Download CM Physical Science GR 10 06 06

Harrison County Schools
Curriculum Guide for Science
Course Name: Physical Science Grade Level Targeted: High School Unit (s): ___________
Essential Questions
toward
Course Objectives
What are the patterns
found on the periodic
table?
 Atomic radius
 Valence
 Conductivity
 Density
 Solubility
 Boiling point
 Flammability
 Reactivity
How can periodicity
predict bonding
characteristics?
 Metals
 Non-metals
 Semi-metals
 Noble gases
How can physical
properties be used to
identify elements?
Kentucky
Core Content
Version 4.1
SC-HS-1.1.1 Students will
classify or make
generalizations about
elements from data of
observed patterns in
atomic structure and/or
position on the periodic
table.
The periodic table is a
consequence of the repeating
pattern of outermost
electrons. DOK 2
Key Vocabulary
Atomic radius
Valence
Conductivity
Density
Solubility
Boiling point
Flammability
Reactivity
Metals
Non-metals
Semi-metals
Noble gases
Activities
and
Assessments
Demonstrations
 Elements and Characteristics
Labs

Physical Property Separation Lab
Open Responses
 Periodic Table & Properties
 Physical Properties & Identification
Essential Questions
toward
Course Objectives
What are the three
subatomic particles and
their characteristics?
What happens when
subatomic particles vary
within an atom?
What causes some
atoms to become
radioactive?
What characteristics
distinguish the three
phases (states of) of
matter?
What is heat (on the
molecular level)?
How does heat relate to
the motion of particles?
How does the structure
of a substance relate to
density and heat?
Kentucky
Core Content
Version 4.1
SC-HS-1.1.2 Students will
understand that the atom’s
nucleus is composed of
protons and neutrons that
are much more massive
than electrons. When an
element has atoms that
differ in the number of
neutrons, these atoms are
called different isotopes of
the element.
SC-HS-1.1.3 Students will
understand that solids,
liquids, and gases differ in
the distances between
molecules or atoms and
therefore the energy that
binds them together. In
solids, the structure is
nearly rigid; in liquids,
molecules or atoms move
around each other but do
not move apart; and in
gases, molecules or atoms
move almost independently
of each other and are
Key Vocabulary
Activities
and
Assessments
Demonstrations
 Moving Electrons
Open Responses
 Subatomic Particles
 Atoms & Forces
 Isotopes & Radioactivity
Demonstrations
 Lava Lamp
Labs

Heating Curve
Open Responses
 Energy and Phases
 Heating Curve
Essential Questions
toward
Course Objectives
What are the three ways
energy is transferred?
What creates different
levels of conductivity?
How does conductivity
relate to periodicity?
What forces hold a
compound together?
What are the properties
associated with an ionic
bond? …covalent bond?
Which compounds with
covalent bonds are
polar? …non-polar?
Kentucky
Core Content
Version 4.1
relatively far apart.
Key Vocabulary
SC-HS-1.1.4 Students will
understand that in
conducting materials,
electrons flow easily;
whereas, in insulating
materials, they can hardly
flow at all. Semiconducting
materials have
intermediate behavior. At
low temperatures, some
materials become
superconductors and offer
no resistance to the flow of
electrons.
SC-HS-1.1.5 Students will
explain the role of
intermolecular or
intramolecular interactions
on the physical properties
(solubility, density, polarity,
conductivity,
boiling/melting points) of
compounds.
The physical properties of
compounds reflect the nature
of the interactions among
molecules. These interactions
are determined by the
Activities
and
Assessments
Demonstrations
 Levels of Conductivity
properties
(solubility,
density, polarity,
conductivity,
boiling/melting
points)
Demonstrations
 Density Gradient
 Floating Pops
 Conductivity of Water & Salt Water
 Bending Water
Labs

Identification of Compounds Lab
Open Responses
 Compounds and Forces
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary

structure of the molecule
including the constituent
atoms. DOK 2
What are the variables
that affect reaction rate?
How can the rate of a
reaction be changed?
SC-HS-1.1.6 Students will
 Identify variables that
affect reaction rates;
 Predict effects of
changes in variables
(concentration,
temperature,
properties of
reactants, surface
area, and catalysts)
based on
evidence/data from
chemical reactions.
variables
(concentration,
temperature,
properties of
reactants, surface
area, and catalysts)
Activities
and
Assessments
Bonding Types
Demonstrations
 Catalyst
 Temperature & Reaction Rate
 Surface Area & Reaction Rate
 Concentration & Reaction Rate
Labs

Reaction Rate Lab
Open Responses
 Rate of Reaction
Rates of chemical reactions
vary. Reaction rates depend on
concentration, temperature,
and properties of reactants.
Catalysts speed up chemical
reactions. DOK 3
What subatomic particle
is responsible for
chemical bonding?
Chemical bonds are
created under what
conditions?
SC-HS-1.1.7 Students will:
 construct diagrams to
illustrate ionic or
covalent bonding;
 predict compound
formation and bond
type as either ionic or
covalent (polar,
nonpolar) and
Ionic bonding
Covalent bonding
ionic or covalent
(polar, nonpolar)
transferred (ionic)
or shared
(covalent).
Open Responses
 Periodic Table Placement & Bonding Types
 Illustrations of Bonds
Essential Questions
toward
Course Objectives
How do atoms interact
when bonding?
Which elements will
form ionic bonds? …
covalent bonds?
How do you illustrate an
ionic bond? … covalent
bond?
How can physical
properties be used to
identify compounds?
What are the indicators
that a chemical reaction
has taken place?
What changes occur in
mass and energy during
a chemical reaction?
Identify chemical
reactions that occur
around us? …in every
cell in our body?
 Photosynthesis
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
represent the products
formed with simple
chemical formulas.
Bonds between atoms are
created when outer electrons
are paired by being
transferred (ionic) or shared
(covalent). A compound is
formed when two or more
kinds of atoms bind together
chemically. DOK 2
SC-HS-1.1.8 Students will:
 explain the
importance of
chemical reactions
in a real-world
context;
 justify conclusions
using evidence/data
from chemical
reactions.
Chemical reactions (e.g.,
acids and bases, oxidation,
combustion of fuels,
rusting, tarnishing) occur
Chemical
reactions (e.g.,
acids and bases,
oxidation,
combustion of
fuels, rusting,
tarnishing)
Exothermic and
Endothermic
Reactions
Neutralization
Lime A-Way
Photosynthesis
Demonstrations
 Exothermic and Endothermic Reactions
 Neutralization
 Lime A-Way
Labs

Chemical Reaction Lab
Open Responses
 Chemical Reactions and CO2 Gas
 Acid Rain
Essential Questions
toward
Course Objectives
 Respiration
 Combustion
(oxidation,
rusting,
tarnishing)
 Neutralization
How are chemical
reactions affecting our
global climate?
What causes motion?
 Mass (gravity)
 Net force
 Electrical charge
(magnetic force)
How is motion
represented?
 Visually
 Graphically
 Mathematically
What are the three laws
of motion?
What happens when an
object’s motion is
Kentucky
Core Content
Version 4.1
Key Vocabulary
all around us and in every
cell in our bodies. These
reactions may release or
absorb energy. DOK 3
Respiration
Combustion
(oxidation,
rusting,
tarnishing)
Neutralization
SC-HS-1.2.1 Students will
 Select or construct
accurate and
appropriate
representations for
motion (visual,
graphical, and
mathematical);
 Defend
conclusions/explanatio
ns about the motion of
objects and real-life
phenomena from
evidence/data.
motion (visual,
graphical, and
mathematical)
Objects change their motion
only when a net force is
applied. Newton’s Laws of
motion are used to describe
the effects of forces on the
motion of objects.
Mass (gravity)
Net force
Electrical charge
(magnetic force)
Gravitational
potential
Kinetic
Mechanical
Work
Activities
and
Assessments
Demonstrations
 Inertia
 Vacuum Tube and Falling Motion
 Newtons’ Apparatus
 Roller coaster modeling
 Door Hinge
 Pulling Up Incline
 Van de Graff: Charge and Distance
Labs


Rolling Down Incline (with graphing)
Pendulum Lab (with graphing)
Open Responses
 Forces & Friction on Box
 Earth & Moon Interaction
 Model Motion
Essential Questions
toward
Course Objectives
influenced by more than
one force?
How can conservation
of energy be used to
predict relative motion?
What forces cause
motion?
What creates the force
of gravity? …the
electromagnetic force?
How does distance
influence the motion
caused by forces?
What are the basic types
of energy?
 Gravitational
potential
 Kinetic
 Mechanical
 Work
What are examples of
Kentucky
Core Content
Version 4.1
Conservation of mechanical
energy and conservation of
momentum may also be used
to predict motion. DOK 3
Key Vocabulary

Activities
and
Assessments
Incline Plane
Essential Questions
toward
Course Objectives
energy transformation?
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
Why must all systems
have a continuous input
of energy?
What is the consequence
of friction in regards to
motion and energy
transformation?
What is conserved in a
mechanical system?
What advantages do
simple machines offer a
person (in terms of force
and energy)?
How does the total
energy today compare to
the total energy at the
beginning of the
universe?
How is static electricity
generated?
How are electricity and
magnetism related?
SC-HS-1.2.2 Students will
 Explain the
relationship between
electricity and
magnetism;
 Propose solutions to
Demonstrations
 Friction & Induction
 Magnetic Fields
 Moving Magnet creating Electrical Current
Essential Questions
toward
Course Objectives
How is an electromagnet
created?
How do motors and
generators operate?
Where are
electromagnets used in
everyday life? …in
industry?
What effect does
distance have on electric
or magnetic fields?
What creates an
electrical force?
What is the result of the
interaction of like and
unlike charges?
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments


real life problems
involving
electromagnetism.
Electricity and magnetism are
two aspects of a single
electromagnetic force. Moving
electric charges produce
magnetic forces or “fields”,
and moving magnets produce
electric forces or “fields”. This
idea underlies the operation of
electric motors and
generators. DOK 3
Labs

Motor
Generator
Build an Electromagnet
Open Responses
 Electromagnet: Design and Uses
Demonstrations
 Electrostatics
SC-HS-1.2.3 Students will
understand that the electric
force is a universal force
that exists between any two
charged objects. Opposite
charges attract while like
charges repel.
Open Responses
 Atoms & Forces
 Cathode Ray Tube
Unifying Ideas
What is the eternal
energy source of the
Sun?
SC-HS-4.6.1 Students will
Explain the relationships and
connections between matter,
(e.g., cells, organs,
organisms,
communities)
Demonstrations
 Chemical Reaction and Conservation of
Matter
Essential Questions
toward
Course Objectives
What are examples of
chemical energy?
When is matter
converted to energy?
When is energy
converted to matter?
What causes a wave?
How do waves interact
with matter?
How are wave
frequency and
wavelength related?
How does the rapid
motion of an object
affect the apparent
Kentucky
Core Content
Version 4.1
energy, living systems, and the
physical environment;
Give examples of conservation
of matter and energy.
As matter and energy flow
through different
organizational levels (e.g.,
cells, organs, organisms,
communities) and between
living systems and the physical
environment, chemical
elements are recombined in
different ways. Each
recombination results in
storage and dissipation of
energy into the environment as
heat. Matter and energy are
conserved in each change.
DOK 3
SC-HS-4.6.2 Students will
 Predict wave behavior
and energy transfer;
 Apply knowledge of
waves to real life
phenomena,
investigations.
Waves, including sound and
seismic waves, waves on water,
and electromagnetic waves,
can transfer energy when they
interact with matter. Apparent
changes in frequency can
Key Vocabulary
Activities
and
Assessments
Open Responses
 Nuclear Reactions
 Energy Transformation (beginning with Sun)
 Energy Transformation (beginning with
eating)
Doppler effect
Spectroscope
Electromagnetic
spectrum
Demonstrations
 Doppler Effect with Sound
Labs

Spectroscope/Red Shift
Open Responses
 Electromagnetic Spectrum
 Electromagnetic Waves and Uses
 Tuning Fork
 Red Shift
Essential Questions
toward
Course Objectives
frequency of its waves?
The Doppler Effect for
light is evidence
included in which
theory?
What creates an
electromagnetic wave?
What are the 7 examples
of electromagnetic
waves?
How do the
electromagnetic waves
differ in energy,
wavelength and
frequency values?
How do elements cycle
through the Earth’s
reservoirs?
How is photosynthesis
and cellular respiration
related?
What are the sources of
the Earth’s internal and
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
provide information about
relative motion. DOK 3
SC-HS-4.6.3 Students will
understand that
electromagnetic waves,
including radio waves,
microwaves, infrared
radiation, visible light,
ultraviolet radiation, xrays, and gamma rays,
result when a charged
object is accelerated.
SC-HS-4.6.4 Students will
 Describe the
components and
reservoirs involved in
biochemical cycles
(water, nitrogen,
carbon dioxide, and
oxygen);
 Explain the movement
of matter and energy
in biogeochemical
cycles and related
Open Responses
 Electromagnetic Spectrum
 Electromagnetic Waves and Uses
cycles (water,
nitrogen, carbon
dioxide, and
oxygen);
Open Responses
 Chemical Reactions and Carbon Dioxide
 Phase Changes and Water Cycle
Essential Questions
toward
Course Objectives
external energy?
Kentucky
Core Content
Version 4.1
Key Vocabulary
Activities
and
Assessments
phenomena.
The total energy of the
universe is constant. Energy
can change forms and/or be
transferred in many ways, but
it can neither be created nor
destroyed. Movement of
matter between reservoirs is
driven by the Earth’s internal
and external sources of energy.
These movements are often
accompanied by a change in
physical and chemical
properties of the matter.
Carbon, for example, occurs in
carbonate rocks such as
limestone, in the atmosphere
as carbon dioxide gas, in water
as dissolved carbon dioxide,
and in all organisms as
complex molecules that control
the chemistry of life.
What causes heat?
SC-HS-4.6.6 Students will
understand that heat is the
manifestation of the
random motion and
vibrations of atoms.
Open Response
 Diagram of Phases and Motion
Essential Questions
toward
Course Objectives
What is entropy?
Why does an apparatus
always need an input of
energy?
Kentucky
Core Content
Version 4.1
Key Vocabulary
SC-HS-4.6.7 Students will
 Explain real world
applications of energy
using information/
data;
 Evaluate explanations
of mechanical systems
using current
scientific knowledge
about energy.
Open Response
 Perpetual Motion
 Spring Toy’s Motion and Energy
The universe becomes less
orderly and less organized
over time. Thus, the overall
effect is that the energy is
spread out uniformly. For
example, in the operation of
mechanical systems, the useful
energy output is always less
than the energy input; the
difference appears as heat.
DOK 2
What are the two
sources of the Earth’s
internal energy?
How are fission and
fusion alike? ..different?
What are the
SC-HS-4.6.8 Students will
 Describe the
connections between
the functioning of the
Earth system and its
sources of energy
(internal and
external);
 Predict the
consequences of
Activities
and
Assessments
energy (internal
and external)
Essential Questions
toward
Course Objectives
consequences of the
fission of Uranium in
the Earth?
How can radioactive
decay be used to date
the Earth?
Kentucky
Core Content
Version 4.1
changes to any
component of the
Earth system.
Earth systems have sources of
energy that are internal and
external to the Earth. The Sun
is the major external source of
energy. Two primary sources
of internal energy are the
decay of radioactive isotopes
and the gravitational energy
from Earth’s original
formation. DOK 3
SC-HS-4.7.2 Students will
 Evaluate proposed
solutions from
multiple perspectives
to environmental
problems caused by
human interaction;
 Justify positions using
evidence/data.
Human beings live within the
world's ecosystems. Human
activities can deliberately or
inadvertently alter the
dynamics in ecosystems. These
activities can threaten current
and future global stability and,
if not addressed, ecosystems
can be irreversibly affected.
DOK 3
Key Vocabulary
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SC-HS-4.7.3 Students will
 Predict the
consequences of
changes to any
component
(atmosphere, solid
Earth, oceans, living
things) of the Earth
System;
 Propose justifiable
solutions to global
problems.
Interactions among the solid
Earth, the oceans, the
atmosphere, and living things
have resulted in the ongoing
development of a changing
Earth system. DOK 3
Key Vocabulary
(atmosphere, solid
Earth, oceans, living
things)
Activities
and
Assessments