Download Physical Science Unit Analysis

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HCS
Physical Science Curriculum
Unit 1
Strand: Introduction to Science, Density, States of Matter, Physical &
Chemical Changes
Clarifying Objective:PSc.2.1.1, PSc.2.1.2, PSc.2.1.3, PSc.3.1.1
Days: 11days + assessment
Essential Standard
PSc.2.1 Understand types, properties, and structure of matter.
PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.
Clarifying Objectives
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PSc.2.1.1 Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals
or metalloids; solution, colloid or suspension.
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes.
PSc.2.1.3 Compare physical and chemical properties of various types of matter.
PSc.3.1.1 Explain thermal energy and its transfer.
Essential Questions
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Where is the safety shower located?
If Sally splashes HCl in her eye, what should
she do?
How does the eye wash station work?
If Freddy goes up into flames what shall we
do?
What is physical science?
What are the x-axis, y-axis and slope?
Describe meaning of lab symbols.
What is density?
What is the difference between solids, liquids
and gases?
Knowledge/Skills
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Use Safety Procedures, metric conversions, appropriate units and tools for
measurement, steps and application of scientific method
Compare various physical and chemical properties of metals, nonmetals
and metalloids such as state of matter at a given temperature, density,
melting point, boiling point, luster, conductivity, ductility, malleability,
color, reactivity, etc.
Calculate the density of different substances using the relationship D=m/v
Develop a conceptual cause-and-effect model for the phase change
process that shows the relationship among particle attraction, particle
motion, and gain or loss of heat - when a solid melts it has absorbed heat
that increased the potential energy of its particles (space between
particles) thus reducing the attraction between particles so that they can
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What is the difference between endo- and
exothermic reactions?
List the phase changes
Are phase changes physical changes?
What are some characteristics that would
distinguish one element from another?
What is the difference between hetero- and
homogeneous mixtures?
What is the difference between suspensions
and colloids?
How do you classify matter?
How would you separate a sand, salt mixture?
What are physical properties?
What evidence could you describe to indicate
a physical change is taking place?
What clues could you describe that would
indicate that a chemical change is taking
place?
Describe the difference between chemical
changes from physical changes.
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flow in a liquid phase. (Consider conditions of normal atmospheric
pressure as well as the qualitative affects of changes in pressure involving
gases.)
The focus should be on the following phase changes: solid to liquid
(melting), liquid to gas (vaporization), gas to liquid (condensation), and
liquid to solid (freezing).
Compare the process of evaporation to vaporization – materials that
evaporate verses those which do not; attraction between surface particles
and colliding air molecules.
Relate phase changes to latent heat that changes the potential energy of
particles while the average kinetic energy of particles (temperature)
remains the same.
Classify a sample of matter as homogeneous or heterogeneous based on
uniformity of material.
Classify a sample of matter as a pure substance or mixture based upon the
number of elements or compounds in the sample.
Classify a substance as an element or compound using its chemical
formula.
Classify samples and sets of matter as a solution, colloid or suspension
based on the application or characteristic properties: particle size, “settling
out” of one or more components, and an interaction with light (Tyndall
Effect).
Recognize that the formation of solutions is a physical change forming a
homogeneous mixture.
Vertical Alignment
K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility).
2.P.2. Understand properties of solids and liquids and the changes they undergo.
3.P.2. Recognize that air is a substance that surrounds us, takes up space and has mass. Compare solids, liquids, and gases based on
their basic properties. Summarize changes that occur to the observable properties of materials when different degrees of heat are
applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water.
4.P.2.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. Recognize that
energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. Compare
the physical properties of samples of matter: (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity,
ability to be attracted by magnets, reactions to water and fire).
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5.P.2.2. Compare the weight of an object to the sum of the weight of its parts before and after an interaction.
5.P.2.3. Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.
6.P.2.2.: Explain the effect of heat on the motion of atoms and molecules through a description of what happens to particles during a
change in phase.
6.P.2.3. Compare the physical properties of pure substances that are independent of the amount of matter present including density,
melting point, boiling point and solubility to properties that are dependent on the amount of matter present to include volume, mass
and weight.
8.P.1.3. Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to
include changes in temperature, color, formation of a gas or precipitate.
PSc2.1: Understand types, properties, and structure of matter.
PSc3.1: Understand the types of energy, conservation of energy and energy transfer.
Learning Progressions
The learner will….
 Gain an understanding of Physical Science by discussing Safety Procedures under teacher guidance and group activity. Review
metric conversions, making use of appropriate units and tools for measurement. Apply the steps of the scientific method by
solving a hypothetical problem. Develop a definition of physical science and how having knowledge of it impacts our ability to be
productive citizens.
 Compare various physical and chemical properties of metals, nonmetals and metalloids such as state of matter at a given
temperature, density, melting point, boiling point, luster, conductivity, ductility, malleability, color, reactivity, etc.
 Calculate the density of different substances using the relationship D=m/v
 Develop a conceptual cause-and-effect model for the phase change process that shows the relationship among particle attraction,
particle motion, and gain or loss of heat - when a solid melts it has absorbed heat that increased the potential energy of its particles
(space between particles) thus reducing the attraction between particles so that they can flow in a liquid phase. (Consider
conditions of normal atmospheric pressure as well as the qualitative affects of changes in pressure involving gases.)
 The focus should be on the following phase changes: solid to liquid (melting), liquid to gas (vaporization), gas to liquid
(condensation), and liquid to solid (freezing).
 Compare the process of evaporation to vaporization – materials that evaporate verses those which do not; attraction between
surface particles and colliding air molecules.
 Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles
(temperature) remains the same
 Classify a sample of matter as homogeneous or heterogeneous based on uniformity of material after providing students with notes
and several examples a closure activity can be implemented to check for understanding for students to do a few on their own.
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Classify a sample of matter as a pure substance or mixture based upon the number of elements or compounds in the sample guided
practice will be allotted in class. Student will be given an assignment to demonstrate independent knowledge.
Classify a substance as an element or compound using its chemical formula by completing an in class assignment after the matter
is explained to the students.
Classify samples and sets of matter as a solution, colloid or suspension based on the application or characteristic properties:
particle size, “settling out” of one or more components, an interaction with light (Tyndall Effect)
Recognize that the formation of solutions is a physical change forming a homogeneous mixture and the properties of each material
retain its properties by laboratory work and group discussion.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 1: Formative Assessments
Use hyperlink below to take you to:
Unit 1: Summative Assessments
Vocabulary
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science
technology
scientific method
observation
hypothesis
manipulated variable
responding variable
mass
volume
density
length
SI units
temperature
solid
liquid
gas
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condensation
sublimation
deposition
pure substance
element
atom
compound
heterogeneous mixture
homogeneous mixture
solution
suspension
colloid
physical property
viscosity
conductivity
malleability
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kinetic energy
absolute zero
phase change
endothermic
exothermic
heat of fusion
vaporization
heat of vaporization
evaporation
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melting point
boiling point
filtration
distillation
physical change
chemical property
flammability
reactivity
chemical change
precipitate
Essential Resources
Use hyperlinks below:
Unit 1: Intro Stuff
Unit 1: Labs
Unit 1: Notes
Unit 1: Worksheets
Unit 1: Textbook worksheets
Supplemental Resources
General Physical Science websites:
www.edmodo.com code: 8077p0
North Carolina Science Teachers Association:
www.ncsta.org
National Science Teachers Association:
www.nsta.org
NSTA SciLinks great resources and corresponds to textbook:
www.SciLinks.org
John Burnett’s Homework helpers are great for tutoring:
http://www.wohs.HCS.k12.nc.us/burnett/Physical%20Science/physical_science%20link.htm
Melissa Harris’s website http://www.jbhs.HCS.k12.nc.us/Facultyandstaff/MelissaHarris/harrisweb.htm
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Carla Burke’s website, great for Chemistry teachers as well http://www.hhlshs.HCS.k12.nc.us/burke/
Caroline Withers website, great for AP Environmental and Earth Science teachers as well:
http://www.jbhs.HCS.k12.nc.us/Facultyandstaff/withers/default.htm
Science spot, just type in search a topic such as balancing equations, lots of resources-like power points and worksheets:
http://www.sciencespot.net/Pages/classroom.html
Just some great power point notes:
http://mrsj.exofire.net/ipc/notes.htm
Fabulous worksheets:
http://www.cstephenmurray.com/worksheets.htm
http://www.physicsclassroom.com/
http://web.usm.my/biomatsci/linkVL/links_Food_Chemistry.htm
http://www.learningscience.org/physci.htm
http://www.cpo.com/home/ForEducators/WorkshopPowerpointPresentations/tabid/266/Default.aspx
http://www.eurekalert.org/bysubject/chemistry.php
http://www.biologycorner.com/physics/index.html
http://www.upscale.utoronto.ca/GeneralInterest/Harrison/Flash/#class_mech
http://theodoregray.com/PeriodicTable/PopularScience/index.html
http://www.uncp.edu/home/ritter/NCSTA.html
http://www.sikeston.k12.mo.us/gwilliams/present.html
http://www.aaas.org/careercenter/
http://www.csulb.edu/~lhenriqu/300demo.htm
http://www.cstephenmurray.com/homework.htm
http://www.nisd.net/taft/classrooms/martin/Worksheets_index.htm
Use the following link to create a formative assessment type activity/handout:
http://funbasedlearning.com/tools/quizMaker/makequiz.htm
Animation of States of Matter:
http://demonstrations.wolfram.com/MolecularMotionInSolidsLiquidsAndGases/
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HCS
Physical Science Curriculum
Unit 2
Strand: Atoms and Periodic Table
Clarifying Objective: PSc.2.1.4, PSc.2.2.1
Days: 6 days + assessment
Essential Standard
PSc.2.1 Understand types, properties, and structure of matter.
PSc.2.2 Understand chemical bonding and chemical interactions.
Clarifying Objectives
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of an element based on its location in the Periodic Table.
Essential Questions
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What is a subatomic particle?
What are the charges of the subatomic particles?
Where are the subatomic particles located?
What is the atomic number of an element?
What is the mass number of an element?
What is an isotope?
What does Bohr’s model of the atom look like?
Explain how the electron cloud
Are the elements arranged in the modern periodic table a certain
way?
What is a metal?
What is a nonmetals?
What is a metalloids?
How many groups are on the periodic table?
Where are the “A” groups?
How many rows are on the periodic table?
Knowledge/Skills
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Classify an element as a metal, nonmetal, or metalloid
based on its location in the periodic table.
Describe the charge, relative mass, and the location of
protons, electrons, and neutrons within an atom.
Calculate the number of protons, neutrons, electrons and
mass number in neutral atoms and ions.
Explain how the different mass numbers of isotopes
contributes to the average atomic mass for a given element
(conceptual, no calculations).
Use isotopic notation to write symbols for various isotopes,
(ex. Carbon-12, C-12, 12C, etc.).
Explain Bohr’s model of the atom.
Draw Bohr models from Hydrogen to Argon including
common isotopes and ions.
Predict the number of valence electrons of representative
elements (A groups or 1,2,13-18) based on its location in
the
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What do the groups on the periodic table tell me about an
element?
What do the rows on the periodic table tell me about an element?
How is the periodic table used?
What is atomic structure?
Why does the structure of matter influence the reactivity?
What is the most reactive metal, the most reactive nonmetal?
Why is the structure of matter useful?
What is another word for charge?
How do you find an element’s oxidation number?
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periodic table.
Predict an element’s oxidation number based on its position
in the periodic table and valence electrons (representative
groups including multiple oxidations states for Tin and
Lead).
Predict reactivity of metals and nonmetals from general
periodic trends.
Vertical Alignment
6.P.2: Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other
elements. Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.
Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point,
melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.
8.P.1.1. Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.
8.P.1.2. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic
Table of elements.
8.P.1.4. Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.
PSc2.1: Understand types, properties, and structure of matter.
PSc.2.1 Understand chemical bonding and chemical interactions.
Learning Progression
The learner will…..
 Become familiar with the organization of periodic table and the information provided about each element such as type metal, nonmetal, or
metalloid; atomic number, symbol, and atomic mass and define the periods and families.
 Identify the three subatomic particles (protons, electrons, and neutrons) that make up an atom by knowing its charge, location, and mass.
 Use isotopic notation to write symbols for various isotopes, (ex. Carbon-12, C-12, 12C, etc.).
 Calculate the number of protons, neutrons, electrons and mass number in neutral atoms and ions using the information provided on the
periodic table and the given isotope.
 Explain how the different mass numbers of isotopes contributes to the average atomic mass for a given element (conceptual, no
calculations).
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Explain Bohr’s model of the atom by creating an analogy of Bohr’s model to an apartment building or some other object he is familiar
with using. Students will be encouraged to use terms such as orbital, energy level, ground state and excited state.
Draw Bohr models from Hydrogen to Argon including common isotopes and ions.
Predict the number of valence electrons of representative elements (A groups or 1,2,13-18) based on its location in the periodic table.
Predict an element’s oxidation number based on its position in the periodic table and valence electrons (representative groups including
multiple oxidations states for Tin and Lead).
Classify an element as a metal, nonmetal, or metalloid based on its location in the periodic table.
Locate the families in the Periodic table and discuss their general characteristics.
Predict reactivity of metals and nonmetals from general periodic trends.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 2: Formative Assessments
Use hyperlink below to take you to:
Unit 2: Summative Assessments
Vocabulary
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nucleus
protons
neutrons
electrons
atomic number
atomic mass
mass number
isotopes
energy level
orbital
electron configuration
ground state
periodic table
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period
group
atomic mass unit (AMU)
metals
transition metals
nonmetals
metalloids
valence electrons
alkali metals
alkaline earth metals
halogens
noble gases
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Essential Resources
Use hyperlinks below:
Unit 2: Labs
Unit 2: Notes
Unit 2: Worksheets
Unit 2: Textbook worksheets
Supplemental Resources
Webquest Activity for students to gain knowledge concerning heavy metals:
http://www.glencoe.com/sec/science/internet_lab/olc.php?olcChapter=647
Songs that are useful in the classroom:
Unit 2: Songs
Atom Builder activity:
http://www.pbs.org/wgbh/aso/tryit/atom/
Interactive Periodic Table:
http://chemistry.about.com/library/blperiodictable.htm
Chemistry topics simplified:
http://www.chem4kids.com/files/elem_alkalimetal.html
Printable blank periodic table for activity:
http://www.sciencegeek.net/tables/tables.shtml
WOW Interactive Periodic Table:
http://www.ptable.com/
wooden interactive periodic table:
http://theodoregray.com/PeriodicTable/
Chemical Society-chemical and engineering news:
http://pubs.acs.org/cen/80th/elements.html
Faraday’s animation:
http://phet.colorado.edu/en/simulation/faraday
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HCS
Physical Science Curriculum
Unit 3
Strand: Chemical Bonding and Nomenclature
Clarifying Objective: PSc.2.1.4, PSc.2.2.2, PSc.2.2.3
Days: 6 days + assessment
Essential Standard
PSc.2.1 Understand types, properties, and structure of matter.
PSc.2.2 Understand chemical bonding and chemical interactions.
Clarifying Objectives
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.
PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance.
PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.
Essential Questions
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What is bonding?
What is an ionic compound?
What are ions?
What is a covalent bond?
What are molecules?
What is polarity?
What is a metallic bond?
What do the dots represent on a dot diagram?
What do the subscripts indicate?
What is the oxidation number for elements in A
Groups 1-8?
What happens to the elements oxidation number
when it combines with another element to form a
binary compound?
What is the oxidation number is in transition metal
compound: Copper (IV) Sulfide?
What is the ending of a binary compound?
Knowledge/Skills
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Describe how ionic, covalent and metallic bonds form and provide
examples of substances that exhibit each type of bonding.
Predict the type of bond between two elements in a compound based on
their positions in the periodic table.
Name and write formulas for simple binary compounds containing a
metal and a nonmetal using representative elements (A groups or 1,2,1318) and compounds involving polyatomic ions: ammonium (NH4+),
acetate (C2H3O2-),nitrate(NO3-), hydroxide (OH-), carbonate (CO32-),
sulfate (SO42-), phosphate (PO43-).
Name and write formulas for binary compounds of two non metals using
Greek prefixes (mono-, di-, tri-, tetra-, etc).
Construct dot diagrams, a short hand notation for Bohr models, using
the element symbol and dots to represent electrons in the outer most
energy level.
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What is the typical ending of a polyatomic
compound?
What does the superscript of the polyatomic ion tell
you?
Vertical Alignment
8.P.1.2. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic
Table of elements.
PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance.
PSc.2.2.3Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.
Learning Progression
The learner will…
 Construct dot diagrams, a short hand notation for Bohr models, using the element symbol and dots to represent electrons in the outer most
energy level based on the knowledge learned in unit 2.
 Describe how ionic, covalent and metallic bonds form and provide examples of substances that exhibit each type of bonding allow guided
practice for students to differentiate amongst the types of bonds.
 Predict the type of bond between two elements in a compound based on their positions in the periodic table.
 Name and write formulas for simple binary compounds containing a metal and a nonmetal using representative elements (A groups or
1,2,13-18) and compounds involving polyatomic ions: ammonium(NH4+), acetate(C2H3O2), nitrate(NO3-), hydroxide (OH-), carbonate
(CO32-), sulfate (SO42-), phosphate (PO43-) by using the criss cross method for writing formulas.
 Name and write formulas for binary compounds of two non metals using Greek prefixes (mono-, di-, tri-, tetra-, etc.).
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 3: Formative Assessments
Use hyperlink below to take you to:
Unit 3: Summative Assessments
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Vocabulary
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electron dot diagram
ion
anion
cation
chemical bond
metallic bond
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ionic bond
chemical formula
covalent bond
molecule
polar covalent bond
polyatomic ion
Essential Resources
Use hyperlinks below:
Unit 3: Labs
Unit 3: Notes
Unit 3: Worksheets
Unit 3: Textbook worksheets
Supplemental Resources
Explanation of bonding:
http://www.visionlearning.com/library/module_viewer.php?mid=55
Balancing and types of reaction worksheets:
http://www.nclark.net/ChemicalReactions
Chemical bonding:
http://www.sciencewithmrjones.com/downloads/chemistry/chemical_bonds_and_reactions/chemical_bonds_and_reactions__overview_sheet.pdf
Covalent bonding tutorial:
http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.covalentbond/
Ionic bond game:
http://www.learner.org/interactives/periodic/groups_interactive.html
Ionic bonding tutorial:
http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.ionicbonding/
Chemical Reaction worksheets:
http://misterguch.brinkster.net/equationworksheets.html
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HCS
Physical Science Curriculum
Unit 4
Strand: Balancing and Types of Chemical Reactions
Clarifying Objective: PSc.2.2.4, PSc.2.2.5
Days: 4 days + assessment
Essential Standard
PSc.2.2 Understand chemical bonding and chemical interactions.
Clarifying Objectives
PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing chemical equations.
PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement or double replacement.
Essential Questions
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On which side of the chemical reaction are the reactants?
On which side of the chemical reaction are the products?
If a vinegar filled pipette is placed in a baggy with baking soda, and
kept the bag closed, would the reaction have the same mass after the
chemicals combined as it did before?
What are chemical reactions?
What is a coefficient?
What is a diatomic molecule?
What element replaces another element in the single replacement
reaction?
What type of reaction has taken place if a precipitate has formed?
What type of reaction has taken place if a new substance has formed
from the combining of two other substances?
What type of reaction has taken place if heat and light are given as
products?
Is energy conserved during a chemical reaction?
What is reaction rate?
Knowledge/Skills
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Use coefficients to balance simple
chemical equations involving elements
and/or binary compounds.
Conclude that chemical equations must
be balanced because of the law of
conservation of matter.
Classify chemical reactions as one of four
types: single replacement, double
replacement, decomposition and
synthesis (neutralization reaction is a type
of double replacement reaction).
Summarize reactions involving
combustion of hydrocarbons as not fitting
into one of these four types. Hydrocarbon
+ Oxygen → Carbon Dioxide + Water.
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What factors affect a chemical reaction rate?
What does it mean for an equation to be “balanced”?
Vertical Alignment
8.P.1.4: Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.
PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing chemical equations.
PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement or double replacement.
Learning Progression
The learner will:
 Define the law of conservation of matter and apply it by using coefficients to balance simple chemical equations involving
elements and/or binary compounds.
 Define the four types of chemical reactions: single replacement, double replacement, decomposition and synthesis
(neutralization reaction is a type of double replacement reaction). Learn the general structure for each type.
 Utilize his understanding of the four types of reactions to properly identify the type of reaction given based on the types of
reactants and products.
 Summarize reactions involving combustion of hydrocarbons as not fitting into one of the four types learned originally.
Hydrocarbon + Oxygen → Carbon Dioxide + Water.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 4: Formative Assessments
Use hyperlink below to take you to:
Unit 4: Summative Assessments
Vocabulary




reactants
products
chemical equations
coefficients




double-replacement reactions
combustion reactions
chemical energy
reaction rate
16



synthesis reaction
decomposition reactions
single-replacement reactions


catalyst
equilibrium
Essential Resources
Use hyperlinks below:
Unit 4: Labs
Unit 4: Notes
Unit 4: Worksheets
Unit 4: Textbook worksheets
Supplemental Resources
Interactive Activity allowing students to practice balancing chemical equations:
http://funbasedlearning.com/chemistry/chemBalancer/default.htm
This link is an actual lesson plan with handouts to use when students are visiting the site above:
http://funbasedlearning.com/lessons/equationbalancing.htm
Balancing equation tutorial or for use on Smartboard:
http://education.jlab.org/elementbalancing/index.html
another Balancing equation tutorial or for use on Smartboard:
http://www.wfu.edu/~ylwong/balanceeq/balanceq.html
another Balancing equation tutorial or for use on Smartboard:
http://www.daveingram.ca/chemistry/equation1.html
Types of equations tutorial:
http://www.files.chem.vt.edu/RVGS/ACT/notes/Types_of_Equations.html
Decomposition animation:
http://chemed.chem.purdue.edu/demos/main_pages/19.7.html
All kinds of resources, but scroll down to animations:
http://www.kmacgill.com/table_of_documents.htm
Balancing equations worksheets and written tutorial:
http://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm
17
HCS
Physical Science Curriculum
Unit 5
Strand: Acids, Bases, and Solutions
Clarifying Objective: PSc.2.1.2, PSc.2.2.6
Days: 5 days + assessment
Essential Standard
PSc.2.1 Understand types, properties, and structure of matter.
PSc.2.2 Understand chemical bonding and chemical interactions.
Clarifying Objectives
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes.
PSc.2.2.6 Summarize the characteristics and interactions of acids and bases.
Essential Questions











What is a solute?
What is a solvent?
What is solubility?
On which axis is temperature located?
According to the graph, which substance did not
greatly change in solubility as temperature
increased?
What does it mean to dilute a solution?
When I purchase concentrated dish soap, what does
that mean?
If I add 4 cups of sugar to the Kool-Aid recipe that
only called for 1 cup, what type of solution do I
have?
When I add sugar to ice-cold unsweetened tea, why
does the sugar sink to the bottom of the glass?
What is dissociation?
What is dispersion?
Knowledge/Skills






Develop a conceptual model for the solution process with a
cause and effect relationship involving forces of attraction
between solute and solvent particles. A material is insoluble
due to a lack of attraction between particles.
Interpret solubility curves to determine the amount of solute
that can dissolve in a given amount of solvent (typically
water) at a given temperature.
Qualitatively explain concentration of solutions as
saturated, unsaturated or super saturated; dilute or
concentrated.
Recognize common inorganic acids including hydrochloric
(muriatic) acid, sulfuric acid, acetic acid, nitric acid and
citric acid.
Recognize common bases including sodium bicarbonate,
and hydroxides of sodium, potassium, calcium, magnesium,
barium, and ammonium.
Define acids and bases according to the Arrhenius theory.
18










What is ionization?
What are the physical properties of a solution that
can differ from those of its solute?
What are the factors that affect the rate at which a
solute dissolves in a solvent?
What is an acid? List some properties of acids.
What is a base? List some properties of bases.
What is Arrhenius theory?
What is pH?
What are hydronium ions?
What are hydroxide ions?
When an acid and base combine, what type of
reaction takes place, and what products are formed?




Develop an understanding of the pH scale and the
classification of substances therein.
Generalize common characteristics of acids and bases- pH
range, reactivity with metals and carbonates (acids), or
fats/oils (bases), conductivity.
Relate general household uses of acids and bases with their
characteristic properties.
Explain what happens in a neutralization reaction,
identifying each component substance.
Vertical Alignment
6.P.2.3: Compare the physical properties of pure substances that are independent of the amount of matter present including
density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include
volume, mass and weight. The most common solvent is water.
8.E.1.3. Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including:
Temperature, Dissolved oxygen, pH.
PSc.2.1.2 Interpret solubility curves.
PSc.2.2.6. Summarize the characteristics and interactions of acids and bases.
Learning Progression
The learner will….
 Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between
solute and solvent particles. A material is insoluble due to a lack of attraction between particles. Discuss using images
representing the solute and solvent particles.
 Interpret solubility curves to determine the amount of solute that can dissolve in a given amount of solvent (typically water) at
a given temperature. Set up proportions for those that do not fall on the curve.
 Qualitatively explain concentration of solutions as saturated, unsaturated or super saturated; dilute or concentrated based on
the amount of solute present.
19

Recognize common inorganic acids including hydrochloric (muriatic) acid, sulfuric acid, acetic acid, nitric acid and citric acid
by understanding that acids are solutions.
 Recognize common bases including sodium bicarbonate, and hydroxides of sodium, potassium, calcium, magnesium, barium,
and ammonium by understanding that bases are solutions.
 Define acids and bases according to the Arrhenius theory, the traditional theory of acids and bases.
 Differentiate between an acid and base by using a Venn diagram.
 Develop an understanding of the pH scale and the classification of substances therein.
 Generalize common characteristics of acids and bases: pH range, reactivity with metals and carbonates (acids), or fats/oils
(bases), conductivity by using laboratory observation in addition to class work.
 Relate general household uses of acids and bases with their characteristic properties by properly placing them on the pH scale.
 Explain what happens in a neutralization reaction; identify each substance by providing a general form and identify the
reactants and products.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 5: Formative Assessments
Use hyperlink below to take you to:
Unit 5: Summative Assessments
Vocabulary









solute
solvent
dissociation
dispersion
ionization
solubility
saturated solution
unsaturated solution
supersaturated solution








concentration
acid
base
salt
indicator
neutralization
pH
buffer
20
Essential Resources
Use hyperlinks below:
Unit 5: Labs
Unit 5: Notes
Unit 5: Worksheets
Unit 5: Textbook worksheets
Supplemental Resources
Click on simulation:
http://www.nclark.net/AcidsBases
Proton exchange animation:
http://web.jjay.cuny.edu/~acarpi/NSC/7-ph.htm
Great animations:
http://www.educypedia.be/education/chemistryjavaacid.htm
Household pH lab:
http://www.sciencegeek.net/Chemistry/chempdfs/pH_Household_Products.pdf
Another household lab:
http://teachers.henrico.k12.va.us/deeprun/moore_a/pH%20Lab%20Hon.doc
Neutralization lab:
http://www.colinamiddle.net/dmatras/Chapter%207/pages/Neutralization%20Lab.pdf
Another Neutralization lab:
http://tc.sangamon.k12.il.us/teacherportal/attachments/article/488/ch%208%20lab.pdf
Solution notes and curve worksheet:
http://campuses.fortbendisd.com/campuses/documents/teacher/2011%5Cteacher_20110303_0718.pdf
Great solubility curve graph worksheet:
http://teacherweb.ftl.pinecrest.edu/piersog/Regular/Worksheets/WS-Solubility%20Chart.doc
21
HCS
Physical Science Curriculum
Unit 6
Strand: Radioactivity
Clarifying Objective: PSc.2.3.1, PSc.2.3.2
Days: 3 days + assessment
Essential Standard
PSc.2.3 Understand the role of the nucleus in radiation and radioactivity.
Clarifying Objectives
PSc.2.3.1 Compare nuclear reactions including; alpha decay, beta decay and gamma decay; nuclear fusion and nuclear fission.
PSc.2.3.2 Exemplify the radioactive decay of unstable nuclei using the concept of half-life.
Essential Questions











What is radiation?
What is an alpha, beta and gamma particle?
Which type of radiation is the least, most penetrating?
An alpha particle produces what element?
How does the atomic mass change after beta decay? (it
doesn’t; it changes from a neutron to a proton)
What is fission?
What is fusion?
Which process do nuclear reactors use to gain the energy from
atoms?
What type of vessel best keeps nuclear waste from entering the
environment?
What is half-life?
How long will it take a sample of Po-194 to decay to 1/8 of its
original amount, if Po has a half-life of 0.7 seconds?
Knowledge/Skills





Compare the characteristics of alpha and beta particles and gamma
rays (composition, mass, penetrability).
Compare alpha, beta, and gamma decay processes. (alpha decay
reduces the mass of an atom by four and the atomic number by two;
beta decay increases the atomic number by one (a neutron decays
into a proton and an electron); gamma rays are electromagnetic
waves released from the nucleus along with either an alpha or beta
particle.)
Compare the processes of fission (splitting of a very large atom) and
fusion (joining of atoms) in terms of conditions required for
occurrence, energy released, and the nature of products.
Conceptually explain half-life using models.
Perform simple half-life calculations based on an isotopes half-life
value, time of decay, and/or amount of substance.
22
Vertical Alignment
5.P.3. Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures.
(conduction, convection or radiation).
6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the
effects that may result.
8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive
dating).
PSc2.3 Understand the role of the nucleus in radiation and radioactivity.
Learning Progression
The learner will….
 Identify and list the characteristics of alpha and beta particles and gamma rays.
 Observe visuals demonstrating the behavior of the types of decay mentioned in bullet one.
 Compare the characteristics of alpha and beta particles and gamma rays (composition, mass, penetrability).
 Compare alpha, beta, and gamma decay processes. (alpha decay reduces the mass of an atom by four and the atomic number by two; beta decay
increases the atomic number by one (a neutron decays into a proton and an electron); gamma rays are electromagnetic waves released from the
nucleus along with either an alpha or beta particle.)
 Predict the new isotope formed after an isotope goes through a particular decay.
 Conceptually explain half-life using models such as twizzler candy being cut in half.
 Perform simple half-life calculations based on an isotopes half-life value, time of decay, and/or amount of substance.
 Compare the processes of fission (splitting of a very large atom) and fusion (joining of atoms) in terms of conditions required for occurrence,
energy released, and the nature of products.
 Relate fission to nuclear energy in order to provide an everyday application of nuclear energy.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 6: Formative Assessments
Use hyperlink below to take you to:
Unit 6: Summative Assessments
23
Vocabulary







radioactivity
radioisotope
nuclear radiation
alpha particle
beta particle
gamma ray
background







radiation
half-life
nuclear force
fission
fusion
chain-reaction
plasma
Essential Resources
Use hyperlinks below:
Unit 6: Labs
Unit 6: Notes
Unit 6: Worksheets
Unit 6: Textbook worksheets
Supplemental Resources
Half-life worksheet:
http://www.morgan.k12.ga.us/mchs/teachers/jacqueline.farringto/Microsoft%20Word%20-%20Half-Life%20Worksheet.pdf
Half-life worksheet:
http://www.bfasta.net/assets/files/departments/science/tkoldys/Half%20life%20worksheet.pdf
Another half-life worksheet, triangle method:
http://www.npcsd.mhrcc.org/local/high_school/clubs/tech_club/Bio_Webpage/Organic%20Chem/Nuclear%20Chem/Half%20Life%20Worksheet.pd
f
Nuclear Chemistry resources:
http://www.nclark.net/NuclearChem
Map of existing coal plants in NC:
http://www.sourcewatch.org/index.php?title=Category:Existing_coal_plants_in_North_Carolina
Activities for uses of radiation:
http://www.nrc.gov/reading-rm/basic-ref/teachers/unit2.html
NC State department of Nuclear Engineering:
http://www.ne.ncsu.edu/
24
US nuclear regulatory commission:
http://www.nrc.gov/waste.html
Different uses of Radiation:
http://www.radiationanswers.org/radiation-sources-uses.html
Uses of Radiation:
http://www.ndt-ed.org/EducationResources/HighSchool/Radiography/usesradioactivity.htm
25
HCS
Physical Science Curriculum
Unit 7
Strand: Motion
Clarifying Objective: PSc.1.1.1, PSc.1.1.2
Days: 5 days + assessment
Essential Standard
PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.
Clarifying Objectives
PSc.1.1.1 Explain motion in terms of frame of reference, distance, and displacement.
PSc.1.1.2 Compare speed, velocity, acceleration and momentum using investigations, graphing, scalar quantities and vector quantities.
Essential Questions














Why do we use measurements?
Describe the difference between distance and
displacement.
What is a frame of reference?
What is average velocity?
What is average speed?
What are the units for velocity?
What is the formula for solving for average speed?
What causes objects to accelerate?
What is the formula for solving for average
acceleration?
What are the units for acceleration?
What is the slope of a distance-time graph?
What does the horizontal portion of a distance-time
graph indicate?
What is constant speed?
What is constant acceleration?
Knowledge/Skills







Interpret all motion as relative to a selected reference point.
Identify distance and displacement as a scalar-vector pair.
Describe motion qualitatively and quantitatively in terms of an
objects change of position, distance traveled, and displacement.
Compare speed and velocity as scalar-vector pair. Velocity is a
relationship between distance and time: V = ∆d/∆t.
Apply concepts of average speed and average velocity to solve
conceptual and quantitative problems.
Explain acceleration as a relationship between velocity and
time: a = ∆v/∆t.
Using graphical analysis, solve for displacement, time, and
average velocity. Analyze conceptual trends in the
displacement versus time graphs such as constant velocity and
acceleration.
Using graphical analysis, solve for velocity, time, and average
acceleration. Analyze conceptual trends in the velocity versus
time graphs such as constant velocity and acceleration.
26





Can there be velocity if there is no acceleration?
What is the positive slope of speed-time?
What does the horizontal portion of a speed-time
graph indicate?
What is the negative slope of a speed-time graph?
What does negative acceleration indicate?
Vertical Alignment
K.P.1 Understand the positions and motions of objects and organisms observed in the environment.
K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in front
of, behind, between, on top of, under, above, below, beside.
K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped: straight, zigzag,
round and round, back and forth, fast and slow).
1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.
1.P.1.1 Explain the importance of a push or pull to changing the motion of an object.
1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.
1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.
3.P.1 Understand motion and factors that affect motion.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time.
3.P.13 Explain the effect of earth’s gravity on the motion of any object on or near the earth.
4.P.1 Explain how various forces affect the motion of an object.
5.P.1 Understand force, motion and the relationship between them.
5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.
5.P.1.2. Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.
5.P.1.3. Illustrate the motion of an object using a graph to show a change in position over a period of time.
5.P.1.4. Predict the effect of a given force or a change in mass on the motion of an object.
7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.
7.P.1.1 Explain how the motion of an object by can be described by its position, direction of motion, and speed with respect to some
other object.
7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).
7.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.
7.P.1.4 Interpret distance versus time graphs for constant speed and variable motion.
PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.
27
Learning Progression
The learner will…
 Discuss the physics component of the course and introduced to the terminology of the content.
 Define motion and displacement.
 Interpret all motion as relative to a selected reference point. Identify distance and displacement as a scalar-vector pair.
 Describe motion qualitatively and quantitatively in terms of an objects change of position, distance traveled, and displacement.
 Compare speed and velocity as scalar-vector pair. Velocity is a relationship between distance and time: V = ∆d/∆t.
 Apply concepts of average speed and average velocity to solve conceptual and quantitative problems.
 Calculate for the unknown variable by manipulating the velocity equation.
 Explain acceleration as a relationship between velocity and time: a = ∆v/∆t.
 Using graphical analysis, solve for displacement, time, and average velocity. Analyze conceptual trends in the displacement
versus time graphs such as constant velocity and acceleration.
 Using graphical analysis, solve for velocity, time, and average acceleration. Analyze conceptual trends in the velocity versus
time graphs such as constant velocity and acceleration.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 7: Formative Assessments
Use hyperlink below to take you to:
Unit 7: Summative Assessments
Vocabulary






frame of reference
relative motion
distance
scalar-vector
resultant vector
speed






average speed
instantaneous speed
velocity
acceleration
free fall
constant acceleration
28
Essential Resources
Use hyperlinks below:
Unit 7: Labs
Unit 7: Notes
Unit 7: Worksheets
Unit 7: Textbook worksheets
Supplemental Resources
Distance versus Displacement:
http://www.physicsclassroom.com/class/1dkin/u1l1c.cfm
Scroll down to see great images of distance versus displacement:
http://physics.info/displacement/
Motion questions:
http://www.nden.k12.wi.us/tlcf/mot3.htm
Speed-Time graph worksheets:
http://webs.rps205.com/curriculum/science/files/89CB1AFFBECC49309696E8BE6DBFE26C.pdf
Graphing worksheets:
http://jbworld.jbs.st-louis.mo.us/science/mschober/constv/Worksheet2.pdf
Great graph questions:
http://dev.physicslab.org/Document.aspx?doctype=5&filename=Kinematics_UniformAccelerationVelocityTimeGraphs1.xml
http://dev.physicslab.org/Document.aspx?doctype=5&filename=Kinematics_ConstantVelocityPositionTimeGraphs1.xml
Interactive group activity:
http://graphs.mathwarehouse.com/lab/distance-time-interactive-parnters-activity.php
Great graph worksheet with answers:
http://misterguch.brinkster.net/HM012.doc
Useful for tutoring:
http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/juccelli/p10/worksheet.pdf
29
HCS
Physical Science Curriculum
Unit 8
Strand: Forces
Clarifying Objective: PSc.1.1.2, PSc.1.2.1, PSc.1.2.2, PSc.1.2.3
Days: 4 days + assessment
Essential Standard
PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.
Psc.1.2 Understand the relationship between forces and motion.
Clarifying Objectives
PSc.1.1.2 Compare speed, velocity, acceleration and momentum using investigations, graphing, scalar quantities and vector
quantities.
PSc.1.2.1 Explain how gravitational force affects the weight of an object and the velocity of an object in freefall.
PSc.1.2.2 Classify frictional forces into one of four types: static, sliding, rolling, and fluid.
PSc.1.2.3 Explain forces using Newton’s Three Laws of Motion.
Essential Questions






What are some examples of
force?
What are the SI units used to
measure force?
Explain how the motion of
an object is affected when
balanced and unbalanced
forces act on it.
Compare and contrast the
four types of friction.
What is Newton’s universal
law of gravitation?
Describe the factors
affecting gravitational force.
Knowledge/Skills




Infer how momentum is a relationship between mass and velocity of an object, p=mv.
The focus should be on the conceptual understanding that the same momentum could
be associated with a slow-moving massive object and an object moving at high velocity
with a very small mass (e.g.-100 kg object moving 1m/s has the same momentum as a
1-kg object moving 100m/s).
Explain change in momentum in terms of the magnitude of the applied force and the
time interval that the force is applied to the object. Everyday examples of the
impulse/momentum relationship include: the use of air bags in cars; time of contact and
“follow-through” in throwing, catching, kicking, and hitting objects in sports; bending
your knees when you jump from a height to the ground to prevent injury.
Recognize that the weight of an object is a measure of the force of gravity and is the
product of its mass and the acceleration due to gravity: Fg=mg.
With negligible air resistance, explain acceleration due to gravity as an example of
uniformity changing velocity: g =9.8 m/s2.
30














How does earth’s gravity and
air resistance affect falling
objects?
Describe the path of a
projectile and identify the
forces that produce projectile
motion.
What is Newton’s first law
of motion?
What is inertia?
What does mass measure?
How can forces be used to
make objects move, change
direction, or stop?
If a piece of paper unwadded and a piece of
wadded paper were dropped
from the same height, which
would hit the ground first,
and why?
What is Newton’s second
law of motion?
Calculate acceleration, force
and mass values.
How is the mass of an object
relative to its weight?
What are the units for
Weight?
What is the formula for
weight?
Explain how action and
reaction forces are related
according to Newton’s third
law of motion.
What is momentum?







Relate the presence of air resistance to the concept of terminal velocity of an object in
free fall.
Identify friction as a force that opposes motion of an object.
Classify the frictional forces present in a situation such as a book resting on a table
(static), a box pushed across the floor (sliding), a ball rolling across the floor (rolling),
a boat moving through a river (fluid), or an object in free-fall (fluid).
Explain the property of inertia as related to mass – the motion of an object will remain
the same (either at rest or moving as a constant speed in a straight line) in the absence
of unbalanced forces; if a change in motion of an object is observed, there must have
been a net force on the object.
Explain balanced and unbalanced forces mathematically and graphically with respect to
acceleration to establish the relationship between net force, acceleration, and mass: a ∞
F and a ∞ 1/m (no trigonometry).
Explain qualitatively and quantitatively the relationship between force, mass and
acceleration- the greater the force on an object, the greater its change in motion;
however, the same amount of force applied to an object with less mass results in a
greater acceleration.
While the second law describes a single object, forces always come I equal and
opposite pairs due to interaction between objects. Give examples of interaction
between objects describing Newton’s third law – whenever one object exerts a force on
another, an equal and opposite force is exerted by the second on the first. The third law
can be written mathematically as
F A→B = -F B→A. Students should explain why
these forces do not “cancel each other out”.
31



How is momentum related to
Newton’s three laws of
motion?
Calculate the momentum of
an object and describe what
happens when momentum is
conserved during a collision.
What is centripetal force and
what is the type of motion it
produces?
Vertical Alignment
K.P.1 Understand the positions and motions of objects and organisms observed in the environment.
K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in
front of, behind, between, on top of, under, above, below, beside.
K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped: straight,
zigzag, round and round, back and forth, fast and slow).
1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.
1.P.1.1 Explain the importance of a push or pull to change the motion of an object.
1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
5.P.1 Understand force, motion and the relationship between them.
5.P.1.4. Predict the effect of a given force or a change in mass on the motion of an object.
7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.
7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).
PSc.1.2 Understand the relationship between forces and motion.
Learning Progression
The learner will…
 Recall prior knowledge of forces and how they interact with motion.
 Recognize that the weight of an object is a measure of the force of gravity and is the product of its mass and the acceleration
due to gravity: Fg=mg.
 With negligible air resistance, explain acceleration due to gravity as an example of uniformity changing velocity: g =9.8
m/s2.
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Relate the presence of air resistance to the concept of terminal velocity of an object in free fall.
Identify friction as a force that opposes motion of an object.
Classify and discuss the frictional forces present in a situation such as a book resting on a table (static), a box pushed across
the floor (sliding), a ball rolling across the floor (rolling), a boat moving through a river (fluid), or an object in free-fall
(fluid).
Explain the property of inertia as related to mass – the motion of an object will remain the same (either at rest or moving as a
constant speed in a straight line) in the absence of unbalanced forces; if a change in motion of an object is observed, there
must have been a net force on the object.
Explain balanced and unbalanced forces mathematically and graphically with respect to acceleration to establish the
relationship between net force, acceleration, and mass: a ∞ F and a ∞ 1/m (no trigonometry).
Explain qualitatively and quantitatively the relationship between force, mass and acceleration (the greater the force on an
object, the greater its change in motion; however, the same amount of force applied to an object with less mass results in a
greater acceleration).
Calculate force using the F = ma equation. Algebraically manipulate for the unknown variable.
Understand that while the second law describes a single object, forces always come in equal and opposite pairs due to
interaction between objects.
List examples of interaction between objects describing Newton’s third law (whenever one object exerts a force on another,
an equal and opposite force is exerted by the second on the first). The third law can be written mathematically as: F A→B = F B→A.
Explain why these forces do not “cancel each other out.”
Infer how momentum is a relationship between mass and velocity of an object, p=mv. The focus should be on the conceptual
understanding that the same momentum could be associated with a slow-moving massive object and an object moving at
high velocity with a very small mass (e.g.-100 kg object moving 1m/s has the same momentum as a 1-kg object moving
100m/s).
Explain change in momentum in terms of the magnitude of the applied force and the time interval that the force is applied to
the object. Everyday examples of the impulse/momentum relationship include: the use of air bags in cars; time of contact and
“follow-through” in throwing, catching, kicking, and hitting objects in sports; bending your knees when you jump from a
height to the ground to prevent injury.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to
Unit 8: Formative Assessments
Use hyperlink below to take you to
Unit 8: Summative Assessments
33
Vocabulary
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force
newton
net force
friction
static friction
sliding friction
fluid friction
air resistance
gravity
terminal velocity
projectile motion
inertia
mass
weight
momentum
law of conservation of momentum
gravitational force
centripetal force
Essential Resources
Use hyperlinks below:
Unit 8: Labs
Unit 8: Notes
Unit 8: Worksheets
Unit 8: Textbook worksheets
Supplemental Resources
Newton webquest:
http://www.kn.att.com/wired/fil/pages/webnewtonme.html
Gravity Force simulation:
http://phet.colorado.edu/en/simulation/gravity-force-lab
Great site for weight versus mass
http://onlinephys.com/weightblackholes.html
Mass versus weight:
http://taksreview.wikispaces.com/MASS+VS+WEIGHT!!
Newton’s laws of motion summed up:
http://www.youtube.com/watch?v=9EIZo9egyL4
34
HCS
Physical Science Curriculum
Unit 9
Strand: Electricity and Magnetism
Clarifying Objective: PSc.3.3.1, PSc.3.3.2, PSc.3.3.3, PSc.3.3.4,
PSc.3.3.5
Days: 8 days + assessment
Essential Standard
PSc.3.3 Understand electricity and magnetism and their relationship.
Clarifying Objectives
PSc.3.3.1 Summarize static and current electricity.
PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm’s law.
PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire.
PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields.
PSc.3.3.5 Explain the practical application of magnetism.
Essential Questions
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What is static charge?
What force holds the neutrons and protons
together in the nucleus?
How can you detect static charge?
What is lightning?
What is current electricity?
How do circuits work?
Explain voltage.
What are the units for voltage?
What instrument measures voltage and how
must it be wired?
What is another word for voltage?
Explain Current.
Knowledge/Skills
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Identify interactions between charged objects (opposite charges
attract and like charges repel).
Compare the three methods of charging objects: conduction,
friction, and induction. Explain the re-distribution or transfer of
electrons for each method for both positively and negatively
charged objects.
Compare static and current electricity related to conservation of
charge and movement of charge (without calculations).
Interpret simple circuit diagrams using symbols.
Explain open and closed circuits.
Apply Ohm’s law and the power equation to simple DC circuits:
VIR= and PVI= .
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What are the units for current?
What instrument measures current and how
must it be wired in the circuit?
Explain how the diameter and length of wire
affect current and resistance.
Explain resistance.
What are the units for resistance?
What is Ohm’s law?
What instrument measures resistance?
What is magnetism?
What happens when like poles are brought near
each other?
What happens when unlike charges are brought
near each other?
What are magnetic domains?
What is true north and magnetic north?
How do you make an electromagnet and how
can you increase its strength?
List some devices that use electromagnetic
technology.
How does magnetism relate to electricity?
What is a motor?
What is a generator?
Explain the difference between a step-up and
step-down transformer.
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Compare series and parallel circuits. Conceptually explore the
flow of electricity in series and parallel circuits. (Calculations
may be used to develop conceptual understanding or as
enrichment.)
Explain how the flow of electricity through series and parallel
circuits is affected by voltage and resistance.
Explain how the wire in a circuit can affect the current present
(for a set voltage, the current in a wire is inversely proportional to
its resistance (more current exists where resistance is low); the
resistance of a material is an intensive property called resistivity;
increasing the length of a wire increases the resistance; increasing
the temperature increases the resistance; increasing the diameter
of a wire decreases its resistance).
Explain using a cause-and-effect model how changes in
composition, length, temperature, and diameter of a wire would
affect the current in a circuit.
Describe the characteristics and behaviors of magnetic domains.
Explain the attractions of unlike poles and the repulsion of like
poles in terms of magnetic fields.
Explain magnetic fields produced around a current-carrying wire
and wire coil (solenoid).
Explain the relationship between strength of an electromagnet and
the variance of number of coils, voltage, and core material.
Explain the relationship between electricity and magnetism in
practical applications such as generators and motors – the process
of electromagnetic induction in electric generators that converts
mechanical energy to electrical energy; transformation of electric
energy to mechanical energy in motors.
Extrapolate other practical applications such as security cards
(ATM, credit or access cards), speakers, automatic sprinklers,
traffic signal triggers, seismometers, battery chargers,
transformers, and AC-DC adapters.
36
Vertical Alignment
1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.
4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching
them.
4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.
4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to
conduct electricity, ability to be attracted by magnets, reactions to water and fire).
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create
change.
6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction,
expansion, and contraction) and electrical energy, (conductors and insulators).
7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).
7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a
distance (work) and electrical circuits require a complete loop through which an electrical current can pass.
PSc.3.3 Understand electricity and magnetism and their relationship.
Learning Progression
The learner will:
 Discuss prior knowledge about charges and the interaction of charged particles.
 Identify interactions between charged objects, (opposite charges attract and like charges repel).
 Compare the three methods of charging objects: conduction, friction, and induction. Explain the re-distribution or transfer of
electrons for each method for both positively and negatively charged objects.
 Compare static and current electricity related to conservation of charge and movement of charge (without calculations).
 Relate current electricity to circuits.
 Interpret simple circuit diagrams using symbols after each symbol is introduced and discussed in class.
 Differentiate between open and closed circuits.
 Apply Ohm’s law and the power equation to simple DC circuits: VIR=and PVI= to do simple calculations.
 Compare series and parallel circuits. Conceptually explore the flow of electricity in series and parallel circuits.
(Calculations may be used to develop conceptual understanding or as enrichment.)
 Explain how the flow of electricity through series and parallel circuits is affected by voltage and resistance and relate to
Ohm’s law and how it can be explained mathematically.
 Explain how the wire in a circuit can affect the current present, (for a set voltage, the current in a wire is inversely
proportional to its resistance (more current exists where resistance is low); the resistance of a material is an intensive
37
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property called resistivity; increasing the length of a wire increases the resistance; increasing the temperature increases
the resistance; increasing the diameter of a wire decreases its resistance).
Explain using a cause-and-effect model how changes in composition, length, temperature, and diameter of a wire would
affect the current in a circuit.
Describe the characteristics and behaviors of magnetic domains.
Explain the attractions of unlike poles and the repulsion of like poles in terms of magnetic fields.
Explain magnetic fields produced around a current-carrying wire and wire coil (solenoid).
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 9: Formative Assessments
Use hyperlink below to take you to:
Unit 9: Summative Assessments
Vocabulary
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electric charge
electric force
electric field
static electricity
induction
electric current
alternating current
direct current
conductor
insulator
resistance
superconductor
potential difference
voltage
battery
Ohm’s law
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magnetic force
magnetic pole
magnetic field
magnetic domain
electromagnetic force
solenoid
electromagnet
galvanometer
electric motor
electromagnetic induction
generator
transformer
turbine
electric circuit
series circuit
parallel circuit
semiconductor
38
Essential Resource
Use hyperlinks below:
Unit 9: Labs
Unit 9: Notes
Unit 9: Worksheets
Unit 9: Textbook worksheets
Supplemental Resources
Static electricity balloon lab:
http://pbskids.org/zoom/activities/sci/staticelectricity.html
Charges:
http://www.physicsclassroom.com/mmedia/estatics/isop.cfm
Interactive activity to eexplore the relationships between voltage, current, and resistance that make up Ohm’s Law using molecular
models of circuits:
http://www.concord.org/activities/electric-current
Ohm’s law simulation:
http://phet.colorado.edu/en/simulation/ohms-law
Great circuit explanations:
http://www.jabe.com/docs/Circuit_Teacher_notes.pdf
39
HCS
Physical Science Curriculum
Unit 10
Strand: Work, Power and Machines
Clarifying Objective: PSc.3.1.3, PSc.3.1.4
Days: 4 days + assessment
Essential Standard
PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.
Clarifying Objectives
PSc.3.1.3 Explain work in terms of the relationship among the applied force to an object, the resulting displacement of the object
and the energy transferred to an object.
PSc.3.1.4 Explain the relationship among work, power and simple machines both qualitatively and quantitatively.
Essential Questions
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What must occur for work to be done?
What are the units for work?
What is the formula for finding the
amount of work done?
What is power?
What are the units for power?
What are the common units for
power?
How are work and power related?
Explain the difference between a
simple and complex machines.
List the examples of simple machines.
List the examples of complex
machines.
How does mechanical advantage make
our lives easier?
Knowledge/Skills
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Explain scenarios, in which work is done, identifying the force,
displacement, and energy transfer, (work requires energy; when work is
done on an object, the result is an increase in its energy and is
accompanied by a decrease in energy somewhere else).
 Compare scenarios in which work is done and conceptually explain the
differences in magnitude of work done using the relationship W = F∆d.
 Infer the work and power relationship: P = W/∆t = F∆d/∆t = Fv.
 Determine the component simple machines present in complex machines.
Categorize a wedge and screw as variations of an inclined plane; a pulley
and wheel & axle as variations of a lever.
 Explain the relationship between work input and work output for simple
machines using the law of conservation of energy.
 Define and determine ideal and actual mechanical advantage: IMA =
dE/dR, AMA = FR/FE.
 Define and determine efficiency of machines: Efficiency = Wout/Win
x100.
40
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Why is the efficiency of a machine
always less than 100 percent?
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Explain why no machine can be 100% efficient.
Vertical Alignment
7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.
7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using
a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).
7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axels are used to create mechanical
advantage and increase efficiency.
PSc.3.1.4 Explain the relationship between work, power and simple machines both qualitatively and quantitatively.
Learning Progression
The learner will:
 Discuss a variety of examples to deduce where work is being done.
 Explain scenarios in which work is done, identifying the force, displacement, and energy transfer. Work requires energy;
when work is done on an object, the result is an increase in its energy and is accompanied by a decrease in energy
somewhere else.
 Compare scenarios in which work is done and conceptually explain the differences in magnitude of work done using the
relationship W = F∆d.
 Infer the work and power relationship: P = W/∆t = F∆d/∆t = Fv.
 Define and calculate ideal and actual mechanical advantage: IMA = dE/dR, AMA = FR/FE.
 Define and calculate efficiency of machines: Efficiency = Wout/Win x100.
 Explain why no machine can be 100% efficient.
 Determine the component simple machines present in complex machines. Categorize a wedge and screw as variations of
an inclined plane; a pulley and wheel & axle as variations of a lever.
 Explain the relationship between work input and work output for simple machines using the law of conservation of
energy.
41
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 10: Formative Assessments
Use hyperlink below to take you to:
Unit 10: Summative Assessments
Vocabulary
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work
Joule
power
Watt
horsepower
machine
input distance
output force
work output
input force
work input
output distance
mechanical advantage
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Essential Resources
Use hyperlinks below:
Unit 10: Labs
Unit 10: Notes
Unit 10: Worksheets
Unit 10: Textbook worksheets
ideal mechanical advantage
efficiency
lever
fulcrum
input arm
output arm
wheel and axe
inclined plane
wedge
screw
pulley
compound machine
actual mechanical advantage
42
Supplemental Resources
Simple machines computer activity:
http://www.stormthecastle.com/catapult/popsiclestick-catapult.htm
Catapult Lab:
http://sciencespot.net/Pages/kdzphysics2.html
http://sciencespot.net/Pages/spmachinfo.html
Science Study Guides:
http://www.ftschool.org/fourth/science/simple_machines.html
Flashplayer animation of machines:
http://www.cosi.org/files/Flash/simpMach/sm1.swf
http://www.mikids.com/Smachines.htm
http://www.science-class.net/Physics/simple_machines.htm
43
HCS
Physical Science Curriculum
Unit 11
Strand: Energy and Heat
Clarifying Objective: PSc.3.1.1, PSc.3.1.2
Days: 4 days + assessment
Essential Standard
PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.
Clarifying Objectives
PSc.3.1.1 Explain thermal energy and its transfer.
PSc.3.1.2 Explain the Law of Conservation of Energy in a mechanical system in terms of kinetic energy, potential energy and heat.
Essential Questions
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What is energy?
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What is kinetic energy?
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What are the units for kinetic energy?
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What is formula for kinetic energy?
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What is potential energy?
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Explain the differences in potential energy?
•
What are the units for potential energy?
•
What is the formula for finding gravitational potential energy?
•
List the gravitational potential energy and kinetic energy
conversions on a swing and rollercoaster.
•
Explain the difference between compressed and stretched elastic
potential energy.
•
What is mechanical energy?
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Why does mechanical energy remain constant in the system?
•
How are energy and work related?
•
What is heat?
•
What is temperature?
•
What is thermal energy?
Knowledge/Skills
•
Exemplify the relationship between kinetic
energy, potential energy, and heat to illustrate that total
energy is conserved in mechanical systems such as a
pendulum, roller coaster, cars/balls on ramps, etc.
•
Relate types of friction in a system to the
transformation of mechanical energy to heat.
•
Infer the ability of various materials to absorb
or release thermal energy in order to conceptually
relate mass, specific heat capacity, and temperature of
materials to the amount of heat transferred.
(Calculations with pqmCT=Δshould be used to aid in
conceptual development through laboratory
investigation and analysis, not as problem-solving
exercises.)
•
Compare thermal energy, heat, and
temperature.
44
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Explain the difference between thermal energy (mass) and kinetic
energy (temperature).
•
How does heat move?
•
Two styrofoam cups with lids are attached by a metal bar. One cup
has warm water and one cup has cold water. Each cup has a temperature
probe that automatically reads on a temperature versus time graph. On the
temperature versus time graph, the top line is warm water and the bottom
line is cold water. What will happen to the lines? Will they ever cross?
Why or why not?
•
What are conduction, convection, and radiation?
•
Relate phase changes to latent heat that changes
the potential energy of particles while the average
kinetic energy of particles (temperature) remains the
same. (Link to PSc.2.1.2)
•
Compare conduction, convection, and radiation
as methods of energy transfer.
Vertical Alignment
3.P.3 Recognize how energy can be transferred from one object to another.
3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing one against the other.
3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and that the cooler
object gets warmer.
4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create
change.
5.P.3 Explain how the properties of some materials change as a result of heating and cooling.
5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different
temperatures (conduction, convection or radiation).
5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.
6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.
6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and
convection and the effects that may result.
6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in
temperature.
6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction,
expansion, and contraction) and electrical energy (conductors and insulators).
7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.
7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a
model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).
45
7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a
distance (work) and electrical circuits require a complete loop through which an electrical current can pass.
8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing and using energy
resources.
PSc.3.1 Understand types of energy, conservation of energy and energy transfer.
Learning Progression
The learner will:
 Recall understanding of the various forms of energy based on scenarios/images presented to them by doing a KWL chart.
 Exemplify the relationship between kinetic energy, potential energy, and heat to illustrate that total energy is conserved in
mechanical systems such as a pendulum, roller coaster, cars/balls on ramps, etc.
 Relate types of friction in a system to the transformation of mechanical energy to heat.
 Infer the ability of various materials to absorb or release thermal energy in order to conceptually relate mass, specific heat
capacity, and temperature of materials to the amount of heat transferred. (Calculations with q = mc ΔT should be used to aid
in conceptual development through laboratory investigation and analysis, not as problem-solving exercises.)
 Compare thermal energy, heat, and temperature using a graphic organizer.
 Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles
(temperature) remains the same. (Link to PSc.2.1.2)
 Compare conduction, convection, and radiation as methods of energy transfer.
 Calculate simple kinetic and potential energy problems.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 11: Formative Assessments
Use hyperlink below to take you to:
Unit 11: Summative Assessments
Vocabulary
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heat
temperature
absolute zero
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convection current
radiation
thermodynamics
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thermal expansion
specific heat
calorimeter
conduction
thermal conductor
thermal insulator
convection
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heat engine
waste heat
external combustion engine
internal combustion engine
central heating system
heat pump
refrigerant
Essential Resources
Use hyperlinks below:
Unit 11: Labs
Unit 11: Notes
Unit 11: Worksheets
Unit 11: Textbook worksheets
Supplemental Resources
Use the following link to create a formative assessment type activity/handout:
http://funbasedlearning.com/tools/quizMaker/makequiz.htm
Energy of a Rollercoaster animation:
http://regentsprep.org/Regents/physics/phys02/rolcoast/default.htm
Great resources:
http://www.energy.gov/index.htm
Energy of Skate Park simulation-can make this a smart board lab:
http://phet.colorado.edu/en/simulation/energy-skate-park
Average prices of electricity:
http://www.eia.gov/energyexplained/index.cfm?page=electricity_factors_affecting_prices
NC Green Power energy facts:
http://www.ncgreenpower.org/conservation/ncenergy_facts.html
Facts about renewable energy:
http://www.nrel.gov/learning/
Nuclear Energy Explained:
http://www.eia.gov/energyexplained/index.cfm?page=nuclear_home
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US Dept Of Energy:
http://www.eere.energy.gov/
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HCS
Physical Science Curriculum
Unit 12
Strand: Waves and Electromagnetic Spectrum
Clarifying Objective: PSc.3.2.1, PSc.3.2.2, PSc.3.2.3, PSc.3.2.4
Days: 4 days + assessment
Essential Standard
PSc.3.2 Understand the nature of waves.
Clarifying Objectives
PSc.3.2.1 Explain the relationships between wave frequency, wave period, wave velocity, amplitude, and wavelength through
calculation and investigation.
PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics.
PSc.3.2.3 Classify waves as transverse or compressional (longitudinal).
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.
Essential Questions
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What is a wave?
What is a medium?
How do you know that waves carry energy?
What is a surface wave?
Describe the difference between compressional
(longitudinal) and transverse waves.
What is frequency of a wave?
Label the crest, trough, amplitude, rest position
(equilibrium), wavelength on a transverse wave
Label the compression, rarefaction, wavelength
on a compressional wave.
To what does amplitude correspond?
What is reflection?
Knowledge/Skills
•
Identify the basic characteristics of a longitudinal
(compressional) wave: amplitude, rarefaction, and compression.
•
Recognize the relationship between period and frequency
(focus on conceptual understanding of this inverse relationship).
•
Explain the relationship between velocity, frequency, and
wavelength and use it to solve wave problems: wvfλ= .
Exemplify wave energy as related to its amplitude and independent of
velocity, frequency or wavelength.
PSc.3.2.2
•
Classify waves as one of three types: mechanical,
electromagnetic or surface waves based on their characteristics.
•
Compare different wave types based on how they are produced,
wave speed, type of material (medium) required, and motion of
particles.
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What is refraction?
What is diffraction?
What is constructive interference?
What is the difference between partial and
complete constructive interference?
What is destructive interference?
What is the difference between partial and
complete destructive interference?
What is sound?
What is electromagnetic radiation?
What is photon energy?
Describe the relationship between wavelength
and frequency.
PSc.3.2.3 Compare compressional (longitudinal) and transverse waves
in terms of particle motion relative to wave direction.
PSc.3.2.4
•
Illustrate reflection and refraction of waves at boundaries:
reflection of a transverse pulse at the fixed-end of a spring or rope;
reflection of sound (SONAR) and radio waves (RADAR); reflection of
water (surface) waves; refraction of water waves as the depth of the
water changes; sound as it changes media; refraction of light as it
passes from air into water, glass, oil etc.
•
Illustrate the effects of wave interference (superposition)–
constructive and destructive interference of surface waves, mechanical
waves (sound, pulses in springs/ropes, etc.), light (soap bubbles/thin
films, diffraction gratings). Emphasis is on conceptual understanding
not mathematical relationships.
Vertical Alignment
2.P.1 Understand the relationship between sound and vibrating objects.
4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create
change.
4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can
be reflected, refracted, and absorbed.
6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound.
6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound.
6.P.1.2 Explain the relationship between visible light, the electromagnetic spectrum, and sight.
PSc.3.2 Understand the nature of waves.
Learning Progression
The learner will:
 Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression.
• Recognize the relationship between period and frequency (focus on conceptual understanding of this inverse relationship).
• Explain the relationship between velocity (v), frequency (f), and wavelength(λ) and use it to solve wave problems: v=fλ.
 Exemplify wave energy as related to its amplitude and independent of velocity, frequency or wavelength.
 Classify waves as one of three types: mechanical, electromagnetic or surface waves based on their characteristics.
50
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Compare different wave types based on how they are produced, wave speed, type of material (medium) required, and motion of
particles.
Compare compressional (longitudinal) and transverse waves in terms of particle motion relative to wave direction.
Illustrate reflection and refraction of waves at boundaries: reflection of a transverse pulse at the fixed-end of a spring or rope;
reflection of sound (SONAR) and radio waves (RADAR); reflection of water (surface) waves; refraction of water waves as the
depth of the water changes; sound as it changes media; refraction of light as it passes from air into water, glass, oil etc.
Illustrate the effects of wave interference, (superposition) constructive and destructive interference of surface waves, mechanical
waves (sound, pulses in springs/ropes, etc.), light (soap bubbles/thin films, diffraction gratings). Emphasis is on conceptual
understanding not mathematical relationships. Make sure to use more hands-on lab exercises to understand the concept.
Assessments/Probes
Formative Assessment
Summative Assessment
Use hyperlink below to take you to:
Unit 12: Formative Assessments
Use hyperlink below to take you to:
Unit 12: Summative Assessments
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Vocabulary
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mechanical wave
medium
crest
trough
transverse wave
compression
rarefaction
longitudinal wave
surface wave
periodic motion
period
frequency
hertz
wavelength
amplitude
reflection
refraction
diffraction
interference
constructive interference
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destructive interference
standing wave
node
antinode
electromagnetic waves
electric field
magnetic field
electromagnetic radiation
photoelectric effect
photons
intensity
electromagnetic spectrum
amplitude modulation
thermo-grams
regular reflection
diffuse reflection
image
polarized light
scattering
Essential Resources
Use hyperlinks below:
Unit 12: Labs
Unit 12: Notes
Unit 12: Worksheets
Unit 12: Textbook worksheets
Supplemental Resources
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Vertical
Alignment with
other
disciplines:
Discipline
Essential
Standard
Objective
Applicable
PS Unit
Information &
Technology
(CTE/ITE)
HS.SI.1
Evaluate resources needed to solve a given problem.
1-12
HS.TT.1
Use technology and other resources for assigned tasks.
HS.RP.1
Design project-based products that address global problems.
HS.SE.1
Analyze issues and practices of responsible behavior when
using resources.
S.ID. 7
Interpret linear model.
A.CED.2
Create equations that describes numbers or relationships.
N.Q.1
Reason Quantitatively and use units to solve problems.
S.ID.6
Summarize, represent, and interpret data on two categorical
and quantitative variables.
1, 7-12
Algebra 1
53
Reading
Standards for
Literacy in
Science 6–12,
page 62
A.REl.3
Solve equations and inequalities in one variable.
A.REI.10
Represent and solve equations and inequalities graphically.
A.REI.1
Understand solving equations as a process of reasoning and
explain the reasoning.
F.IF.6
Interpret functions that arise in applications in terms of the
context.
F.LE.1
Construct and compare linear and exponential models and
solve problems.
F.LE.3
Construct and compare linear, quadratic, and exponential
models and solve problems.
6
RLS. 9-10.1
Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of
explanations or descriptions.
1-12
RLS.9-10.2
Determine the central ideas or conclusions of a text; trace the
text’s explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the
text.
54
RLS.9-10.3
Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions
defined in the text.
RLS.9-10.4
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as they are used
in a specific scientific or technical context relevant to grades
9–10 texts and topics.
RLS.9-10.5
Analyze the structure of the relationships among concepts in a
text, including relationships among key terms (e.g., force,
friction, reaction force, energy).
RLS.9-10.6
Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to
address.
RLS.9-10.7
Translate quantitative or technical information
expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
RLS.9-10.8
Assess the extent to which the reasoning and
evidence in a text support the author’s claim
or a recommendation for solving a scientific or
technical problem.
55
RLS.9-10.9
Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting
when the findings support or contradict previous explanations
or accounts.
RLS.9-10.10
By the end of grade 10, read and comprehend
science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
Writing
WLS.9-10.1
Standards for
Literacy in
Science 6–
12,page 64
NOTE:
Students’
narrative skills
continue to
grow in these
grades. The
Standards
require that
students be
able to
incorporate
narrative
elements
effectively
into
arguments and
informative/ex
planatory
texts.
Write arguments focused on discipline-specific
content.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
1-12
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In science,
students must
be able to
write precise
enough
descriptions of
the step-bystep
procedures
they use in
their
investigations
or technical
work that
others can
replicate them
and (possibly)
reach the
same results.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
WLS.9-10.2
Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas,
concepts, and information to make important
connections and distinctions; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
c. Use varied transitions and sentence structures to link the
major sections of the text, create cohesion, and clarify the
relationships among ideas and concepts.
1-12
57
d. Use precise language and domain-specific
vocabulary to manage the complexity of
the topic and convey a style appropriate to
the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section
that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of
the topic).
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North Carolina
Essential
Standards
Guidance
I.SE.1
Understand
the
meaning and
importance of
personal
responsibility
and
selfawareness.
I.SE.1.1 Explain the role of personal responsibility in leadership.
North Carolina
Essential
Standards
Guidance
I.SE.2
Understand
the
relationship
between
self and others
in the
broader world.
I.SE.2.1 Exemplify how peer pressure can be both a negative and
positive influence.
I.SE.1.2 Integrate personal responsibility into the way you live your
life on a daily basis.
I.SE.2.2 Evaluate one’s own behaviors in a variety of situations,
making adjustments as needed to produce
more positive results.
I.SE.2.3 Explain the impact of self-direction, initiative, and selfcontrol on interpersonal relationships.
I.SE.3 Use
I.SE.3.1 Use communication strategies to take a position and to
communicatio defend a stand on controversial issues.
n
strategies
effectively
for a variety of
purposes and
audiences.
1-12