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Subject – Integrated Physics and Chemistry Unit of Study: Wave Applications CURRICULUM OVERVIEW Second Grading Period – Week 1 (3-5 days) Big Idea Unit Rationale Energy in the forms of waves, such as sound, light, or electromagnetic, is used in a variety of different applications ranging from music to medicine. We are visual and auditory creatures. The application of waves in everyday situations is vast and varied in complexity. Almost all communication is through the application of wave energy. Concepts TEKS TEKS 5 The student knows the effect of waves on everyday life. The student is expected to: D demonstrate the application of acoustic principles such as in echolocation, musical instruments, noise pollution, and sonograms; C identify uses of electromagnetic waves in various technological applications such as fiber optics, optical scanners, and microwaves TEKS Specificity - Intended Outcome ” I CAN” statements highlighted in yellow should be displayed for students. I can identify applications of sound waves in medical and industrial settings (5D) distinguish between different electromagnetic waves and provide examples of their use in everyday life (5C) compare and contrast sound and light waves (5D) identify applications of fiber optics and optical scanners (5C) Skills Chemistry TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to A plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology plan and perform safe investigations and experiments (1A, 2A) make accurate measurements using a variety of measuring instruments (2B) correctly express and manipulate quantities (2C) communicate a valid conclusion (2D) B collect data and make measurements with precision; C organize, analyze, evaluate, make inferences, and predict trends from data; D communicate valid conclusions Evidence of Learning 1. Students will be able to explain and provide examples for how sound, light, and other electromagnetic waves are used in everyday life with at least 80% accuracy. SAISD © 2008-09 – Second Grading Period Science IPC Page 1 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Wave Applications CURRICULUM GUIDE Second Grading Period – Week 1 - Lesson 1(3-5 days) Essential Questions Essential Pre-requisite Skills Which parts of the electromagnetic spectrum can be used for communication? What do all musical instruments have in common in terms of producing sound? What is the difference between subsonic sounds and ultrasonic sounds? Student know that waves are generated and can move through different media (8.7B) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage This lesson will focus on the application of sound, light, and electromagnetic waves in everyday life. Ask the students to journal how one can gather and communicate information without sound or light being involved. You might ask - How do blind and deaf people communicate with the world? (5C,D) Explore Let students experience the basic fundamental properties of sound such as pitch, loudness, and resonance. The demo on page 390, the quick labs, and inquiry lab on page 395 are good ways to do this. Ask- What is the difference between noise and music? (5D) Have students read pages 390-398 to explore the application of sound waves (5D) Have students complete study guide 12.1 (5D) Journal how one can gather and communicate information without sound or light being involved (5D) apply the reading process (5D) performing activities that demonstration the application of sound waves in everyday life situations (5D) Cornell Note Taking (5D) Marzano's Six Steps to Effective Vocabulary Instruction (5D) Work with a partner to compile a list of how sound waves are applied in everyday situations (5D) Summarize the electromagnetic spectrum by its major division (5C) Work in a small group to determine the speed of sound in air at the current temperature and compare it with the accepted value. (5D) Completer interactive worksheet (5D) Explain Discuss with the class, the various characteristics of sound that can be applied to musical instruments, sonar, and sonograms (5D) Illustrate the divisions of the electromagnetic spectrum and the application of each major division (5C) Show video clip on light (5C) Elaborate Have students go outside and create an echo to determine the speed of sound in air. Ask- Can you be too far away for an echo to occur? (5D) Have students complete interactive worksheet 11.4 (5D) Evaluate Students can list applications of waves they encounter in everyday life situations (5C,D) SAISD © 2008-09 – Second Grading Period So students can… Science IPC Construct a visual to illustrate the application of wave energy transmitted in the form of sound, light and electromagnet waves. (5C,D) Page 2 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: pitch timber echo echolocation sonar noise music resonance electromagnet wave spectrum optical scanner ultrasonic Resources Spectrum, Prentice Hall Chapter 12 (pp. 388-406) Section 12.1 Section 12.2 Teacher Resource Kit: Study Guide 12.1, Math Skills Worksheet 25; p. 83 Reading Integration Worksheet 11.4. "Architectural Acoustics" Active Physics: Medicine p. M146 Sound waves: http://scout.wisc.edu/Reports/NSDL/PhysSci/2003/ps-031017-topicindepth.php#1 Evidence of Learning Differentiation What do you do for students who need additional support? Have the student make a visual of the electromagnetic spectrum identifying the energy form (like microwaves) and listing applications for them. Do not need to know wavelength and frequencies. What do you do for students who master the learning quickly? Describe in a paragraph how your life would be different if you had the hearing of a dog. Other than visible light, which part of the electromagnet spectrum do you think is the most important and why? Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Interim 2 2007 Speed of Ultrasonic Sound Waves in Fat Tissue Tissue Thickness Speed of Sound 0 cm 331 m/s 5 cm 325 m/s 10 cm 319 m/s 25 cm ? The speed of ultrasonic sound waves through fatty tissue is inversely proportional to the thickness of the tissue; if one factor increases the other decreases. For ever 5 cm increase in tissue thickness the speed of the sound waves decrease by 6 m/s. Sea World uses ultrasonic waves on the killer whales to help diagnose their health conditions. What is the expected speed of the ultrasound waves in a killer whale through fat tissue with a thickness of 25 cm? Bubble in your answer on the grid provided. Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 3 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Energy Transformations CURRICULUM OVERVIEW Second Grading Period – Week 2 (5-8 days) Big Idea Unit Rationale Energy can be converted from one form to another but the total amount of energy remains the same. The conservation of energy is a fundamental concept to the study of physics. We most often experience energy conversions when potential energy is converted into kinetic. TEKS Skills Concepts TEKS 6 The student knows the impact of energy transformations in everyday life. The student is expected to: TEKS Specificity - Intended Outcome ” I CAN” statements highlighted in yellow should be displayed for students. I can B. investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation calculate kinetic and potential energy (6A) determine the form of energy used in different situations (KE and PE) (6A) define the law of conservation of energy (6A) differentiate between temperature and heat (6B) describe the transfer of energy from one form to another (6B) work in collaborative groups to investigate conduction, convection and radiation (6B) compare and contrast conductors and insulators (6B) solve problems involving specific heat (6B) Chemistry TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to plan and perform safe investigations and experiments (1A, 2A) make accurate measurements using a variety of measuring instruments (2B) correctly express and manipulate quantities (2C) communicate a valid conclusion (2D) A. describe the law of conservation of energy A plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology B collect data and make measurements with precision; C organize, analyze, evaluate, make inferences, and predict trends from data; D communicate valid conclusions Evidence of Learning 1. 2. 3. 4. Student will be able to provide examples of the conservation of energy with at least 80% accuracy. Student will be able to identify the type f heat transfer between substances with at least 80% accuracy. Students will identify examples of potential and kinetic energy with at least 80% accuracy. Students will calculate potential and kinetic energy of objects with at least 80% accuracy. SAISD © 2008-09 – Second Grading Period Science IPC Page 4 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Energy Transformations Second Grading Period – Week 2 - Lesson 1 –Kinetic and Potential Energy (3-5 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What is the difference between kinetic and potential energy? How does an object falling from a tree illustrate the conservation of energy? Middle school students are introduced to potential energy potential and kinetic energy in seventh grade (7.8A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage Attach a block of wood to a spring that is attached to the table and keep both resting horizontally on the table top. Pull the block back and stretch the spring; then the work done will be converted to potential energy in the spring. Let go of the block and the potential energy is converted to kinetic energy. Show how the resulting kinetic energy is dependent on the extent to which we stretch the spring. Ask- When is the stored energy the most and when is the moving energy the most? (6A) Inform the students that this unit will explore the conservation of energy, the relationship between potential and kinetic energy, different energy conversions, and wow heat moves through solids, liquids, and gases. (6A,B) Explore Have students perform the lab activity on page 311 to explore the conservation of energy in a pendulum. (6A) Show video clip on potential energy (IPC CD) (6A) Have students perform the potential energy activity (link) Ask– What did you learn from this activity about mass and potential energy? (6A) Explain The relationship between potential and kinetic energy ASK- When an object is thrown into the air, when is its potential energy the most? the least? When it the kinetic energy the most? the least? (6A) How to calculate gravitational potential energy (6A) How to calculate kinetic energy (6A) Clarify that chemical reactions release potential energy (6A) Elaborate Have students calculate the gravitational potential energy of objects (6A) Have students calculate the kinetic energy of a moving object (6A) Have students complete study guides 9.3 (6A) Evaluate Students can calculate potential and kinetic energy for objects. (6A) Students can demonstrate the relationship between potential and kinetic energy. (6A) SAISD © 2008-09 – Second Grading Period So students can… Science IPC Observe the conversion of energy from potential to kinetic. (6A) Journal observations (6A) Work with others to verify the conservation of energy (6A) Perform an investigation of potential energy and mass (6A) Differentiate between potential and kinetic energy (6A) Provide examples of chemical phenomenon that demonstrate that a chemical reaction is the result of stored energy (6A) Calculate potential and kinetic energy of objects (6A) Complete review worksheet (6A) Calculate potential and kinetic energy of objects (6A) Illustrate the relationship between potential and kinetic energy using words, numbers, and drawings (6A) Page 5 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: potential energy kinetic energy mechanical energy Resources Spectrum, Prentice Hall Chapter 9 (pp. 297-311) Section 9.3 Section 9.4 Teacher Resource Kit Enrichment Worksheet 9.7 Math Skills 20, 21 Study Guide 9.3 Lab Activities: Inquiry Lab p. 311 “Is energy conserved in a pendulum?” Inquiry Lab p. 329; "How do temperature and energy relate?" Evidence of Learning Differentiation What do you do for students who need additional support? Review in small groups, calculations for PE and KE using small whole numbers progressing to larger ones. College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Interims/TAKS/Benchmarks IPC Interim 2 2005 PE = 20,000 J KE = 0 Used to calculate the speed of a pendulum bob at the bottom of its swing given the height from which it is release from rest. A B C D E PE = 10, 000 J KE = 10,000 J Conservation of energy alone Conservation of momentum aloe Conservation of both energy and momentum Conservation of charge Mechanical equivalent of heat What do you do for students who master the learning quickly? PE = 0 J KE = 20,000 J The moon has 1/6 the gravity of Earth. Determine how long it takes a 2 Kg n object to fall from a height of 40 meters. Why is air friction not a factor? A box falls from the window of a tall office building. The measured changes in the kinetic energy (KE) and potential energy (PE) of the box are a verification of - A B C D SAISD © 2008-09 – Second Grading Period the conservation of mass the conservation of energy the conservation of motion the conservation of gravity Science IPC Page 6 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. TAKS 2006 What is the approximate difference in gravitational potential energy of the two shaded boxes? A 19 J B 39 J C 59 J D 79 J Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 7 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Energy Transformations Second Grading Period – Weeks 3 - Lesson 2- Conduction, Convection, and Radiation (2-3 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What is the difference between heat and temperature? Given two solids and two liquids each at a different temperature. How is heat transferred when the two solids touch and the two liquids are mixed together? Middle school students study the interaction of matter and energy including specific heat (8.10A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage Just prior to the students coming into the room, bring to a boil, a 250 ml beaker containing 150 ml of water and a 1000 ml beaker containing 600 ml of water. Have a thermometer in each. Ask a student to read the temperature of each and record it on the board. Ask – Which container has the highest temperature? Which contains the most heat? How is heat moving through each container? Allow all responses but do not give the answer yet. (6B) Using a lamp with the shade removed have a student place their hand on the bulb. Turn the light on and askWhat do you feel ? (heat) How did the heat get to your hand? Hand the student a metal object and have him touch it to the bulb and ask What should happen if the metal stays touching the bulb for a long time? Say, this is one way heat is transferred - when objects of different temperature are in direct contact with one another. [do not define the condition] Have the student remove his hand and place his other hand a little above the bulb. AskWhat do you feel? (heat). How did the heat get to your hand? Have the student move his hand higher, and ask if he still feels the heat. Ask - What happens to air when it is heated, does it rise or sink? When it cools what does it do rise or sink? So heated air moves. Say, another way heat is transferred is by a current of moving air or liquid. [do not define the condition] Finally, have the student place his hand just to the side of the bulb but not touching. Ask - What do you feel? (heat) . Say, if heated air rises how did the heat get to your hand? (it came directly from the bulb, it was not carried by the air). This is another way heat can be transferred [ do not define the condition] (6B) Let the students know that this unit will deal with the difference between heat and temperature and how heat travels (6B) Explore Have the students follow along as you cover the difference between temperature and heat on pages 3324-329 (6B) Have students jig saw the information found on pages 331-337. Assign pairs of students a paragraph to summarize to the class. Make sure the necessary information gets conveyed. [No need to have students make Celsius - Fahrenheit conversions.] (6B) Pair off students and give them a baggie containing an ice cube [ keep them frozen until time to use] Their task is to see which team can melt the ice cube the fastest by the process of conduction. (6B) Lab activity on page 329 or similar. Note, temperature will not change very much so students must measure accurately. (6A) SAISD © 2008-09 – Second Grading Period Science IPC So students can… THINK-INK-PAIR-SHARE Students record information in their science journal and discuss with their learning partner (6B) Pair with another to read about and present information (6B) Completing the lab investigation of the relationship between heat and energy transfer as well as conservation of energy (6A,B) Page 8 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Explain The difference between heat and temperature [Temperature is not energy, but a measure of it. Heat is energy.] Ask - Does everything have a temperature? Does ice have heat in it? (6B) Lead student to a definition of heat transfer by conduction, convection, and radiation and have they compare and contras the three (6B) The concept of specific heat and allow student to practice solving for the energy, the mass or the specific heat. Ask- Why do some pots have copper on the bottom? (6A) Elaborate Have students match the images of heat transfer as being by conduction, convection, or radiation (link) [Best to print these on card stock and have them cut out and in baggies] (6B) Ask students to give more examples of heat transfer for everyday life (6B) Have students solve specific heat calculations (6B) Evaluate Have students differentiate between heat and temperature Ask- Is there anything that does not contain heat? (6B) Students should identify examples of heat transfer as being by conduction, convection, or radiation (6B) Have students create a visual to demonstrate understanding of conduction, convection, and radiation (6B) Require the students to use the specific heat formula to solve for one unknown. Ask- What is the advantage of using a metal pot over a glass pot? (6A) SAISD © 2008-09 – Second Grading Period Science IPC Marzano's Six Steps to Effective Vocabulary Instruction (6B) Give examples of the difference between heat and temperature (6B) Compare and contras conduction, convection, and radiation using a graphic organizer (6B) Solve specific heat problems (6A) Correctly match images with method of heat transfer (6B) Provide more examples of heat transfer by each of the three methods (6B) Illustrate the difference between heat and temperature (6B) Differentiate between examples of conduction, convection, and radiation in writing or by a drawing (6B) Solve problems using the specific heat formula (6A) Page 9 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: heat temperature conduction convection radiation insulator conductor specific heat Resources Chapter 10 (pp. 322-338) Section 10.1 Section 10.2 Teacher Resource Kit Enrichment Worksheet 10.4 Study Guide 10.0, 10.1, 10.2 Active Physics: Home p. H24 Conduction, convection, radiation: http://outreach.physics.utah.edu/labs/atmosphere/popcorn.html http://sol.sci.uop.edu/~jfalward/heattransfer/heattransfer.html Evidence of Learning Differentiation What do you do for students who need additional support? Have students use flash card to assist with vocabulary meanings and applications. Interims/TAKS/Benchmarks IPC Interim 4 - 2005 Have students create a foldable that contains visual clues to compare conduction, convection, and radiation. College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life When a person touches the metal part of a bicycle handlebar on a cold day, the metal seems much colder than the plastic handgrip, even though both are at the same temperature. This is primarily due to A the temperature conductivity of the metal is greater than that of the plastic B the temperature conductivity of the metal is less than that of the plastic What do you do for students who master the learning quickly? Use the Reading Comprehension Process to read IR Thermography Primer After reading the article on Thermography, in a short paragraph illustrate the difference between thermal images using infrared and those using "night vision" goggles. When the light bulb is turned on it will produce light and heat. The hand above the light will be warmed byA conduction B induction C convection D radiation TAKS 2006 SAISD © 2008-09 – Second Grading Period Science IPC C the density of the metal is greater than that of the plastic D the density of the metal is less than that of the plastic E the latent heat of fusion of metal is greater than that of the plastic Page 10 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The transfer of heat by the movement of air currents in Earth’s atmosphere is an example of — A conduction B convection C radiation D fusion Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 11 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Electricity CURRICULUM OVERVIEW Second Grading Period – Weeks 3-4 (10-13 days) Big Idea Unit Rationale Electricity is the flow of electrical power or charge. It is a secondary energy source which means that we get it from the conversion of other sources of energy. Knowledge about electricity and how to produce and harness its power ism of great importance in our daily lives. Everyday, we use electricity to do many jobs for us - from lighting and heating/cooling our homes, to powering our computers. TEKS Concepts TEKS 6 The student knows the impact of energy transformations in everyday life. The student is expected to: E. measure the thermal and electrical conductivity of various materials and explain results F investigate and compare series and parallel circuits G analyze the relationship between an electric current and the strength of its magnetic field using simple electromagnets; C analyze the efficiency of energy conversions that are responsible for the production of electricity such as from radiant, nuclear, and geothermal sources, fossil fuels such as coal, gas, and the movement of water or wind Skills D investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells Chemistry TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to A plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology B collect data and make measurements with precision; TEKS Specificity - Intended Outcome ” I CAN” statements highlighted in yellow should be displayed for students. I can summarize basic concepts of electricity such as defining electrical charge and electricity (6F) work with a partner to create and investigate electrical circuits (6F) explain to others how a potential difference produces a current (6F) the relationship between determine voltage, current, and resistance (6F) test for and calculate changes in voltage, current, and resistance in simple circuits (6F) compare and contrast different energy sources and how their uses impacts the economic environmental (6D) plan and perform safe investigations and experiments (1A, 2A) make accurate measurements using a variety of measuring instruments (2B) correctly express and manipulate quantities (2C) communicate a valid conclusion (2D) C organize, analyze, evaluate, make inferences, and predict trends from data; D communicate valid conclusions Evidence of Learning 1. 2. 3. Students will identify a circuit as being parallel or series with at least 80% accuracy Students will solve for one unknown using the formula I = V/R with at least 80% accuracy. Students will be able to identify the environmental impact of using various energy sources with 80 % accuracy. SAISD © 2008-09 – Second Grading Period Science IPC Page 12 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Electrical Conductivity and Circuits Second Grading Period – Weeks 3 - 4 Lesson 1 Electrical charge and current (3-4 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What does it mean to be charged? How is the current in a circuit determined? What is the difference between current and voltage? Why are metals such good conductors of electricity? Students learn about electricity in grades 5 and 6 (5.8C and 6.9A,B) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… 5 E model of Instruction Engage Use an inflated balloon to demonstrate static charge. For example; rub on hair and stick to wall; rub on clothing and cause a thin stream of water to bend. Ask- What could explain the reactions you observe? (6F) Explore Have students do an activity to observe electric charge (link) (6F) Discuss the major points as the students read pages 430-434. Have students share experiences of being shocked. If possible, bring the static generator from the physics classroom into the room and allow students to get charged up. (6F) Explain How an electrical charge forms (6F) Clarify fundamental terms associated with electrical current (6F) Demonstrate how to solve electrical current problems (6F) Elaborate Solve problems using the formula I = V / R (6F) For reinforcement show Video Clips: Ohm's Law (6F) Test a variety of objects for electrical conductivity (see page 444 for an example) (6F) Evaluate Student should be able to calculate current, resistance, or voltage using the formula I = V / R (6F) The student can differentiate between electrical conductors and nonconductors (6F) Vocabulary: electrical conductor electrical insulator electric charge electric field current resistance voltage SAISD © 2008-09 – Second Grading Period THINK-INK-PAIR-SHARE Students record information in their sciencejournal and discuss with their learning partner (6F) perform an activity to observe and explain an electrical charge (6F) use the reading process to organize information (6F) Use examples to illustrate how an object can acquire a charge (6F) Marzano's Six Steps to Effective Vocabulary Instruction (6F) Solve simple current problems (6F) Solve for one unknown when given two components of the formula for calculating electrical current (6F) Test the electrical conductivity fro different substances (6F) Solve for an unknown using the formulas for electrical current (6F) Compare and contrast conductors and nonconductors (6F) Resources Spectrum, Prentice Hall Chapter 13 (pp. 429-445) Section 13.1 Section 13.2 Science IPC Page 13 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Inquiry Lab p. 444; “How can materials be classified by resistance?” ampere watt volt ohm Active Physics: Home p. H50 Enrichment Worksheet 13.3 Evidence of Learning Differentiation What do you do for students who need additional support? Have students use flash card to assist with vocabulary meanings and calculations. What do you do for students who master the learning quickly? Use the Reading Comprehension Process to read Which is the Best Type of Battery? on page 440. Write a position paragraph on which type of batter they would chose to use in a portable stereo or explain why a Nickel Cadmium battery is not a good choice for use in smoke detectors. Interims/TAKS/Benchmarks Interim 2 2007 What is the current in a copper wire that has a resistance of 1.5 ohms and is connected to a 12-volt electrical source? A 8 amp B 10.5 amps C 13.5 amps D 18 amps College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life An electric current in a copper wire is the result of the motion of which of the following? A B C D E Copper atoms Copper oxide molecules Proton Electron Neutron TAKS 2006 In this circuit, how much current flows through the light bulb? A 0.75 amp B 1.50 amps C 2.0 amps D 3.0 amps Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 14 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Electrical Conductivity and Circuits Second Grading Period – Weeks 3 - 4 Lesson 2 - Electrical circuits (3-5 days) Essential Questions How does a series circuit differ from a parallel circuit? What is the advantage and disadvantages of a parallel circuit and a series circuit? CURRICULUM GUIDE Essential Pre-requisite Skills Students learned about circuits in grades 5 and 6 (5.8C and 6.9A,B) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage THINK-INK-PAIR-SHARE Students record information in their science journal and discuss with their learning partner (6F) Bring in an electrical schematic of a room or building floor and allow students time to try and decipher it. (6F) Explore So students can… Have students construct and investigate series and parallel circuits (see page 456-457 for an example) (6F) Have students draw schematic diagrams for electrical circuits (6F) Explain Have students read pages 446-449 and discuss the difference between series and parallel circuits. Ask - Why would someone want to use a parallel circuit? a series circuit? (6F) How to calculate electrical power Ask- What do you think is the power of light bulbs most used by people? Do fluorescent light bulbs have power rating? What do you thin these in the room are? - make sure you know the answer here (6F) Elaborate Have the students list the advantages and disadvantages of the two types of circuits (6F) Have students calculate electrical power using the formula P = IV (6F) Evaluate Students should be able to differentiate between series and parallel circuits (6F) Students should be able to list the advantages and limitations of series and parallel circuits (6F) Have students calculate electrical power (6F) SAISD © 2008-09 – Second Grading Period Science IPC Construct and investigate series and parallel circuits (6F) Draw schematics of series and parallel circuits (6F) Apply the reading process (6F) Cornell Note Taking (6F) Highlight the differences between the two circuit types (6F) Use the formula for electrical power to solve for an unknown (6F) Compare series and parallel circuits in terms of their advantages and disadvantages (6F) Determine the power of an electrical circuit (6F) Identify a schematic diagram of a circuit as being series or parallel (6F) List the advantages and limitations of series and parallel circuits. (6F) Calculate for one unknown using the electrical power formula (6F) Page 15 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: electrical conductor electrical insulator electric charge electric field circuit series circuit parallel circuit schematic Resources Spectrum, Prentice Hall Chapter 13 (pp. 446-449) Section 13.3 Skill Builder Lab p. 456; “Constructing Electric Circuits” Teacher Resource Kit Active Physics: Home p. H50 Enrichment Worksheet 13.3 Series and parallel circuits: http://www.allaboutcircuits.com/vol_1/chpt_5/1.html Evidence of Learning Differentiation What do you do for students who need additional support? Have students create a foldable to compare and contrast parallel and series circuits. Interims/TAKS/Benchmarks IPC Interim 3 2005 What advantage do parallel circuits have over series circuits? A Parallel circuits have paths that never cross which reduces the chance of an electrical short occurring. B Parallel circuits produce equal electrical activity for a much lower cost than does a series circuit. C Parallel circuits have multiple paths for electricity to follow so the current can continue even if one element within the circuit fails. D Parallel circuits allow for the flow of electricity both in an open and closed path, while a series circuit only works with a closed path. What do you do for students who master the learning quickly? Use the Reading Comprehension Process to read Which is the Best Type of Battery? on page 440. Write a position paragraph on which type of batter they would chose to use in a portable stereo or explain why a Nickel Cadmium battery is not a good choice for use in smoke detectors. College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life The potential difference of a battery is 25 volts and 10 amperes flow in the circuit. What power is developed? A B C D 350 W 250 W 2.5 W 0.4 W TAKS 2005 Which circuit is built so that if one light bulb goes out, the other three light bulbs will continue to glow? SAISD © 2008-09 – Second Grading Period Science IPC Page 16 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 17 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Electricity Production and Environmental Impact CURRICULUM GUIDE Second Grading Period – Week 4 - Lesson 3 ( 2-3 days) Essential Questions Essential Pre-requisite Skills How are magnetism and electricity related? What are some alternative energy sources that could be used to produce electricity other than fossil fuel? How can the world benefit from recycling? Energy transformation are presented in middle school (6.9A,B,C and 7.8B) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage Use the overhead projector and a blank transparency sheet to demonstrate the properties of a magnet. Use two bar magnets to show attraction and repelling of the poles. Cove one bar magnet with the transparency and sprinkle with iron filings to show magnetic field and lines of force. (6G,C) Explore Have students read pages 468-471 and explain how an electromagnet works and then construct one (6G) Journal observed magnetic field and lines of force (6G,C) Explain how an electromagnet works and construct an electromagnet (6G) Cornell Note Taking (6G) Explain So students can… How an electric current can produce a magnetic field (6G) How a changing magnetic field can be used to produce an electric current (6G) Elaborate Have students read pages 638-651 to compile a list of alterative ways to produce electricity other than by burning fossil fuels (6C) Show Video Clips : Environmental Impact (6D) Have students discuss the environments impact of alternative energy sources as well as the cost implicating of each (6D) Evaluate Students can offer pro and cons for alternative energy sources (6C) Students can compare economic and environmental impacts of using various energy sources (6D) SAISD © 2008-09 – Second Grading Period Science IPC Describe the magnet field around a wire carrying an electrical current (6G) List alternative energy sources and the advantage and disadvantages of each(6C) After watching the vide clip 3-2-1 Process - Students… write 3 thing they learned or already knew write 2 questions 1 paragraph summarizing (6D) Add environmental and cost issues associated to the use of alternative energy sources (6D) Produce a list of alternative energy sources and provide the pros and cons of each in terms of cost and impact on the environment (6C,D) Page 18 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: magnetic field electromagnet electric motor generator induction transformer Resources Spectrum, Prentice Hall Chapter 14 (pp.460-478) Section 14.1 Section 14.2 Section 14.3 Chapter 19 (pp. 638-651) Section 19.2 Section 19.3 Active Physics: Communication p. C74 Teacher Demonstrations p. 468, 650 Enrichment Worksheet 19.7 Lab Activities: Inquiry Lab p. 470-“How can you make an Electromagnet?” Evidence of Learning Differentiation What do you do for students who need additional support? Have students prepare a list objects that can be recycled so they reduce the harm to the environment Have students work with a partner to create a poster that shows the recycling of a product and how it helps the environment. What do you do for students who master the learning quickly? Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life IPC Interim 2 2005 What happens as the north end of a bar magnet is moved Many of the hand held devices we use today, like the into a coil of copper wire that is part of a closed circuit? i-pod, are powered by batteries or are solar powered. Batteries can be non-rechargeable or they can be rechargeable. One A The magnet gains potential energy good reason for buying and using rechargeable batteries B The magnet attracts the coil instead of non-rechargeable is that rechargeable batteries - C The coil attracts the magnet F are less expensive to buy but come in different sizes D A current flows in the coil, producing a magnetic field G work best in situations where there is a low light level E The magnet loses kinetic energy H can be purchased alone, in pairs, or in multi-packs J can be used many times before they need to be disposed of TAKS 2005 Write a short response to one of the following: Tell me why you think most people do not recycle. What do you feel is the number one pollution agent in San Antonio and why do you think so? SAISD © 2008-09 – Second Grading Period Science IPC Page 19 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. This picture shows a small section of a solar power plant. Which of these decreases the energy production at such power plants? F Cloudy skies G Ozone in the air H Hot weather J Low humidity Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 20 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Safety CURRICULUM OVERVIEW Second Grading Period – Week 5 (3 days) Big Idea Unit Rationale The science classroom is a place where exploration, experimentation and discovery take place. It is also a place where students come in contact with potential hazardous materials and equipment. Planning for science safety involves the students becoming aware of the potential hazards that science activities may present and what to do when confronted with a hazardous situation. The Texas Essential Knowledge and Skills require students to understand and do science. As we require students to carry out investigations, we must be aware of their safety and give them the skills they need to do and comprehend science content and procedures. TEKS Concepts ” I CAN” statements highlighted in yellow should be displayed for students. I can Chemistry TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to Skills TEKS Specificity - Intended Outcome 1A demonstrate safe practices during field and laboratory investigations interpret safety symbols commonly encountered in the science classroom (1A) apply safe practices while performing lab investigations and activities (1A) distinguishing "safe" behaviors vs. "unsafe" behaviors (1A) identifying the proper techniques to handle lab emergencies (1A) evaluating situations -- what to do "if" or what's wrong (1A) pass a written safety test covering safety rules and regulations specific to chemistry (1A) Evidence of Learning 1. Given a written test of safety symbols, rules, and regulations, a student will obtain a score of at least 80% SAISD © 2008-09 – Second Grading Period Science IPC Page 21 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Safety CURRICULUM GUIDE Second Grading Period – Week 5 - Lesson 1 (3 days) Essential Questions Essential Pre-requisite Skills Where can someone find information about the hazards associated with using a chemical? When are personal safety devices, such as aprons and goggles, required to be worn? What symbols alert someone to a safety hazard? What are the expectations and responsibilities of the student when conducting lab investigations? How do we react to an accident or unsafe situation? Student understands that there are safety rules and regulations that they must know and follow (K-12 1A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… 5 E model of Instruction by journaling answers to questions about what they observed in the safety demo (1A) Engage Start with a demonstration of what can happened when safety rules are not followed; for example - Eye Safety Teacher Demo and power point (1A) Ask-Where can one find information about the hazards a substance presents?(1A) Demonstrate a MSDS (download free from Flinn Scientific) (1A) Explore Ask What are some symbols you encounter daily outside of the school environment? (traffic signs, railroad crossing, no smoking etc…) (1A) Ask- What is the function of these symbols? (information we need to be safe) (1A) Facilitate students become familiar with safety symbols. Possible activity -groups of two or three use a baggie containing cut-up safety symbols and their meanings. They are to match the symbol with their meaning (1A) Divide students into groups to conduct a MSDS activity (1A) Explain Cover safety rules and regulations as they pertain to chemistry (1A) Video clip Lab Safety (1A) Elaborate Show images (power point link) and solicit comments about what safety violation(s) can be observed. (1A) Ask students to share things they have seen other do during a science experiment (1A) Facilitate a MSDS activity where students use MSDS sheets and answer teacher developed questions [such as What is the health hazard rating of …?] about selected chemicals (1A) SAISD © 2008-09 – Second Grading Period Science IPC by sharing with the class prior knowledge about lab safety (1A) by discussing with others the safety rules and regulations to be followed (1A) by correctly match safety symbols with their meanings (1A) by using MSDS sheets to identify the hazards associated with a chemicals use (1A) by correctly identifying rules, regulations, and unsafe lab practices (1A) by correctly a MSDS activity to state actions to take when a specific accident occurs (1A) Page 22 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evaluate Students take a written safety exam [Student may not perform investigations until a written test has been passed] (1A) Safety reading activity (1A) Vocabulary: Hazard MSDS Disposal Toxic Ventilation Adequate Poisonous Fume Waif Symbol by passing a written safety exam (1A) by using the reading process (1A) Resources Spectrum, Prentice Hall Safety TE pages 78T-82T Science Tool Kit at www.utdanacenter.org Safety: http://bcbrown.net/utk/safety.html http://ecommerce.nsta.org/enewsletter/2003-06/member_high.htm Evidence of Learning Differentiation What do you do for students who need additional support? Students are grouped for mini-instruction of rules they are not clear on. Teacher may demonstrate the rule. Interims/TAKS/Benchmarks Interim 2 2006 Students visit a web site and answer the questions asked. What's wrong here? Reinforcement video Lab Linebacker A What do you do for students who master the learning quickly? Student reads an article on lab accidents and shares with the class Lab Accidents C C D 1 Which symbol alerts you to a corrosive danger? A B C D SAISD © 2008-09 – Second Grading Period College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Symbol A Symbol B Symbol C Symbol D Science IPC Page 23 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. TAKS 2004 Released Question All of these procedures must be followed when using the setup shown above except — A B C D putting on safety goggles handling the beaker with tongs securing loose clothing wearing rubber boots Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 24 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Properties of Matter CURRICULUM OVERVIEW Second Grading Period – Weeks 6-8 (15 days) Big Idea Unit Rationale Matter exists as compounds, mixtures, or elements. Every sample of matter has specific physical and chemical properties that determine its structure, appearance, and reactivity. When matter undergoes a change, it is either a physical change or a chemical change. The understanding of the characteristics and properties of matter, including reactivity, is fundamental to understanding and applying chemistry in everyday situations TEKS Concepts TEKS 7 The student knows relationships exist between properties of matter and its components. The student is expected to: E. classify samples of matter from everyday life as being elements, compounds, or mixtures TEKS 8 The student knows that changes in matter affect everyday life. The student is expected to: A. distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in state, and stages in the rock cycle. TEKS 7A The student knows relationships exist between properties of matter and its components. The student is expected to: A. investigate and identify properties of fluids including density viscosity, and buoyancy. Chemistry TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to A plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology Skills B collect data and make measurements with precision; TEKS Specificity - Intended Outcome ” I CAN” statements highlighted in yellow should be displayed for students. I can define matter and provide examples (7E) identify the characteristics of the different states of matter (8A) summarize the relationship between the states of matter and the addition or removal energy in the form of heat (8A) interpret phase diagrams (8A) compare and contrast compounds, elements, and mixtures (7E) perform investigations that demonstrate the properties of compounds, elements, and mixtures (7E, 8A) identify a property of matter as being physical or chemical (8A) identify a change in matter as being physical or chemical (8A) investigate properties of fluids to include density, viscosity, and buoyancy (7A) calculate the density of selected objects (7A) plan and perform safe investigations and experiments (1A, 2A) make accurate measurements using a variety of measuring instruments (2B) correctly express and manipulate quantities (2C) communicate a valid conclusion (2D) C organize, analyze, evaluate, make inferences, and predict trends from data; D communicate valid conclusions SAISD © 2008-09 – Second Grading Period Science IPC Page 25 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning 1. 2. 3. 4. Successfully perform lab investigations to observe and identify the physical and chemical properties of selected substances as being physical or chemical in nature, with responses to all components of the investigation including a summary statement or conclusion paragraph. Use different solids and liquids to discover and calculate their densities with at least 80% accuracy. Used selected liquids to compare their viscosity and then rank order them with at least 80% accuracy Correctly identify a substance as being an element, compound or mixture with at least 80% accuracy. SAISD © 2008-09 – Second Grading Period Science IPC Page 26 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Properties of Matter Second Grading Period – Week 6 - Lesson 1- Elements, Compounds, and Mixtures (3-5 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What are some differences between the states of mater? How might you tell the difference between a mixture and a compound? What is the relationship between elements and compounds? Students have prior knowledge of compounds, elements, and mixtures (5.7B 6.7A 7.7C ) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage Start by check for prior knowledge by asking students-What is matter? Ask - In what forms does matter exist? (7E) Show Video Clip Matter and ask students to write a brief summary paragraph (7E) Teacher Demo on page 38 (7E) Let the students know this week lessons will focus on the classification of matter as being elements, compounds, or mixtures (7E) Explore Tell students they will receive a sample to separate. The sample is composed of elements, compounds and mixtures. Their task is to separate the sample into it components. Show video clip mixtures Separate a mixture (link) (7E) Explain The relationship between elements and compounds and how to distinguish between the two. Here is a chance to touch on math by talking about ratios of elements in compounds. (7E) Differentiate between compounds and mixtures and the two classifications of mixtures- give examples of each. Ask- Which classification do you think most mixtures would fall? Be sure to stress that solutions are special kinds of mixtures. (7E) Elaborate Lead a discussion of what determines the state of a sample of matter. Ask- How does the distance between the molecules in solids, liquids, and gases differ? Ask-What must be done to change on state into another?. Use this to extend the lesson into phase change. Show phase change video clip (7E) Have students answer question as they refer to the phase chance chart on page 49. Ask such questions as What are the two variables being compared? What is occurring when the line is increasing in slope? What is happening when the line is vertical? Refer the class to the poster of the water phase change and compare the two. Ask - What differences do you see? SAISD © 2008-09 – Second Grading Period Science IPC So students can… by sharing prior knowledge about the states of matter by writing in science journals in response to teacher questions (7E) After watching the video clip have students o 3-2-1 Process - Students… write 3 thing they learned or already knew write 2 questions 1 paragraph summarizing (7E) Perform an activity to separate a mixture (7E) Summarize in journal major points of the video clip (7E) Compare, contrast and provide examples for the two types of mixtures (7E) Identify a solution as being a homogeneous mixture (7E) Marzano's Six Steps to Effective Vocabulary Instruction (7E) Describe the relationship between heat and the state a sample of matter is in (7E) Stating the information that can be gained from looking at the phase diagram for water (7E) Page 27 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evaluate Create a lab station practical(and answer document) for students to classify substances as elements, compounds, or mixtures (7E) Vocabulary: matter mass atom molecule element compound mixture phase solid liquid gas evaporation condensation Classify samples as elements, compounds, mixtures (7E) Resources Spectrum, Prentice Hall Chapter 2 (pp. 38-52) Section 2.1 Section 2.2 Teacher Resource Kit Study Guide 2.1, 2.2 Skills Workshop- Reading in the Content Area 4-1, 4-2 Basic Skills Worksheets;1.3, 1.7, 2.2 TAKS Practice Workbook; Chapter 2 -Writing pp. 17-18 Evidence of Learning Differentiation What do you do for students who need additional support? Have students create a graphic organizer to compare compounds, elements, and mixtures Students view photo of substances to classify them as compounds, elements, and mixtures Interims/TAKS/Benchmarks IPC Interim 3 2006 A sweater is advertised as being 60% wool and 40% cotton. How would a scientist classify this sweater? A Element B Compound C Mixture What do you do for students who master the learning quickly? D Solution Research and report on the 4th state of matter - plasma Which of these are composed of two or more different substances that are chemically combined in a definite ratio? F Compounds G Mixtures H Elements J Solutions TAKS 2006 College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life A chemical reaction is used to separate a mixture into separate substances in which of the following situations? A Pure water is obtained from ocean water by evaporating the water and condensing it B Iron filing are separated from sand by the use of a magnet C iron metal is produced from an ore containing iron (III) oxide D Plant pigments in a solution are separated by the use of paper chromatography E Sand is obtained from a sand-sugar mixture by adding water to dissolve the sugar Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 28 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Properties of Matter Second Grading Period – Week 7 - Lesson 2 - Physical and Chemical Changes (5-7 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What is the basic difference between a physical and a chemical change? Is there is any way to change water chemically? How can digestion be both a physical and chemical change? Students bring with them experience with the physical and chemical properties of matter (6.7A,B 7.7A,B 8.9B,D) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage Bring a number of different objects into the room. Have the students work in small groups to identify characteristics (properties) of the object that they can observe - these are the physical properties of the objects. Ask the question- If you broke the objects into small pieces, how many of the observations you made would change? (8A) Perform a chemical property demonstration such as vinegar and backing soda. Have the class supply physical property observations of the substances. Mix the two and ask the class to describe what happens. How are these observations different from the ones you made when you described the objects I gave you? (8A) So students can… Explore Have students perform a lab activity to observe physical and chemical changes. A good chemical change is copper chloride solution and aluminum foil (link) (8A) Show Video Clips: Physical Properties Physical and Chemical Properties (8A) Explain Lead a discussion of how to identify a change as being physical or chemical by asking questions such as: What did you discover happened when a physical change took place? Was a new substance was formed? What did you discover happened when a chemical change took place? Was a new substance was formed? (8A) The difference between physical and chemical properties (8A) The difference between a physical and chemical change (8A) Elaborate Have student perform an additional investigation of physical and chemical properties and changes such as (link) (8A) Have the class participate in an paper activity to identify examples of physical and chemical changes such as (link) (8A) SAISD © 2008-09 – Second Grading Period Science IPC by working with others to correctly identify and list physical properties of object s (8A) by journaling responses to prompt , questions, and demonstrations (8A) THINK-INK-PAIR-SHARE Students record information in their science journal and discuss with their learning partner observations about the demonstration (8A) by stating that properties do not change with a change in size, shape, or state (8A) perform an investigation to observe physical and chemical properties and changes (8A) journal key points presented by the video clips (8A) Differentiate between physical and chemical properties (8A) Differentiate between physical and chemical changes (8A) perform an investigation to observe physical and chemical properties and changes (8A) participate in a class activity to classify changes physical or chemical (8A) Page 29 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evaluate Students can identify a property as being physical or chemical (8A) Students should be able to identify a change as being physical or chemical (8A) Vocabulary: property physical property chemical property physical chance chemical change reactivity Identify a property as being either physical or chemical in nature (8A) Identify a change in a substance as being either physical or chemical (8A) Resources Spectrum, Prentice Hall Chapter 2 (pp. 53-60) Section 2.3 Teacher Resource Kit Study Guide 2.3 Enrichment Worksheet 2.3 TAKS Practice Workbook Chapter 2 -Writing pp. 19-20 Physical and chemical changes in matter http://www.fordhamprep.com/gcurran/sho/sho/lessons/lesson15.htm http://www.usoe.k12.ut.us/curr/science/sciber00/8th/matter/sciber/change.htm Evidence of Learning Differentiation What do you do for students who need additional support? Have students demonstrate physical changes by using a sample of wax and making as many changes to it as possible and observing that it is still wax and nothing more. Have students list ways to change a substance and have it still be the same substance. What do you do for students who master the learning quickly? Cutting hair is a simple physical change. Describe your worst hair cut experience. Interims/TAKS/Benchmarks Interim 2 2006 Which property listed below is a physical property of matter? A Forms a precipitate in tap water B Fizzes when placed in an acid C Is digested by stomach juices D Looks shiny in bright light TAKS 2006 Sheets of ice containing mostly pure water can be formed by decreasing the temperature of saltwater. Which of these best describes this change? F Chemical change G Physical change H Nuclear change J Atomic change College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life When two colorless liquid reagents are mixed, which of the following observations would suggest that a chemical reaction has occurred? I Formation of a precipitation II A color change III Appearance of gas bubbles A B C D E I only III only I and II only II and III only I,II, and III Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 30 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Properties of Matter CURRICULUM GUIDE Second Grading Period – Week 8 - Properties of Fluids (3-5 days) Essential Questions How can you determine the density of a substance if you are only given a small piece of the substance? How does the density change when an object has been divided in half? What is the relationship between density and buoyancy? What can you do a liquid to change its viscosity? Why is 50 g of ice less dense than 50 g of water? How can density be used to identify different metals? Essential Pre-requisite Skills Students bring with them experience with the physical properties of density (4.7B 5.7D 6.7,B) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5 E model of Instruction Engage Perform a demonstration of density like the one on page 54 (7A) Ask - Why do some things float and others sink? Why does a piece of wood sink and a piece of steel the same size sink? Why dos hot air rise and cols air sink? Why doe a helium balloon float up but one you blow up fall to the floor? Let students know they will be discovering why some things float in water and why different liquids sometimes form layers when they are mixed together (7A) Show density video clip (7A) Explore Present the concept of density with its formula. [see page 55] (7A) Have the students determine the density of two regular solid; one higher than 1g/cm 3 and one that is less. You may need to review volume calculations. Ask - How can we determine the density of an irregular object? Ask What happened when you get into a bathtub full of water? (7A) Have students determine the density of an irregular solid by water displacement. (7A) by journaling observation of the demonstration and video (7A) Check with a partner to responding to questions (7A) State that density is a physical property based on the ration of the mass of an object to its volume (7A) Performing investigations to determine the density of regular and irregular solids (7A) Use the density formula to calculate density (7A) Manipulate the density formula to solve for different unknowns (7A) Explain So students can… Review the density formula and how to use it. Have students solve for different unknowns when given the other two. TAKS test the calculations of each component not just density. (7A) Elaborate Have students discover that dividing a substance does not half its density- density stays the same because it is a ration and ratios never change. Take a solid brick and determine its density. Then, break it into pieces and have groups fid the density of a piece. (7A) Have students determine the density and viscosity of two liquids (link) (7A) SAISD © 2008-09 – Second Grading Period Science IPC Find the density of a piece of an object of known density and compare it to the original sample (7A) Determine the density of two liquids and use the vale to identify them from a density data chart, then rank them by their viscosity (7A) Page 31 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evaluate Students can use the density formula to solve for one unknown (7A) Students will be able to explain why dividing a sample in hale does not change its density (7A) Vocabulary: property fluid density buoyancy viscosity Solve problems using the density formula (7A) Explain why density does not depend on the size of a sample (7A) Resources Spectrum, Prentice Hall Chapter 2 (pp. 53-56) Section 2.3 Teacher Resource Kit Math Skills Worksheet 5 "Rearranging Algebraic Equations" Demo. p. 54 Lab Activity-"How are the mass and volume of a substance relater?" p. 57 Study Guide 2.3 Density/Viscosity/Buoyancy http://www.nisd.net/secww/science/science-taks/Properties%20of%20fluids%28final%29_files/frame.htm Evidence of Learning Differentiation What do you do for students who need additional support? Interims/TAKS/Benchmarks IPC Interim 3 2006 Have students identify if an object will float or sink when placed in water 8cm Density = 0.66 g/cm3 D Have students explain why an object floats or sinks when placed in water using vocabulary terms. 5cm College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life At Oo C and 1 atm, the density of C2H4 gas is approximately A B C D E 0.80 g/L 1.0 g/L 1.3 g/L 2.5 g/L 28 g/L 6cm What do you do for students who master the learning quickly? Use the Reading Comprehension Process to read Dead Sea After reading the Dead Sea article explain the statement " It is impossible for a person to drown in the Dead Sea". Find the mass of this object in grams. A 158.4 g B 180.6 g C 240.3 g D 405.25 g TAKS 2006 The buoyant force that a fluid exerts on objects is increased when there is an increase in the fluid’s — F acidity G clarity H solubility J density Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science IPC Page 32 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Integrated Physics and Chemistry Unit of Study: Assessment Week CURRICULUM OVERVIEW Second Grading Period – Week 9 Big Idea Unit Rationale Evaluation of learning in an ongoing process. At end of a grading period, a formal assessment is part of the overall learning process. All content covered during the second grading period subject to evaluation. TEKS TEKS Specificity - Intended Outcome Concepts I can: Review content as need and conduct a formal assessment Skills Review science process skills as need and conduct a formal assessment Evidence of Learning Given a written assessment document, students will obtain a score of at least 80% or higher SAISD © 2008-09 – Second Grading Period Science IPC Page 33 of 33 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.