Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Physical Science - Garfield School District
Document related concepts
List of unusual units of measurement wikipedia , lookup
History of physics wikipedia , lookup
State of matter wikipedia , lookup
Electromagnetism wikipedia , lookup
Conservation of energy wikipedia , lookup
Nuclear physics wikipedia , lookup
Gibbs free energy wikipedia , lookup
History of thermodynamics wikipedia , lookup
Time in physics wikipedia , lookup
Wave–particle duality wikipedia , lookup
Matter wave wikipedia , lookup
Theoretical and experimental justification for the Schrödinger equation wikipedia , lookup
Transcript
Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Garfield Public Schools Science Curriculum Physical Science Revision Committee: Mrs. Suvarna Shah Ms. Jennifer Botten Final Revision Date: Garfield Board of Education Dr. Kenneth Conte- President Mr. Tony Lio - Vice President Mrs. Rose Marie Aloia Mr. Anthony Barckett Mr. Salvatore Benanti Mr. Richard Giacomarro Dr. Donna M. Koch Mr. Nikolce Milevski Mr. Edward Puzio Board Adoption Date - September 26, 2011 [Type text] Administration Mr. Nicholas Perrapato, Superintendent Mr. Tom Egan, Business Administrator / Board Secretary Curriculum Supervisor Mrs. Alexandra Bellenger Assistant Curriculum Supervisor – Science Ms. Jennifer Botten Resolution # - 09-137-11 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Science Curriculum Physical Science Course Description This an introductory course based on the concepts of chemistry and physics. The course focuses on the structure and bonding of atoms and molecules, the use of information provided by the Periodic Table, the phases of matter, chemical reactions, energy, mechanics, electricity, and magnetism. A variety of activity-based investigations are included in this course to further expand on the student’s grasp of the concepts. Physical Science 2 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Science Curriculum Physical Science Unit Map Contents Unit Title: Matter .................................................................................................................................................... 6 Duration: Description In this unit, matter, atoms, and elements and distinguishes between elements and compounds are covered. Molecules and chemical formulas are also discussed, as well as the differences between pure substances and mixtures. It also covers physical and chemical properties and characteristic properties. The concept of density and calculations involving density are introduced. Also, covered are the physical and chemical changes of matter and how chemical changes can be detected. The kinetic theory of matter, changes of state, the law of conservation of mass, and the law of conservation of energy are introduced, as well as the characteristics and behavior of fluids. Finally, the properties and behavior of gases, as well as Boyle’s, Charles’s, and Gay-Lussac’s laws are covered. Unit Title: Atoms .................................................................................................................................................. 10 Duration: Description Students learn what atoms are, what they are made up of, and how they can be represented by models. This unit covers atomic number, mass number, isotopes, and average atomic mass. Students also learn how to use moles to count atoms. Finally, students will learn about electron energy levels and photon absorption and emission. Unit Title: The Periodic Table .............................................................................................................................. 12 Duration: Description Students learn how elements in the periodic table were arranged historically and how they are arranged now. Also covered are valence electrons, ionization, and periodicity, including organization of the table into periods and groups. Finally, the classification of elements as metals (alkali, alkaline-earth, and transition) and nonmetals (halogens, noble gases, and semiconductors) are covered and examples and properties of each type of element are provided. Concepts & Understandings Unit Title: Chemical Reactions ............................................................................................................................. 14 Duration: Description This unit introduces chemical bonding in compounds, and discusses the use of models to visually represent compounds and the relationship between chemical structure and properties. It also explores the differences between ionic, covalent, and metallic bonds. Formulas and naming conventions for both ionic and covalent compounds are discussed. Organic and biochemical compounds are briefly discussed. Also covered are chemical reactions, how to recognize chemical reactions, and how energy is involved in chemical Physical Science – Unit Map 3 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS reactions. The unit then moves on to discuss the five general types of reactions and the role of the electron in chemical bonding. Then, it explains how to read and balance chemical equations, how to predict reaction amounts, and how to identify mole ratios. Finally, it covers reaction rates and chemical equilibrium Unit Title: Solutions.............................................................................................................................................. 18 Duration: Description This unit describes the characteristics of heterogeneous and homogeneous mixtures. It also introduces water’s utility as a solvent and the dissolving process. Students will learn about solubility and quantitative means of expressing concentration. This unit then discusses the characteristics of acids and bases and the relationship between acid and base concentration and pH. Neutralization reactions and the formation of salts are introduced. Students also learn the household uses of acids, bases, and salts. Unit Title: Motion and Forces............................................................................................................................... 22 Duration: Description This unit covers motion, speed, velocity, and acceleration. Students learn how to calculate speed and acceleration and learn to interpret both distance-time graphs and speed-time graphs. The concept of force is also introduced, including balanced and unbalanced forces and the force of friction. The unit then proceeds to cover the concepts of Newton’s Laws, including problem-solving with the second law. It also discusses the law of universal gravitation, free fall, and projectile motion. Finally, Newton’s third law of motion and momentum are discussed. Unit Title: Work and Energy ................................................................................................................................ 26 Duration: Description This unit covers work, power, and the mechanical advantage of machines. This unit then explores the six simple machines and relates work to energy, and distinguishes between different forms of energy. Finally, energy transformations, the conservation of energy, and the efficiency of machines are covered. Unit Title: Heat and Temperature ......................................................................................................................... 29 Duration: Description This unit covers temperature and heat, including temperature scale conversions. It also explores methods of energy transfer conduction, convection, and radiation) and conductors and insulators. Students also learn how to use specific heat in calculations. Finally, this unit explains the laws of thermodynamics and how heat engines work. Unit Title: Waves .................................................................................................................................................. 32 Duration: Description This unit covers waves and vibrations and distinguishes between different wave types. The unit then explores wave characteristics such as amplitude, wavelength, frequency, and period. Students also Physical Science – Unit Map 4 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS calculate wave speed and learn about the Doppler Effect. The unit finally discusses wave behaviors and interactions. Unit Title: Sound and Light .................................................................................................................................. 35 Duration: Description This unit covers sound, including the properties of sound, musical instruments, the human ear, and ultrasound and sonar. Next, it explores the wave and particle properties of light and the electromagnetic spectrum. It also covers the reflection of light, including mirrors, and explains how we see colors. Finally, the unit covers the refraction of light, including the use of lenses in microscopes, telescopes, and the human eye. The unit concludes with a discussion of dispersion and prisms. Unit Title: Electricity ............................................................................................................................................ 38 Duration: Description This unit starts by covering electric charge, the electric force, and electric fields. Then, students study electric current and related concepts, including potential difference, resistance, and the classification of materials as conductors, insulators, semiconductors, and superconductors. Finally, they learn about electric circuits, including schematic diagrams, series and parallel circuits, electrical power, and fuses and circuit breakers. Unit Title: Magnetism ........................................................................................................................................... 41 Duration: Description This unit begins with a discussion of magnets, magnetic force, magnetic fields, and compasses. It then explores how electric currents can produce magnetic fields, and discusses galvanometers, electric motors, and stereo speakers. Electromagnetic induction and Faraday’s law are also explained so that students can learn how generators and transformers work. New Jersey Core Curriculum Content Standards Index ....................................................................................... 43 Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects .................... 44 Physical Science – Unit Map 5 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Matter Target Course/Grade Level: Physical Science / Grade 11 Duration: Description In this unit, matter, atoms, and elements and distinguishes between elements and compounds are covered. Molecules and chemical formulas are also discussed, as well as the differences between pure substances and mixtures. It also covers physical and chemical properties and characteristic properties. The concept of density and calculations involving density are introduced. Also, covered are the physical and chemical changes of matter and how chemical changes can be detected. The kinetic theory of matter, changes of state, the law of conservation of mass, and the law of conservation of energy are introduced, as well as the characteristics and behavior of fluids. Finally, the properties and behavior of gases, as well as Boyle’s, Charles’s, and GayLussac’s laws are covered. Concepts & Understandings Concepts Matter Elements Molecules Compounds Mixtures vs. Pure Substances Physical Properties Chemical Properties Physical Changes Chemical Changes Kinetic Theory States of Matter Conservation of Mass and Energy Pressure Buoyant Force Pascal’s Principle Fluids in Motion Properties of Gases Gas Laws Physical Science – Matter Understandings Matter is anything that has mass and takes up space. Every sample of matter is an element, a compound, or a mixture. An element is a substance that cannot be broken down into simpler substances by chemical means. A molecule is the smallest unit of a substance that behaves like the substance. A compound is a substance made up of atoms of different elements. Every compound differs from the elements that it contains. A mixture is a combination of substances that are not chemically combined. A pure substance is matter that has a fixed composition and definite properties. Physical properties are characteristics that can be observed without changing the identity of the substance, such as: color, mass, and shape. A chemical property describes how a substance changes into a new substance, either by combining with other elements or by breaking apart into new substances. A physical change affects one or more physical properties of a substance without changing the identity of the substance. 6 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS A chemical change happens when one or more substances are changed into entirely new substances that have different properties. The kinetic theory of matter states that matter is made of atoms and molecules. These atoms and molecules act like tiny particles that are always in motion. The higher the temperature of the substance is, the faster the particles move at the same temperature, more massive particles move slower than less massive ones. Most matter found naturally on Earth is a solid, a liquid, or a gas, although matter can also be in other states. Mass and energy are neither created nor destroyed. Pressure is the amount of force exerted on a given area of surface. All fluids exert an upward buoyant force on matter. Pascal’s principle states that a change in pressure at any point in an enclosed fluid will be transmitted equally to all parts of the fluid. Fluids move faster through small areas than through larger areas, if the overall flow rate remains constant. Fluids also vary in the rate at which they flow. Many properties of gases are unique and all gases share the following properties: they expand to fill their containers, they spread out easily and mix with one another, they have low densities and are compressible, and unlike solids and liquids, gases are mostly empty space. The gas laws describe how the behavior of gases is affected by pressure, volume, and temperature. These laws will help you understand and predict the behavior of gases in specific situations. Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 Physical Science – Matter 7 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.A.1 5.2.12.A.2 5.2.12.C.1 5.2.12.C.2 21st Century Themes and Skills Themes Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Guiding Questions How can matter be classified? Why are carbon and copper classified as elements? How are elements related to compounds? What is the difference between a pure substance and a mixture? Why are color, volume, and density classified as physical properties? Why are flammability and reactivity classified as chemical properties? Why is getting a haircut an example of a physical change? Why is baking bread an example of a chemical change? How can mixtures and compounds be broken down? What makes up matter? What is the difference between a solid, a liquid, and a gas? What kind of energy do all particles of matter have? What happens when a substance changes from one state of matter to another? What happens to mass and energy during physical and chemical changes? How do fluids exert pressure? What force makes a rubber duck float in a bathtub? What happens when pressure in a fluid changes? What affects the speed of a fluid in motion? What are some properties of gases? How can you predict the effects of pressure, temperature, and volume changes on gases? Unit Results Students will ... Explain how matter is classified. Define an element. Physical Science – Matter 8 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Summarize the relationship between elements and compounds. Contrast a pure substance with a mixture. List and describe some physical properties. List and describe some chemical properties. Contrast physical and chemical changes. Contrast the difference between separating mixtures and compounds. Contrast solids, liquids, and gases. Define kinetic energy. Describe what happens when matter changes state. Define the law of conservation and energy. Summarize how fluids exert pressure. Define buoyant force. List some factors that affect the speed of a fluid in motion. List the properties of gases. Explain how to predict the pressure, temperature, and volume changes have on gases. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science – Matter 9 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Atoms Target Course/Grade Level: Physical Science / Grade 11 Duration: Description Students learn what atoms are, what they are made up of, and how they can be represented by models. This unit covers atomic number, mass number, isotopes, and average atomic mass. Students also learn how to use moles to count atoms. Finally, students will learn about electron energy levels and photon absorption and emission. Concepts & Understandings Concepts Atomic Theory Atoms Atomic Number Atomic Mass Isotopes Electrons and Energy Levels CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 Physical Science – Atoms Understandings Matter is composed of atoms. Atoms are the smallest unit of an element that maintains the chemical properties of that element The Atomic number is the number of protons in the nucleus of an atom; the atomic number is the same for all atoms of an element Atomic Mass is the sum of the numbers of protons and neutrons in the nucleus of an atom An isotope is an atom that has the same number of protons (or the same atomic number) as other atoms of the same element do but that has a different number of neutrons (and thus a different atomic mass) An electron is a subatomic particle that has a negative charge Electrons that have various amounts of energy exist in different energy levels. There are many possible energy levels that an electron can occupy. The number of energy levels that are filled in an atom depends on the number of electrons Learning Targets 10 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.A.1 5.2.12.A.4 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions Who came up with the first theory of atoms? What did Dalton add to the atomic theory? How did Thomson discover the electron? What is Rutherford’s atomic model? What is the difference between protons, neutrons, and electrons? What do atoms of an element have in common with other atoms of the same element? Why do isotopes of the same element have different atomic masses? What unit is used to express atomic mass? What is the modern model of the atom? How are the energy levels of an atom filled? What makes an electron jump to a new energy level? Unit Results Students will ... State the Atomic Theory. Describe how Thomson discovered the electron. Draw Rutherford’s atomic model. Contrast protons, neutrons, and electrons. Compare atoms of the same element. Explain why isotopes of the same element have different atomic masses. State the unit used to express atomic mass? Demonstrate how the energy levels of an atom are filled. Explain what makes an electron jump to a new energy level. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science – Atoms 11 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: The Periodic Table Target Course/Grade Level: Physical Science / Grade 11 Duration: Description Students learn how elements in the periodic table were arranged historically and how they are arranged now. Also covered are valence electrons, ionization, and periodicity, including organization of the table into periods and groups. Finally, the classification of elements as metals (alkali, alkaline-earth, and transition) and nonmetals (halogens, noble gases, and semiconductors) are covered and examples and properties of each type of element are provided. Concepts & Understandings Concepts periodic law atoms elements reactivity Understandings Periodic Labe states that the repeating chemical and physical properties of elements change periodically with the atomic numbers of the elements An atom is the smallest unit of an element that maintains the chemical properties of that element An element is a substance that cannot be separated or broken down into simpler substances by chemical means; all atoms of an element have the same atomic number Reactivity is the capacity of a substance to combine chemically with another substance Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.A.3 Physical Science – The Periodic Table 12 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 5.2.12.B.1 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions How did Mendeleev arrange the elements in his periodic table? How are elements arranged in the modern periodic table? Why do elements within a group of the periodic table have similar chemical properties? What happens to an atom that gains or loses electrons? What are the three main categories of electrons? What does each element family have in common? What are the families of metals? What are some of the families of nonmetals? What are semiconductors? Unit Results Students will ... Summarize how Mendeleev arranged the elements in his periodic table. Contrast the modern periodic table with Mendeleev’s periodic table? Compare the elements within a group. Explain what happens when atoms gain or lose electrons. Describe the three main categories of electrons. Compare the elements in each family. List and describe some families of metals. List and describe some families of nonmetals. Define semiconductor. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science – The Periodic Table 13 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Chemical Reactions Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit introduces chemical bonding in compounds, and discusses the use of models to visually represent compounds and the relationship between chemical structure and properties. It also explores the differences between ionic, covalent, and metallic bonds. Formulas and naming conventions for both ionic and covalent compounds are discussed. Organic and biochemical compounds are briefly discussed. Also covered are chemical reactions, how to recognize chemical reactions, and how energy is involved in chemical reactions. The unit then moves on to discuss the five general types of reactions and the role of the electron in chemical bonding. Then, it explains how to read and balance chemical equations, how to predict reaction amounts, and how to identify mole ratios. Finally, it covers reaction rates and chemical equilibrium Concepts & Understandings Concepts Chemical Bonds Ionic Bonds Covalent Bonds Metallic Bonds Polyatomic Ions Naming Compounds Organic Compounds Chemical Reactions Energy and Reactions Balanced Equations Classifying Reactions Electrons and Reactions Factors Affecting Reaction Rates Equilibrium Physical Science – Chemical Reactions Understandings Chemical bonds are the forces that hold atoms or ions together in a compound. Atoms join to form bonds so that each atom has a stable electron configuration. When this happens, each atom has an electronic structure similar to that of a noble gas. Ionic bonds form from the attractions between such oppositely charged ions because they transfer electrons. One of the atoms gains the electrons that the other one loses. Atoms joined by covalent bonds share electrons. Covalent bonds usually form between nonmetal atoms. A metallic bond is the attraction between an atom’s nucleus and a neighboring atom’s electrons which packs the atoms together. This packing causes the outermost energy levels of the atoms to overlap, thus, electrons are free to move from atom to atom. A polyatomic ion has both ionic and covalent bonds. It acts as a single unit in a compound. Compounds are named based on a specific set of rules. An organic compound is a covalently bonded compound that contains carbon. 14 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Chemical reactions occur when substances go through chemical changes to form new substances. Often, you can tell that a chemical reaction is happening because you are able to see changes. Chemical reactions always involve energy changes. A chemical equation uses symbols to represent a chemical reaction and shows the relationship between the reactants and products of a reaction. An equation must be balanced to account for the conservation of mass. Although there are millions of unique substances, there are only a few general types of reactions. Chemical reactions can be classified based on patterns. Electrons are involved in reactions because they tend to form pairs with other electrons. Free radical reactions and redox reactions can be understood as changes in the numbers of electrons that atoms have. Each reaction will occur at a specific rate. Some happen quickly and others more slowly. Any factor that increases contact between particles will increase the rate of the reaction. Factors that affect reaction rates are temperature, pressure, size and shape of the reactants, and the presence of a catalyst or enzymes. Some reactions can go in both directions and will result in an equilibrium system. Equilibrium can be described as a balance that is reached by two opposing processes. Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 Physical Science – Chemical Reactions 15 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.A.5 5.2.12.B.1 5.2.12.B.2 5.2.12.B.3 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What holds a compound together? How can the structure of chemical compounds be shown? What determines the properties of a compound? Why do atoms form bonds? How do ionic bonds form? What do atoms joined by covalent bonds share? What gives metals their distinctive properties? How are polyatomic ions similar to other ions How are ionic compounds named? What do the numerical prefixes used in naming covalent compounds tell you? What does a compounds empirical formula indicate? What is an organic compound? What is a polymer? What organic compounds are essential to life? When do chemical reactions take place? What is the role of energy in chemical reactions? What is a chemical equation? What can a balanced chemical equation tell you? How does learning about reaction types help in understanding chemical reactions? In which kinds of chemical reactions do the numbers of electrons in atoms change? What kinds of things speed up a reaction? What does a catalyst do? What happens when a reaction goes backward as well as forward? Unit Results Students will ... Explain why chemical bonding occurs. Compare and contrast the three types of chemical bonds. Define a polyatomic ion and provide some examples. Name various compounds based on the rules. Define an organic compound and provide some examples. Physical Science – Chemical Reactions 16 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS List the organic compounds that are important to life. Explain why chemical reactions take place. Summarize the role of energy in chemical reactions. Write a balanced equation. List and describe the different types of reactions. List and describe the factors that speed up a reaction. Explain the role of a catalyst in a reaction. State what happens when a reaction goes backwards as well as forward. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science – Chemical Reactions 17 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Solutions Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit describes the characteristics of heterogeneous and homogeneous mixtures. It also introduces water’s utility as a solvent and the dissolving process. Students will learn about solubility and quantitative means of expressing concentration. This unit then discusses the characteristics of acids and bases and the relationship between acid and base concentration and pH. Neutralization reactions and the formation of salts are introduced. Students also learn the household uses of acids, bases, and salts. Concepts & Understandings Concepts Heterogeneous Mixtures Homogeneous Mixtures Water: The Universal Solvent Solubility Concentration of Solutions Acids Bases pH Acid-Base Reactions Salts Common Acid, Base, and Salt products Physical Science – Solutions Understandings A heterogeneous mixture does not have a fixed composition. The amount of each substance is different samples can vary. A suspension is a type of heterogeneous mixture where particles settle out when the mixture is allowed to stand. A colloid is a type of heterogeneous mixture consisting of tiny particles that are intermediate in size between those in solutions and those in suspensions and that are suspended in a liquid, solid, or gas. An emulsion is a colloid in which liquids that do not usually mix are spread throughout each other. Homogenous mixtures are uniform in composition. The amount of each substance is the same in every sample. Water is called the universal solvent because many substances can dissolve in water. Water is a good solvent because of its structure. Electrons are not evenly distributed in water molecule because the oxygen atoms strongly attract the electrons pulling them away from the hydrogen atoms. This gives the oxygen atom a partial negative charge and the hydrogen atoms a partial positive charge. This uneven distribution of electrons makes the water molecule polar. 18 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Some substances will never dissolve in water no matter what you do; they are classified as insoluble substances. The solubility of a substance is the maximum mass of a solute that can be dissolved in 100g of solvent at a certain temperature and standard atmospheric pressure. In a saturated solution, the dissolved solute is in equilibrium with the undissolved solute. If you add more solute, it will just settle to the bottom of the container. An unsaturated solution contains less than the maximum amount of solute that will dissolve in the solvent. It can become saturated if you continue to add solute. If you heat a saturated solution, you can dissolve more solute that normal. This is called a supersaturated solution. Concentration is the quantity of dissolved solute in a solution. It is expressed in molarity. An acid is any compound that increases the number of hydronium ions when dissolved in water; acids turn blue litmus paper red and react with bases and some metals to form salts A base is any compound that increases the number of hydroxide ions when dissolved in water; bases turn red litmus paper blue and react with acids to form salts. The pH of a solution indicates its concentration of H3O+ ions. In solutions, the concentration of hydronium ions is related to the concentration of hydroxide ions, OH−. The pH of a solution also indicates the concentration of OH− ions. A neutralization reaction is the reaction between an acid and a base. Strong acids and bases react to form water and a salt. Many items in your own home such as soaps, detergents, shampoos, antacids, vitamins, sodas, and juices are products that contain acids, bases, and salts. Physical Science – Solutions 19 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.A.5 5.2.12.A.6 5.2.12.B.1 5.2.12.B.2 5.2.12.B.3 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What is a heterogeneous mixture? What is a homogeneous mixture? Why is water called the universal solvent? Why do substances dissolve? What is solubility? What happens when you add more solute to a saturated solution? How do you describe how much of a solute is in a solution? What are the properties of acids? What are the properties of bases? How is pH related to the concentration of hydronium ions and hydroxide ions in solution? What is a neutralization reaction? To a chemist, what exactly is a salt? Why are cleaning products added to water? What are some household products that contain acids, bases, and salts? Physical Science – Solutions 20 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Results Students will ... Compare and contrast heterogeneous and homogeneous mixtures. Explain why water is the universal solvent. Define solubility. Explain what makes a solution saturated or unsaturated. Define concentration. Contrast acids and bases. Explain the concept of pH. Define a neutralization reaction. Explain how a chemist’s definition of a salt differs from the common definition of a salt. Explain why cleaning products are added to water. List some household products that contain acids, bases, or salts. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science – Solutions 21 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Motion and Forces Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit covers motion, speed, velocity, and acceleration. Students learn how to calculate speed and acceleration and learn to interpret both distance-time graphs and speed-time graphs. The concept of force is also introduced, including balanced and unbalanced forces and the force of friction. The unit then proceeds to cover the concepts of Newton’s Laws, including problem-solving with the second law. It also discusses the law of universal gravitation, free fall, and projectile motion. Finally, Newton’s third law of motion and momentum are discussed. Concepts & Understandings Concepts Motion Speed and Velocity Acceleration Forces Friction Graphing Newton’s Laws Weight and Mass Law of Universal Gravitation Free Fall Projectile Motion Action and Reaction Forces Momentum Physical Science –Motion and Forces Understandings Motion is an object’s change in position relative to a reference point. Speed describes how fast an object moves. Velocity describes the speed and direction an object moves. To calculate speed, you must measure two quantities: the distance traveled and the time it took to travel that distance. Acceleration is the rate at which velocity changes over time; an object accelerates if speed, direction, or both change. A force is any action that can change the state of motion of an object. The net force is the combination of all forces acting on an object. The object will accelerate in the direction of the net force. Friction is a force that opposes motion between two surfaces that are in contact. Static friction is the force that resists the initiation of sliding motion between two surfaces that are in contact and at rest. Kinetic friction is the force that opposes the movement of two surfaces that are in contact and are moving over each other. Graphing motion and acceleration provides a visual representation of the relationship between the variables measured. 22 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Newton’s Laws describe the relationship between motion and force and apply to a wide range of motion. Weight is the measure of gravitational force exerted on an object; its value can change with the location of the object in the universe. Mass is the measure of the amount of matter in an object. All objects in the universe attract each other through the force of gravity. Free fall is the motion of a body when only the force of gravity is acting on the body. In the absence of air resistance, all objects falling near the Earth’s surface accelerate at the same rate regardless of their mass. Projectile motion is the curved path that an object follows when thrown, launched, or otherwise projected near the surface of Earth. When one object exerts a force on a second object, the second object exerts a force equal in size and opposite in direction on the first object. Momentum is a calculated by multiplying mass and velocity. Therefore if you have two objects with a different mass moving at the same speed, the object with more mass has a greater momentum. Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.D.4 5.2.12.E.1 5.2.12.E.2 Physical Science –Motion and Forces 23 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 5.2.12.E.3 5.2.12.E.4 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions How is a frame of reference used to describe motion? What is the difference between speed and velocity? What do you need to know to find the speed of an object? How can you study speed by using graphs? What changes when an object accelerates? How do you calculate the acceleration of an object moving in a straight line? How can a graph be used to find acceleration? What do scientists identify as the fundamental forces of nature? What happens when there is a net force acting on an object? What force always opposes motion? Why is friction sometimes necessary? What makes an object speed up, slow down, or change directions? What determines how much an object speeds up or slows down? How are weight and mass related? Why do objects fall to the ground when dropped? What is the relationship between free-fall acceleration and mass? Why does a projectile follow a curved path? What happens when an object exerts a force on another object? How do you calculate the momentum of an object? What is the total momentum after objects collide? Unit Results Students will ... Define motion in terms of a point of reference. Contrast velocity and speed. State the equation for determining speed. Calculate the speed of an object. Graph the speed of an object. Explain what changes when an object accelerates. State the equation for acceleration. Graph the acceleration of an object. Calculate the net force acting on an object and state the direction the object will move. Define friction. Define free fall. Explain the relationship between free fall and mass. Calculate the momentum of an object. Physical Science –Motion and Forces 24 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Motion and Forces 25 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Work and Energy Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit covers work, power, and the mechanical advantage of machines. This unit then explores the six simple machines and relates work to energy, and distinguishes between different forms of energy. Finally, energy transformations, the conservation of energy, and the efficiency of machines are covered. Concepts & Understandings Concepts Work Power Simple Machines Levers Planes Compound Machines Energy and Work Potential Energy Kinetic Energy Energy Transformation Law of Conservation of Energy Efficiency of Machines Physical Science –Work and Energy Understandings Work is the transfer of energy to a body by the application of forces that causes the body to move in the direction of force. Work is calculated by multiplying the force by the distance over which the force is applied. Power measures the rate at which work is done or energy is transformed. Machines help do work by changing the size of an input force, the direction of the force, or both. Simple machines are one of six basic types of machines, which are the basis for all other forms of machines. Levers are a type of simple machine. All levers have a rigid arm that turns around a point called the fulcrum. Planes are a type of simple machine. An example of an inclined plane is a ramp. Pushing an object up an inclined plane requires less input force that lifting the same object does. A compound machine is a machine that combines two or more simple machines. Whenever work is done, energy is transformed or is transferred from one system to another system. Potential energy (PE) is sometimes called energy of position because it results from the relative positions of objects in a system. Kinetic energy (KE) is the energy of an object due to the object’s motion. 26 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Energy changes easily from one form to another. The Law of Conservation of Energy states that energy cannot be created or destroyed although it can change from one form to another. Only a portion of the work done by any machine is useful, meaning that it is work that is intended. Because of friction and other factors only some of the work done is applied to the task. There is a difference between the total work and the useful work done by the machine. Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.D.1 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions How is work calculated? What is the relationship between work and power? How do machines make work easier? What are the six types of simple machines? What are the two principle parts of all levers? How does using an inclined place change the force required to do work? What simple machines make up a pair of scissors? What is the relationship between energy and work? Why is potential energy called energy of position? What factors does kinetic energy depend on? Physical Science –Work and Energy 27 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What is nonmechanical energy? How does energy change? What is the law of conservation of energy? How much of the work done by a machine is actually useful work? Unit Results Students will ... Calculate work. Summarize the relationship between work and power. Explain why we use machines. List the six types of simple machines. Explain the two parts that all levers have. Describe how an inclined plane changes the force required to do work. Contrast potential and kinetic energy. Define nonmechanical energy. Explain why energy changes. Summarize the law of conservation of energy. Explain why not all of the work done by a machine is useful. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Work and Energy 28 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Heat and Temperature Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit covers temperature and heat, including temperature scale conversions. It also explores methods of energy transfer conduction, convection, and radiation) and conductors and insulators. Students also learn how to use specific heat in calculations. Finally, this unit explains the laws of thermodynamics and how heat engines work. Concepts & Understandings Concepts Temperature and Energy Temperature Scales Temperature and Energy Transfer Conductors and Insulators Specific Heat Law of Thermodynamics Heat Engines Physical Science –Heat and Temperature Understandings The temperature of a substance is proportional to the average kinetic energy of the substance’s particles. The Fahrenheit, Celsius, and Kelvin temperature scales are commonly used for different application in different parts of the world. When two objects that are at different temperature are touching, energy will be transferred from one to the other. Heat energy can be transferred in three ways; conduction, convection, and radiation. A conductor is a material through which energy can easily be transferred as heat. An insulator is a material that transfers energy poorly. Specific heat is the quantity of heat required to raise a unit of mass of homogenous material 1 K or 1°C in a specified way given constant pressure and volume. The two Laws of Thermodynamics state that the total energy used in any process is conserved, whether that energy is transferred as a result of work, heat, or both; and that energy transferred as heat always moves from an object at a higher temperature to an object at a lower temperature. A heat engine is a machine that transforms heat into mechanical energy or work. 29 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.D.2 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What does temperature have to do with energy? What three temperature scales are commonly used? What makes things feel hot or cold? How does energy transfer happen? What do conductors and insulators do? What makes something a good conductor of heat? What happens to heat energy when it is transferred? What do heat engines do? Unit Results Students will ... Summarize the relationship of temperature and energy. List the three temperature scales that are commonly used. Explain why objects feel hot or cold. Explain the process of energy transfer. Define conductor. Define insulator. Explain why something is a good conductor of heat. Explain what happens to heat energy when it is transferred. Explain the purpose of heat engine. Physical Science –Heat and Temperature 30 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Heat and Temperature 31 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Waves Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit covers waves and vibrations and distinguishes between different wave types. The unit then explores wave characteristics such as amplitude, wavelength, frequency, and period. Students also calculate wave speed and learn about the Doppler Effect. The unit finally discusses wave behaviors and interactions. Concepts & Understandings Concepts Waves Types of waves Wave properties Wave speed The Doppler Effect Reflection, Diffraction, and Refraction Interference Standing Waves Physical Science –Waves Understandings A wave is a disturbance that carries energy through space. Most waves travel through a medium. Electromagnetic waves do not require a medium. A transverse wave is a wave in which the wave motion is perpendicular to the particle motion. A longitudinal wave is a wave in which the wave motion is parallel to the particle motion. All waves have several properties; amplitude, wavelength, period, and frequency. The speed of a wave is equal to the wavelength divided by the period, or to frequency multiplied by wavelength. The Doppler Effect is an observed change in the frequency of a way when the source or observer is moving. When a wave meets a surface or boundary, the wave bounces back. When a wave passes the edge of an object or passes through an opening, the wave bends. A wave also bends when it passes from one medium to another. Interference is the combination of two or more waves that result in a single wave. A standing wave is a pattern of vibration that simulates a wave that is standing still. It results from the interference between a wave and its reflected wave. 32 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.D.4 5.2.12.E.1 5.2.12.E.2 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What does a wave carry? How are waves generated? What is the difference between a transverse wave and a longitudinal wave? How do the particles in ocean waves move? What are some ways to measure and compare waves? How can you calculate the speed of a wave? Why does the pitch of an ambulance siren change as the ambulance rushes past you? How do waves behave when they hit a boundary, when they pass around an edge or opening, and when they pass from one medium to another? What happens when two or more waves are in the same location? How does a standing wave affect the medium in which it travels? Unit Results Students will ... Define a wave. Explain how a wave is generated. Contrast a transverse wave with a longitudinal wave. Summarize the movement of particles in ocean waves. List some ways to measure and compare waves. Calculate the speed of a wave. Physical Science –Waves 33 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Summarize the Doppler Effect and provide an example. Define reflection, diffraction, and refraction. Explain what happens when two or more waves are in the same location. Summarize how a standing wave affects the medium in which it travels. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Waves 34 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Sound and Light Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit covers sound, including the properties of sound, musical instruments, the human ear, and ultrasound and sonar. Next, it explores the wave and particle properties of light and the electromagnetic spectrum. It also covers the reflection of light, including mirrors, and explains how we see colors. Finally, the unit covers the refraction of light, including the use of lenses in microscopes, telescopes, and the human eye. The unit concludes with a discussion of dispersion and prisms. Concepts & Understandings Concepts Properties of Sound Hearing and the Ear Ultrasound and Sonar Waves and Particles of Light The Electromagnetic Spectrum Reflection of Light Mirrors Seeing Colors Refraction of Light Lenses Dispersion and Prisms Physical Science –Sound and Light Understandings Sound waves are longitudinal waves caused by vibrations and carry energy through a medium. The speed of sound depends on the medium. Loudness is determined by intensity. Pitch is determined by frequency. The human ear is a sensitive organ that senses vibrations in the air, amplifies them, and then transmits signals to the brain. Ultrasound waves have frequencies greater than 20,000 Hz. They travel through most materials but some are reflected when they pass from one type of material to another. The number of waves reflected back depends on the density of the materials at each boundary. The reflected waves from different boundary surfaces can be made into a computer image called a sonogram. Sonar is a system that uses reflected sound waves for measurement and can measure large distances. It is used to locate objects underwater. Waves and particles are the two most common models to describe light. The Electromagnetic Spectrum consists of waves at all possible energies, frequencies, and wavelengths. Every object reflects some light and absorbs some light. 35 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Mirrors reflect light and the type of image you perceive depends on the type of mirror. The colors that you perceive depend on the wavelengths of visible light that reach your eyes. Light waves bend, or refract, when they pass from one transparent medium to another. When a light passes through a curved surface or a lens, the light rays change direction. Dispersion is the process of separating a wave into different frequencies into its individual component waves. A prism can separate the colors of light. Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What are the characteristics of sound waves? How do musical instruments make sound? How do ears help humans hear sound waves? How are the reflections of sound waves used? How do scientific models describe light? What does the electromagnetic spectrum consists of? How do objects interact with incoming light? How can you see an image in a mirror? Why do we see colors? What happens to light when it passes from one medium to another medium? Physical Science –Sound and Light 36 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What happens when light passes through a lens? How can a prism separate white light into colors? Unit Results Students will ... List some characteristics of sound waves. Explain how musical instruments make sound. Summarize how your ears help humans hear sound waves. Explain how we can use reflections of sound waves. List two models that are used to describe light. Explain the electromagnetic spectrum. Summarize how objects interact with incoming light. Explain how mirrors work. Explain why we see colors. Explain what happens to light when it passes from one meeting to another. Explain what happens when light passes through a lens. Explain how a prism separates white light into colors. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Sound and Light 37 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Electricity Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit starts by covering electric charge, the electric force, and electric fields. Then, students study electric current and related concepts, including potential difference, resistance, and the classification of materials as conductors, insulators, semiconductors, and superconductors. Finally, they learn about electric circuits, including schematic diagrams, series and parallel circuits, electrical power, and fuses and circuit breakers. Concepts & Understandings Concepts Electric Charge Electric Force Voltage and Current Electrical Resistance Circuits Series and Parallel Circuits Electrical Energy and Electrical Power Fuses and Circuit Breakers Physical Science –Electricity Understandings Electrical Charge is an electrical property of matter. An object can have a negative charge, a positive charge, or no charge at all. Electrical force is the force of attraction or repulsion on a charged particle that is due to an electrical field. Voltage or electrical potential energy is the ability to move an electric charge from one point to another. Electric current is the rate at which charges pass through a given point. Resistance is caused by internal friction, which slows the movement of charges through a conducting material. An electrical circuit is a set of electrical components connected such that they provide one or more complete paths for the movement of charges. A series circuit is a type of electrical circuit where the parts are joined so that the current in each part is the same. A parallel circuit is a type of electrical circuit in which the parts are joined in branches so that the potential difference across each part is the same. Electric power is the rate at which electrical energy is converted into other forms of energy. Fuses melt to prevent circuit overloads. A circuit breaker responds to current overload by opening the circuit. 38 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Learning Targets CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What are the different kinds of electric charge? How do materials become charged when rubbed together? What force is responsible for most everyday forces? How are electrical potential energy and gravitational potential energy similar? What causes electrical resistance? What is a closed circuit? What are the two ways that devices can be connected in a circuit? What happens to the energy that charges have in a circuit? Why is an overloaded circuit dangerous? Unit Results Students will ... List the different kinds of electric charge. Summarize what happens when materials are rubbed together. Compare electrical potential energy and gravitational potential energy. List the causes of electrical resistance. Explain a closed circuit. Explain two ways that devices can be connected in a circuit. Draw a diagram showing a series circuit and a parallel circuit. Explain what happens to the energy that charges have in a circuit. Summarize why an overloaded circuit is dangerous. Provide two examples of mechanisms that help prevent a circuit overload. Physical Science –Electricity 39 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Electricity 40 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Science Unit Title: Magnetism Target Course/Grade Level: Physical Science / Grade 11 Duration: Description This unit begins with a discussion of magnets, magnetic force, magnetic fields, and compasses. It then explores how electric currents can produce magnetic fields, and discusses galvanometers, electric motors, and stereo speakers. Electromagnetic induction and Faraday’s law are also explained so that students can learn how generators and transformers work. Concepts & Understandings Concepts Magnets Magnetic Fields Earth’s Magnetic Fields Electromagnetism Electromagnetic Devices Electromagnetic Induction Electromagnetic Force Transformers CPI Codes 5.1.12.A.1 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 Physical Science –Magnetism Understandings A magnet is a material or object that produces a magnetic field. A magnetic field is a region where a magnetic force can be detected. The Earth has a magnetic field that runs from geographic south to geographic north. This magnetic field has both direction and strength. Electromagnetism is the relationship between electricity and magnetism. Moving electrical charges produce magnetism. Many modern devices make us of the magnetic field produced by coils of current-carrying wire. These devices are electromagnetic devices. Electromagnetic induction is the process of creating a current in a circuit by changing a magnetic field. Electricity and magnetism are two aspects of a single force, the electromagnetic force. Transformers are devices that increase or decrease the voltage of alternating current. Learning Targets 41 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 21st Century Themes and Skills Themes Skills Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions What happens when the poles of two magnets are brought close together? What causes a magnet to attract or repel another magnet? How is Earth's magnetic field oriented? What happens to a compass near a wire that is carrying a current? Why are electric motors useful? What happens when a magnet is moved into or out of a coil of wire? How are electricity and magnetism related? What are the basic components of a transformer? Unit Results Students will ... Summarize what happens when two magnets are brought close together. Explain what causes a magnet to attract or repel another magnet. Describe how Earth’s magnetic field is oriented. Explain what happens to a compass near a wire that is carrying a current. Explain the usefulness of electric motors. Explain what happens when a magnet is moved into or out of a coil of wire. Summarize the relationship between electricity and magnetism. List the basic components of a transformer. Suggested Activities The following activities can be incorporated into the daily lessons: Laboratory Experiments The following experiments should be included into the daily lessons. Physical Science –Magnetism 42 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS New Jersey Core Curriculum Content Standards Index 5.1.12.A.1.............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.A.3.............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.B.1 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.B.2 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.B.3 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.B.4 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.C.1 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.C.2 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.C.3 .............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.D.1.............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.D.2.............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.1.12.D.3.............................................................................................. 7, 10, 12, 15, 20, 23, 27, 30, 33, 36, 39, 41 5.2.12.A.1.......................................................................................................................................................... 7, 10 5.2.12.A.2................................................................................................................................................................ 7 5.2.12.A.3.............................................................................................................................................................. 12 5.2.12.A.4.............................................................................................................................................................. 10 5.2.12.A.5........................................................................................................................................................ 15, 20 5.2.12.A.6.............................................................................................................................................................. 20 5.2.12.B.1 .................................................................................................................................................. 12, 15, 20 5.2.12.B.2 ........................................................................................................................................................ 15, 20 5.2.12.B.3 ........................................................................................................................................................ 15, 20 5.2.12.C.1 ................................................................................................................................................................ 7 5.2.12.C.2 ................................................................................................................................................................ 7 5.2.12.D.1.............................................................................................................................................................. 27 5.2.12.D.2.............................................................................................................................................................. 30 5.2.12.D.4........................................................................................................................................................ 23, 33 5.2.12.E.1 ........................................................................................................................................................ 23, 33 5.2.12.E.2 ........................................................................................................................................................ 23, 33 5.2.12.E.3 .............................................................................................................................................................. 23 5.2.12.E.4 .............................................................................................................................................................. 23 New Jersey Core Curriculum Standards Index 43 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects The following Common Core Standards are infused throughout the curriculum. Specific standards addressed will be noted in the individual teacher’s lesson plans. Grades 11-12 Reading Standards for Literacy in Science and Technical Subjects (RST) Key Ideas and Details Standard (RST.11-12.1) – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Standard (RST.11-12.2) – Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Standard (RST.11-12.3) – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure Standard (RST.11-12.4) – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Standard (RST.11-12.5) – Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Standard (RST.11-12.6) – Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Ideas Standard (RST.11-12.7) – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Standard (RST.11-12.8) – Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Standard (RST.11-12.9) - Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Range of Reading and Level of Text Complexity Standard (RST.11-12.10) - By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects (WHST) Text Types and Purposes Standard (WHST.11-12.1) - Write arguments focused on discipline-specific content. o Standard (WHST.11-12.1a) - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and Common Core Standards 44 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. o Standard (WHST.11-12.1b) - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. o Standard (WHST.11-12.1c) - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. o Standard (WHST.11-12.1d) - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Standard (WHST.11-12.1e) - Provide a concluding statement or section that follows from or supports the argument presented. Standard (WHST.11-12.2) - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. o (WHST.11-12.2a) - Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o (WHST.11-12.2b) - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. o (WHST.11-12.2c) - Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts o (WHST.11-12.2d) - Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o (WHST.11-12.2e) - Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Standard (WHST.11-12.3) (See note; not applicable as a separate requirement) o NOTE: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing Standard (WHST.11-12.4) - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard (WHST.11-12.5) - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Common Core Standards 45 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Standard (WHST.11-12.6) - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Produce Writing Standard (WHST.11-12.7) -Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Standard (WHST.11-12.8) - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Standard (WHST.11-12.9) - Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing Standard (WHST.11-12.10) - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Common Core Standards 46
