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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 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 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 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 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 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 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 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 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 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 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.