Download pompton lakes high school - Pompton Lakes School District

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 = mv). 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