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POMPTON LAKES SCHOOL DISTRICT Principles of Chemistry & Physics COURSE OF STUDY June 2012 Submitted By The Science Department Dr. Paul Amoroso, Superintendent Mr. Vincent Przybylinski, Principal Mr. Anthony Mattera, Vice-Principal Mr. Garry Luciani, Board of Ed President Mr. Jose Arroyo, Board of Ed Vice-President Board Members Mrs. Catherine Brolsma, Mr. Shawn Dougherty, Mr. Raymond Keating III, Mrs. Nancy Lohse-Schwartz, Mr. Carl Padula, Mr. Tomas Salus, Mrs. Stephanie Shaw, Mr. Timothy Troast I. Description Physics is the study of the physical world and the interactions between matter and energy. Chemistry is the study of matter and the reactions and changes that matter is subjected to. This course is designed to expose the students with a basic knowledge of the key concepts and fundamentals of physics and chemistry in order to support their career in the physical and biological sciences and, the related areas of applied technology. This course will reinforce the students’ critical thinking skills, their ability to analyze data and draw relevant conclusions as well as reinforce their skills in mathematical formulations and interpretations. II. Objectives A. Science Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand the physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. III. Core Curriculum Content Standards Workplace 1. All students will develop career planning and workplace readiness skills. 2. All students will use information, technology, and other tools. 3. All students will use critical thinking, decision-making, and problem solving skills. 4. All students will demonstrate self-management skills. 5. All students will apply safety principles. IV. Standard 9.1 (Career and Technical Education) All students will develop career awareness and planning, employment skills, and foundational knowledge necessary for success in the workplace. Strands and Cumulative progress Indicators Building knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Career Awareness Preparation 1. Re-evaluate personal interests, ability and skills through various measures including self assessments. 2. Evaluate academic and career skills needed in various career clusters. 3. Analyze factors that can impact on individual’s career. 4. Review and update their career plan and include plan in portfolio. 5. Research current advances in technology that apply to a sector occupational career cluster. 2 B. Employment Skills 1. Assess personal qualities that are needed to obtain and retain a job related to career clusters. 2. Communicate and comprehend written and verbal thoughts, ideas, directions and information relative to educational and occupational settings. 3. Select and utilize appropriate technology in the design and implementation of teacher-approved projects relevant to occupational and/or higher educational settings. 4. Evaluate the following academic and career skills as they relate to home, school, community, and employment. Communication Punctuality Time management Organization Decision making Goal Setting Resources allocation Fair and equitable competition Safety Employment application Teamwork 5. Demonstrate teamwork and leadership skills that include student participation in real world applications of career and technical educational skills. All students electing further study in career and technical education will also: participate in structural learning experiences that demonstrate interpersonal communication, teamwork and leadership skills. 3 Unit 1: Introduction to Chemistry, Matter & Change and Scientific Measurements Standard: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Strand: 5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. 5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2.C Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. Essential Questions How do we measure the world? How do we use obtained data in calculations? What chemical or physical processes do we experience in every day’s life? Content Statements 5.1.B. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. 5.1.B. Mathematical tools and technology are used to gather, analyze, and communicate results. Labs, Investigation, and Student Experiences Enduring Understandings We can use various tools to measure various properties of matter. Examples: ruler to measure length, thermometer to measure temperature, etc. We can use the data obtained from measurement to calculate different properties of matter. Ex: density= mass/volume, etc. Change of state, chemical processes in our body, chemical and physical changes in the kitchen, etc. Cumulative Progress Indicators 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal / correlation relationships, and anomalous data. 5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational tools. a) Classroom/Homework/Tests Assignments: Identify types of matter (homogeneous, heterogeneous mixtures, elements, compounds) States of matter Calculate density of objects b) Experiments related to physical and chemical properties of solids, liquids and gaseous state Density lab Oobleck lab Bolts and nuts lab c) In class demonstrations Homogeneous and heterogeneous mixtures Density ball d) Math worksheets e) Practice problems involving mass, density and volume f) You tube videos: gallium spoon, “Myth busters: Walking on Water” 4 5.1.B Empirical evidence is used to construct and defend arguments. 5.1.12.B.3 5.1.B. Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.D Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.1.D Science involves using language, both oral and written, as a tool for making thinking public. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.D Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. 5.2.C Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. 5.2.12.C.1 Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases. 5 5.2.C Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a pure solid increases the vibration energy of its atoms, molecules, or ions. When the vibration energy of the molecules of a pure substance becomes great enough, the solid melts. 5.2.A Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or molecules of the substances are arranged, and by the strength of the forces of attraction between the atoms, ions, or molecules. 5.2.12.C.2 Account for any trends in the melting points and boiling points of various compounds. 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. Desired Results: Students will ... Relate pure Chemistry to applied Chemistry Identify and apply the steps of the scientific method Identify properties of matter Define and differentiate among the states of matter Categorize matter Use data to compute density using SI units, dimensional analysis and prefixes 6 Unit 2: Atomic Structure and the Periodic Table Standard: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Strands: 5.1.C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. 5.2.A Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. Essential Questions What is matter composed of? What does the atom consist of? What are the modern atomic theories? How elements are organized on the periodic table? Content Statements 5.1.C. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Enduring Understandings 1. Matter is composed of atoms. 2. Atoms are composed of nucleus that contains protons and neutrons. Electrons are found outside the nucleus. Dalton’s atomic theory states that atoms of the same element are identical and atoms of one element can combine with atoms of other elements to form compounds. Planetary model by Niels Bohr states that electrons travel in circular paths around the nucleus. Each orbit has a different energy level. Quantum mechanical model states that electrons travel in orbitals. 3. Elements are organized according to the atomic number. Elements with similar chemical properties are grouped together in columns called groups. Period tells us number of energy levels in a given element. Cumulative Progress Indicators 5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. Labs, Investigation, and Student Experiences a) Classroom/Homework /Tests Assignments: Find the number of protons, neutrons and electrons for elements and ions Draw Bohr models for elements Isotopes b) Experiments related to atomic structure and the periodic table Journey into the atom Isotopes Spectroscopy c) Demonstrations: Flame tests Isotopes as beans of different sizes d) Interactive Web based investigation, simulations, demonstrations Mendeleev Castle Bohr model of an atom First 11 elements http://phet.colorado.edu/sims “ Build an atom” simulation e) You tube videos: Dalton theory, Cathode ray tube Class activities: Periodic table coloring Worksheets f) Power Point Presentations 7 5.1.C.2 Data and refined models are used to revise predictions and explanations. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.C.3 Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidencebased arguments 5.2.A Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons. 5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions 5.2.A In the Periodic Table, elements are arranged according to the number of protons (the atomic number). This organization illustrates commonality and patterns of physical and chemical properties among the elements. 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table based on their physical and chemical properties. 8 5.2.A In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes. 5.2.12.A.4 Explain how the properties of isotopes, including half-lives, decay modes, and nuclear resonances, lead to useful applications of isotopes. Desired Results: Students will: 1. Explain atomic theories 2. Identify three types of subatomic particles 3. Calculate number of subatomic particles in atoms and ions 4. Explain how elements are organized on the periodic table 5. Distinguish between the various groups or families of the periodic table 9 Unit 3: Chemical bonds. Names and formulas of compounds. 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. Strands: A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy. Essential Questions Enduring Understandings What determines how an atom interacts with other atoms? What are the properties of ionic compounds and rules for naming ionic compounds? What are the properties and rules for naming binary molecular compounds? 1. Electron configuration of atoms and number of valence electrons determine the behavior of an atom when interacting with other atoms. 2. Ionic compounds form between positively charged cations and negatively charged anions. In the formulas the subscripts might be used to balance the charges so the compound would have zero net charge. 3. Binary molecular compounds form between two nonmetals. Prefixes are used in names and subscripts are used in formulas to indicate the number of atoms of each element in a binary molecular compound. 4. Acids and bases. pH scale Content Statements Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. Interpretation and manipulation of evidencebased models are used to build and critique arguments/explanations. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and Labs, Investigation, and Student Experiences a) Classroom/ Homework / Tests Assignments: Find the amount of valence electrons in elements in group 1A, 2A, 6A and 7A Write the names of ionic compounds of mono-atomic and polyatomic ions Write formulas of ionic compounds of mono-atomic and polyatomic ions Write names and formulas of molecular compounds Cumulative Progress Indicators 5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. b) Interactive Website: Built an atom http://phet.colorado.edu/en/simulatio n/hydrogen-atom c) Lab Investigations: Formulas of ionic compounds 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence 10 structured data/evidence. An atom’s electron configuration, particularly of the outermost electrons, determines how the atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositely charged ions. 5.2.12.B.1 Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form. A large number of important reactions involve the transfer of either electrons or hydrogen ions between reacting ions, molecules, or atoms. In other chemical reactions, atoms interact with one another by sharing electrons to create a bond. 5.2.12.B.2 Describe oxidation and reduction reactions, and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel. Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the environment. 5.2.12.A.6 Relate the pH scale to the concentrations of various acids and bases. Desired Results: Students will ... 1. Determine the number of valence electrons in an atom of a representative element. 2. Describe three properties of an ionic compound 3. Identify the charges of mono-atomic ions by using the periodic table. 4. Identify the common endings for the names of most polyatomic ions. 5. Apply the rules for naming and writing formulas for binary ionic compounds. 6. Apply the rules for naming and writing formulas for compounds with polyatomic ions. 7. Interpret the prefixes in the names of molecular compounds in terms of their chemical formulas. 8. Apply the rules for naming and writing formulas for binary molecular compounds. 11 Unit 4: Moles and Molar Mass of Elements and Compounds 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. Essential Questions Enduring Understandings How do we count the The Avogadro ’s number amount of atoms in a given constant (one Mole) is an amount of matter? International Unit of measurement used to count the How do we convert quantity of atoms in elements between the quantity of and compounds. atoms of a substance and the amount of mass of the The Molar Mass of a substance substance? is the mass in grams of one mole of a substance How do we calculate the The percentage composition of mass of an element contained in a given a compound is determined by amount of a compound of its chemical formula and its the element? molecular mass. Content Statements Solids, liquids, and gases may dissolve to form solutions. When combining a solute and solvent to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the solute from the solution. Dynamic equilibrium occurs in saturated solutions. Concentration of solutions can be calculated in terms of molarity, molality, and percent by mass. Cumulative Progress Indicators 5.2.12.A.5 Describe the process by which solutes dissolve in solvents. Labs, Investigation, and Student Experiences a) Classroom/ Homework / Tests Assignments: Find the amount of atoms in a given number of moles of a substance. How many moles are there in a given number of atoms of this substance? How many grams are there in a given number of moles of a substance? How many moles do we have in so many grams of a given substance? Find the amount of an element that we can extract from a given amount of this compound of the element. b) Lab Experiments: Number of moles and amount of mass of an element or compound. a. Molar volume of Hydrogen gas. b. Empirical Formulas and Percent Composition. 12 Desired Results: Students will be able to... a. Define Avogadro’s number as it relates to one mole of a substance. b. Distinguish between the average atomic mass of an element and its molar mass. c. Describe to calculate the mass of a mole of an element or compound. d. Describe how to convert the mass in grams of a substance to the number of moles and, between the number of moles and the amount of mass in grams. e. Determine the percentage composition of a compound. f. Determine how much mass of an element can be obtained from a given amount of the compound of the element. 13 Unit 5: Chemical Reactions and Moles – Stoichiometry 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Strand: B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy. Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. Essential Questions Enduring Understandings What is the nature of chemical reactions? What signs point to the occurrence of chemical reactions? How do we apply the Law of Conservation of Mass in chemical reactions? What a balanced chemical equation tell us about the amount of substances involved in a chemical reaction? How do we determine the mass of the substances either reacting or produced in a chemical reaction? Chemical reactions occur when bonds between atoms of reactants are broken and new bonds are formed, producing new substances. Evidences of chemical reactions are: release of gas and/or smell, transfer of heat energy, change in color, formation of precipitate. The Law of Conservation of Mass is supported by the fact that atoms (matter) can not be created or destroyed during a chemical reaction. Balanced chemical reactions show the relative number of moles of the reactants and products involved in the chemical reaction. Using the coefficients of a balanced chemical equation as number of moles, we can calculate the mass of the reactants and products of the reaction. Content Statements Cumulative Progress Indicators A large number of important reactions involve the transfer of either electrons or hydrogen ions between reacting ions, molecules, or atoms. In other chemical reactions, atoms interact with one another by sharing electrons to create a bond. 5.2.12.B.2 Describe oxidation and reduction reactions, and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel. Labs, Investigation, and Student Experiences a) Classroom/Homework/Tests Assignments: Given a number of moles of a reactant of the reaction, how many moles of a substance are produced in the reaction? How many grams of a given product is formed if we start with a certain amount of a reactant? How many grams of a reactant are necessary to react with a given amount of another reactant? b) Lab Investigations: Chemical Reactions: Evidences Chemical Reactions and Law of Conservation of Mass Chemical Reactions: Moles / Grams Mass for Reactants and products. 14 The conservation of atoms in chemical reactions leads to the ability to calculate the mass of products and reactants using the mole concept. 5.2.12.B.3 Balance chemical equations by applying the law of conservation of mass. The driving forces of chemical reactions are energy and entropy. Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment 5.2.12.D.2 Describe the potential commercial applications of exothermic and endothermic reactions. (endothermic). Nuclear reactions (fission and fusion) convert very small amounts of matter into energy. 5.2.12.D.3 Describe the products and potential applications of fission and fusion reactions. Chemical equilibrium is a 5.2.12.D.5 dynamic process that is Model the change in rate of a significant in many reaction by changing a factor. systems, including biological, ecological, environmental, and geological systems. Chemical reactions occur at different rates. Factors such as temperature, mixing, concentration, particle size, and surface area affect the rates of chemical reactions. Desired Results: Students will be able to ... Explain chemical reactions as interactions of atoms breaking old bonds and forming new bonds and new substances. Identify common signs that a chemical reaction has occurred such as color change, energy released or absorbed, precipitate. Balance chemical reactions using the Law of Conservation of Mass concept. Starting from a balanced chemical equation, determine the amount of moles of the products of the reaction if the amount of moles of reactants is known. Determine the number of moles of a reactant necessary to react with a given number of moles of another reactant. Determine the mass in grams of the products of a reaction if the mass of the reactants is known. Determine the mass in grams of reactants necessary to yield a given mass of product. 15 Unit 6: Forces and Motion Standard: 5.2 Physical Science: All students will understand the physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. Essential Questions Enduring Understandings How do we determine the velocity and acceleration of an object in motion? Known the velocity and/or acceleration of an object, how do we find the distance the object travel in a certain amount of time? If a certain force is applied to an object, how much acceleration is imparted on it? How do we find the balance of several forces act on an object in different directions? How we calculate the Momentum of an object in motion? How do we calculate the final speed of an object after a collision against another object in motion or standing still? Velocity and acceleration can be calculated by measuring the distances traveled by an object the time taken by the object to cover those distances. We can calculate the distance traveled by an object if we know its initial velocity, its acceleration and the time traveled: d = vit + ½ at2 The acceleration of an object is directly proportional to the force acting on it and inversely proportional to its mass: a = Fnet /m When a variety of forces act on an object in different directions, we can find the net force by treating the forces as vectors with magnitude and direction. The Momentum (p) of an object in motion is the product of its mass and its velocity (p = mv). The law of Conservation of Momentum can be used to calculate the final velocity of an object after a collision against another object. Content Statements Cumulative Progress Indicators The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time. 5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. Labs, Investigation, and Student Experiences a) Classroom/Homework/Tests Assignments: Find velocity of an object given different distances traveled over a certain time interval. Find acceleration when an object changes its speed over a certain period of time. Plot a graph of distance and time for an object in motion and determine its velocity. Plot a graph a velocity and time for an object in motion and determine its acceleration. Solve for acceleration, mass or force using the math equation a = Fnet /m. Draw all the forces acting on an object and determine the magnitude and direction of the net force. Calculate the momentum of an object given its mass and velocity. Determine the final velocity (magnitude and direction) of an object after an elastic collision with another object. b) Labs – Students will perform investigations on: a. Time and distance b. Prediction/calculation/graphing of speed and acceleration c. Force, mass and acceleration d. Weight, gravity and friction 16 Objects undergo different kinds of motion (translational, rotational, and vibration). The motion of an object changes only when a net force is applied. The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a=Ft/m) is independent of the nature 5.2.12.E.2 Compare the translational and rotational motions of a thrown object and potential applications of this understanding. 5.2.12.E.3 Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion. e. Momentum and Collisions 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration. of the force. Desired Results: Students will be able to... a. Make accurate measurement of time and distance, identify metric and English units of distance and convert between units of distance. b. Distinguish between speed and acceleration and calculate their magnitude by using the appropriate formulas. c. Determine speed by constructing distance vs. time graph and determining the slope of the line. d. Determine acceleration by constructing speed vs. time graph and determining the slope of the line. e. Illustrate how force is required to change the motion of an object. f. Describe how changing mass affects an object’s acceleration. g. Explain the Three Laws of Motion and give examples of each. h. Define Momentum of an object in motion. i. Apply the concept of momentum to collisions of objects in order to find their final velocity. 17 Unit 7: Work, Power and Energy Standard: 5.2 Physical Science: All students will understand the physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand: C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. Essential Questions What is the magnitude of the work done by force acting on an object over a given distance? How do we find the power necessary to perform a given amount of work over a certain time interval? How do we calculate the potential energy of an object which is at a given height from the ground? How do we calculate the kinetic energy of an object in motion? An object starts a downhill motion from a certain height; how can we find the final speed of the object at the bottom of the hill? What is the total energy of an object before and after a collision with another object in motion or standing still? Enduring Understandings The work done by a force on an object is the product of the force and the distance the object moves. The power needed to do an amount of work is determined by dividing the magnitude of the work done by the time it takes to do the work P = W / t The gravitation potential energy of an object is: GPE = mgh The kinetic energy of an object in motion is: KE = ½ mv2 The Law of Conservation of Energy can be used to determine the speed of an object at any point of its path starting from a given height: (GPE + KE)initial = (GPE + KE)final The Law of Conservation of Energy can be applied to analyze the energy transfer between objects in collision. Labs, Investigation, and Student Experiences a) Classroom/Homework/Tests Assignments: Find the work done by force acting on an object over a given distance. Determine the power of an electric motor that performs a certain amount of work over a period of time. Calculate the potential gravitational energy and the kinetic energy of an object in motion and at a given height from a reference ground level. Applying the Law of Conservation of Energy, determine the height and velocity of an object on a rollercoaster. b) Lab Investigations: Law of Conservation of Energy and the cart on a roller coaster. Law of Conservation of Energy and a spring loaded vertical projectile. 18 Content Statements Cumulative Progress Indicators The potential energy of an object on Earth’s surface is increased when the object’s position is changed from one closer to Earth’s surface to one farther from Earth’s surface. Energy may be transferred from one object to another 5.2.12.D.1 Model the relationship between the height of an object and its potential energy. during collisions. 5.2.12.D.4 Measure quantitatively the energy transferred between objects during a collision. Desired Results: Students will be able to ... Determine the amount of work done by force acting on an object over a certain distance. Find the power necessary to perform a give amount of work over a period of time Determine the gravitational potential energy of an object which is at a certain height above the ground Determine the kinetic energy of an object in motion Apply the Law of Conservation of Energy to determine the position and/or speed of an object at different heights of its travel. 19 Unit 8: Electricity and Magnetism Standard: 5.2 Physical Science: All students will understand the physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. Essential Questions What is electric charge and how is it generated? What is electricity? How an electric circuit is created? What are the main properties of an electric circuit? Given the voltage level and resistance, how do we calculate the expected current flowing in a conductor? What is a circuit in series? What is a circuit in parallel? What is the main difference between an electric motor and a generator? How do we calculate the electric power produced in a generator? Enduring Understandings Electric charge is the accumulation of electrons in any part of an object and it is created by energizing the electrons by conduction and/or induction. Electricity is the flow of electrons inside a conductor caused by the difference in electric charge/voltage between two points of the conductor. An electric circuit is created by connecting a source of energy and a conductor together without any gaps between them. An electric circuit is characterized by its voltage, resistance, switches and energy consuming devices such as, a light bulb or motor. The Ohm’s Law relates voltage, resistance and current on an electric conductor: V = RI In an In-Series Circuit, the switch, energy source, resistors and energy consuming devices are all connected one after the other and there is only path for the flow of current. Labs, Investigation, and Student Experiences a) Classroom/Homework/Tests Assignments: b) Labs – Students will perform investigations on: a. Charge, voltage, current resistance, Ohm’s Law b. Work, energy, and power c. Series circuits d. Parallel circuits e. Permanent magnets and electromagnets f. Electric motors and generators 20 In a Parallel Circuit, the flow of current from the energy source is split in two or more branches before converging back to the other terminal of the energy source. In an electric motor, the current flow through a coil generates an alternating electromagnetic field causing the rotor to spin with a given force. In a generator, a mechanical force rotates a conducting coil inside an electric field causing the generation of electric current flow on the coil. Electric power is determined by the formula: P = VI [watts] Content Statements Cumulative Progress Indicators Desired Results: Students will be able to ... a. Build simple circuits, trace circuit paths, interpret electrical symbols, and draw a diagram of a real circuit. b. Identify electric charge as the property of matter responsible for electricity, describe the forces electric charges exert on each other, and explain how lightning forms. c. Explain the relationship between voltage and energy in a circuit. d. Measure volts, amperes and ohms with an electrical meter. e. Classify materials as conductors, semiconductors or insulators. f. Describe how voltage, current, and resistance are related. g. Solve circuit problems using Ohm’s Law h. Describe relationships between work, energy and power of household appliances. i. Compare current and voltage in series and parallel circuits. g. Explain why a short circuit is dangerous. h. Build an electromagnet and analyze how electric current affects the strength of the magnetic field in an electromagnet. 21 V. Benchmarks: A) First Semester: By the end of the first school semester, students will be proficient in: 1. Applying scientific method steps to organize and analyze experiments; 2. Using and converting SI Metric System of units of measurement; 3. Identifying basic physical and chemical properties of matter; 4. Relating energy and the four physical states of matter; 5. Defining the atomic and sub-atomic structure of matter; 6. Analyzing the Periodic Table of elements according to their atomic structure and properties; 7. Explaining how the atomic structure of the elements define the way their bond chemically to form different compounds; 8. Identifying different types of reactions between chemical compounds; 9. Using the concept of molar mass and Law of Conservation of Mass to determine the mass and volume of the reactants and products of chemical reactions; B) Second Semester: By the end of the second school semester, students will be proficient in: 1. Using measurements of time and distance to study the kinematics (speed and acceleration) of objects in motion; 2. Identifying the interaction of forces as the cause of the change in motion of objects; 3. Studying the dynamics of the motion of an object based on its mass and the sum of the forces acting on the object; 4. Defining and determining the momentum of objects in motion and apply momentum concept to objects in collision; 5. Determining the magnitude of the work and power exerted by a force on an object; 6. Calculating the gravitational potential energy and kinetic energy of objects based on their mass, speed and position above a reference level; 7. Applying Law of Conservation of Energy to analyze the motion of objects; 8. Explaining the nature of electrostatic charges and Coulomb’s Law applied to electric forces in objects; 9. Applying Ohm’s Law to determine electric current, voltage and resistance in electric circuits; 10. Defining the relationship between electric energy, work and power involved in electric circuits; 11. Describing the nature of electromagnetic field and its application to electric motors and generators; 22 VI. Evaluations: Tests Quizzes Final Exam Projects Laboratory Experiments Class Participation Homework VII. Affirmative Action – evidence of A-1 Minorities and females incorporated in plans. A-2 Human relations concepts are being taught. A-3 Teaching plans to change ethnic and racial stereotypes. VIII. Bibliography, Materials and Resources Teacher prepared materials Software materials Probeware (Dell Computer with Pasco Probeware) Textbook: Integrated Science, An Investigative Approach Second Edition, CPO, Science, 2007 23