Download Physical Science Curriculum 11 2010

PHYSICAL SCIENCE
Revised 11/2010
COURSE DESCRIPTION:
This course is designed to be an introduction to the physical sciences investigating lab
techniques, experimental design, and data analysis utilizing scientific models. In-depth
studies of simple physical systems will be used to provide students with direct
experiences and observations of basic principles. Students will engage in complex
problem-solving activities that require understanding and practical application of these
principles. Topics covered include but are not limited to: mechanics, energy, matter,
periodic table, and the atomic model.
TOPICAL OUTLINE
Scientific Method
Experimental design: control, constants, and variables
•
•
•
•
•
Graph – choosing graphs, independent, dependent, title, slope, labels, units,
slope in sentence
Measure – metric and digit of estimation
Data analysis – accuracy, precision, slope meaning
Lab report
Excel graphing
Possible labs/activities: not all required:
•
•
•
•
•
1cm3 - 1mL
Cups and slope steepness
Circumference and diameter of a circle lab
Ball drop (drop vs. bounce)
Graduate it – (focus doe and directions)
Displacement, velocity, acceleration
•
•
•
•
Compare and contrast scalar quantities and vector quantities.
Described and calculate an objects velocity and acceleration.
Compare instantaneous velocity and average velocity.
Create and interpret graphs (distance v time and velocity v. time).
Possible labs/activities
•
Buggy lab – constant velocity (displacement v time)
•
Graph matching
1
•
Acceleration – ramp and buggy
Projectiles/gravity (no angles)
•
Use the acceleration of gravity to explain and calculate the vertical motion of an
object.
•
Explain the independence between vertical and horizontal descriptors for a
projectile.
Identify that gravity is the only force acting on a projectile.
Explain that the vertical component of a projectile acts like an object in free fall.
Explain that the horizontal component of a projectile acts like an object with
normal motion.
Calculate numerical values of velocity, acceleration, time and distance for vertical
and horizontal motions.
•
•
•
•
Possible labs/activities
•
•
•
•
•
Shoot marble lab – hit target
Drop objects from stadium
Rocket project
Picket fence
Simulation – cannon shooting
Newton (forces)
Understand the significance of Newton's law of inertia by identifying and refuting classic
misconceptions concerning the causes of motion.
•
•
•
•
•
•
•
•
•
•
Recognize that inertia as a property of an object, which depends solely upon
mass.
Relate the presence of balanced or unbalanced forces to the state of motion of
an object.
Relate force diagrams and force information to information describing the motion
of an object.
Relate the state of motion of an object (especially the direction of the
acceleration) to the magnitudes of the individual forces that act upon it.
Relate the net force of an object to the acceleration of the object.
Identify the forces acting upon an object if given a physical description of the
situation.
Analyze a physical scenario and determine the relative magnitude of forces
acting upon the object in the scenario.
Distinguish between the concepts of mass and weight.
Calculate the mass of an object if given its weight (or vice versa).
Identify the proportional relationship between acceleration, net force, and mass.
2
•
•
•
•
•
•
•
•
•
Predict the quantitative effect of an alteration in the net force or mass of an object
upon the acceleration of that object.
Utilize Newton's second law equation to algebraically solve for an unknown
quantity - acceleration, net force, or mass.
Analyze and interpret a free-body diagram and determine the acceleration of an
object.
Interpret a physics word problem to retrieve pertinent information and calculate
the acceleration of an object.
Interpret a physics word problem to retrieve pertinent information and calculate
the magnitude of an individual force.
State the definition of free fall and identify common characteristics of free-falling
objects. Describe the effect of mass upon a free-falling object and to calculate
the speed and displacement of free-falling objects.
Identify the factors affecting the amount of air resistance and describe the effect
of air resistance upon a falling object.
Define terminal velocity, identify the causes of terminal velocity, and describe the
factors affecting the magnitude of the terminal velocity.
Identify action-reaction force pairs for any physical situation.
Possible labs/activities
•
•
F = ma hanging masses demo
3rd law – demo – force plates
Momentum
•
•
•
•
•
•
•
Define "impulse" and "momentum" and explain how they are related.
Calculate the impulse on an object given the forces acting on it and the time in
which they act.
Calculate the momentum of an object given its mass and velocity.
Explain real-life examples of how force and time interact to change the
momentum of an object.
Explain and apply the Law of Conservation of Momentum.
Distinguish between elastic and inelastic collisions.
Use the Law of Conservation of Momentum to calculate the velocity of objects
undergoing a simple inelastic collision.
Possible labs/activities
•
•
•
Conservation of momentum: crash carts
Impulse: crash carts
Safety project
3
Energy Eg and Ek, work, power
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Define work and identify its units.
Predict whether a force is doing positive, negative or zero work.
Define power and identify its units.
Distinguish between work and power
Calculate the power for physical situations.
Define kinetic energy and identify the standard unit.
Identify the variables, which change the kinetic energy of an object.
Define potential energy and identify the standard unit.
Identify the variables, which change the potential energy of an object.
Define mechanical energy and relate it to the amount of kinetic energy and
potential energy.
Apply the principles of energy conservation to a variety of physical situations.
Conduct an energy analysis to determine the kinetic and/or the potential energy
of an object at a given location.
Conduct an energy analysis to determine the height or speed of an object at a
given location.
Identify the conditions in which mechanical energy is not conserved and
demonstrate an understanding of the distinction between energy conservation
and non-conservation.
Apply the work-energy relationship to simple physical situations.
Possible labs/activities:
•
•
•
•
Weight room
Stairs
Drop with photogate ball w/hole or photogates
LOL’s
Kinetic Molecular Theory
•
•
•
•
•
•
•
•
Particle diagrams
Particles exist.
Particles move
Temperature is a measure of kinetic energy (mass and velocity)
Particles collide
Pressure is the number of collisions
How a thermometer works and how a barometer works
Air pressure
Possible labs/activities
•
•
•
orange demonstration
hot vs cold water demonstration
Milk Lab
4
•
Soda Can Lab
Chemical and Physical Change, Mass change
•
•
•
•
•
•
Law of conservation of mass
Mass is number of particles
Evidence of chemical change
Difference between chemical and physical change (change in bonds to form new
particles)
Particle diagrams
Both changes are reversible,
Possible labs/activities
•
•
•
•
•
Demonstration: distillation
Demonstration: Burning alcohol
Build models of chemical change and physical change
Mass and change lab stations
Candle lab- write lab report
Density
Density is constant for substance and a ratio
•
•
•
•
•
Density is a mass to volume relationship
Relate density to slope
3 particle representations of density
Mass to volume or volume to mass calculations using density as a ratio
Things sink/float based on density/spacing of particles.
Possible labs/activities:
•
•
•
•
Density of water lab
Density of metal lab
Measurement challenge
Demonstration: sink/float
Matter
Define extensive and intensive properties
•
•
•
•
•
Define chemical and physical properties.
Differentiate between chemical and physical separation.
Use techniques to separate a mixture.
Define pure substance and mixture
Define element and compound
5
•
•
Define homogenous mixture and heterogeneous mixture.
Identify and draw particle diagrams to represent different classifications of matter.
Possible labs/activities:
•
•
•
•
Demonstration: Boiling water vs. Electrolysis
Separation of Matter Lab
Concept map
Sorting of matter activity
Phase Change and Energy
Explain density (spacing of particles) difference in solid, liquid and gas
•
•
•
•
•
•
•
•
Explain difference in compressibility
Identify properties of solid, liquid and gas.
Define Interaction energy and how it is related to phase change
Kinetic energy is related to motion of particles
Explain and define melting, boiling, freezing, condensation, sublimation and
deposition.
Draw and interpret a heating/cooling curves.
Use LOL’s to explain energy changes.
Identify and draw particle diagrams to represent different phases and changes.
Possible labs/activities
•
•
•
Carbon dioxide lab
Icy hot lab
Phase change diagram project
Periodic table and Atom Intro
•
•
•
•
•
•
•
Count number of protons, neutrons and electrons in an atom.
Draw a modified Bohr model of atoms 1-20
Use the number of valence electrons to predict characteristics.
Identify elements in common families (noble gas, halogen, alkali metals, alkaline
Earth metals).
Count and define valence electrons.
Determine metals and non-metals using the periodic table.
Define isotope.
Possible labs/activities
•
•
•
Count protons, neutrons, electrons
Build periodic table
Mendeleev lab – identify unknowns based on characteristics
6
Bonds – Ionic v Covalent
•
•
•
•
•
•
•
Atoms gain/lose electrons to form ions.
Atoms are most stable with 8 valence electrons.
Identify that an ionic bond is between a metal and non-metal.
An ionic bond is an attraction of ions, which have gained/lost electrons.
Identify that a covalent bond is between 2 non-metals.
A covalent bond is a sharing of electrons.
Use electron dot diagrams and Lewis structures to represent compounds that are
ionic or covalent.
Possible labs/activities
•
•
•
Building models of covalent compounds.
Gluing activity – modeling of ionic compounds.
Ionic precipitate lab.
Chemical Changes and Energy
Identify the difference between exothermic and endothermic using lab data or LOLOL’s
•
•
•
•
Draw an LOLOL to correctly represent a chemical change.
Place heat term in chemical equation.
Define Ech or chemical potential energy.
Identify products and reactants and Law of Conservation of Mass using a
chemical equation.
Possible labs/activities:
•
•
Ziploc bag lab
Endothermic /exothermic lab
7