be the same? 5.01 Explain the significance of genes to inherited characteristics: Genes are the units of information. Parents transmit genes to their offspring. Some medical conditions and diseases are genetic. 5.02 Explain the significance of reproduction: Sorting and recombination of parents' genetic material. Potential variation among offspring. Essential Questions: How are genes and alleles related to genotype and phenotype? Benchmarks: Students will be able to explain the relationship between traits and heredity. Students will be able to use gene make-up to determine the genotype and phenotype of an organism. Essential Questions: How do chromosomes determine sex? How do genes pass information? Benchmarks: Students will be able to explain why Essential Labs: Holt text: Ch 15 CAP Notebook Essential Tasks: CAP Chapter 14: Investigating the Human Geome Project, pg 1 Essential Labs: Model Making Lab: BasePair Basics, pg 446 Essential Tasks: Holt text: Ch 15 5.03 Identify examples and patterns of human genetic traits: Dominant and recessive. Incomplete dominance. 5.04 Analyze the role of probability in the study of heredity: Role of each parent in transfer of genetic traits. Analysis of pedigrees. 5.06 Evaluate evidence that human characteristics are a product of: Inheritance. Environmental factors, and Lifestyle choices. Meiosis there is a variation in genotype and phenotype in offspring from the same parents. Essential Questions: What are dominant and recessive traits? Benchmarks: Students will be able to explain the difference between dominant and recessive traits. Students will recognize dominant traits and recessive traits in organisms. Essential Questions: How is a Punnett square used to determine the probability of possible offspring? How can environmental factors and lifestyles choices affect human characteristics? Benchmarks: Students will use Punnett squares to predict offspring genotype and phenotype. Essential Questions: What happens in each phase of meiosis? How is the number of chromosomes maintained from parents to offspring? What is the difference between meiosis and mitosis? Benchmarks: Students will be able to explain the different phases of meiosis. Start-up Activity, pg 403 Essential Labs: CAP Chapter 14: Inherited Characteristics, pg 13 Holt text: Ch 15 CAP Notebook Essential Tasks: CAP Chapter 14, Codominance, pg 11 Essential Labs: Quick Lab: Making a Punnett Square, pg 411 Holt text: Ch 15 Quick Lab: Taking Your Chances, pg 412 Model Making Lab: Bug Builders, Inc., pg 424 Essential Tasks: Construct and interpret Punnett squares Essential Labs: Essential Tasks: Holt text: Ch 15, section 3 5.05 Summarize the genetic transmittance of disease. Essential Questions: What is a sex-linked disorder? Benchmarks: Students will be able to interpret a pedigree chart. COMPETENCY GOAL 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system. Essential Labs: Inquiry Lab: Tracing Traits, pg 607 Holt text: Ch 15, 16 CAP Notebook Essential Tasks: CAP Chapter 15: SexLinked Traits, pg 5 CAP Chapter 15: Interpret a Pedigree, pg 11 Enhancements: Long Term Projects and Research Ideas: Project 22 - Mapping the Human Body, pg 25 Long Term Projects and Research Ideas: Project 23 - Getting Into the Heart, pg 26 Long Term Projects and Research Ideas: Project 24 - Copying the Kidney, pg 27 Long Term Projects and Research Ideas: Project 25 - Man versus Machine, pg 28 Long Term Projects and Research Ideas: Project 26 - Get a Whiff of This!, pg 29 Long Term Projects and Research Ideas: Project 27 - A Chuckle a Day Keeps the Doctor Away, pg 30 Long Term Projects and Research Ideas: Project 28 - Breakfast, Lunch, and Dinner of Champions, pg 31 Long Term Projects and Research Ideas: Project 2 - I Think, Therefore I Live, pg 3 School to Home: Bile Model, pg 209 School to Home: Pen a Menu, pg 338 Holt Internet Activities: HL5BD1W HL5BD2W HL5BD3W HL5BD4W HL5BD5W HL5BD6W HL5BD7W HL5ALVW Holt SciLinks 4.04 Evaluate how systems in the human body help regulate the internal environment. 4.05 Analyze how an imbalance in homeostasis may result from a disruption in any human system. Essential Questions: What is homeostasis and what happens when it is disrupted? How are tissues, organs, and systems related? How do organ systems work together to maintain homeostasis? Benchmarks: Students will be able to explain the importance of moving materials into and out of cells. Investigable Questions: 1. Does repeating the same maze six times (memory vs. performance) decrease the amount of time it takes for the student to complete the maze? 2. How does the type of vinegar (white or dark) affect what will happen to a chicken bone placed in it? 3. What effect does exercise have on your heart rate? 4. What effect does exercise have on your body temperature? 5. What effect does diet have on the rate of growth of fingernails? Holt text: Ch 5, Essential Labs: Model Making Lab: 10 Antibodies to the Rescue, pg 599 4.01 Analyze how human body systems interact to provide for the needs of the human organism: Musculoskeletal. Cardiovascular. Endocrine and Nervous. Digestive and Circulatory. Excretory. Reproductive. Respiratory. Immune. Nervous system. 4.02 Describe how systems within the human body are defined by the functions it performs. 4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems. Liver. Heart. Lung. Brain. Stomach. Kidney. Students will be able to give examples of how organ systems work together in the body. Essential Questions: What are the major organs of the skeletal system? What are the different kinds of muscle tissue? What are the functions of skin? Benchmarks: Students will be able to describe four functions of bones. Students will be able to list three injuries and two diseases that affect bones and joints. Students will describe how skeletal muscles move bones. Students will be able to describe two muscular system injuries. Students will be able to list four functions of skin. Students will describe two kinds of damage that can affect skin. Holt text: Ch 5 Essential Labs: Quick Lab: Pickled Bones, pg 155 CAP Notebook Inquiry Lab: Muscles at Work, pg 594 AIMS: From Head To Toe Inquiry Labs: On a Wing and a Layer, pg 27 AIMS: Arm Yourself AIMS: Dem Bones Skeleton CAP Chapter 12: Muscle Fatigue, pg 13 TIME FRAME: THIRD GRADING PERIOD SCOS GOALS AND OBJECTIVES 4.01 Analyze how human body systems interact to provide for the needs of the human organism: ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS Essential Questions: What are the main parts of the cardiovascular system and what is ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS Essential Labs: Quick Lab: Why do People Snore?, pg 193 RECOMMENDED RESOURCES AND ASSESSMENT Holt text: Ch 6 AIMS: From Musculoskeletal. Cardiovascular. Endocrine and Nervous. Digestive and Circulatory. Excretory. Reproductive. Respiratory. Immune. Nervous system. 4.02 Describe how systems within the human body are defined by the functions it performs. 4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems. Liver. Heart. Lung. Brain Stomach. Kidney. 4.01 Analyze how human body systems interact to provide for the needs of the human organism: Musculoskeletal. Cardiovascular. Endocrine and Nervous. Digestive and Circulatory. Excretory. Reproductive. Respiratory. Immune. Nervous system. their function? What are the ABO blood types and why are they important? What is the relationship between the lymphatic system and the circulatory system? What is the relationship between the respiratory system and the cardiovascular system? Benchmarks: Students will be able to describe the two types of circulation of blood in the body. Students will list four cardiovascular problems. Students will be able to give the main components of blood and name three functions of blood. Students will explain how blood pressure is measured. Students will identify the six parts of the lymphatic system and describe their functions. Students will be able to describe the parts of the respiratory system and give their functions. Essential Questions: What are the parts and function of the digestive system? What are the parts and functions of the urinary system? Benchmarks: Students will be able to compare mechanical digestion with chemical digestion. Head To Toe Skills Practice Lab: Carbon Dioxide Breath, pg 194 Model Making Lab: Build a Lung, pg 595 AIMS: Am I Your Type? AIMS: How Does Your Heart Rate? Essential Tasks: Start-up Activity, pg 175 Essential Labs: Quick Lab: Break It Up!, pg 205 Skills Practice Lab: As the Stomach Churns, pg 216 Skills Practice Lab: Enzymes in Action, pg 596 Essential Tasks: Holt text: Ch 7 CAP Notebook 4.02 Describe how systems within the human body are defined by the functions it performs. 4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems. Liver. Heart. Lung. Brain Stomach. Kidney. 4.01 Analyze how human body systems interact to provide for the needs of the human organism: Musculoskeletal. Cardiovascular. Endocrine and Nervous. Digestive and Circulatory. Excretory. Reproductive. Respiratory. Immune. Nervous system. 4.02 Describe how systems within the human body are defined by the functions it performs. 4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems. Liver. Heart. Lung. Brain Stomach. Students will understand the role of the various parts of their digestive system. Students will be able to identify the parts of the digestive system in a dissected organism. Students will be able to explain how the kidneys filter blood. Essential Questions: What is the relationship between the central nervous system and the peripheral nervous system? How do the senses of hearing, taste, and smell work? Why is the endocrine system important to the body? Examine the digestive system through frog dissection. CAP Chapter 11: Modeling the Human Digestive System, pg 5 Essential Labs: Quick Lab: Building a Neuron, pg 232 Skills Practice Lab: You’ve Gotta Lotta Nerve, pg 244 CAP Chapter 12: Taste, Smell, and Vision, pg 3 Benchmarks: Students will be able to list functions for each part of the brain. Students will list four sensations that are detected by receptors in the skin. Students will be able to describe how light relates to sight. Students will be able to identify five glands of the endocrine system, and describe what their hormones do. Essential Tasks: Examine the parts of the eye through an eye dissection. Holt text: Ch 8 CAP Notebook Kidney. 4.01 Analyze how human body systems interact to provide for the needs of the human organism: Musculoskeletal. Cardiovascular. Endocrine and Nervous. Digestive and Circulatory. Excretory. Reproductive. Respiratory. Immune. Nervous system. 4.02 Describe how systems within the human body are defined by the functions it performs. 4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems. Liver. Heart. Lung. Brain Stomach. Kidney. Essential Questions: What are the three types of mammalian reproduction? What are the structures and functions of the male and female reproductive systems? What are the stages of human development from birth to death? Benchmarks: Students will be able to distinguish between asexual and sexual reproduction. Students will be able to summarize the processes of fertilization and implantation. Essential Labs: Quick Lab: Life Grows On, pg 266 Holt text: Ch 9 AIMS: Down to Earth Skills Practice Lab: It’s a comfy, Safe World!, pg 268 Skills Practice Lab: My, How You’ve Grown!, pg 598 AIMS: Every Breath You Take Essential Tasks: Students will do a Stages of Development scrap book depicting how they have changed from birth to adolescence. (CAP Chapter 13, pg 8 can help as a guide) 4.07 Explain the effects of environmental influences on human embryo development and human health including: Smoking. Alcohol. Drugs. Diet. 4.08 Explain how understanding human body systems can help make informed decisions regarding health. Essential Questions: What are the hazards of tobacco, Essential Labs: Skills Practice Lab: Keep it Clean, pg 320 Holt text: Ch 11 alcohol, and illegal drugs? Why is exercise and sleep important to Inquiry Labs: Consumer Challenge, pg 36 good health? Benchmarks: Students will distinguish between the positive and negative uses of drugs. Students will describe three important aspects of good hygiene. TIME FRAME: FOURTH GRADING PERIOD SCOS GOALS AND OBJECTIVES ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS Competency Goal 6: The learner will conduct investigations, use models, simulations, and appropriate technologies and ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS RECOMMENDED RESOURCES AND ASSESSMENT Enhancements: Long Term Projects and Research Ideas: Project 55 - Tiny Troubles, pg 60 information systems to build an understanding of motion and forces. Long Term Projects and Research Ideas: Project 56 - Any Color You Want, so Long as It’s Black, pg 61 Long Term Projects and Research Ideas: Project 57 - Scuba Dive, pg 62 Long Term Projects and Research Ideas: Project 58 - To Complicate Things, pg 63 Inquiry Labs: Lab 18 - On the Fast Track, pg 89 Inquiry Labs: Lab 19 - Get an Arm and an Egg Up, pg 94 Holt Internet Activities: HP5MOTW HP5FORW HP5FLUW HP5WRKW Holt SciLinks Camp FOCUS 2004: Towers Camp FOCUS 2004: Roller Coasters Camp FOCUS 2004: Energy Transfer Great Moments in Science: Teetering At The Beginning of Knowledge Great Moments in Science: Apples, Moons, And Questions Investigable Questions: 1. What effect does mass have on the rate of acceleration of a moving 6.04 Analyze that an object's motion is always judged relative to some other object or point. Essential Questions: What factors determine speed? What is the relationship between velocity and acceleration? object? 2. How is the angle of launch for a projectile related to the distance the projectile travels? 3. What spacing between dominoes will result in the fastest “fall” time? 4. Which combination of water depth and water in the “diver” will result in the fastest dive time? (Cartesian diver) 5. How does the material of a parachute affect its fall rate? 6. How does the amount of water affect the flight time of a bottle rocket? Holt text: Ch 17 Essential Labs: Skills Practice Lab: Detecting Acceleration, pg 484 Benchmarks: Students will be able to graph the changes in motion. 6.05 Describe and measure quantities that characterize moving objects and their interactions within a system: Time. Distance. Mass. Force. Velocity. Center of mass. Acceleration. 6.06 Investigate and analyze the real world interactions of balanced and unbalanced forces: Sports and recreation. Transportation. Essential Questions: What are the differences between balanced and unbalanced forces? How does an object’s center of mass used to determine gravitational force? Benchmarks: Students will demonstrate balanced and unbalanced forces. Students will be able to give examples of how an object’s center of mass affects the gravitational force. Essential Labs: Skills Practice Lab: Built for Speed, pg 609 Skills Practice Lab: Relating Mass and Weight, pg 610 CAP Chapter 7: Effect Center of Gravity has on Movement, pg 2 CAP Chapter 7: Acceleration Due to the Force of Gravity, pg 4 Holt text: Ch 17 CAP Notebook The human body. 6.03 Evaluate motion in terms of Newton's Laws: The force of friction retards motion. For every action there is an equal and opposite reaction. The greater the force, the greater the change in motion. An object's motion is the result of the combined effect of all forces acting on the object: A moving object that is not subjected to a force will continue to move at a constant speed in a straight line An object at rest will remain at rest. Essential Questions: What are Newton’s three Laws of Motion? What is the Law of Conservation of Momentum? What is the role of density in an object’s ability to float? Benchmarks: Students will demonstrate each of Newton’s Laws. Students will give examples of the Law of Conservation of Momentum. Essential Labs: Quick Lab: The Friction 500, pg 471 Quick Lab: Reducing Friction, pg 474 Skills Practice Lab: Science Friction, pg 611 Quick Lab: First Law Skateboard, pg 503 Quick Lab: First Law Magic, pg 504 Skills Practice Lab: Inertia-Rama, pg 514 Model Making Lab: Blast Off, pg 614 Skills Practice Lab: Quite a Reaction, pg 615 Skills Practice Lab: Fluids, Force, and Floating, pg 542 Skills Practice Lab: Density Diver, pg 617 Essential Tasks: Holt text: Ch 17, 18, 19 CAP Notebook Chapter 8 6.01 Demonstrate ways that simple machines can change force. Essential Questions: How do simple machines make work easier? How is the force direction changed by a simple machine? Benchmarks: Students will be able demonstrate the directional change in force caused by a simple machine. Essential Labs: Quick Lab: Get To Work, pg 555 Holt text: Ch 20 CAP Notebook Skills Practice Lab: A Powerful Workout, pg 572 Essential Tasks: Start-up Activity, pg 551 CAP Chapter 9: Simple Machines I & II, pg 12 6.02 Analyze simple machines for mechanical advantage and efficiency. Essential Questions: What is the mechanical advantage provided by each of the simple machines? Benchmarks: Students will be able to calculate the mechanical advantage and efficiency of the various simple machines. Essential Labs: Skills Practice Lab: Inclined to Move, pg 618 Holt text: Ch 20 Skills Practice Lab: Wheeling and Dealing, pg 619 AIMS: Machine Shop Inquiry Lab: Building Machines, pg 621 AIMS: Block and Tackle AIMS: Clever Lever 1, Clever Lever 2, Clever Lever 3 Essential Tasks: CAP Chapter 9: Pulley Systems, pg 6 CAP Notebook