Physical Science Curriculum Map

Physical Science Curriculum Map

UNIT and

TIME

FRAME

(weeks)

21 weeks!!!!)

1

(1 week)

ENDURING

UNDERSTANDING

BIG IDEAS

THEMES

Experimental Design –

How Scientists Work

STANDARD AND INDICATOR(s)

Scientific Inquiry

1. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g.

OSHA, MSDS, eyewash, goggles and ventilation).

2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.

3. Use mathematical models to predict and analyze natural phenomena.

4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

5. Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected.

Scientific Way of Knowing

A. Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

B. Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

ESSENTIAL

QUESTION(s)

What do scientists do?

What are some things we should be aware of a cautious of, while working in a science classroom?

What information should we gather to prove our point?

How should we present our information?

How should we communicate our results? Share our information with others without boring them?

What methods will help us solve our problem?

What evidence supports our findings?

Why is the

ESSENTIAL SKILLS/

CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL

STRATEGIES

Teachers will present and students will learn:

Safety rules and concerns

Safety equipment in and around the room

How to use MSDS sheets

Experimental design

White boarding

Graphing

Data collection

Linear fits

Conclusion writing

Data analysis

Communication

Observations

Inferences

Independent variable

Dependent variable

Controls

ACTIVITIES ASSESSMENT

Science whiteboard

Use whiteboards to list student/teacher responsibilities

Use whiteboards to discuss safety concerns

Safety demonstrations

Safety web quest

MSDS reviews

How strong is spaghetti?

What makes the pendulum move faster?

Make a pendulum that matches the beat of your favorite song

How many candies are in the jar?

Econuts observations

Observation vs. inference

Safety contracts

Safety web quest worksheet

White boarding presentations

Lab challenge: pendulum

Observation vs inference reviews

Lab participation

Composition books

Lab write-up(s)

Formative assessments

Scientific or not? http://www.india

na.edu/~ensiweb/ lessons/conptt.ht

ml http://www.rockli

n.k12.ca.us/staff/ dfix/zenith/hando uts/scientific_vs_

UNIT and

TIME

FRAME

(weeks)

ENDURING

UNDERSTANDING

BIG IDEAS

THEMES

STANDARD AND INDICATOR(s) understanding of measurement so important to “good science”?

ESSENTIAL

QUESTION(s)

2

(2 weeks)

Measuring in Science or

Measurement and

Precision


1. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g.

OSHA, MSDS, eyewash, goggles and ventilation).








How do we measure length? Time? Mass?

Volume?

Who’s answer is right?

(accuracy issue; ;use a short meter stick)

Who’s answer is better? (precision)

How do we compare units? (conversion factors) nonscientific_que stions.ppt


CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL

STRATEGIES


Choosing the right measuring tool

Accuracy vs precision

Uncertainty (estimating the last number)

Significant digits

Unit conversion

Metric system of measurement

Standards of measurement

Measuring length

Measuring volume

Volume measurement by water displacement

Conversion factors

Graphing

Should a line go through

(0,0)?

Measuring mass

Predicting


Measuring the measuring tool

Precision of Measuring (one group should get a short meter stick)

Significant digits foldable/WS for HW

Price is Right – Measuring volume challenge

Volume measurement methods: mL vs cm3

How do mL compare to cm3?

Measuring XX grams of sand

Add activites measuring mass (Lab practicum: Who gets more for their money?

(bulk m&m’s vs packaged or even peanuts), time

.

Measuring scavenger hunt: http://www.nclark.net/measu ring_scavenger_hunt.doc

Mini metric Olympics: http://www.nclark.net/minimetrics.pdf


Composition books

Lab participation

Precision homework

Lab write-up(s)


Scientific notation How to light a burner: http://www.nclark.net/Light_

Bunsen_Burner.doc

UNIT and

TIME

FRAME

(weeks)

3

(2 weeks

)

ENDURING

UNDERSTANDING

BIG IDEAS

THEMES

Graphs and

Interpretations of

Graphs

STANDARD AND INDICATOR(s) ESSENTIAL

QUESTION(s)









How do we decide which graph is appropriate?

How do we decide on labels?

How we decide the best fit line or curve?

What does the slope of a line tell us?

How do I use graphs, once I have them developed?

How can patterns/ numbers be shown in different ways?

What is the relationship between a rule, a table, and a graph?

ESSENTIAL

SKILLS/

CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL

STRATEGIES


Relating diameter and circumference

Types of graphs

Graphical analysis

Best fit lines/slope

Extrapolation

Predicting


Graphing in circles

Fill it up – graphing height vs volume

Sticker shock

Graphing with best fit line practice

Wingspan

No need to count your

Pennies

Flipping pennies/graphical analysis entry

Predict how high your ball will bounce from

XX meters


Composition books

Lab participation

Lab write-up(s) homework


What are the ways to display data?

When do you use each measure of central tendency? When is one more appropriate than the other?

UNIT and

TIME

FRAME

(weeks)

ENDURING

UNDER-

STANDING

BIG IDEAS

THEMES

4

(2 weeks)

Motion

Constant

Velocity –


Physical Sciences

Nature of Matter

D. Explain the movement of objects by applying Newton's three laws of motion

.

21. Demonstrate that motion is a measurable quantity that depends on the observer's frame of reference and describe the object's motion in terms of position, velocity, acceleration and time.

ESSENTIAL

QUESTION(s)

How can motion be observed, described, measured and represented?

What does slope represent in d-t graphs?

How do different speeds look on different graphs?

How do we represent direction?

What is the difference between a positive and negative slope

(velocity)?

ESSENTIAL

SKILLS/

CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL

STRATEGIES


Frame of reference

Distance vs. displacement

Speed vs. velocity

Positive and negative velocity

Motion diagrams


You are on candid camera

(time lapsed street photos)

Describe it (motion map HW

Buggy Lab

Compare and Contrast WS

Bicyclist graphs (same direction and opposite directions

Dodger Crash Challenge

Logger Graph Matching lab(s) (Under Physics with

Computers folder)

Uniform Motion with motion detector

Time your walk/run around the track and calculate your average speed

Given a simple d-t graph, write a storyline describing the motion of the object

Given the storyline of an object’s motion, create a d-t graph to match it


Composition books

Lab participation

Lab write-up(s)

Homework


Quizzes

Tests

UNIT and

TIME

FRAME

(weeks)

5

(2 weeks)

ENDURING

UNDERSTANDING

BIG IDEAS

THEMES

Acceleration

STANDARD AND INDICATOR(s) ESSENTIAL

QUESTION(s)


Nature of Matter

D. Explain the movement of objects by applying Newton's three laws of motion.

22. Demonstrate that any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

23. Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (F net =ma. Note that weight is the gravitational force on a mass.)

24. Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.

25. Demonstrate the ways in which frictional forces constrain the motion of objects

(e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

How do we model acceleration motion?

How do pushes (forces) affect motion?

Balanced or unbalanced?

What information is given on a v-t graph?

What does the slope of a v-t graph tells us?

What is the acceleration of gravity?

How can we measure the acceleration of gravity?

How is gravity different on the moon?

ESSENTIAL

SKILLS/

CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL

STRATEGIES


Motion maps

Average speed vs. instantaneous speed

Constant vs. changing acceleration

Positive vs. negative acceleration

Free fall

Acceleration due to

Gravity


Inclined rail introductory lab

Speeding up and slowing down lab

(motion maps for any object that speeds up or slows down)

Graphs and tracks

(computer module)

Stacks of curves ws

Lab Challenge: Rob a

Bank

Free fall lab and graphs

Gravity lab

Picket fence lab

(compare results)


Composition books

Lab participation

Lab write-up(s)

Homework


Quizzes

Tests

UNIT and

TIME

FRAME

(weeks)

6

(2 weeks)

ENDURIN

G UNDER-

STANDING

BIG IDEAS

THEMES

Forces



Nature of Matter

D. Explain the movement of objects by applying Newton's three laws of motion

22. Demonstrate that any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

23. Explain the change in motion

(acceleration) of an object.

Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (F net =ma. Note that weight is the gravitational force on a mass.)

24. Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.

25. Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

ESSENTIAL

QUESTION(s)

What is a force? A push? A pull?

How do forces affect motion?

What is gravity (mass vs. weight)?

What relationships exist amongst force, weight and acceleration?

What is friction? Hoe does it affect motion?

How does tension exhibit equal and opposite forces?

What is the force that opposes gravity?


CONCEPTS TO BE TARGETED &

INSTRUCTIONAL STRATEGIES


Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.

Balanced vs. unbalanced forces

Unbalanced forces result in change in speed, change in direction or both

Force diagrams

Understand equal and opposite forces

Normal (support) force

Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are

.

ACTIVITIES

Bowling balls and push-o-meters

Mass vs. weight lab

Force table challenge

(Dr Evil)

Pulley cart lab

(mass/force vs. acceleration)

Write a persuasive letter to a friend explaining why they should wear a seatbelt

Predict how a balance and scale would work on the moon

Polarity game

Funny Slide video: http://teachertube.com

/viewVideo.php?video

_id=123267&title=Sli de_Video&vpkey =

ASSESSMENT


Composition books

Lab participation

Lab write-up(s)

Homework


Quizzes

Tests

UNIT and

TIME

FRAME

(weeks)

ENDURING

UNDER-

STANDING

BIG IDEAS

THEMES

7

(2 weeks)

Energy

STANDARD AND INDICATOR(s) ESSENTIAL QUESTION(s)

Physical Sciences - Nature of Matter

E. Demonstrate that energy can be considered to be either kinetic

(motion) or potential (stored).

12.

Explain how an object's kinetic energy depends on its mass and its speed

13. Demonstrate that near Earth's surface an object's gravitational potential energy depends upon its weight

F. Explain how energy may change form or be redistributed but the total quantity of energy is conserved.

15. Trace the transformations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy

What are the different forms of energy?

How is this related to particles?

How is energy conserved as it transforms from one form to another/from one object to another?

How does energy affect the motion of an object?

How are temperature and energy related?

How does energy get transferred from one object to another?

What is a system?

How are work and energy related?

What is thermal energy?

How were thermometers developed?


CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL

STRATEGIES Teachers will present and students will learn:

Types of energy

Transfer of energy

Law of conservation of energy

Kinetic vs. gravitational potential energy

Explain energy changes in terms of forces (pushes and pulls)

Energy charts (pie graphs and bar charts)

Identify a closed system

KE and PE equations

ACTIVITIES

Packing peanuts demonstration

Energy stations (light sticks, ball bearings, hand generator, energy board, hand warmers, sound tubes)

Energy skate park

(computer module) http://phet.colorado.edu/en

/simulations/category/new springs, cars and KE lab needs to be developed

(changing mass = changing velocity)(see Arizona website energy unit for some help lab Practicum: Rube

Goldberg (create or identify changes)

Mousetrap game?

Honda rube Goldberg video http://www.teachertube.co

m/viewVideo.php?video_i

d=15955

ASSESSMENT


Composition books

Lab participation

Lab write-up(s)

Homework


UNIT and

TIME

FRAME

(weeks)

ENDURING

UNDER-

STANDING

BIG IDEAS

THEMES

STANDARD

AND

INDICATOR(s)

ESSENTIAL QUESTION(s)

Some may go with the next unit?!?!?!

8

(2 weeks)

Particulate

Nature of

Matter

Characteristic

Properties –

How substances are classified, identified

Teacher notes are incomplete

Physical

10. Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

Sciences

Nature of Matter

9. Investigate the properties of pure substances and mixtures

(e.g., density, conductivity, hardness, and properties of alloys, superconduct ors and semiconduct ors).

How can we represent matter or “stuff”?

What are the differences between solids, liquids and gases, in terms of particles?

What happens to matter when it turns to a gas or when it dissolves?

Does mass change? How does mass change when changes in matter occur?

What happens when a gas is heated or cooled?

What are phases? How do they occur? Are phase changes reversible?

At what temperatures does water melt, freeze, boil and condense?

How does evaporation differ from boiling?

What are properties of matter?

How can we identify substances?

What are the differences between elements, compounds and mixtures?

How thick is an atom?

What causes pressure?

How are density, mass changes and evaporation related?

(Barker-Kind article pg 15)

What is in the bubbles forming when water boils?

Does it have to be cold for particles to freeze?


CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL


Density

Properties of matter

Identifying a substance

Conservation of matter

Kinetic Molecular Theory

(Matter is made of discrete particles; particles are in constant random motion; the space between particles is empty; bonds or forces exist between particles)

Phases/states of matter;

Phase diagrams; phase changes are reversible, not separate events.

Pure vs. impure

Mixtures vs. compounds

Heating and cooling cause increased and decreased particle motion (not size changes or force changes)

All substances freeze, melt, boil and condense, not just water

Particles do not expand, contract or break up; particles are not static.


Comparing marbles of different materials

Total volume of marbles

Plastic vs steel measurement challenge

Identify your metal

Compare the mass and volume of water

Lab challenge: identify the material

Conservation of matter lab

Design an experiment showing how the density of an object stays the same if the sample is cut into parts?

Micro melting point, micro boiling point labs

Condensation of iodine vapors

Thickness of Al foil

Molecular models lab

(Jason’s)


Composition books

Lab participation

Lab write-up(s)

Density homework


UNIT and

TIME

FRAME

(weeks)

9

(2 weeks)

ENDURING

UNDER-

STANDING

BIG IDEAS

THEMES

Particles in

Motion

Teacher notes are very incomplete!

STANDARD AND INDICATOR(s) ESSENTIAL QUESTION(s)


Nature of Matter

A. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

B. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

C. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.


11. Explain how thermal energy exists in the random motion and vibrations of atoms and molecules. Recognize that the higher the temperature, the greater the average atomic or molecular motion, and during changes of state the temperature remains constant

How can we represent what is happening to matter in phase changes?

What is a phase change?

What is diffusion?

How is diffusion different in a liquid and a gas? Why don’t gas particles fall to the bottom of a container, or do they?

What is in between the particles of a gas?

How does temperature affect diffusion?

What differs amongst solids, liquids and gases?

Does density change with phases?

What is temperature? How does it affect the movement of particles?

What is thermal expansion?


CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL


Particles take up space

Particles have empty spaces between them

Spacing depends on state of matter

(and energy)

Energy bar charts?

Particles move in straight lines

Randomness of motion results from collisions

Kinetic Molecular Theory (Matter is made of discrete particles; particles are in constant random motion; the space between particles is empty; bonds or forces exist between particles)

Phases/states of matter

Phase diagrams

Heating and cooling cause increased and decreased particle motion (not size changes or force changes)

(be careful…don’t necessarily state that physical changes are easily reversed and chemical changes are not, because some examples will confuse freshmen)


What is the volume of a sample of sand?

(leads kids to realize there is empty space between sand particles – whiteboard the particles)

Icy hot

How can two amounts of water affect one another without mixing?

Blowing someone up

Pressure vs. temperature lab


Composition books

Lab participation

Lab write-up(s)

Density homework


UNIT and

TIME

FRAME

(weeks)

ENDURING

UNDER-

STANDING

BIG IDEAS

THEMES

10

(2 weeks)

Interaction of particles



Nature of Matter

A. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components.

Explain the structure and properties of atoms.

B. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

C. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.


03.

Describe radioactive substances as unstable nuclei that undergo random spontaneous nuclear decay emitting particles and/or high energy wavelike radiation

14. Summarize how nuclear reactions convert a small amount of matter into a large amount of energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a larger nucleus at extremely high energies.)

16. Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).

17. Demonstrate that thermal energy can be

ESSENTIAL

QUESTION(s)

How is quantity measured in chemical formulas?

What happens to the particles when chemical changes occur?

How do particles in various phases interact with each other.. (pushes and pulls between particles)

What is the role of electrons in bonding?

What is radiation?

What are the different forms of radiation and how are they useful

Why is so much energy released when radioactive substances are burned?

What determines whether a reaction is exothermic or endothermic?

What are the three methods of heat transfer and how do particles interact when transferring heat by these methods?

How do we recognize a chemical change?


CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL


Chemical properties of matter

Identifying a substance

Conservation of matter

Kinetic Molecular Theory (Matter is made of discrete particles; particles are in constant random motion; the space between particles is empty; bonds or forces exist between particles) electrons are involved in bonding.

Ionic vs. covalent bonding

Radioactive decay types and their corresponding particles and energy release.

Nuclear fission and fusion

Endothermic and exothermic reactions

Transfer of energy by conduction, convection, and radiation

Kinetic Molecular theory

Conservation of Mass

Recognizing chemical changes

(be careful…don’t necessarily state that physical changes are easily reversed and chemical changes are not, because some examples will

ACTIVITIES

Mand M isotopes

Chemical reactions (A Few

Experiments)

Elephant toothpaste

Ammonium chloride and water for endothermic reaction

White board chemical change recognition list

Double displacement acetate sheet lab

Covalent/iionic bonding worksheets

Conductivity lab

Melting comparison lab

Mousetrap video

Conduction, convection radiation lab http://aspire.cosmi

cray.org/labs/atmos phere/popcorn.htm

l

ASSESSMENT


Composition books

Lab participation

Lab write-up(s)

Density homework


transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).

confuse freshmen) conductors and insulators labs

(Kecia)

UNIT and

TIME

FRAME

(weeks)

11

(2 weeks)

ENDURING

UNDERSTANDING

BIG IDEAS

THEMES

Waves and light


G. Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter.

18. Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, Xrays, and gamma rays).

19. Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium

20. Describe how waves can superimpose on one another when propagated in the same medium.

Analyze conditions in which waves can bend around corners, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material

ESSENTIAL

QUESTION(s)


CONCEPTS TO BE

TARGETED &

INSTRUCTIONAL


ACTIVITIES

Physical Science Curriculum Map

Physical Science Curriculum Map

)

Nature of Matter

D. Explain the movement of objects by applying Newton's three laws of motion

Energy bar charts?

11

(2 weeks)

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Physical Science Curriculum Map

Physical Science Curriculum Map

)

Nature of Matter

D. Explain the movement of objects by applying Newton's three laws of motion

Energy bar charts?

11

(2 weeks)

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