Suggested Physical Science Pacing
Unit of Study
Objectives
General Subtopics
# of Days
CHEMISTRY TOPICS – SHOULD BE COVERED IN A 9 WEEK PERIOD
Matter
2.1.1
7
• Classify
2.1.2
• Physical and Chemical Properties
2.1.3
• Phase Changes
3.1.1
• Specific Heat
• Solutions
Atomic Structure
2.1.4
7
• Bohr Model
• Lewis Dot Diagrams
• Ions
• Isotopes
• Atomic Number
• Mass Number
Periodic Table
2.2.1
3
• Metals and Nonmetals
• Oxidation Number
• Valence Electrons
• Reactivity Trends
Bonding
2.2.2
5
• Types
• Properties
• Predict from periodic table
Naming
2.2.3
5
• Binary Ionic
• Include Polyatomic from Reference
table
• Binary Covalent
Reactions
2.2.4
5
• Classify
2.2.5
• Balance
Acid/Base
2.2.6
5
• Recognize Acids and Bases
• Arrhenius Definition
• pH Scale
• Properties
• Neutralization
• Common Household Uses
Nuclear
2.3.1
5
• Radiation Types
2.3.2
• Reactions
• Decay
• Half-Life
PHYSICS TOPICS – SHOULD BE COVERED IN A 9 WEEK PERIOD!!
Motion
1.1.1
7
• Frame of Reference
1.1.2
• Speed/Velocity
• Scalar/Vector
• Acceleration
• Graphical Analysis d/t and v/t
• Momentum
Forces
1.2.1
10
• Gravity
1.2.2
1.2.3
3.1.1
3.1.2
3.1.3
Waves
3.2.1
3.2.2
3.2.3
3.2.4
Electricity
3.3.1
3.3.2
3.3.3
Magnetism
3.3.4
3.3.5
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Weight
Free-fall and terminal velocity
Friction
Newton’s Laws
PE and KE
Work
Power
Simple Machines
Mechanical Advantage
Efficiency
Transfer of Energy
Conservation of Energy
Characteristics (transverse and
longitudinal)
Types (mechanical,
electromagnetic, surface)
Wave Interactions
Electrostatics
Static Charging
Static/Current
Circuits
Diagrams
Ohms Laws
Series and Parallel
Factors affecting resistance
Domains
Poles
Electromagnetism
Generators/Motors
Practical Applications of
electromagnetism
5
11
5
Total: 80
•
•
•
Scientific Method, Metric Conversions, SI Units, Graphing and Safety should be
integrated throughout the entire semester.
We recognize that there are 90 days in a semester. The remaining days are
allocated for integrated review, testing, and other school events.
We recommend that teachers be given the flexibility to sequence the course to
meet the needs of their students.
PHYSICAL SCIENCE
Essential Standard: PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.
Clarifying
Objectives
PSc1.1.1
Explain
motion in
terms of frame
of reference,
distance, and
displacement.
PSc1.1.2
Compare
speed,
velocity,
acceleration,
and
momentum
using
investigations,
graphing,
scalar
quantities, and
vector
quantities.
Essential
Vocabulary
•
•
•
•
•
•
•
•
•
•
•
Frame of
Reference
Motion
Speed
Velocity
Acceleration
Momentum
Distance
Displacement
Vector
Scalar
Mass
Task Analysis
PSc.1.1.1
• Interpret all
motion as relative
to a selected
reference point.
Identify distance
and displacement
as a scalar-vector
pair.
• Describe motion
qualitatively and
quantitatively in
terms of an
object’s change of
position, distance
traveled, and
displacement.
PSc.1.1.2
• Compare speed
and velocity as a
scalar-vector pair.
Velocity is a
relationship
between
displacement and
time: d
v
t
∆
=
∆
• Apply concepts
of average speed
and average
Learning Activities/Assessments
Resources
Acceleration & Average Speed
Worksheet
http://cstephenmurray.com/Acrobatfile
s/IPC/ch1and2/chap2no1.pdf
Brainpop
http://www.brainpop.com/science/motions
forcesandtime/acceleration/preview.weml
Graphing Speed; Slope Worksheet
http://cstephenmurray.com/Acrobatfile
s/IPC/ch1and2/chap1no4.pdf
Displacement vs. Distance
http://www.nisd.net/taft/classrooms/m
artin/Physics/Motion/Worksheets/PDF
s/Displacement_DistanceWorksheet.pd
f
Displacement, Velocity, Acceleration
Worksheet
http://www.lpscience.com/classes/phys
ics/mickley/worksheets/dvaws.pdf
Speed, Distance, Time Math
Problems
http://www.airdrie.nlanark.sch.uk/airmaths/Speed,%20Dist
ance,%20Time%20Worksheet.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.1.2 Understand the relationship between forces and motion.
Clarifying
Objectives
PSc1.2.1
Explain how
gravitational
force affects the
weight of an
object and the
velocity of an
object in
freefall.
PSc1.2.2
Classify
frictional forces
into one of four
types: static,
sliding, rolling,
and fluid
PSc1.2.3
Explain forces
using Newton’s
three laws of
motion.
Essential
Vocabulary
•
•
•
•
•
•
•
•
•
•
•
•
•
Gravity
Weight
Free Fall
Friction
Static
Friction
Sliding
Friction
Rolling
Friction
Fluid
Friction
Inertia
Force
Mass
Terminal
Velocity
Air
Resistance
• Acceleration
due to Gravity
• Balanced
Forces
• Unbalance
d Forces
• Newton
• Net Force
Task
Analysis
(unpacking
document)
PSc.1.2.1
• Recognize that
the weight of an
object is a
measure of the
force of gravity
and is the
product of its
mass and the
acceleration due
to
gravity: Fg =
mg
• With
negligible air
resistance,
explain
acceleration due
to gravity as an
example of
uniformly
changing
velocity: 2
9.8 m
g
s
=
• Relate the
presence of air
resistance to the
concept of
Learning Activities/Assessments
Resources
PSc1.2.1
http://www.johnston.k12.nc.us/education/c
omponents/docmgr/default.php?sectiondeta
http://classroom.jcilid=108451&catfilter=13660#showDoc
schools.net/coleytech/webquest/Save
%20our%20Gravity/gravitywebquest.
html
Gravity Webquest
The Physics Classroom
http://lambertscience.weebly.com/upl http://www.johnston.k12.nc.us/education/c
oads/5/8/8/9/5889937/mass_and_wei omponents/docmgr/default.php?sectiondeta
ght_worksheet.pdf ilid=108451&catfilter=13660#showDoc
Mass & Weight Worksheet
Weight, Friction, & Equilibrium
Worksheet
Newton’s Laws Demonstrations
http://cstephenmurray.com/Acrobatfil http://www.exo.net/~donr/activities/Newto
es/IPC/ch3and4/chap3no2.pdf n's_Laws_Demonstrations.pdf
PSc1.2.2
Force & Motion Worksheet
..\Documents\Physical_Science__Motion_a
nd_Forces_Worksheet.doc
Forces Worksheet
Newton’s Law Resource
http://swift.sonoma.edu/education/newton/n
ewton_1/html/newton1.html
Newton’s Laws Resources
http://www.haspi.org/curriculumlibrary/PhysicalScience/02%20Stand
https://scienceweb.madison.k12.wi.us/files/
ard%202%20Forces/8.4%20forces%
science/Newtons_Laws_activities.pdf
20vectors.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
velocity to solve
conceptual and
quantitative
problems.
• Explain
acceleration as a
relationship
between velocity
and time: =
v
a
t
∆
∆
• Using graphical
analysis, solve for
displacement,
time, and average
velocity. Analyze
conceptual trends
in the
displacement vs.
time
graphs such as
constant velocity
and acceleration.
• Using graphical
analysis, solve for
velocity, time, and
average
acceleration.
Analyze
conceptual trends
in the velocity vs.
time graphs
such as constant
velocity and
acceleration.
• Infer how
momentum is a
Acceleration & Speed Practice
Problems
..\Documents\Acceleration.docx
Speed & Velocity Week – long
Activity
http://www.physics.sc.edu/~wilson/mi
dway/tm/Middle%20sch%20Midway
%20lessons.pdf
Speed Challenge – Lab
http://sciencespot.net/Media/speedchal
l.pdf
Speed Machines
http://sciencespot.net/Media/speedmac
h.pdf
Acceleration Problems
..\Documents\acceleration problems.doc
Roller Coaster Webquest
http://www.glencoe.com/sec/science/w
ebquest/content/rollercoast.shtml
Speed & Velocity Study Guide & Problems
http://fc.pickerington.k12.oh.us/~apoll
o/FOV1-0001A197/FOV10001A1A2/FOV10001CFB8/Sci%208Study%20Guide%20Quiz%20%231%
20.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
relationship
between mass and
velocity of an
object, p mv = .
The focus should
be on the
conceptual
understanding
that the same
momentum could
be associated with
a slow-moving
massive object
and an object
moving at high
velocity
with a very small
mass (e.g.- 100 kg
object moving 1
m/s has the same
momentum as a 1kg object moving
100m/s)
• Explain change
in momentum in
terms of the
magnitude of the
applied force and
the time interval
that the force is
applied to the
object.
Everyday
examples of the
impulse/momentu
m relationship
include: the use of
airbags in cars;
time of contact
and “follow-
Finding a Point of Reference – Motion
http://www.drskateboard.com/pdf/moti
on_point_reference.pdf
Momentum Webquest
http://fc.bullis.org/~brittany_reed/FOV
20001E03B/?OpenItemURL=S00FCA9
5C
Car Crash Webquest
http://www.aplusphysics.com/educator
s/activities/carcrash_home.html
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
through” in
throwing,
catching, kicking,
and hitting
objects in sports;
bending your
knees when you
jump from a
height to the
ground to prevent
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.1.2 Understand the relationship between forces and motion.
Clarifying
Objectives
PSc1.2.1
Explain how
gravitational
force affects the
weight of an
object and the
velocity of an
object in
freefall.
PSc1.2.2
Classify
frictional forces
into one of four
types: static,
sliding, rolling,
and fluid
PSc1.2.3
Explain forces
using Newton’s
three laws of
motion.
Essential
Vocabulary
•
•
•
•
•
•
•
•
•
•
•
•
•
Gravity
Weight
Free Fall
Friction
Static
Friction
Sliding
Friction
Rolling
Friction
Fluid
Friction
Inertia
Force
Mass
Terminal
Velocity
Air
Resistance
• Acceleration
due to Gravity
• Balanced
Forces
• Unbalance
d Forces
• Newton
• Net Force
Task
Analysis
(unpacking
document)
PSc.1.2.1
• Recognize that
the weight of an
object is a
measure of the
force of gravity
and is the
product of its
mass and the
acceleration due
to
gravity: Fg =
mg
• With
negligible air
resistance,
explain
acceleration due
to gravity as an
example of
uniformly
changing
velocity: 2
9.8 m
g
s
=
• Relate the
presence of air
resistance to the
concept of
Learning Activities/Assessments
Resources
PSc1.2.1
http://www.johnston.k12.nc.us/education/c
omponents/docmgr/default.php?sectiondeta
http://classroom.jcilid=108451&catfilter=13660#showDoc
schools.net/coleytech/webquest/Save
%20our%20Gravity/gravitywebquest.
html
Gravity Webquest
The Physics Classroom
http://lambertscience.weebly.com/upl http://www.johnston.k12.nc.us/education/c
oads/5/8/8/9/5889937/mass_and_wei omponents/docmgr/default.php?sectiondeta
ght_worksheet.pdf ilid=108451&catfilter=13660#showDoc
Mass & Weight Worksheet
Weight, Friction, & Equilibrium
Worksheet
Newton’s Laws Demonstrations
http://cstephenmurray.com/Acrobatfil http://www.exo.net/~donr/activities/Newto
es/IPC/ch3and4/chap3no2.pdf n's_Laws_Demonstrations.pdf
PSc1.2.2
Force & Motion Worksheet
..\Documents\Physical_Science__Motion_a
nd_Forces_Worksheet.doc
Forces Worksheet
Newton’s Law Resource
http://swift.sonoma.edu/education/newton/n
ewton_1/html/newton1.html
Newton’s Laws Resources
http://www.haspi.org/curriculumlibrary/PhysicalScience/02%20Stand
https://scienceweb.madison.k12.wi.us/files/
ard%202%20Forces/8.4%20forces%
science/Newtons_Laws_activities.pdf
20vectors.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
terminal
velocity of an
object in free
fall.
PSc.1.2.2
• Identify
friction as a
force that
opposes motion
of an object.
(Review from
middle school.)
• Classify the
frictional forces
present in a
situation such
as a book
resting on a
table (static), a
box pushed
across the floor
(sliding), a
ball rolling
across the floor
(rolling), a boat
moving through
a river (fluid),
or an object in
free-fall (fluid).
PSc.1.2.3
• Explain the
property of
inertia as
related to mass
-the motion of
an object will
remain the
same (either at
Friction-Force Calculations
http://mail.rutherfordschools.org/~aro
b/frictionhw.pdf Newtons Laws Resource
http://www.clas.ufl.edu/users/ufhatch/NSFFriction Worksheets PLANS/2-2_NEWTON.htm
http://portal.norwalkps.org/sites/teach
ers/knapp/Documents/Friction_extra BrainPOP
%20credit.pdf http://www.brainpop.com/search/search.we
ml?keyword=Newton%27s+Laws+of+Moti
PSc1.2.3 on
Isaac Newton’s 3 Laws of Motion
http://cstephenmurray.com/Acrobatfil Force & Motion Resource
es/IPC/ch3and4/chap3no1.pdf http://scienceclass.net/Physics/force_motion.htm
Newtons Laws Mini Stations Lab
http://www.gk12.iastate.edu/classroo
m_projects/documents/Newton's%20
Mini%20Labs%20Final.pdf Resource for ALL TOPICS in PSci
http://www.powayusd.com/teachers/kvalent
http://www.mrwaynesclass.com/New ine/worksheetspage.htm
ton/worksheets/NewtonWorksheet.pd
f Resource for all PSci
http://www.theteacherscafe.com/Content_L
Newton’s Laws iteracy/Science_Worksheets.php
http://www.wlwv.k12.or.us/cms/lib5/
OR01001812/Centricity/Domain/595/
ID%20Newtons%203%20Laws.pdf Newton’s 2nd Law Demonstration
http://www.education.com/reference/article
Newton’s Laws Worksheets /newton-law-motion2/
http://alex.state.al.us/uploads/29831/
Worksheet__ActionReaction_With_KEY.pdf
Newton’s Laws Worksheets
Newtons Law Review
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
rest or moving
at a constant
speed in a
straight line) in
the absence of
unbalanced
forces; if a
change in
motion of an
object is
observed, there
must have been
a net
force on the
object.
• Explain
balanced and
unbalanced
forces
mathematically
and graphically
with respect to
acceleration to
establish the
relationship
between net
force,
acceleration,
and mass: a F ∝
and 1
a
m
∝ (no
trigonometry).
• Explain
qualitatively
and
quantitatively
the relationship
between force,
http://opfiphysics.weebly.com/upload
s/8/8/1/0/8810479/newtonslawsrevie Newton’s Law Song
whandout.pdf http://www.youtube.com/watch?v=7C7u7k
T6EqI
Inertia Worksheets
..\Documents\Inertia Activity.doc
newtons law rap
http://www.youtube.com/watch?v=Y8skDy
nd
Newtons 2 Law Worksheet 9Nn9I
http://www.auburnschools.org/ajhs/l
mcrowe/Week%2014/WorksheetPrac laws of motion rap
ticeProblemsforNewtons2law.pdf http://www.youtube.com/watch?v=UDThb
ykD6P0
Newton’s Laws Study Guide
http://resources.mhs.vic.edu.au/scienc
e/resources/files/Worksheet%20%20Force%20Mass%20and%20Acce
leration.pdf
Newton’s Law Lab
http://www.webassign.net/sample/asu
colphysmechl1/lab_4/worksheet.pdf
Newtons Laws Webquest
http://www.bryan.k12.oh.us/userfiles/
65/Classes/3350/newtonswebquest.pd
f
Roller Coaster Webquest
http://glencoe.mcgrawhill.com/sites/0078617049/student_vi
ew0/unit4/webquest.html
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
mass and
acceleration–
the greater the
force on an
object, the
greater its
change in
motion;
however, the
same amount of
force applied to
an object with
less massresults
in a greater
acceleration.
• While the
second law
describes a
single object,
forces always
come in equal
and opposite
pairs due to
interaction
between objects.
Give
examples of
interaction
between objects
describing
Newton’s third
law – whenever
one object
exerts a force
on another, an
equal and
opposite force is
exerted by the
second on the
first. The third
Newton’s Webquest
http://hesperiachristian.org/ourpages/
auto/2010/2/24/34756554/Newton_s
%20Laws%20Webquest.pdf
Newton Who?
http://www.kn.att.com/wired/fil/page
s/webnewtonme.html
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
law can be
written
mathematically
asF F AB BA →
→=−.
Students should
explain why
these forces do
not “cancel each
other out”.
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.2.1 Understand types, properties, and structure of matter.
Clarifying
Objectives
PSc 2.1.1
Classify matter
as:
homogeneous or
heterogeneous;
pure substance
or mixture;
element or
compound;
metals,
nonmetals, or
metalloids;
solution, colloid,
or suspension
PSc 2.1.2
Explain the
phases of matter
and the physical
changes that
matter
undergoes.
PSc 2.1.3
Compare
physical and
chemical
properties of
various types of
matter.
Essential
Vocabulary
• Homogeneo
us
• Heterogeneo
us
• Pure
Substance
• Mixture
• Element
• Compound
• Metals
• Nonmetals
• Metalloids
• Solution
• Colloid
• Suspension
• Physical
Change
• Physical
Property
• Chemical
Property
• Atom
• Ion
• Proton
• Neutron
• Electron
• Valence
Electron
• Chemical
Formula
• Tyndall
Effect
• Bohr Model
• Dot
Diagram
• Melting
• Vaporizatio
n
• Condensatio
n
Task Analysis
Learning Activities/Assessments
PSc.2.1.1
• Classify a sample of
matter as homogeneous or
heterogeneous based on
uniformity of the material.
• Classify a sample of
matter as a pure substance
or mixture based on the
number of elements or
compounds in the sample.
• Classify an element as a
metal, nonmetal, or
metalloid based on its
location on the periodic
table.
• Classify a substance as
an element or compound
using its chemical formula.
• Classify samples and sets
of matter as a solution,
colloid or suspension
based on the application of
characteristic properties:
particle
size, “settling out” of one
or more components, and
interaction with light
(Tyndall Effect)
PSc.2.1.2
• Develop a conceptual
cause-and-effect model for
the phase change process
that shows the relationship
among particle attraction,
PSc2.1.1
Mixture or Pure Substance – Answer (Student Sheet
can be found as an adobe file using a search engine
such as google)
http://dhs.dist113.org/faculty/HintonM/website/chem/elem
ent-compound-mixture_chemical-physicalchanges_key.pdf
Solutions
http://cstephenmurray.com/Acrobatfiles/IPC/chapter22to2
5/chap23no1.pdf
Classification of Matter #1
http://cstephenmurray.com/Acrobatfiles/IPC/Chapter16/ch
ap16no1.pdf
Matter & Change Worksheet
http://ridgewood.cyberschool.com/view/395.pdf
Resources
SlideShare - Matter
Concept map
Solutions, Colloids,
Suspension Info
Sheet
http://www.gly.uga.ed
u/railsback/Fundament
als/Solutionsetc03.pdf
Glencoe
www.glencoe.com
• Videos
• Quizzes
Classification of Matter Lab
http://www2.bakersfieldcollege.edu/deharvey/Laboratories
/Lab%20Syllabus/Exp%2012%20Classification%20of%20
Matter.pdf
Classification of Matter #2
http://www.mrjgrom.com/source/matter3_unit/IntroEMC
WS.pdf
Matter SONG!
http://havefunteaching.
com/songs/sciencesongs/matter-song/
Classification of Matter #3
https://jahschem.wikispaces.com/file/view/classmatterAP.
pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
SAS Curriculum
PSc 2.1.4
Interpret the
data presented
in the Bohr
model
diagrams and
dot diagrams
for atoms and
ions of elements
1 through 18
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Freezing
Solute
Solvent
Saturated
Unsaturated
Super
Saturated
Dilute
Concentrate
d
Density
Melting
Point
Boiling
Point
Mass
Number
Atomic
Number
Isotope
Isotopic
Notation
particle motion, and gain
or loss of heat - when a
solid melts it has absorbed
heat that increased the
potential energy of its
particles
(space between particles)
thus reducing the
attraction between
particles so that they can
flow in a liquid phase.
(Consider conditions of
normal atmospheric
pressure as well as the
qualitative affects of
changes in pressure
involving gases.)
• The focus should be on
the following phase
changes: solid to liquid
(melting), liquid to gas
(vaporization), gas to
liquid (condensation),
and liquid to solid
(freezing).
• Compare the process of
evaporation to
vaporization – materials
that evaporate verses
those which do not;
attraction between surface
particles and colliding air
molecules.
• Recognize that the
formation of solutions is a
physical change forming a
homogenous mixture.
(Review from 8th grade.)
• Develop a conceptual
model for the solution
Solubility Graph
http://www.freemoodle.org/pluginfile.php/23935/mod_res
ource/content/1/10-12a%20Solubility%20wkstKey%20.pdf
Solubility Curve Worksheet
http://www.canogaparkhs.org/ourpages/auto/2013/2/21/40
959867/Solubility%20Curve%20Worksheet.pdf
Heating Curve Worksheet
https://mailattachment.googleusercontent.com/attachment/u/0/?ui=2&
ik=ed2f5c7d92&view=att&th=13f7721dba00d4a4&attid=
0.1&disp=inline&realattid=f_hibwwl9p0&safe=1&zw&sa
duie=AG9B_P9EH1amG_mPfKQdLJXb9wY&sadet=1372093304004&sads
=VnWxuLiFwOfLMHD-Uct6qv3ptb0
Tyndall Effect Demonstration
http://silver-lightning.com/tyndall/
2.1.1 Reinforcement Sheet
http://www.powayusd.com/teachers/kvalentine/ELEMEN
TS,COMPOUNDS,MIXTURES/ELEMENTary%20Word
%20Puzzle.pdf
Solution/Suspension/Colloid Lab
..\Documents\colloidal_lab_1.doc
PSc 2.1.2
Chemical Vs. Physical Change
http://cstephenmurray.com/Acrobatfiles/IPC/chapter20/ch
ap20no1.pdf
Phases of Matter
http://teachers.sduhsd.net/nclum/Labs/Phases%20of%20M
atter%20Worksheet%200910.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Pathways
• Webquests
• Activities
• Virtual labs
States of Matter
https://mailattachment.googleuser
content.com/attachmen
t/u/0/?ui=2&ik=ed2f5c
7d92&view=att&th=1
3f77585aa893fc3&atti
d=0.1&disp=inline&re
alattid=f_hibyqx990&s
afe=1&zw&saduie=A
G9B_P9EH1amG_mPfKQdLJXb9
wY&sadet=137209698
3147&sads=vA7FITiR
EtYpNXlzE6eAMMtRiE
process with a cause and
effect relationship
involving forces of
attraction between solute
and solvent particles. A
material is insoluble due to
a lack of attraction
between particles.
• Interpret solubility
curves to determine the
amount of solute that can
dissolve in a given amount
of solvent (typically water)
at a given
temperature.
• Qualitatively explain
concentration of solutions
as saturated, unsaturated
or supersaturated; dilute
or concentrated.
PSc.2.1.3
Calculate the density of
different substances using
the relationship m
D
V
=.
• Compare physical
properties of a mixture
that could be used to
separate its components
such as solubility, density,
boiling point,
magnetic property, etc.
• Compare various
physical and chemical
properties of metals,
nonmetals and metalloids
such as state of matter at a
given temperature,
What’s the Matter Lab
http://www.powayusd.com/teachers/kvalentine/ELEMEN
TS,COMPOUNDS,MIXTURES/ELEMENTary%20Word
%20Puzzle.pdf
Physical vs. Chemical Change Lab
http://www.mayfieldschools.org/userfiles/1733/Classes/70
32/Lab%20and%20Stations.pdf
Physical Properties & Changes Worksheet
http://www.waupaca.k12.wi.us/faculty/tgorges/Unit%202
%20Physical%20and%20Chemical%20Change%20Works
heet.pdf
Properties of Matter Worksheet
http://sss.wrdsb.ca/sites/sss.wrdsb.ca/files/Worksheet.Phys
ical%20Properties%20of%20Matter.pdf
Messing with the Mixtures Lab
http://sciencespot.net/Media/messingmixtures.pdf
Solutions Handout & Worksheet
http://kurtniedenzu.cmswiki.wikispaces.net/file/view/Solut
ions_Teacher_Notes.pdf
Solutes & Solvents Worksheets
http://www.kyrene.org/cms/lib2/AZ01001083/Centricity/
Domain/899/Solutes%20and%20Solvents%20Worksheet.
pdf
2.1.3
Density Worksheet
http://go.hrw.com/resources/go_sc/hst/HSTMW321.PDF
Density Practice Problems
http://grizzphysicalscience.weebly.com/uploads/1/3/7/0/13
703576/density_worksheet_1.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
density, melting point,
boiling point, luster,
conductivity, ductility,
malleability, color,
reactivity, etc.
• Compare physical and
chemical properties of
various everyday
materials such as salt,
sugar, baking soda, corn
starch, rubbing alcohol,
water, etc.
PSc.2.1.4
• Describe the charge,
relative mass, and the
location of protons,
electrons, and neutrons
within an atom.
• Calculate the number of
protons, neutrons,
electrons, and mass
number in neutral atoms
and ions.
• Explain how the different
mass numbers of isotopes
contributes to the average
atomic mass for a given
element (conceptual, no
calculations).
• Use isotopic notation to
write symbols for various
isotopes (ex. Carbon-12,
C-12, 12C, etc.)
• Explain Bohr’s model of
the atom.
• Draw Bohr models from
hydrogen to argon
including common
isotopes and ions.
• Construct dot diagrams,
Density Practice Problems # 2
http://www.westerville.k12.oh.us/userfiles/4402/Classes/6
548/Density20Worksheet.pdf
Density Lab
http://www.hometrainingtools.com/liquid-densityproject/a/1305/
Density Worksheet
https://mailattachment.googleusercontent.com/attachment/u/0/?ui=2&
ik=ed2f5c7d92&view=att&th=13f775a0538549c3&attid=
0.1&disp=inline&realattid=f_hibz3hf50&safe=1&zw&sad
uie=AG9B_P9EH1amG_mPfKQdLJXb9wY&sadet=1372097033112&sads
=9YTSLvnTlJy4XMV1n5H6rktbJQs
Rainbow Density Column
http://www.hometrainingtools.com/density-columnscience-project/a/1737/
Density Webquest
https://mailattachment.googleusercontent.com/attachment/u/0/?ui=2&
ik=ed2f5c7d92&view=att&th=13f7760e289e4021&attid=
0.1&disp=inline&realattid=f_hibzd3vc0&safe=1&zw&sad
uie=AG9B_P9EH1amG_mPfKQdLJXb9wY&sadet=1372097434591&sads
=BBobfwJxvEhK27pCWhFcw7M_WYc
2.1.4
Bohr Model
http://www.docstoc.com/docs/22197772/Bohr-ModelWorksheet/
Bohr Model Practice Problem
http://www.mrspinnell.com/chemistry/worksheets/Bohr%2
0Model%20Practice.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
a shorthand notation for
Bohr models, using the
element symbol and dots
to represent electrons in
the
outermost energy level.
Atoms
http://cstephenmurray.com/Acrobatfiles/IPC/chapter18/ch
ap18no1filledin.pdf
Dot Diagrams
http://cstephenmurray.com/Acrobatfiles/IPC/chapter19/ch
ap19no1.pdf
The Atoms Family
http://sciencespot.net/Media/atomsfam.pdf
Bohr Diagram Worksheet
..\Documents\04-Bohr Diagrams of Atoms (1).doc
Atomic Structure
http://staff.fcps.net/jswango/unit2/atomic_structure/Basic
%20Atomic%20Structure%20Worksheet.pdf
Atomic Basics
http://sciencespot.net/Media/AtomicBasics.pdf
Atoms , Isotopes, Ions
http://www.sfponline.org/uploads/SS18A%20Atoms,%20Isotopes%20and%20Ions.pdf
Isotopes Practice
http://www.thomas.k12.ga.us/userfiles/538/Classes/1637/i
on%20isotope%20practice.pdf
Protons, Electrons, Neutrons Worksheet
http://misterguch.brinkster.net/PRA007.pdf
Atomic Structures Worksheet # 2
http://www.valleycity.k12.nd.us/jrsrhigh/jrsrstaff/jrsrstffpgs/mn/Chemistry/
Chapter3/AtomicStructure.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Atomic Review Sheet
..\Documents\atomic_review_packet (1).pdf
Isotopes Quiz
http://www.frohnclass.com/Chemistry/quiz/4isotope.htm
Isotope Notation
http://nshs-science.net/chemistry/common/pdf/WS2isotope_notation.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.2.2 Understand chemical bonding and chemical interactions.
Clarifying
Objectives
PSc 2.2.1
Infer valence
electrons, oxidation
number, and
reactivity of an
element based on its
location in the
Periodic Table
PSc 2.2.2
Infer the type of
chemical bond that
occurs, whether
covalent, ionic, or
metallic, in a given
substance.
PSc 2.2.3
Predict chemical
formulas and names
for simple
compounds based on
knowledge of bond
formation and
naming conventions.
Essential
Task Analysis
Vocabulary
• Valence
Electrons
• Oxidation
Number
• Cation
• Anion
• Periodic
Table
• Covalent
Bond
• Ionic Bond
• Metallic
Bond
• Polyatomic
Ions
• Binary
Compounds
• Law of
Conservation
of Mass
• Balanced
Chemical
Equation
• Synthesis
• Decomposit
ion
• Single
Replaceme
nt
• Double
Replacement
• Acid
• Base
PSc.2.2.1
• Predict the number
of valence electrons of
representative
elements (A Groups or
1, 2, 13-18) based on
its location in the
periodic table.
• Predict an element’s
oxidation number
based on its position
in the periodic table
and valence electrons.
(Representative
groups
including multiple
oxidation states for tin
and lead.)
• Predict reactivity of
metals and nonmetals
from general periodic
trends.
PSc.2.2.2
• Describe how ionic,
covalent, and metallic
bonds form and
provide examples of
substances that
exhibit each type of
bonding.
• Predict the type of
Learning Activities/Assessments
PSc 2.2.1
Valence Electrons
http://www.middleschoolscience.com/periodic-tableshells-valence.pdf
Valence Electrons #2
http://www.vigoschools.org/~mmc3/Chem%201/Pro
blem%20Solving%20Activities/Valence%20Electro
ns%20Worksheet.pdf
Oxidation Numbers
http://www.gpb.org/files/pdfs/gpbclassroom/chemist
ry/oxidationNumbersWkst.pdf
Periods, Groups, & Valence Electrons
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
18/chap18no4.pdf
Color Coding Periodic Table
..\Documents\Color Coding the Periodic Table
BLM.doc
PSc2.2.2
Bonding Basics
http://sciencespot.net/Media/bondingbasics2010.pdf
Bonding
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
19/chap19no3.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Resources
Families Stick together
http://www.chem4kids.com
/files/elem_families.html
Periodic Table Fast Facts
http://www.contentextra.co
m/bacconline/bacContentFi
les/chemistryFiles/ChemW
orksheetsSL/PDF/Workshe
et32SL.pdf
Unit Plan for Periodic
Table
Unit Plan for The Periodic
Table.docx
Science Spot – good
resource for all topics
www.sciencespot.net
General Chemistry &
Periodic Table Resource
periodic_questions (1).pdf
PSc 2.2.4
Exemplify the law of
conservation of mass
by balancing
chemical equations.
PSc 2.2.5
Classify types of
reactions such as
synthesis,
decomposition,
single replacement,
or double
replacement.
PSc 2.2.6
Summarize the
characteristics and
interactions of acids
and bases.
• Neutralizati
on
• pH
• Indicator
• Family/Gro
up
• Period
• Reactants
• Products
• Alkali
Metals
• Alkaline
Earth Metals
• Halogens
• Noble
Gases
bond between two
elements in a
compound based on
their positions in the
periodic table.
PSc.2.2.3
• Name and write
formulas for simple
binary compounds
containing a metal
and nonmetal using
representative
elements (A Groups or
1,
2, 13-18) and
compounds involving
common polyatomic
ions: ammonium
(NH4
⁺
), acetate (C2
H3
O2⁻), nitrate (NO3⁻),
hydroxide (OH⁻),
carbonate (CO3
2
⁻), sulfate (SO4
2
⁻), phosphate (PO4
3
⁻).
• Name and write
formulas for binary
compounds of two
nonmetals using
Greek prefixes (mono, di-, tri-, tetra-, etc.).
PSc.2.2.4
• Use coefficients to
balance simple
Chemical Bonds
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
19/chap19no2.pdf
How and why atoms bond
http://www.chalkbored.com/lessons/chemistry11/bonding-how-atoms-combine.pdf
Chemistry Bonding
Bonding Packet.doc
Chemical Bonding Virtual Lab
http://glencoe.mcgrawhill.com/sites/007877846x/student_view0/unit3/chap
ter6/virtual_lab.html
Balancing equations lab
http://glencoe.mcgrawhill.com/sites/0078779626/student_view0/unit5/chap
ter21/virtual_lab.html
PSc2.2.3
Formula Poker
http://extension.uga.edu/k12/science-behind-ourfood/lesson-plans/FormulasPoker.pdf
Bonding & Naming
http://www.chs.d211.org/science/torpedw/Physical%
20Science/IonsPacket0001.pdf
Naming Compounds
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
19/chap19no4.pdf
Naming Covalent Compounds
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
19/chap19no6.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Chemistry Resources on
Compounds
http://www.nclark.net/Co
mpounds
Chalkboard – Chemistry
http://www.chalkbored.com
/lessons/chemistry-11.htm
Flinn Scientific – good
resource for all topics
http://www.flinnsci.com/tea
cher-resources/physicalscience/physical-scienceactivities.aspx
chemical bonds
http://www.youtube.com/w
atch?v=wWUYHHo-zB0
acids and bases
http://www.youtube.com/w
atch?v=kzcAFtm-n0w
chemical equations
involving elements
and/or binary
compounds.
• Conclude that
chemical equations
must be balanced
because of the law of
conservation of
matter.
PSc.2.2.5
• Classify chemical
reactions as one of
four types: single
replacement, double
replacement,
decomposition and
synthesis.
(Neutralization
reaction is a type of
double replacement
reaction.)
• Summarize reactions
involving combustion
of hydrocarbons as
not fitting into one of
these four types.
Hydrocarbon +
oxygen à
carbon dioxide +
water.
PSc.2.2.6
• Recognize common
inorganic acids
including
hydrochloric
(muriatic) acid,
sulfuric acid, acetic
acid, nitric acid and
citric acid.
Making & Naming Bonds
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
19/chap19no5.pdf
Polyatomic Ions
http://gregorytewksburytutoringservice.weebly.com/
uploads/1/4/1/0/14104725/polyatomic_ions_workshe
et-complete.pdf
Polyatomic Ions #2
http://staff.analyhighschool.org/kmacquarrie/files/Ph
ysical%20Science/Polyatomic%20Ion%20Workshee
t%20(FOR%20WEB).pdf
PSc2.2.4
Chemical Reactions
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
20/chap20no2.pdf
Law of Conservation of matter Lab
Law of Conservation of Matter Lab 2.doc
Law of conservation of mass lab
http://www.nclark.net/conservation_of_matter_lab.p
df
Alka Seltzer Lab
Alka Seltzer Lab.doc
PSc2.2.5
Activity Series
http://www.loreescience.ca/site/SNC1DN/Chemistry
/Reactivity%20series%20list.pdf
Types of Reactions
http://chem.taysi.us/assignmentshandouts/reactions/
ReactionTypesWS.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
• Recognize common
bases including
sodium bicarbonate,
and hydroxides of
sodium, potassium,
calcium, magnesium,
barium and
ammonium.
• Define acids and
bases according to the
Arrhenius theory.
• Develop an
understanding of the
pH scale and the
classification of
substances therein.
• Generalize common
characteristics of acids
and bases– pH range,
reactivity with metals
and carbonates (acids)
or fats/oils (bases),
conductivity.
• Relate general
household uses of
acids and bases with
their characteristic
properties.
• Explain what
happens in a
neutralization
reaction, identifying
each component
substance
Classic Combustion Reaction Experiment
http://www.scientificameriken.com/yr2/com
bust.asp
Psc2.2.6
Acids & Bases Worksheet
http://www.gpb.org/files/pdfs/gpbclassroom
/chemistry/acidsBasesSaltsWkst.pdf
Murray’s Acids & Bases
http://cstephenmurray.com/Acrobatfiles/IPC/chapter
22to25/chap25no1.pdf
Acids & Bases Lab
http://www.wmich.edu/chemed/documents/acidsbase
shandout.pdf
Acid & Bases Webquest
http://cfsd.chipfalls.k12.wi.us/faculty/slowiatj/works
heets/chemistry/Acid_Base_Webquest_2012.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.2.3 Understand the role of the nucleus in radiation and radioactivity.
Clarifying
Objectives
PSc 2.3.1
Compare
nuclear
reactions
including alpha
decay, beta
decay, and
gamma decay;
nuclear fusion
and nuclear
fission.
PSc 2.3.2
Exemplify the
radioactive
decay of
unstable nuclei
using the
concept of halflife
Essential
Vocabulary
• Alpha Decay
• Beta Decay
• Gamma
Decay
• Nuclear
Fusion
• Nuclear
Fission
• Half Life
• Radioactivit
y
• Unstable
Nuclei
• Nuclear
Reactor
• Moderator
• Nuclear
Radiation
• Transmutation
• TransUranium
• Chain
Reaction
Task Analysis
Learning Activities/Assessments
PSc.2.3.1
• Compare the
characteristics of
alpha and beta
particles and
gamma rays –
composition, mass,
penetrability.
• Compare alpha,
beta, and gamma
decay processes –
alpha decay reduces
the mass of an atom
by 4 and the atomic
number by 2; beta
decay increases the
atomic number by 1
(a neutron decays
into a proton and
electron); gamma
rays are
electromagnetic
waves released
from the nucleus
along with either an
alpha or beta
particle.
• Compare the
processes of fission
(splitting of a very
large atom) and
fusion (joining of
atoms) in terms of
conditions required
Balancing Nuclear Chemical Reaction
http://www.msduncanchem.com/Unit_16/uni
t_16_ws_labs.pdf
Balancing Nuclear Reactions
http://coachsmithchemistry.weebly.com/uplo
ads/1/3/3/6/13362618/balancing_nuclear_rea
ctions.pdf
Candium Lab
http://galileo.phys.virginia.edu/education/out
reach/8thgradesol/CandyHalfLife.htm
Half Life Problems
https://whsmorrisonchemistry.wikispaces.co
m/file/view/Nuclear+Chemistry+Worksheet.
pdf
Half life Virtual Lab
http://glencoe.mcgrawhill.com/sites/0078617650/student_view0/ch
apter1/virtual_lab.html
Alpha & Beta Decay
http://faculty.cbhs.org/dbautista/Nuclear%20
worksheet.pdf
Penny Lab
http://www.kentschools.net/ccarman/files/20
09/08/chemistryhalf_life_of_a_penny_activity.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Resources
General Physical Science Resource
http://www.powayusd.com/teachers/kva
lentine/worksheetspage.htm
Nuclear Chemistry Videos
http://www.onlinemathlearning.com/nu
clear-reactions-chemistry.html
nuclear chem songs
http://www.youtube.com/watch?v=Z
_qaHY3ZyvE
for
occurrence, energy
released, and the
nature of products.
PSc.2.3.2
• Conceptually
explain half-life
using models.
• Perform simple
half-life calculations
based on an
isotope’s half-life
value, time of decay,
and/or amount of
substance.
Half Life Word Problems
http://images.pcmac.org/SiSFiles/Schools/G
A/DouglasCounty/ChapelHillHigh/Uploads/
Forms/Half+life+worksheet.pdf
Nuclear Power Student Activity
..\Documents\L2 Nuclear Fission Student
Worksheets.pdf
Nuclear Fission & Fusion
http://go.hrw.com/resources/go_sc/ssp/HK1S
G072.PDF
Nuclear Fission
http://www.trinityschool.co.uk/workathome/f
iles/11Physics-Worksheet3.pdf
Radioactive Decay Worksheet
http://blogs.mtu.edu/teacherinstitute/files/2013/01/Samson_RadioactiveD
ecayActivity_2008.pdf
Alpha Beta Gammas OH MY!
http://blogs.mtu.edu/teacherinstitute/files/2013/01/Samson_RadioactiveD
ecayActivity_2008.pdf
Nuclear Reactions Webquest
http://crescentok.com/staff/jaskew/ISR/webq
uest/questnuclear.htm
Nuclear Chemistry Quiz
http://www.kentchemistry.com/Worksheets/
Regents/Units/Nuclear/nuclear_ws1.pdf
Nuclear Webquest
http://staff.highschool.spsd.org/ZahariDe/stu
dent/macvane/NuclearWebquest.htm
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.
Clarifying
Objectives
PSc 3.1.1
Explain thermal
energy and its
transfer.
PSc 3.1.2
Explain the law of
conservation of
energy in a
mechanical system
in terms of kinetic
energy, potential
energy and heat.
PSc 3.1.3
Explain work in
terms of the
relationship among
the applied force
to an object, the
resulting
displacement of
the object, and
the energy
transferred to an
object.
PSc 3.1.4
Explain the
relationship among
work, power and
simple machines
both qualitatively
and quantitatively
Essential
Vocabulary
• Energy
• Law of
Conservatio
n of Energy
• Kinetic
Energy
• Potential
Energy
• Heat
• Specific
Heat
• Work
• Thermal
Energy
• Power
• Latent Heat
• Simple
Machines
• Conduction
• Convection
• Radiation
• Specific
Heat
Capacity
• Friction
• Temperatur
e
• Mechanical
Energy
• Wedge
• Screw
• Incline
Task Analysis
Learning Activities/Assessments
PSc.3.1.1
• Infer the ability
of various
materials to absorb
or release thermal
energy in order to
conceptually relate
mass, specific heat
capacity, and
temperature of
materials to the
amount of heat
transferred.
(Calculations with
p
q mC T = ∆ should
be used to aid in
conceptual
development
through laboratory
investigation and
analysis, not as
problem-solving
exercises.)
• Compare thermal
energy, heat, and
temperature.
• Relate phase
changes to latent
heat that changes
the potential
energy of particles
while the average
kinetic energy of
PSc3.1.1
Heating Curve
http://home.comcast.net/~cochranjim/PDFS4/
heatcurve.pdf
Heat Calculations
http://www.gpb.org/files/pdfs/gpbclassroom/c
hemistry/heatCalcWkst1301.pdf
Intro to Specific Heat Calculations
http://keishakirkpatrick.cmswiki.wikispaces.n
et/file/view/Wksht_Intro_Specific_Heat%26C
alcs.pdf
• Answer Key
• http://www.winterschemistry.com/wpcontent/uploads/2012/03/Specific-HeatAnswers-2013.pdf
Resources
Thermal Energy Resource Guide
http://www.mrhayden.com/pdfs/8in0
9.pdf
General Resource
http://www.theteacherscafe.com/Scie
nce/Potential_Kinetic_Energy.php
Popcorn: Conduction, Convection,
& Radiaiton
http://aspire.cosmicray.org/labs/atmosphere/popcorn.ht
ml
Specific Heat Calculations
http://arapahoe.littletonpublicschools.net/Link
Click.aspx?fileticket=gBTnHIEQrkA%3D&ta
bid=1928
Heat Transfer Resources
http://www.spectrose.com/modes-ofheat-transfer-conduction-convectionradiation.html
Specific Heat Calculations #2
http://gcoble.pbworks.com/w/file/fetch/53054
128/Heat%20Capacity%20Worksheet.pdf
Specific Heat Calculations #3
http://web.lincoln.k12.mi.us/buildings/hs/gurg
anus/specific_heat.pdf
Mr. Martins IPC –labs &
worksheets
http://www.nisd.net/taft/classrooms/
martin/Worksheets_index.htm
PSc3.1.2
Kinetic & Potential Energy Worksheet
http://cprepphysicalscience.weebly.com/uploa
ds/1/2/7/7/12774250/potential_and_kinetice_e
laws of energy
http://www.youtube.com/watch?v=P
kAO8F-Tm-w
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Plane
• Pulley
• Wheel &
Axle
• Lever
• Work Input
• Work
Output
• Ideal
Mechanical
Advantage
• Actual
Mechanical
Advantage
• Efficiency
particles
(temperature)
remains the same.
(Link to PSc.2.1.2)
• Compare
conduction,
convection, and
radiation as
methods of energy
transfer
PSc.3.1.2
• Exemplify the
relationship
between kinetic
energy, potential
energy, and heat to
illustrate that total
energy is conserved
in mechanical
systems such as a
pendulum, roller
coaster, cars/balls
on ramps, etc.
• Relate types of
friction in a system
to the
transformation of
mechanical energy
to heat.
PSc.3.1.3
• Explain
scenariosin which
work is done,
identifying the
force,
displacement, and
energy transferwork requires
energy; when work
is
nergy.pdf
Ball Drop Lab
http://www.asee.org/conferences-andevents/conferences/k-12workshop/2012/Ball_Drop_activity.pdf
Kinetic v. Potential Energy Worksheet
..\Documents\Potential vs. Kinetic Energy
2013.docx
Kinetic & Potential Energy WebQuest
http://www.stmary.k12.la.us/fhs/kinetic_and_
potential_energy_web.htm
Conservation of Energy Lab
http://mrsj.exofire.net/ipc/docs/energycons_la
b.pdf
Kinetic Energy Worksheet
http://www.elco.k12.pa.us/online_homework/
Schwalm_Notes/8th/49kineticenergyworkshee
t.pdf
Murrays Potential & Kinetic Energy
http://cstephenmurray.com/Acrobatfiles/IPC/c
h5and10/chap5no2.pdf
Murrays Conservation of Energy
http://cstephenmurray.com/Acrobatfiles/IPC/c
h5and10/chap5no3.pdf
Energy Skate Park Simulation
..\Documents\Energy_Skate_Park_Simulati
on.doc
PSc3.1.3
Work
http://users.wowway.com/~jbingaman/work.ht
m
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
simple machines song
http://www.youtube.com/watch?v=ji
LI6q5wsw0&list=PLyBCoOOHbKt
GgPabn-kvBfIfK0AuUfCKv
Kinetic energy song
http://www.youtube.com/watch?v=vl
4g7T5gw1M
done on an object,
the result is an
increase in its
energy and is
accompanied by a
decrease in energy
somewhere else.
• Compare
scenarios in which
work is done and
conceptually
explain the
differences in
magnitude of work
done using the
relationship
W Fd = ∆ .
PSc.3.1.4
• Infer the work
and power
relationship: W Fd
P Fv
tt
∆
===
∆∆
• Determine the
component simple
machines present
in complex
machines –
categorize a wedge
and screw as
variations of an
inclined
plane; a pulley and
wheel & axle as
variations of a
lever.
• Explain the
Work & Power Math Skills
http://go.hrw.com/resources/go_sc/hst/HSTM
W511.PDF
Work & Power
http://www.matsuk12.us/cms/lib/AK0100095
3/Centricity/Domain/2590/Work_and_Power_
Math.pdf
Work Lab
http://glencoe.mcgrawhill.com/sites/0078600529/student_view0/un
it6/chapter20/virtual_lab.html
PSc3.1.4
Energy, Work & Power – Murray
http://cstephenmurray.com/Acrobatfiles/IPC/c
h5and10/chap5no1.pdf
Simple Machines Made Simple
http://cstephenmurray.com/Acrobatfiles/aphys
ics/Simplemachinesmadesimple.pdf
Simple Machines
http://cstephenmurray.com/Acrobatfiles/IPC/c
h3and4/chap4no1.pdf
Incline Plane
http://cstephenmurray.com/Acrobatfiles/IPC/c
h3and4/chap4no3.pdf
Levers
http://cstephenmurray.com/Acrobatfiles/IPC/c
h3and4/chap4no2.pdf
Power
http://www.phs.d211.org/science/rheitz/Webp
ages/power.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
relationship
between work
input and work
output for simple
machines using the
law of conservation
of energy.
• Define and
determine ideal
and actual
mechanical
advantage: E
R
d
IMA
d
=
R
E
F
AMA
F
=
• Define and
determine
efficiency of
machines: 100 out
in
W
Efficiency x
W
=
• Explain why no
machine can be
100% efficient.
Mechanical Advantage & Efficiency
http://arapahoe.littletonpublicschools.net/Porta
ls/7/Science/DurowERE/8Worksheet.Mechani
cal%20Advantage%20and%20Efficiency.pdf
Math Skills: Efficiency
http://go.hrw.com/resources/go_sc/ssp/HK1M
SW71.PDF
Work & Machines Packet
http://stjuliana.org/pages/media/62/20130313sguides.pdf
Simple Machines, IMA, AMA
http://www.smrhs.org/uploaded/faculty/edwar
dsyzmkowiak/Simple_Machines/IMA,_AMA,
_and_efficiency_worksheet.pdf
Simple Machines
http://www.xtec.cat/monografics/cirel/pla_le/n
ile/carles_egusquiza/student/student.pdf
Simple Machines Webquest
http://www.webquest.hawaii.edu/kukulu/webq
uests/webquest3/
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.3.2 Understand the nature of waves.
Clarifying
Objectives
PSc 3.2.1
Explain the
relationships among
wave frequency, wave
period, wave velocity,
amplitude, and
wavelength through
calculation
and investigation
PSc 3.2.2
Compare waves
(mechanical,
electromagnetic, and
surface) using their
characteristics.
PSc 3.2.3
Classify waves as
transverse or
compressional
(longitudinal).
PSc 3.2.4
Illustrate the wave
interactions of
reflection, refraction,
diffraction, and
interference.
Essential
Vocabulary
•
•
•
•
•
•
•
Wave
Frequency
Period
Velocity
Amplitude
Wave Length
Mechanical Wave
• Electromagnetic Wave
• Surface Wave
• Transverse Wave
• Compressional/Longitu
dinal Wave
•
•
•
•
•
•
•
•
•
•
Reflection
Refraction
Defraction
Interference
Rarefaction
Compression
Medium
SONAR
RADAR
Constructive
Interference
• Destructive
Interference
Task Analysis
PSc.3.2.1
• Identify the basic
characteristics of a
longitudinal
(compressional) wave:
amplitude, rarefaction,
and compression.
• Recognize the
relationship between
period and frequency
(focus on conceptual
understanding of this
inverse relationship).
• Explain the
relationship among
velocity, frequency, and
wavelength and use it to
solve wave problems:
w
vf=λ
• Exemplify wave energy
as related to its
amplitude and
independent of velocity,
frequency or
wavelength.
PSc.3.2.2
• Classify waves as one
of three types:
mechanical,
electromagnetic or
surface waves based on
their characteristics.
• Compare different
Learning
Activities/Assessments
Resources
PSc3.2.1
Waves
http://cstephenmurray.com/Acrobatfi
les/IPC/ch11to13/chap11no2.pdf
General Waves Resource
https://sites.google.com/a/pleasant
onusd.net/barnettdreyfuss/physica
lscience/wavessound
Anatomy of a Wave
..\Documents\waves.docx
Wavelength Worksheet
http://sciencewells.com/homework/0
6wavespeed.pdf
Light Waves Worksheet
http://campus.kellerisd.net/Teachers/
24033/Lists/PreAP%20Schedule/Atta
chments/133/Worksheet%20%20Light,%20Wavelength,%20Freq
uency,%20Energy.pdf
Physical Science Waves
http://www.physicsclassroom.co
m/curriculum/waves/
See that Sound?
http://oceanservice.noaa.gov/educ
ation/lessons/see_that_sound.html
Wave Interaction PowerPoint
http://wwwcshs.stjohns.k12.fl.us/teachers/ear
Waves Basic
http://www.physicsclassroom.com/cu dlea/S077E7A5A.27/Wave%20In
teractions%20%5BCompatibility
rriculum/waves/waves.pdf
%20Mode%5D.pdf
Planck’s Theory
http://www.chemistar.com/Chemistry
/Unit4AtStructureAssignments/Planc
ksConstantEnergy.pdf
Wave Speed Practice Problems
http://cyfair3.schoolwires.net/194920
87152947113/lib/1949208715294711
3/_files/Wave_equation_practice.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
All About Waves
http://www2.rps205.com/Parents/
Academics/Learning/Science/Doc
uments/PhysicsFirstTextbook/Cha
pter20.pdf
wave types based on
how they are produced,
wave speed, type of
material (medium)
required, and motion of
particles.
PSc.3.2.3
Compare compressional
(longitudinal) and
transverse waves in
terms of particle motion
relative to wave
direction.
PSc.3.2.4
• Illustrate reflection
and refraction of waves
at boundaries: reflection
of a transverse pulse at
the fixed-end of a spring
or rope; reflection
of sound (SONAR) and
radio waves (RADAR);
reflection of water
(surface) waves;
refraction of water
waves as the depth of
the water
changes; sound as it
changes media;
refraction of light as it
passes from air into
water, glass, oil etc.
• Illustrate the effects of
wave interference
(superposition)–
constructive and
destructive interference
of surface waves,
mechanical waves
(sound, pulses in
PSc3.2.2
Electromagnetic Worksheet
http://schools.paulding.k12.ga.us/isch
ooldistrict/media/files/2080/EM%20s
pectrum%20practice.pdf
Wave Action
http://cstephenmurray.com/Acrobatfi
les/IPC/ch11to13/chap12no2.pdf
waves Webquest
http://www.schenectady.k12.ny.us/us
ers/title3/future%20grant%20projects
/Projects/waves/Final%20Project/ligh
t%20and%20sound.htm
Sound Waves
http://cstephenmurray.com/Acrobatfi
les/IPC/ch11to13/chap13no1.pdf
PSc3.2.3
Slinky Lab
http://www.mrschamberlain.com/PH
YS/WAVESandCOSMOS/Slinky%2
0lab.pdf
Types of Waves
http://agi.seaford.k12.de.us/sites/jmci
ntire/generalintegratedscience/Class
workHandouts/wave_worksheet[1].p
df
Types of Waves Concept Review
http://homework55.com/ps/ps4-1008/con_review.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
Waves PowerPoint
http://www.essentialphysics.com/Texas/pBook/eBookSBTE/Images/SB/19/Lessons/15_
2WaveInteractions/WaveInteracti
ons.pdf
springs/ropes, etc.), light
(soap bubbles/thin films,
diffraction gratings).
Emphasis is on
conceptual
understanding –
not mathematical
relationships
PSc3.2.4
Wave Interaction
http://www.lcmrschooldistrict.com/d
emers/cbphysicalscience/Chp%20153%20Wave%20Interactions.pdf
Wave Interactions
http://www.neosci.com/download/res
ources/35-1120_light_poster.pdf
Wave Interactions
http://www.ck12.org/na/WaveInteractions-%3A%3Aof%3A%3AWaves---Physical-Science1/lesson/user%3Aam1vcnJvd0BjbGF
zc2ljYWxhY2FkZW15LmNvbQ../W
ave-Interactions%253A%253Aof%253A%253AWaves---Physical-Science/
Bubbles & Light Lab
http://scienceclass.net/Lessons/Physics/Waves/bub
bles_light.pdf
You Got a Ticket for What? Lab
http://ims.ode.state.oh.us/ODE/IMS/
Lessons/Content/CSC_LP_S03_BD_
L12_I08_01.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
PHYSICAL SCIENCE
Essential Standard: PSc.3.3 Understand electricity and magnetism and their relationship.
Clarifying
Objectives
PSc 3.3.1
Summarize static
and current
electricity.
PSc 3.3.2
Explain simple
series and parallel
DC circuits in
terms of Ohm’s
law
PSc 3.3.3
Explain how
current is affected
by changes in
composition,
length,
temperature, and
diameter of wire
PSc 3.3.4
Explain
magnetism in
terms of domains,
interactions of
poles, and
magnetic fields.
PSc 3.3.5
Explain the
practical
application of
magnetism.
Essential
Vocabulary
• Electricity
• Static
Electricity
• Current
Electricity
• Conduction
• Friction
• Induction
• Open Circuit
• Closed
Circuit
• Ohm’s Law
• DC Circuit
• AC Circuit
• Series
Circuits
• Parallel
Circuits
• Current
• Voltage
• Resistance
• Potential
Difference
• Amperes
• Volts
• Ohms
• Resistance
• Electromagn
et
• Solenoid
• Generator
Task Analysis
Learning Activities/Assessments
Resources
PSc.3.3.1
• Identify
interactions
between charged
objects - opposite
charges attract and
like charges repel.
• Compare the
three methods of
charging objects:
conduction,
friction, and
induction – explain
the re-distribution
or transfer of
electrons
for each method
for both positively
and negatively
charged objects.
• Compare static
and current
electricity related
to conservation of
charge and
movement of
charge (without
calculations).
PSc.3.3.2
• Interpret simple
circuit diagrams
using symbols.
• Explain open and
closed circuits.
PSc3.3.1
Why does electricity flow? (Somewhat
elementary, but gets the point across)
http://www.cambridge.org/servlet/file/store
7/item5964362/version1/CYRFactbooks_L
6_TN_WhyDoesElectricityFlow.pdf
General 3.3 Resource (Test)
..\Documents\Physical Science
Worksheet Chapters 14-18.doc
Static & Current Electricity
http://www.mypathway.ca/creditrecovery/S
NC1P/U3_L1.pdf
General Electricity Activities
http://hrsbstaff.ednet.ns.ca/webct/science/9s
cience/9secondphysicalscience.htm
Cross Curricular Reading For Currents
http://www.k12reader.com/readingcomprehension/Gr4_Wk20_Charge_It.pdf
Electricity Booklet
http://khssmartscience.wikispaces.com/file/
view/electricity+booklet+part+1+practice+
worksheets.pdf
Electricity Basics WebQuest
http://www.stalsschool.org/admin/uploads/d
ocuments/73075348418205985electricity_
web_ques_web.pdf
Electricity Unit Activities/Lesson
http://www.edu.gov.mb.ca/k12/cur/scie
nce/found/5to8/6c3.pdf
General Physical Science Resource
http://www.biologycorner.com/physics/
General Resource
http://pinterest.com/melthescrapper/phy
sical-science/
Murray Resource- EXCELLENT
SOURCE FOR EACH PSCI
CONCEPT!
http://cstephenmurray.com/worksheets.
htm#ch1
Mrs. Bridges Science Page –
EXCELLENT RESOURCE FOR
Electricity Virtual Lab
http://www.glencoe.com/sites/common_as ALL SCIENCE COURSES!
sets/science/virtual_labs/E14/E14.html
https://mrsbridgessciencepage.wikispac
es.com/Physical+Science
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
• Motor
• Mechanical
Energy
• Electrical
Energy
• Magnetic
Domain
• Magnetic
Field
• Magnetic
Poles
• Resistivity
• Transformer
s
• Apply Ohm’s law
and the power
equation to simple
DC circuits: V IR =
andP VI = .
• Compare series
and parallel
circuits.
Conceptually
explore the flow of
electricity in series
and parallel
circuits.
(Calculations may
be
used to develop
conceptual
understanding or
as enrichment.)
• Explain how the
flow of electricity
through series and
parallel circuits is
affected by voltage
and resistance.
PSc.3.3.3
• Explain how the
wire in a circuit
can affect the
current present –
for a set voltage,
the current in a
wire is inversely
proportional to its
resistance (more
current exists
where resistance is
low); the resistance
of a material is an
intensive property
PSc3.3.2
Simple Circuits
http://www.ibiblio.org/kuphaldt/socratic/out
put/simple.pdf
General Physical Science Resource
http://www.biologyjunction.com/physic
al_science.htm
Ohm’s Law Practice Problems
http://www.mcffa.com/uploads/4/4/8/0/448
0777/ohms_law_worksheet.pdf
General PSCi Resource
http://east.lapeerschools.org/staff_direct
ory/MrsFidlersClassPage/PhysicalScien
ce
Voltage, Current, Resistance
http://www.sfponline.org/uploads/SS7B%20Voltage,%20Current%20and%20Resist
ance.pdf
Parallel Circuits Practice
https://fc.wellesley.k12.ma.us/~Derrick_Ge
nova/FOV100023F19/0919parallelcircuits.pdf?Plugin=
Loft
Simple Circuits Lab
..\Documents\Simple Circuits Lab.docx
Building a Circuit Lab
http://www.zunal.com/webquest.php?w=10
8541
PSc3.3.3
Resistors Worksheet
http://www2.tec.ilstu.edu/students/tec_307/
Spring_2008/Unit_Plans/Bryla/Worksheets
%20and%20Notes/Week%202/Day%208%
20%20Series%20Circuits/Copy%20of%20resi
storworksheet.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
General Resource
http://cobblearning.net/rondagarchow/p
hysical-science-april-2013/
physical science site – lots of
powerpoints
http://gainesville.mo.schoolwebpages.c
om/education/components/scrapbook/d
efault.php?sectiondetailid=4533
The Science House
http://www.thesciencehouse.org/learnin
g-activities/physics-from-the-junkdrawer.php
Parallel & Series Circuits
http://www.youtube.com/watch?v=E8A
ZBR8Zz04
called resistivity;
increasing
the length of a wire
increases the
resistance;
increasing the
temperature
increases the
resistance;
increasing the
diameter of a wire
decreases its
resistance.
• Explain using a
cause-and-effect
model how changes
in composition,
length,
temperature, and
diameter of a wire
would affect the
current in a circuit.
PSc.3.3.4
• Describe the
characteristics and
behaviors of
magnetic domains.
• Explain the
attractions of
unlike poles and
the repulsion of
like polesin terms
of magnetic fields.
• Explain magnetic
fields produced
around a currentcarrying wire and
wire coil (solenoid).
• Explain the
relationship
Measuring Resistivity of a wire
http://papers.xtremepapers.com/CIE/Cambri
dge%20International%20A%20and%20AS
%20Level/Physics%20(9702)/9702_nos_ps
_9.pdf
Resistors in Circuits
http://www.sd22.bc.ca/~tnenzen/Physics_12
/Handouts-08/080229-WSSeriesParallel.PDF
Current Electricity Basics
http://www.mrwaynesclass.com/Elec_Ohm/
WS/ElectricityBasicsWS.pdf
Resistors Calculations (answers)
http://chatt.hdsb.ca/~kellyj/FAV100054FBC/FOV100054FC4/resistance%20and%20power%2
0answers.pdf
Solving Circuits
http://www.jabe.com/docs/Circuit_Teacher
_notes.pdf
PSc3.3.4
Magnet Unit Resource
http://inst.pcssd.org/science/CD_content/an
c/red680.pdf
PSc3.3.5
Magnet Worksheet
http://jcschools.net/dynamic/science/worksheets/Ma
gnet%20WorksheetandKey.5.pdf
Magnet Activities
http://pwg.gsfc.nasa.gov/istp/outreach/ed/
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
between strength
of an
electromagnet and
the variance of
number of coils,
voltage, and core
material.
PSc.3.3.5
• Explain the
relationship
between electricity
and magnetism in
practical
applications such
as generators and
motors – the
process of
electromagnetic
induction in
electric generators
that converts
mechanical energy
to electrical
energy;
transformation of
electric energy
to mechanical
energy in motors.
• Extrapolate other
practical
applications such
as security cards
(ATM, credit or
access cards),
speakers,
automatic
sprinklers, traffic
signal triggers,
seismometers,
battery chargers,
Remedial Magnet Webquest
http://www.hesperiachristian.org/ourpages/a
uto/2010/5/17/52425529/MagnetsWebquest
-1.pdf
Magnetism Webquest
http://www.bisd.net/cms/lib02/TX01001322
/Centricity/Domain/1357/Webquest.pdf
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/
transformers, ACDC adapters.
ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/