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HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE STANDARD PS-2: STRUCTURE AND PROPERTIES OF ATOMS Time needed: 3 weeks (Block Schedule) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Standard PS-2: The student will demonstrate an understanding of the structure and properties of atoms. Standard Indicators: PS-2.1: Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity). PS-2.2: Illustrate the fact that the atoms of elements exist as stable or unstable isotopes. PS-2.3: Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers. PS-2.4: Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element. PS-2.5: Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level. PS-2.6: Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy). PS-2.7: Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have. Inquiry Indicators: PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.5: Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.9 Use appropriate safety procedures when conducting investigations. HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 Week 3 (Chem 1st) Week 11 (Phys 1st) Week 2 (Chem 1st) Week 10 (Phys 1st) PHYSICAL SCIENCE Investigations Teaching Periods Teacher Created Lesson 2 18.2 - Comparing Atoms (Parts 1,2,3) *Recommend practice building atoms on the atom board before investigation. Modify based on level of classes. Periodic Table Tiles TE pages 350-352 3 Key Concepts & Processes Introduce the structure of the atom Introduce the atomic structure game (18.2) Investigate the structure of the atom Identify what makes atoms of different elements different from each other 1 18.3 - Periodic Table of Elements (optional lab) Part 5 fusion vs. fission 2 19.1 - Chemical Bonds (Parts 1,2,3) 2 Additional Resources Skill Sheet 18-A Atoms, Isotopes and Ions Understand how elements are organized in the periodic table Identify the atomic number and mass numbers of each element in the periodic table Learn about nuclear reactions Investigate trends of the periodic table Build models of atoms to gain an understanding of the arrangement of electrons Assessment Alignment to HCS Core Curriculum Recall the subatomic particles and their charges PS- 2.1, 2.2, 2.4 What are atoms and how are they put together? PS- 2.1, 2.2, 2.4 How does the periodic table help us keep track of the elements and their properties? Teacher Created Teacher Created What does atomic structure have to do with the periodic table? How do you use the periodic table to determine the # of valence electrons an atom has? PS- 2.3, 2.4, 2.6 PS-2.3, 2.5 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 Week 4 (Chem 1st) Week 12 (Phys 1st) PHYSICAL SCIENCE Investigations Teaching Periods Teacher created lesson 1 Key Concepts & Processes Understand the consequences of nuclear applications Additional Resources Assessment What are the benefits and drawbacks of nuclear power? Alignment to HCS Core Curriculum PS- 2.7 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE STANDARD PS-3: PROPERTIES AND CLASSIFICATION OF MATTER Time needed: 4 weeks (Block Schedule) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Standard PS-3: The student will demonstrate an understanding of various properties and classifications of matter. Standard Indicators: PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). PS-3.2 Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties. PS-3.3 Illustrate the difference between a molecule and an atom. PS-3.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition. PS-3.5 Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid. PS-3.6 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and movement of particles. PS-3.7 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. PS-3.8 Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and pH (using pH meters, pH paper, and litmus paper). Inquiry Indicators: PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. PS-1.9 Use appropriate safety procedures when conducting investigations. HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Week 4 (Chem 1st) Week 12 (Phys 1st) Investigations Teaching Periods Key Concepts & Processes 16.2 - Measuring Matter .5 Measure the mass and volume of regular and irregular solids and liquids. 17.1 - Properties of Solids (parts 6 & 7) .5 Determine the relationship between the mass and volume of an object. 17.2 - Density of Fluids (demo) 2 Compare the density of various substances. 17.4 – Viscosity of Fluids (suggestion: do as station lab) 1 Compare the viscosity of various liquids. Additional Resources Skill Sheet 17-A Density Assessment Alignment to HCS Core Curriculum How can you calculate the mass and volume of regular and irregular solids and liquids? What determines the density of a solid? PS - 1.3, 3.1 What properties cause a solid to float or sink in a liquid? How can viscosity be measured? PS - 3.1 PS - 3.1 PS – 3.1 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations Week 5 (Chem 1st) Week 13 (Phys 1st) Teacher created lesson Teaching Periods 2 Teacher created lesson 1 Teacher created lesson 1 Key Concepts & Processes Additional Resources Identify boiling, melting and freezing points as physical properties. Explain conductivity in terms of insulators and conductors. Classify substances as organic or inorganic. Classify samples as being composed of atoms or molecules. Classify samples of matter as pure substances or mixtures. Assessment Alignment to HCS Core Curriculum What determines if a property is physical or chemical? PS – 3.1 How are organic and inorganic substances differentiated? What are the criteria for classifying matter as atomic, molecular or mixture? PS – 3.2 Benchmark Review (1 Class Period) Chemistry BENCHMARK 1 (STANDARDS PS 2 – 3.4) PS – 3.3, 3.4 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations Week 7 (Chem 1st) Week 15 (Phys 1st) Week 6 (Chem 1st) Week 14 (Phys 1st) 16.3 – States of Matter Teaching Periods Key Concepts & Processes 1 Discuss the states of matter in terms of molecular motion. Additional Resources Analyze the transfer of energy during a phase change. 23.2 - Solutions (Parts 8-11) 1 Identify factors that affect the rate of dissolving. 23.3 - Solubility (Parts 1-4) 1 Observe how temperature influences dissolving rate. 23.4 - Acids, Bases and pH 2 Develop an explanation for how temperature influences solubility. Describe the difference between an acid and a base. Skill Sheet 23-A Solubility (Part 4) Assessment Alignment to HCS Core Curriculum How is the movement of molecules in each state related to their average kinetic energy? What are the factors that affect the rate of dissolving? PS – 3.6, 3.7 What factors affect solubility? PS – 3.1, 3.5 How can you determine if a substance is an acid or a base? PS – 3.8 PS - 3.5 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE STANDARD PS-4: CHEMICAL BONDING AND REACTIONS Time needed: 2 ½ weeks (Block Schedule) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Standard PS-4: The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. Standard Indicators: PS-4.1 Explain the role of bonding in achieving chemical stability. PS-4.2 Explain how the process of covalent bonding provides chemical stability through the sharing of electrons. PS-4.3 Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices. PS-4.4 Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared. PS-4.5 Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula. PS-4.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). PS-4.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions). PS-4.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. PS-4.9 Apply a procedure to balance equations for a simple synthesis or decomposition reaction. PS-4.10 Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. PS-4.11 Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates. Inquiry Indicators: PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.8 Compare the processes of scientific investigation and technological design. PS-1.9 Use appropriate safety procedures when conducting investigations. HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Week 7 Cont.(Chem 1st) Week 15 Cont. (Phys 1st) Investigations Teaching Periods Key Concepts & Processes 19.1 - Chemical Bonds (Parts 4 & 5) 1 19.2 - Chemical Formulas 2 Identify how atoms form chemical bonds and the role of electrons in bonding. Discover the relationship between elements, their placement on the periodic table, and chemical formulas. Additional Resources Assessment Alignment to HCS Core Curriculum PS-4.1, 4.2, 4.3, 4.4 Skill Sheet 19-A Dot Diagrams Why do atoms form chemical bonds? Skill Sheet 19-B Chemical Formulas (Parts 1-3) Why do atoms combine in certain ratios? PS-4.1, 4.2, 4.3, 4.4 What is the evidence that a chemical change has occurred? PS-3.1, 4.6, 4.8 How do you balance chemical equations? PS-4.7,4.9, 4.10 Skill Sheet 19-C Naming Chemical Compounds Week 8 (Chem 1st) Week 16 (Phys 1st) *Polyatomic Ions (time permitting) 20.1 - Chemical Changes (station recommend) 1 Re-teach or review 1 20.2 - Chemical Equations 2 Distinguish between physical and chemical changes. Investigate how atoms are conserved in chemical reactions. Recognize balanced equations. Skill Sheet 20-A Chemical Equations HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Week 9 (Chem 1st) Week 17 (Phys 1st) Investigations Teaching Periods Key Concepts & Processes 20.3 – Conservation of Mass 1 Explain and justify the law of conservation of mass. 20.4- Using Equations (Part 1 & 3) 1 Explain and justify the law of conservation of mass. Teacher Created Lesson 1 Recognize the types of chemical reactions 21.2 – Energy in Reactions 1 Distinguish between exothermic and endothermic reactions. Additional Resources Assessment How can you prove that mass is conserved in a reaction? How can you prove that mass is conserved in a reaction? What are the criteria for classifying chemical reactions? How can you classify reactions based on energy? Benchmark Review (1 Class Period) Chemistry BENCHMARK 2 (STANDARDS PS 3.5 – 4) Alignment to HCS Core Curriculum PS-4.7 PS-4.7 PS-4.9, 4.10 PS-4.7, 4.8 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE STANDARD PS-5: FORCES AND MOTION Time needed: 2 - 2 ½ weeks (Block Schedule) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Standard PS-5: The student will demonstrate an understanding of the nature of forces and motion. Standard Indicators: PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object. PS-5.2 Use the formula v = d/t to solve problems related to average speed or velocity. PS-5.3 Explain how changes in velocity and time affect the acceleration of an object. PS-5.4 Use the formula a = (vf-vi)/t to determine the acceleration of an object. PS-5.5 Explain how acceleration due to gravity affects the velocity of an object as it falls. PS-5.6 Represent the linear motion of objects on distance-time graphs. PS-5.7 Explain the motion of objects on the basis of Newton’s three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces. PS-5.8 Use the formula F = ma to solve problems related to force. PS-5.9 Explain the relationship between mass and weight by using the formula F W = mag. PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them. Inquiry Indicators: PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.9 Use appropriate safety procedures when conducting investigations. HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations Week 10 (Chem 1st) Week 2 (Phys 1st) 1.1 – Time and Distance (Parts 1-6) 1.2 – Investigations and Experiments 1.3 – Speed Teaching Periods 1 2 1 Key Concepts & Processes Additional Resources Assessment Alignment to HCS Core Curriculum Learn to read dimensioned drawings, measure and calculate quantities in metric units. Skill BuilderInternational System of Measurements How do we measure and describe the world around us? PS- 1.2, 1.3, 1.9 Investigate accuracy and precision of a scientific instrument. Identify the variables that influence the speed of a car. Skill BuilderScientific Processes How do scientific investigations help us to understand the world around us? What is speed and how is it measured? PS- 1.1, 1.3, 1.4 Learn how to design experiments that provide good scientific results. Learn how to calculate speed. Skill BuilderProblem Solving with Rates Skill Builder – Solving Equations (Parts 1,2,3 & 5) Skill Sheet 1Speed Problems PS- 5.1, 5.2 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations 2.2 - Position and Time Teaching Periods 1 2.3 – Acceleration (Part 1) 1 3.1 – Force, Mass and Acceleration 1 Teacher Created Lesson 1 Re-teach and Review 1 Key Concepts & Processes Additional Resources Model the motion of a car with distance vs. time graphs. Skill BuilderInterpreting Graphs Determine the relationship slope and the speed of a car. Determine the rate of acceleration through calculations. Skill BuilderMaking Graphs Skill Sheet 2Acceleration Explore the relationship between force and acceleration. Skill Sheet 3A Newton’s Second Law Derive Newton’s second law of motion. Apply Newton’s law of universal gravitation. Assessment Alignment to HCS Core Curriculum How can graphs be used to understand and describe motion? PS – 5.1, 5.2 What determines the rate of acceleration? PS- 5.1, 5.3, 5.4 What is the relationship between force, mass and acceleration? How is gravitational force affected by distance and mass? PS- 5.4, 5.7 PS- 5.10 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Week 12 (Chem 1st) Week 3 (Phys 1st) Investigations Teaching Periods Key Concepts & Processes Additional Resources Assessment Alignment to HCS Core Curriculum Teacher created lesson 2 Distinguish between weight and mass. Skill Sheet 3B Mass vs. Weight How is mass different from weight? PS- 5.4, 5.5, 5.9 3.3 – Equilibrium, Action, and Reaction 1 Explain and demonstrate Newton’s third law of motion. Skill Sheet 3D Applying Newton’s Laws of Motion How does Newton’s third law of motion describe the interaction between objects? PS- 5.7 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE STANDARD PS-6: WORK AND ENERGY Time needed: 3 ½ weeks (Block Schedule) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Standard PS-6: The student will demonstrate an understanding of the nature, conservation, and transformation of energy. Standard Indicators: PS-6.1 Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy). PS-6.2 Explain the factors that determine potential and kinetic energy and the transformation of one to the other. PS-6.3 Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object. PS-6.4 Use the formula W = Fd to solve problems related to work done on an object. PS-6.5 Explain how objects can acquire a static electric charge through friction, induction, and conduction. PS-6.6 Explain the relationships among voltage, resistance, and current in Ohm’s law. PS-6.7 Use the formula V = IR to solve problems related to electric circuits. PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source. PS-6.9 Compare the functioning of simple series and parallel electrical circuits. PS-6.10 Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow. PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators. Inquiry Indicators: PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.8 Compare the processes of scientific investigation and technological design. PS-1.9 Use appropriate safety procedures when conducting investigations. HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 Week 13 (Chem 1st) Week 4 (Phys 1st) PHYSICAL SCIENCE Investigations Teaching Periods 5.1 – Work (Parts 1-4) *Set up six stations reflecting the six different types of pulley systems (# of strings) 2 Identify the relationship between work and energy. 5.2 – Energy Conservation (Recommend Part 2 as class data) 2 Describe the law of conservation of energy. 5.3 – Energy Transformations 1 Key Concepts & Processes Additional Resources Skill Sheet 5-A Work Compare and contrast potential and kinetic energy. Identify and describe different forms of energy and the transformations that occur. Assessment Alignment to HCS Core Curriculum How do you calculate work done on an object? PS- 6.3, 6.4 What is energy and how does it behave? PS-6.1, 6.2 How is energy conserved as it is transformed? PS-6.1, 6.2 Benchmark Review (1 Class Period) Physics BENCHMARK 1 (STANDARDS PS 5 – 6.4) HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations 6.1 – What is a Circuit? Teaching Periods 1 Key Concepts & Processes Additional Resources Identify the parts of an electric circuit. Teacher created lesson or 6.2 – Charge if time permits 1 Describe electric charge in terms of positive and negative and their interactions. 7.1 - Voltage 1 Measure the voltage of a circuit. 7.2 - Current 1 Measure and compare current at different points in a circuit. 7.3 - Resistance 1 Explain that resistance describes how easily electrical charges flow. 8.1 – Ohm’s Law 1 Discuss the relationship between voltage, current and resistance. Week 15 (Chem 1st) Week 6 (Phys 1st) Week 14 (Chem 1st) Week 5 (Phys 1st) Illustrate a circuit diagram. Skill Sheet 7-A Using an Electric Meter Skill Sheet 7-B Voltage, Current, and Resistance Skill Sheet 8-A Ohm’s Law Assessment Alignment to HCS Core Curriculum What are the components of a simple circuit? PS- 6.8 How do positive and negative charges interact with each other? Why do charges move through a circuit? PS- 6.5 How does current move through a circuit? PS- 6.6, 6.8 How does a change in resistance affect current? PS – 6.6, 6.7, 6.8 How are voltage, current, and resistance related? PS – 6.6, 6.7 PS-6.6, 6.8 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations Teaching Periods Key Concepts & Processes Additional Resources Assessment Alignment to HCS Core Curriculum 9.1 – More Electric Circuits 1 Compare series and parallel circuits. What are the differences between a series and parallel circuit? PS – 6.6, 6.7,6.9 Time Permitting 9.2 – Series Circuits 1 Analyze complex series circuits with more than one resistance. Skill Sheet 9-A Parallel and Series Circuits (Part 1 only) Skill Sheet 9-B Open and Closed Circuits How do resistors in a series circuit affect current? PS – 6.6, 6.7, 6.9 Time Permitting 9.3 – Parallel Circuits 1 Describe the relationship between total current and branch current in parallel circuits. *Optional Skill Sheet 9-C Electric Circuit Project PS – 6.6, 6.7, 6.9 Teacher created lesson 1 Compare alternating current (AC) and direct current (DC) 10.2 – Electromagnets 1 Analyze how electric current affects the strength of the magnetic field in an electromagnet. How are total current and branch currents related? How do alternating and direct current differ in terms of electricity production and flow? What is the relationship between electricity and magnetism? PS – 6.10 PS – 6.11 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE STANDARD PS-7: WAVES Time needed: 2 weeks (Block Schedule) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Standard PS-7: The student will demonstrate an understanding of the nature and properties of mechanical and electromagnetic waves. Standard Indicators: PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves). PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves. PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics). PS-7.4 Use the formulas v = f and v = d/t to solve problems related to the velocity of waves. PS-7.5 Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium). PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves. PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound. Inquiry Indicators: PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. PS-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). PS-1.8 Compare the processes of scientific investigation and technological design. PS-1.9 Use appropriate safety procedures when conducting investigations. HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Week 17 (Chem 1st) Week 8 (Phys 1st) Week 16 (Chem 1st) Week 7 (Phys 1st) Investigations Teaching Periods Key Concepts & Processes Additional Resources Assessment 11.1 – Harmonic Motion (Parts 1-3) 1 Skill Sheet 11 Harmonic Motion 12.1 – Waves 1 Explore harmonic motion relationships (period and frequency and period and amplitude). Measure the speed at which wave pulses travel. 12.3 – Natural Frequency and Resonance 1 Measure the wavelength and frequency of a vibrating string. 13.1 – Sound (demo) 1 Define sound in terms of its wave properties. 13.2 – Properties of Sound (Parts 1-3) (demo) 1 Discuss how interference affects sound waves. 14.1 – Introduction to Light (Parts 1-5) (demo) 1 Deduce that visible light is a small part of the electromagnetic spectrum. What factors affect the period of a pendulum? What factors affect the speed of a wave? What is the relationship between wavelength and frequency? How does frequency of a sound wave relate to its pitch? What are the results of sound wave interference? How can visible light be separated? 15.1 – Seeing an Image (Parts 2 & 3) (demo) 1 Measure and compare angles of incidence and reflection. Skill Sheet 12 Waves Skill Sheet 15-B The Law of Reflection What are the mechanics of light reflection? Alignment to HCS Core Curriculum PS – 7.3 PS – 7.1, 7.2, 7.3, 7.4 PS – 7.2, 7.4, 7.6 PS – 7.6 PS – 7.2, 7.7 PS – 7.2, 7.5, 7.6 PS – 7.6 HORRY COUNTY SCHOOLS CPO SCIENCE PLANNING GUIDE 2009-10 PHYSICAL SCIENCE Investigations 15.2 – The Human Eye (Parts 1 & 2) (demo) Teaching Periods 1 Key Concepts & Processes Trace rays of light through prisms and lenses. Additional Resources Skill Sheet 15–A Ray Diagrams Assessment How does light travel through a prism or lens? Benchmark Review (1 Class Period) Physics BENCHMARK 2 (STANDARDS PS 6.5 – 7) Alignment to HCS Core Curriculum PS – 7.6