Download Middle School Math Scope and Sequence

PHYSICAL SCIENCE SYLLABUS GRADE 9
Course Description:
Introduction to Physical Science exposes Ninth grade students to the laws of
physical science: Conservation of matter, conservation of energy, motion and forces,
and energy transformation. They use what they observe to explain the difference
between physical and chemical changes. Introduction to Physical Science is
designed to give students the necessary skills for a smooth transition from
elementary science to high school science. The purpose is to give all students an
overview of common strands in physical science including, but not limited to, the
nature of matter, laws of energy, matter, motion and forces, and energy
transformation. The students should take part in a minimum of 2 lab activities per
Quarter.
Curricular Content
The course has been developed taking into consideration the standards used by the
National Academies of Science, science as inquiry, physical science, life science,
earth and space science, science and technology, personal and social perspectives,
history and nature of science (Appendix A). The standards and benchmarks reflect
the influence of the 2008 Florida State Science Standards Department of Defense
Science Standards, the Indiana Department of Education Standards for Science, and
the New York State Science Learning Standards and Core Curriculum (Appendix B).
Each Quarter students are required to complete 2 portfolio assignments.
MAJOR UNITS OF STUDY:
QUARTER ONE
Unit 1: CHEMICAL BUILDING BLOCKS
 INTRODUCTION TO PHYSICAL SCIENCE
 INTRODUCTION TO MATTER
 STATES OF MATTER
 ELEMENTS AND THE PERIODIC TABLE
 ATOMS AND BONDING
QUARTER TWO
 CHEMICAL REACTIONS
 ACID, BASES AND SOLUTIONS
 CARBON CHEMISTRY
Unit 2: MOTION, FORCES AND ENERGY
 MOTION
QUARTER THREE
 FORCES
 WORK AND MACHINES

ENERGY
Unit 3: SOUND AND LIGHT
 CHARACTERISTICS OF WAVES
 SOUND
 LIGHT
QUARTER FOUR
Unit 4: ELECTRICITY AND MAGNETISM
 MAGNETISM
 ELECTRICITY
THE FOLLOWING TOPICS AND OBJECTIVES RELATE TO THE NATIONAL
STANDARDS FOR PHYSICAL SCIENCE AND ARE ALIGNED TO THE PRENTICE HALL
PHYSICAL SCIENCE TEXTBOOK (with chapters noted in brackets next to each topic).
Quarter 1
Unit: CHEMICAL BUILDING BLOCKS
Introduction to Physical Science (Chpt 1)
 Describe what physical science involves
 How scientists learn about the world.
 Explain the roles of models, laws and theories in science
 Understand Science lab safety
 Identify the steps in the technology design process
VOCABULARY: Qualitative observation, quantitative observation, predicting,
chemistry, physics, Scientific inquiry, hypothesis, variable, manipulated variable,
responding variable, controlled experiment, technology, engineer, prototype
Introduction to Matter (Chpt 2)
 Identify the properties used to describe matter
 Define elements and how they relate to compounds
 Describe the properties of a mixture
 Differentiate between weight and mass
 Understand how to measure matter
 Understand the difference between physical and chemical change
 Understand how changes in matter and energy are related
 Understand different types of energy
VOCABULARY: matter, physical property, chemical property, element, atom,
chemical bond, molecule, compound, mixture, solution, weight, mass, volume,
density, energy, kinetic energy, potential energy, chemical energy, electromagnetic
energy, electrical energy
Solids, Liquids and Gases (Chpt 3)
 Describe the characteristics of a solid, liquid and gas
 Explain what happens to a substance during changes between solid and
liquid, liquid and gas and solid and gas and energy changes
 List the types of measurements used when working with gases
 Explain how the volume, temperature, and pressure of a gas are related
 Identify the type of relationship shown by the graph for Charles’s law and
Boyle’s law and Gay Lussac’s law
VOCABULARY: solid, gas, melting point, vaporization, evaporation, boiling point,
condensation, directly proportional, vary inversely
Elements and the Periodic Table (Chpt 4)
 Explain how the reactivity of elements is related to valence electrons in
atoms
 Calculate (e-) + (p+) + neutrons in atoms and ions
 State what the periodic table tells you about atoms and properties of
elements
 Describe ions and explain how they form bonds
 Explain how the formulas and names of ionic compounds are written
 Identify the properties of ionic compounds
 State what holds covalently bonded atoms together
 Identify the properties of molecular compounds
 Explain how unequal sharing of electrons occurs and how it affects molecules
 Explain how the properties of metals and alloys compare
 Describe how metal atoms are bonded in solid metal
 Explain how metallic bonding results in useful properties of metals
VOCABULARY: atom, electron, nucleus, proton, neutron, atomic number, isotope,
mass number, chemical symbol, metals, conductivity, reactivity, alkali metal,
nonmetal, diatomic molecule, halogen, noble gas,
Atoms and Bonding (Chpt 5)
 Explain how the reactivity of the elements is related to valence electrons in
atoms
 State what the periodic table tells you about atoms and the properties of
elements
 Describe ions and explain how they form bonds
 Explain how the formulas and names of ionic compounds are written
 Identify the properties of ionic compounds
 State what holds covalently bonded atoms together
 Identify the properties of molecular compounds
 Explain how unequal sharing of electrons occurs and how it affects molecules
 Explain how the properties of metals and alloys compare
 Describe how metal atoms are bonded in solid metal
 Explain how metallic bonding results in useful properties of metals
VOCABULARY: valence electron, chemical bond, ion, ionic bond, ionic compound,
chemical formula, covalent bond, molecule, double bond, triple bond, molecular
compound, polar bond, nonpolar bond, alloy
Quarter 2
Chemical Reactions (Chpt 6)
 State how matter and changes in matter can be described
 Explain what happens when a chemical reaction occurs
 Identify what information a chemical equation contains
 State the principle of the conservation of mass
 Explain what a balanced chemical equation must show
 Identify all categories of chemical reactions
 Explain how activation energy is related to chemical reactions
 Identify the factors that affect the rate of a chemical reaction
VOCABULARY: chemical reaction, endothermic and exothermic reaction, chemical
equation, conservation of mass, catalyst, enzyme, inhibitor
Acids, Bases, and Solutions (Chpt 7)
 State the characteristics of solutions, colloids, and suspensions
 Describe what happens to the particles of a solute when a solution forms
 Explain how solutes affect the freezing point and boiling point of a solvent
 Describe how concentration is measured
 Identify factors that affect the solubility of a substance
 Name the properties of acids and bases
 Identify where acids and bases are commonly used
 State what kinds of ions acids and bases form in water
 Explain what pH tells you about a solution
 Describe what happens in a neutralization reaction
VOCABULARY: solution, solvent, solute, suspension, dilute solution, concentrated
solution, saturated solution, unsaturated solution, acid, corrosive, indicator, base,
pH scale,
Carbon Chemistry (Chpt 8)
 Describe how carbon is able to form a huge variety of compounds
 Identify four forms of pure carbon
 List the properties of organic compounds
 Describe the kind of structures and bonding that hydrocarbons have
 Identify properties of hydrocarbons
VOCABULARY: diamond, graphite, fullerene, nanotube, organic compound,
hydrocarbon, isomer, plastic, composite, carbohydrate, glucose, starch, cellulose,
lipid, fatty acid, cholesterol, nucleic acid, DNA, RNA, nucleotide
Semester Review for End of Semester Exam
Unit 2: MOTION, FORCES AND ENERGY (January)
Motion ( Chpt 9)
 Determine when an object is in motion
 Describe how scientists measure distance
 Calculate an object’s speed and velocity
 Demonstrate how to graph motion
 Describe the motion of an object as it accelerates
 Calculate acceleration
 Describe what graphs are used to analyze the motion of an accelerating
object
VOCABULARY: motion, reference point, International System of Units, meter, speed,
velocity, slope, acceleration,
Quarter 3
Forces (Chpt 10)
 Describe what a force is
 F=m x a problem solving
 Free body Diagrams
 Explain how balanced and unbalanced forces are related to an object’s
motion
 Describe friction, and identify factors that determine the friction force
between two objects
 Explain why objects accelerate during free fall
 State and explain Newton’s laws of motion
 Explain how an object’s momentum is obtained
 State the law of conservation of momentum
VOCABULARY: force, Newton, net force, unbalanced and balanced forces, friction,
static friction, sliding friction, rolling friction, gravity, mass, weight, free fall, air
resistance, terminal velocity, inertia, momentum, law of conservation of momentum,
Work and Machines (Chpt 12)
 Understand that Work is energy
 Identify when work is done on an object
 Calculate the work done on an object
 Define and calculate power
 Explain how machines make work easier
 Calculate the mechanical advantage of a machine
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Calculate the efficiency of a machine
Describe the six kinds of simple machines and their uses
Calculate the ideal mechanical advantage of each type of simple machine
Describe compound machines
VOCABULARY: work, joule, power, input force, output force, input work, output
work, mechanical advantage, efficiency, wedge, lever, fulcrum, wheel and axle,
pulley, compound machine
Energy (Chpt 13)
 Describe how energy, work, and power are related
 Name and describe the two basic kinds of energy
 Explain how an object’s mechanical energy is determined
 Name some forms of energy associated with the particles that make up
objects
 Describe how different forms of energy are related
 Name common energy transformations
 State the law of conservation of energy
 Identify the source of the energy stored in fossil fuels
 Describe how energy is transformed when fossil fuels are used
 Power (watts) = E/t
VOCABULARY: energy, kinetic energy, potential energy, gravitational potential
energy, elastic potential energy, mechanical energy, thermal energy, electrical
energy, chemical energy, nuclear energy, electromagnetic energy, energy
transformation, law of conservation of energy, matter, fossil fuels, combustion,
UNIT 3: SOUND AND LIGHT
Topic – Characteristics of Waves (Chpt 15)
 Explain what causes mechanical waves
 Describe two types of waves and how they can be represented
 Describe the basic properties of waves
 Explain how a wave’s speed is related to its wavelength and frequency
 Describe how reflection, refraction, and diffraction change a wave’s direction
 State the different types of interference
 Explain how standing waves form
VOCABULARY: wave, energy, vibration, transverse wave, crest, trough, longitudinal
wave, compression, refraction, amplitude, wavelength, frequency, hertz (Hz),
reflection, law of reflection, refraction, diffraction, node, anti-node, resonance,
Quarter 4
Topic - Sound (Chpt 16)
 Define sound
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Explain how sound waves interact
Identify factors that affect the speed of sound
Identify factors that affect the loudness of a sound
State what the pitch of a sound depends on
Explain what causes the Doppler effect
Identify what determines the sound quality of a musical instrument
Name the basic groups of musical instruments
Describe how acoustics is used in concert hall design
Describe the function of each section of the ear
Identify what causes hearing loss
VOCABULARY: echo, elasticity, density, loudness, intensity, decibel (dB), pitch,
ultrasound, infrasound, larynx, Doppler effect, music, fundamental tone, overtone,
acoustics, reverberation, ear canal, eardrum, cochlea
Light (Chpt 18)
 State what happens to the light that strikes an object
 Describe what determines the color of an opaque, transparent, or translucent
object
 Explain how mixing pigments is different from mixing colors or light
 Identify the kinds of reflection
 Describe the types of images produced by plane, concave, and convex mirrors
 Explain why light rays bend when they enter a medium at an angle
 Identify what determines the types of images formed by convex and concave
lenses
VOCABULARY : transparent material, translucent material, opaque material,
primary colors, secondary colors, complementary colors, pigment, ray, image,
virtual image, concave mirror, optical axis, focal point, real image, convex mirror,
index of refraction, mirage, lens, convex lens, concave lens,
Unit 4: Electricity and Magnetism
Magnetism (Chpt 19)
 Explain how an atom can behave like a magnet
 Describe how magnetic domains are arranged in a magnetic material
 Describe the shape of a magnetic field
 Explain how an atom can behave like a magnet
 Explain how magnetic poles interact
 Explain how magnets can be changed
VOCABULARY: magnet, magnetic pole, magnetic force, magnetic field, magnetic
domain, ferromagnetic material, temporary magnet, permanent magnet,
Topic – Electricity (Chpt 20)
 Explain how electric charges interact
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Explain what an electric field is
Describe how static electricity builds up and transfers
Explain how an electric current is produced
Explain how conductors are different from insulators
Describe what causes electric charges to flow in a circuit
Explain how resistance affects current
Explain what Ohm’s law is
Describe the basic features of an electric circuit
Identify how many paths currents can take in series and parallel circuits
Explain how to calculate electric power and the energy used by an appliance
VOCABULARY: electric force, electric field, static electricity, conservation of charge,
conduction, induction, electric current, electric circuit, conductor, insulator, voltage,
voltage source, resistance, Ohm’s law, series circuit, ammeter, parallel circuit,
voltmeter, power,
Semester review for End of Semester exam
GRADING POLICY:
Student thinking, writing, reading, listening, and speaking are at the center of class
activity therefore student grades are viewed in this context. The teacher
continuously assesses student performance and progress, as evidenced by in-class
task commitment, finished written pieces and lab reports, on-demand writing,
homework, tests and quizzes, threaded discussion responses, class notes, and daily
preparation. APPENDIX C contains additional information on the ISS Assessment
Policy.
Evaluation System:
 Tests and projects
 Quizzes and class work
 Participation and effort
 Homework
40%.
40%
10%
10%
Semester grades are developed based upon the following formula:
 Quarterly Grades
(average)
80%
 Exam Grade or Semester Project 20%
APPENDIX A: Science Standards
Standard 1- Science as Inquiry
As a result of activities in grades 9-12, all students should develop
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
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Standard 2- Physical Science
As a result of their activities in grades 9-12, all students should develop an
understanding of
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Structure of atoms
Structure and properties of matter
Chemical reactions
Motions and forces
Conservation of energy and increase in disorder
Interactions of energy and matter
Standard 3- Life Science
As a result of their activities in grades 9-12, all students should develop
understanding of
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The cell
Molecular basis of heredity
Biological evolution
Interdependence of organisms
Matter, energy, and organization in living systems
Behavior of organisms
Standard 4- Earth and Space Science
As a result of their activities in grades 9-12, all students should develop an
understanding of
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Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
Origin and evolution of the universe
Standard 5- Science and Technology
As a result of activities in grades 9-12, all students should develop
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
Abilities of technological design
Understandings about science and technology
Standard 6- Personal and Social Perspectives
As a result of activities in grades 9-12, all students should develop
understanding of
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Personal and community health
Population growth
Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and global challenges
Standard 7- History and Nature of Science
As a result of activities in grades 9-12, all students should develop
understanding of
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Science as a human endeavor
Nature of scientific knowledge
Historical perspectives
APPENDIX B: GRADE 9 SCIENCE PERFORMANCE INDICATORS
Standard 1.
Science as Inquiry
1.
2.
3.
4.
5.
6.
7.
Standard 2.
Physical Science
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Standard 5Science and
Technology
1.
2.
Develops research questions that can be answered
through scientific investigations.
Accesses, evaluates and uses information from a variety
of reliable scientific sources.
Designs, conducts and records scientific investigations
following the general procedures of scientific inquiry.
Applies appropriate tools and techniques to
systematically collect, record, analyze, and interpret data.
Develops logical descriptions, explanations, predictions,
and models using evidence.
Recognizes and analyzes interpretations, conclusions,
and predictions based upon alternative evidence and
explanations.
Communicates scientific procedures, explanations, and
conclusions using appropriate scientific language and
writing, and mathematics.
Examines particulate nature of matter and chemical
change.
Describes the characteristics of an element, and
recognizes that everything is made out of elements.
Shows how elements can combine in a multitude of ways
to produce a great number of compounds.
Compares the properties of compounds with those of the
elements from which they are made.
Explains that matter can be thought of as being composed
of particles.
Compares the motion and arrangement of particles in
different phases of matter.
Examines conservation of matter by exploring phase
change and chemical change.
Demonstrates through investigation that mass is
conserved when during a chemical change.
Analyzes data to determine factors (e.g., concentration,
temperature) that can influence reaction rates.
Describes the effect of temperature change on the motion
and arrangement of particles.
Explains why mass is conserved (in terms of particles)
during phase changes and chemical change.
Investigates the relationships among force, mass, and
motion of an object or system.
Investigates phase change and the transfer of heat
energy.
Assesses societal challenges that may inspire scientific
research.
Evaluates an invention or design and proposes
3.
4.
5.
Standard 6Personal and
Social
Perspectives
1.
2.
3.
Standard 7History and
Nature of Science
1.
2.
3.
4.
modifications.
Identifies a technological problem and develops a plan
for design, implementation, and evaluation.
Explores how technological risks lead to new
technologies and how unintended consequences impact
society.
Analyzes how technology responds to societal, political,
and economic needs.
Demonstrates personal and group safety and resource
conservation when engaged in science.
Thinks critically and analyzes risks and benefits
associated with natural, chemical, biological, and
personal hazards.
Evaluates the interrelationships of environmental
degradation on the global community.
Cites examples of scientists from diverse backgrounds,
and explains how they use scientific habits of mind in
their work.
Explains how scientists formulate and test their
explanations, revising when necessary.
Investigates and explains how scientists communicate
their results and ideas, and describes and identifies
situations in which scientists disagree about
interpretation of evidence.
Examines the effects of science on cultural development
and states the relationship between scientific innovation
and human history.
APPENDIX C: Secondary Assessment Policy
Assessment monitors the progress of student learning and produces feedback for
students, teachers, parents and external institutions. The following policy outlines
the general assessment procedures for the school. Teachers are responsible for
communicating their individual assessment policies to the students and parents at
the beginning of the school year.
Teachers are expected to communicate assessment expectations and criteria,
including major assignments and projects clearly to students prior to a chunk of
learning. Assessment should take into account the ISS diverse group of learners
and learning styles. Feedback on assignments should be positive, constructive and
prompt. Teachers should provide a wide variety of different assessment
opportunities which are relevant and motivational to students. Formative
assessments assist student in building understanding, knowledge and skills and
summative assessments assess students’ acquired understanding, knowledge and
skills.
External
Definition External
assessments are
assessments
which are
designed and
marked
externally
Primary
To measure
Purpose
growth and
progress, to
inform teaching,
to identify needs,
to collect data, to
determine level
of
understanding,
to determine
reading or math
levels against
national norms,
assessing
student learning,
providing a
qualification for
university or
college entry.
Policies
Some external
Summative
Summative
assessments are
those assessments
given within a class at
the end of a chunk of
learning (such as a
unit).
To inform teaching, to
identify needs, to
determine level of
understanding, to
measure progress, to
communicate with
parents
Formative
Formative assessments are
those given regularly and
continuously throughout
the school year.
Assessments are
Assessments are aligned to
To determine prior
knowledge, to determine
student interest, to modify
teacher practice, measure
understanding, ensuring
short-term knowledge and
understanding objectives
and targets are being met, to
ensure students are
progressing
assessments are
taken twice a
year, some are
once and some
are on-going.
Practices
STAR Math,
NWEA,
Accelerated
Math, PSAT, SAT,
AP
aligned to curriculum,
teachers model in
advance, authentic
assessments,
differentiated if
necessary.
Essays, projects, test,
RAFTS, portfolio,
investigations, realworld examples,
exams, oral
presentation, reports,
reflections, midtrimester reports,
mid-quarter reports
curriculum, differentiated if
necessary.
Observation, journal, quiz,
exit cards, peer assessment
or self-assessment (not
graded on Gradequick), role
play, conferencing, small
group discussion, debate,
create/present, note-taking,
reflection, homework,
classwork, effort, behavior,
participation, Gradequick
reporting,
Teachers will be asked to implement IEP's/ILP's in their classroom should it contain
students receiving necessary support. Teachers will be provided with the
document, as well as support in how to effectively implement the modifications in
order to ensure student success. We strongly suggest that teachers consult with the
learning specialist or principal during the design and implementation of all
summative evaluations for students with IEPs.