web viewscience is about answering questions, solving problems and making good decisions. physical...

Physical Science

2015-16

This document is currently a work in progress. It will be revised throughout the year. The latest version may be obtained online through the teacher’s web page at GTCHS.org

Course Syllabus

Table of Contents

Course Overview…………………………………………………………………………………………………Pages 3 & 4

Course Outline

Unit 1……………………………………………………………………………………………….…….Pages 5 & 6

Unit 2……………………………………………………………………………………………….…….Pages 7 & 8

Unit 3……………………………………………………………………………………………….…….Pages 9 & 10

Unit 4……………………………………………………………………………………………….…….Pages 11 & 12

Unit 5……………………………………………………………………………………………….…….Pages 13 & 14

Unit 6……………………………………………………………………………………………….…….Pages 15 & 16

Unit 7……………………………………………………………………………………………….…….Pages 17 & 18

Unit 8……………………………………………………………………………………………….…….Pages 19 & 20

Project Evaluation Criteria…………………………………….….………………………………….…….Pages 21

Academic Performance Standards

Inquiry Standards…………………………………………………………………………….…….Pages 37

Content Standards………………………………….……………………………………….…….Pages 38

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Overview 864.250.8844 x-8987

Course Description

Science is about answering questions, solving problems and making good decisions. Physical science includes topics in Chemistry and Physics. In this Physical Science course, students will gain skills in everyday tasks while learning fundamentals of Chemistry and Physics. Each unit of study includes instruction and exercises designed to teach students how to answer questions by citing evidence, solve problems using analytical tools, and make decisions based on criteria.

Featured Learning Outcomes: Students will…

Create digital media to communicate scientific information about the nature of matter, draw a model of the atom and use it to describe atomic properties, make a classification system to predict how two chemical elements will bond, write and perform a laboratory procedure to demonstrate a chemical reaction, design, build and analyze performance of a matter accelerator, design, build and analyze performance of an electrical circuit, use audio editing software to analyze and manipulate sound waves, and make decisions about alternative energy based on criteria.

Grading

Grading is in accordance with GTCHS Assessment Policy:

Final Grade = 0.5(First Semester Grade) + 0.5(Second Semester Grade)

First Semester Grade = 0.45(First Quarter Grade) + 0.45(Second Quarter Grade) + 0.1(Fall Exam)

Second Semester Grade = 0.45(Third Quarter Grade) + 0.45(Fourth Quarter Grade) + 0.1(Spring Exam)

Quarterly Grades = 0.3(classwork including quizzes) + 0.35(projects) + 0.35(tests)

Classwork will include activities designed to help students learn the content. While quizzes are still considered classwork, they will carry more weight. Test questions will come directly from class work and quizzes.

Homework – Students are expected to work on projects outside of class. Also, students who do not finish classwork in class may have to complete the work at home.

Academic Assistance

Students who miss school or miss a deadline will automatically be signed up for office hours on the Thursday following absence or missed deadline. Students who miss office hours will be assigned detention. The purpose of office hours or subsequent detention is to make time for students to keep up with their assignments. During this time, students will be given additional instruction as necessary.

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mailto:[email protected]

http://www.gtchs.org/apps/download/2/YzENY3CDjehvA5PzHVwJI4dVdSGtBEhHPDZ1p2PdTo9zK09C.pdf/GTCHS%20Assessment%20Policy.pdf

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Overview 864.250.8844 x-8987

Office Hours

Sign-up for office hours any day after school until 3:45, except on days when the teacher has duty or faculty meeting. See teacher schedule/sign-up sheet posted outside of classroom.

Honors Credit

Students whose first quarter grade is 93 or higher will be eligible for honors credit. Eligible students will receive honors credit by either: earning two badges, one certification, or maintaining good standing membership in the robotics club throughout the school year.

Badges are offered in the following subject areas: Chemistry, Electricity, Electronics, Engineering, Nuclear Science, Robotics, and other subject areas approved by the instructor. The first badge must be earned by January 15th. The second badge must be earned by April 15th.

Acceptable certifications include: amateur (“technician class”) radio operator, (“junior”) SCUBA diver, Student Pilot or other certification as approved by the instructor. Certificates must be presented by May 13th.

Good standing members of the robotics club must not be “grounded” at any time during the school year. Robotics club membership will be verified with the club director at various times throughout the school year.

Honor students must make arrangements to meet with the instructor outside of class to verify progress toward achieving honors credit.

Communication with Parents

Web Site - Information about what students should be doing will be posted on the teacher’s web page at GTCHS.org.

Parent Portal - Parents may view their student’s grades by accessing the parent portal.

Reminders - Students and parents may sign up to receive class reminders through Remind.com.

Class Code for A-day classes @gtchspsa Class code for B-day classes @gtchspsb

Email – Email ([email protected]) is best way to get answers to quick questions without interrupting class.

Phone calls –During class hours, please leave a message. The number of the phone in the classroom is (864) 250-8844 Ext. 8987.

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https://ps.greenville.k12.sc.us/public/)

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Outline 864.250.8844 x-8987

Unit 1: The Nature of MatterEssential Question: How do you describe the stuff that makes up all the stuff around us?

Relevance: If the nature of matter did not matter, then we would be no more civilized than cats and the cave man. However, our understanding of what matter is and what it does has (arguably) civilized the world, making it possible for us to enjoy an abundant supply of food and water, cheap clean energy, more leisure time than work, and a long life expectancy. Being able to classify matter and describe its nature, is essential to scientific progress.

ProjectStudents will create a communication product using scientific content. The product will be a web page including text, pictures, video, infographics or other media formats of the student’s choosing. The product must address the essential question, providing part of the complete answer. Selected products will be uploaded to Greenville Tech Library’s website where the essential question will be answered completely.

Content KnowledgeStudents will be tested on their knowledge of:

Composition of Matter Physical and Chemical Properties and Changes Kinetic Molecular Theory

Class work will include activities designed to help students learn the content. Students will be assessed formatively through quizzes. Test questions will come directly from class work and quizzes. Student work published at Greenville Tech Library website, will provide additional study resources.

Science Process SkillsStudents will be graded on their skills in obtaining and communicating scientific information:

Choosing a topic based on interest and project limitations. Deciding on product format based on personal skills and the intended audience. Collaborating with others to complete the project on time.

Prior to working on the project, students will have the opportunity to practice and receive feedback on these skills by creating a poster that communicates the most memorable scientific concept they learned in middle school.

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Unit 1 Lesson Plan with Learning Objectives and Schedule of Deliverables(tentative)

A-Day B-day Lesson Learning Objectives and Deliverables10-Aug 11-Aug 1.1 Welcome Names, icebreaker, need-to-knows, first assignment12-Aug 13-Aug 1.2 Cooperative

Learning IReview normsBroken Circles ActivityEpstein’s Four-stage Rocket and Conflict ResolutionAssessment (TOD): Group Work Questionnaire

14-Aug 18-Aug 1.3 Cooperative Learning II

Conflict Resolution (continued) go over questionnaire results and practice “I feel… statements.Practice Collaborative Learning by creating a group poster “What I learned about science in Middle School”Assign 1st major project, due on review day.Assessment: Student Presentations

17-Aug 20-Aug 1.4 Composition of MatterRead Page 449-456PS-3.4

Pre-test. After the test: Chapter 15 VocabularyExplore: “Elements, Compounds, and Mixtures”Explain: Concept Map

19-Aug 21-Aug 1.5 Physical Prop. And ChangesRead Page 458-461PS-3.1

Formative Assessment: Section 1. Remediation: Directed Reading for Content Mastery. Enrichment: Write a procedure for separating mixture.Introduce Physical Properties and Changes.

24-Aug 25-Aug 1.6 Chemical Properties and ChangesRead Page 461-463PS-4.7

Bellwork: What I think now.Discuss Chemical Properties using NFPA SignageGo through “What’s the Difference” together.Groups come to consensus on differences between physical and Chemical Changes.Conservation of Mass explained. TOD: NOW what I think.

26-Aug 27-Aug 1.7 Solids, Liquids, and GasesRead Page 474–480PS-3.7

Quiz on Ch.15 ,Read Ch.16.Sec.1 & Answer Q’s 1-4 on p.483Heating Curve Lab ActivityDiscuss data and graphs.

28-Aug 1-Sep 1.8 Kinetic TheoryRead Page 481–483PS-3.6

Bellwork: What I think now.Handback and go over graded classwork.Review Lab and work “Kinetic Theory” together.Groupwork: PhET Sim “States of Matter”KMT Explained, TOD: NOW What I think.

31-Aug 3-Sep Review Projects due.Water Filtration Engineering Design Challenge.

2-Sep 4-Sep Test After the test: Student Reflection on Learning

Notes: Students in random groups. Regrouping will occur after Unit 1.

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Unit 2: Atomic Structure and the Periodic TableEssential Question: What do the smallest particles of matter “look” like?

Relevance: The world we can see is affected by the world we cannot see. For example, viruses are microscopic organisms that make us sick. Radiation and nuclear reactions are other effects caused by structures so small we cannot see with our most powerful microscopes. Scientists use models to explain their theories about the things we cannot see, helping us all understand how and why we are affected by the invisible world around us.

ProjectStudents will create scientific drawing based on the Bohr model to describe atomic properties. Drawing will include dimensions and annotations which explain how the model does and does not represent real atoms.


Historical theories about atomic structure Detailed knowledge about general properties of the atom Basic knowledge about subatomic particles The Periodic Table Properties of the elements

Class work will include activities designed to help students learn the content. Formative assessment (e.g. quizzes) will be frequent. Test questions will come directly from class work and quizzes.

Science Process SkillsModeling (Performance Task Assessment p.123)

Explaining how models simulate real structures Making drawings that include dimensions and annotations

Prior to working on the project, students will have the opportunity to practice and receive feedback on these skills by creating and presenting a model of their choice.

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A-Day B-day Lesson Learning Objectives and Deliverables9-Sep 8-Sep 2.1 Observation,

Inference, and hypothesis.

Review Unit 1 TestEngage: Mystery boxes or Launch Lab p.505Explore/Explain: Worksheet/VideoEvaluate: Quiz at end of class or beginning of next.

11-Sep 10-Sep 2.2 Structure of the AtomRead Pages 506- 508PS-2.1,3.3

Engage: What is the difference between elements & atoms?Explore: Groups will Draw the atom, present, and discuss.Explain: PPT the weird symbols, Bohr Model, PNe table.Evaluate: Quiz at end of class or beginning of next.

14-Sep 15-Sep 2.3 Models of the AtomPS2.1,2.4Read Pages 509-511

Video: Just how small is the atom?Enrichment: RAFT activity on history of atomic structureReinforcement: Directed Reading for Content MasteryAssign 2nd project.

16-Sep 17-Sep 2.4 Virtual Lab/Guided inquiry into atomic structure

Quiz on Chap.17, Sec. 1, Review QuizExplore: PhET Sim “Build an Atom”

21-Sep 18-Sep 2.5 Atomic MassRead Pages 512-515PS-2.1,2.2

Explain: PPT Chap.17 Sec.2Evaluate: PPT “Section Check” then VideoRemediate: Continue work on PhET Sim.Enrichment: Beanium Lab practice using scales.

23-Sep 22-Sep 2.6 Periodic Table 1PS-2.3

Explore: Alien Periodic TableExplain: PPT Chap.17, Sec.3 (Periods and Energy Levels)Extend: Create your own periodic table.

25-Sep 24-Sep 2.7 Periodic Table 2Read Pages 520-524PS-2.3

Explain: PPT Chap.17, Sec.3 (Groups and Dot Diagrams)Evaluate: PPT “Section Check”Groups will set up collaborative study environment online.

28-Sep 29-Sep 2.8 Periodic Trends Quiz on Chapter 17.Explore: Jigsaw on characteristics of elements (see TE p. 522)

30-Sep 1-Oct Review Projects due. Review classifying matter.Enrichment: RadioactivityRemediation: Clicker questions.

5-Oct 2-Oct Test After the test: Foldables (p.601)Notes: No school September 7th.

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https://www.youtube.com/watch?v=FSyAehMdpyI


Unit 3: Chemical BondingEssential Question: Why do elements combine to form compounds?

Relevance: NetFlix organizes movies in a way that makes sense and is easy to navigate, allowing you to choose a movie without having to spend too much time searching. In a similar way, the Periodic Table organizes elements according to atomic structure and related properties. Both the Periodic Table and NetFlix can be considered classification systems. Scientists make and use classification systems to organize scientific knowledge.

ProjectStudents will make and use a classification system to predict how two elements will bond to form a compound.


Why elements combine to form compounds. Bond Types Writing formulas and naming compounds.

Class work will include activities designed to help students learn the content. Students will be assessed formatively through weekly quizzes. Test questions may come directly from quizzes and student products published at Greenville Tech Library website.

Science Process SkillsMaking and using a classification system (Performance Task Assessment p.121)

Identifying essential characteristics, both general and specific. Establishing criteria for classifying. Creating a decision tree that others can use to classify new objects.

Student will practice this skill by creating a classification system of their choice – collector cards or food for example.

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A-Day B-day Lesson Learning Objectives and Deliverables7-Oct 6-Oct 1.1 Methods of

ScienceReview Unit 2 Test, Projects, Pre-test dataNature of Science DiscussionStandard Units

9-Oct 8-Oct 1.2 Standards of Measurement

Metric mini-Olympics

12-Oct 13-Oct 3.1 Stability in BondingRead Page 602-606PS-2.3,2.5,3.3,4.1-3

Engage: How did The Martian make water?Compare elements/compounds/moleculesChemical formulasStability

14-Oct 15-Oct 3.2 Types of BondsRead Page 608-614PS-2.5,3.3,4.2-4.4

Tug of WarWhy ionic bonds transfer, Why covalent shareCompare salts to moleculesFormative Assessment, Remediation and EnrichmentHomework: Ask students to bring collections for classifying.

21-Oct 22-Oct Classification Systems I

Intro to Flow Charts and Decision TreesStudents will draft and validate their Classification System for Chemical Bonds by having other students use their system.Pre-Lab

30-Oct 23-Oct Lab Lab: Bond BreakerCollecting data on bond strength and melting point.Practice safe use of burner to melt various compounds.

26-Oct 27-Oct Classification Systems II

Remediation: Continued work on Classification SystemEnrichment: Introduction to Flow-Charting SoftwareQuiz on Section 1 and 2

28-Oct 29-Oct Library Research: Using Literati to obtain information on bond strength and melting point.

2-Nov 3-Nov 3.3aNomenclature 1Read pages 615-619PS2.5,4.5

Projects due.Oxidation numbersWriting Formulas and writing names of ionic compoundsPolyatomicsHydrates

4-Nov 5-Nov 3.3bNomenclature 2Read pages 619-621PS2.5,4.5

Writing Formulas and writing names of covalent compounds,Practice writing and naming mixed compoundsEnrichment: Create a nomenclature flow chart

9-Nov 6-Nov Review Clicker Q’s11-Nov 10-Nov Test After the test: Foldables on page 631Notes: Student led conferences are October 16th. No school October 19th and 20th.

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Unit 4: Chemical ReactionsEssential Question: What will happen if I mix two chemicals?

Relevance: If you want to go to the lab and mix chemical together, you have to write a procedure that includes safe handling and clean up of materials we can use. Writing procedures is a relevant life skill used to explain how to do something. For example, how would you explain in writing or verbally, without showing, to an elderly person how to take a picture with an I phone? You would have to write a step-by-step procedure that someone else could follow. It’s not as easy as it may first seem.

ProjectStudents will write a procedure to demonstrate a chemical reaction. Depending on student abilities, behavior, time permitting, facilities and supplies available, students will perform their procedure in the college chemistry lab.


Writing and naming chemical formulas Writing balanced chemical equations Classifying chemical reaction equations


Science Process SkillsDesign an Experiment

Formulating a hypothesis which includes experimental variables Writing a procedure, including materials Planning to measure and collect data Addressing possible sources of error and safety concerns

Student will practice this skill by writing a recipe for baking leavened bread using metric units.

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A-Day B-day Lesson Learning Objectives and Deliverables13-Nov 12-Nov 4.1 Chemical

ChangesEvidence of ReactionReactants and productsConservation of Mass

16-Nov 17-Nov 4.2 Chemical Equations

Writing and Balancing Chemical Equations

18-Nov 19-Nov 4.3 Classifying Reactions 1

Quiz on Chap 21, Sec 1Demo Day

23-Nov 20-Nov 4.4 Classifying Reactions 2

Quiz on Chap 21, Sec 2More practice balancing and ClassifyingInquiry Activity

30-Nov 24-Nov 4.5 Writing Procedures 1

Quiz on Chap 21, Sec 3Students will practice writing procedures for tasks they are familiar with (technology) and tasks that are challenging.Homework: students will choose an experimental procedure from the inquiry activity.

2-Dec 1-Dec 4.6 Writing Procedures 2

Students will write formal procedures using outlining features of word processor. A lab report template will be provided.A-day students who want perform procedures in the lab must submit completed project.

4-Dec 3-Dec A-Day LabB-Day Lesson 4.7

Lab:Only students with approved procedures will perform lab procedures.

7-Dec 8-Dec 4.8 Review9-Dec 10-Dec 4.9 Test Projects due for all students.

14-Dec 11-Dec B-Day LabA-Day Lesson 4.7

Lesson 4.7Using excel to record and analyze data.

15 thru 18 Dec ExamsNotes: Not school November 25th through 27th. Notes: Not school December 21st through January 1st.

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Unit 5: Force and MotionEssential Question: How far will something go if acted on by a force?

Relevance: .

ProjectStudents will create an engineering sketch with calculations demonstrating their ability to use math in science. The project will answer the essential question using equations of force and motion to make a prediction. Depending on student abilities, behavior, time permitting, facilities and supplies available, students will test their predictions in the college physics lab.


Interpreting motion graphs Calculate linear motion (distance, speed, and acceleration) Calculate the motion of a projectile


Science Process Skills (Performance Task Assessment p.101)

Understanding the Problem Solving the Problem Communicating the Result

Student will practice this skill by carefully illustrating and calculating Questions of the Day (QOD)

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A-Day B-day Lesson Learning Objectives and Deliverables6-Jan 5-Jan 5.1 Introduction to

PhysicsPre-test Foldables Page 37Clicker questions “Uncovering Student Misconceptions”

8-Jan 7-Jan 5.2 Describing MotionPS-5.1,5.2,5.6

Bellwork: VocabularyQOD: Speed v Velocity (“Applying Math” p.46)Mini-lab p.42, Model Using Math in Science, D/T GraphsProject Design Brief

11-Jan 12-Jan 5.3 Acceleration Bell work/QOD: Exhibition of SpeedClicker QuestionsModel Using Math in ScienceProject Work: Quick Build (object) accelerator

13-Jan 14-Jan 5.4 Newton’s Laws Bell work/QOD: Weight v MassDescribe “g” force, clicker questions, demo inertia with bouncing ball, hulla-hoop and more q-driven instruction.Project work: Define the challenge, identify the variables

15-Jan 19-Jan 5.5 Projectile Motion

Quiz on Chapter 2Vectors and Projectiles (Conceptual Physics Alive!)

20-Jan 21-Jan 5.6 Energy Bellwork/QOD: Roller CoasterUsing an adaptation of “Design Your Own Lab” on p.58, students will design an apparatus that will accelerate a toy car to a predictable speed.

25-Jan 22-Jan B-day LabA-Day Lesson 5.7 Energy

Lab: Students will validate predictions made during their project work.

27-Jan 26-Jan 5.8 Work & Power Bell work/QOD: Lifting a BackpackStudents will be given time in class to complete projects.

29-Jan 28-Jan A-day Lab)B-Day Lesson 5.7 Energy

Lesson 5.7 EnergySkate Park Simulation

1-Feb 2-Feb Review Analyze project data. Use project data as a basis for reviewing content.

3-Feb 4-Feb Test After the test: Foldable p.191Notes: Not school December 21st through January 1st. Ask (at beginning of year?) students to bring in hot wheels, Kenects? Or other building sets.

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Unit 6: Electricity and MagnetismEssential Question: How can we control the flow of electrical energy to do work.

Relevance: We are surrounded by electromagnetic radiation. If we can control it, we can satisfy our needs.

ProjectStudents will design, build and analyze an electrical circuit comparing design values to actual.


How objects become electrically charged. Why current flows in an electric circuit Ohm’s Law applied to simple series and parallel circuits


Science Process Skills Design a simple circuit given limitations Build a circuit from basic components Analyze a circuit using a digital volt meter (DVM)

Student will practice this skill by using circuit construction and analysis simulation software.

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A-Day B-day Lesson Learning Objectives and Deliverables8-Feb 5-Feb 6.1 Electric Charge Review Unit 5 Test

Discrepant Event10-Feb 9-Feb 6.2 Electric Current “Inventions” , Dry-cells, Ohm’s Law and Eddie the Electron12-Feb 11-Feb 6.3 Electrical Energy Use PhET Sim to analyzing DC Circuits: Series and Parallel,

calculating energy and power.17-Feb 16-Feb 6.4 Circuit Analysis Using a Digital Volt Meter, Reading Resistors,22-Feb 18-Feb 6.5 Circuit Design Quiz on Chapter 7

Project Circuit Design Challenge24-Feb 19-Feb B-Day Lab

A-Day Lesson 6.6Lab: Build the circuit you designed, analyze it with a DVM (see college “Ohm’s Law Lab” procedures.

26-Feb 23-Feb 6.7 Magnetism (this topic is out of sequence for B-day)29-Feb 25-Feb A-Day Lab

B-Day Lesson 6.6Lesson 6.6: Electricity and Magnetism

2-mar 1-Mar 6.8 Producing Electric Current

Motors and Generators

7-Mar 3-Mar 6.9 Energy Sources Quiz on Chapter 8(this topic may be omitted if school has been canceled. Questions on this topic may then be extra credit on test)

9-Mar 4-Mar Review11-Mar 8-Mar Test After test: Foldables p.289Notes: March 18 is SLC

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Unit 7: WavesEssential Question: How can energy be transferred without transferring matter?

Relevance: Recently students George Mason University invented a fire extinguisher… that uses sound waves! The sound energy generated by the extinguisher is transferred though the air to the fire. The transferred energy interferes with the combustion process and flames are extinguished.

ProjectStudents will produce a stereo recording from two monaural recordings of the same sound-event, using multi-track audio recording and editing software (Audacity).

Content Knowledge Students will be tested on their knowledge of: Nature of Electromagnetic and mechanical waves; transverse and compressional waves, Properties of waves, including: wavelength, frequency, speed and amplitude. Behavior of waves, including reflection, refraction, diffraction, and interference


Science Process Skills Measuring frequency, wavelength, and amplitude of waves. Recording and editing audio/sound files.

Student will practice this skill by using Audacity software during class work.

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A-Day B-day Lesson Learning Objectives and Deliverables14-Mar 10-Mar 7.1 Introduction Review Test on Unit 8.

What do I want to learn about waves?15-Mar 16-Mar 7.2 Nature of Waves Compare and contrast transverse waves and compressional

waves.21-Mar 17-Mar 7.3 Properties of

WavesDescribe the relationships between frequency and wavelength.Explain how a wave’s energy and amplitude are related.

23-Mar 22-Mar 7.4 Behavior of Waves

Describe how waves interfere with each other.

4-Apr 24-Mar 7.5 The Nature of Sound

Quiz on Chapter 10Explain how sound travels through different mediums.

6-Apr 5-Apr 7.6 Properties of Sound

Explain the relationship between frequency and pitch.

11-Apr 7-Apr 7.7 Music Describe why different instruments have different sound qualities.

13-Apr 8-Apr 7.8 Audio Engineering

Student demonstrations using Audacity software.Quiz on Chapter 11

15-Apr 12-Apr Review18-Apr 14-Apr Test

Student Led Conferences are March 18th. Snow Day March 25th. Spring Break is March 28 through April 1st.

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Unit 8: Essential Question: What is the best plant to use for making biofuel?

Relevance: From our first unit of study:

“If successive generations fail to progress scientifically, then civilization will likely fall due to un-sustainability. The problem facing this generation is not a lack of information about sustainable progress, the problem is deciding what to do with this information. The decision making process all begins with researching the available information and communicating this information to our fellow decision makers.”

And in this final unit, students will make decisions regarding sustainability.

ProjectStudents will evaluate sources of alternative energy on the basis of designated criteria, in writing, using a decision matrix.


Electromagnetic Waves Photosynthesis Plant Nutrition and Growth Alternative Energy Sources


Science Process Skills Observing and making inferences about the features of a photobioreactor. Using a model to describe the biological process of photosynthesis. Identifying and describing the use of a centrifuge and spectrophotometer in measuring biomass. Designing an experiment to measure plant growth as a function of environmental and

nutritional variables. Researching advantages and disadvantages of various plants used to produce biofuels. Evaluating sources of biofuels on the basis of designated criteria, using a decision matrix. Communicating scientific findings in writing. Optional: Advanced students may work individually or cooperatively to grow algae in a

photobioreactor according to their plan for experimenting with growth rate as a function of nutritional and environment variables.

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A-Day B-day Lesson Learning Objectives and Deliverables20-Apr 19-Apr 8.1 Introduction to

Unit 8: Alternative Energy Sources

Learning Objective: Use a decision matrix to evaluate a product or service on the basis of designated criteria (PS-1.7).Pre-assessment: What I know about BioFules.Classwork: Basic Decision MatrixProject work: See, Think, Wonder Activity with images of photobioreactors.

25-Apr 21-Apr 8.2 Light and Color Learning Objective: Describe waves in different regions of the electromagnetic spectrum and their uses (PS-7.5).Classwork: Students will use a Decision Matrix to Select a Grow Lamp

27-Apr 26-Apr 8.3 Photosynthesis Learning Objective: Describe photosynthesis (B-3.1).Classwork: Students will draw blackbox model of the photosynthetic process.

2-May 28-Apr 8.4 Lab: Measuring Plant Growth and Development

Learning Objective: Identify lab apparatus and safety equipment (PS-1.2, 1.9)Classwork: Students will Identify and describe the use of a centrifuge and spectrophotometer in measuring biomass.

4-May 29-Apr 8.5 Plant Nutrition, Growth

Learning Objective: Design an experiment.Classwork: Students will submit a plan to experiment with growing algae.

6-May 3-May 8.6 Biofuels Research

Learning Objective: Use library resources to find information.Classwork: Students will report on the advantages/disadvantages of various sources of biofuels

9-May 5-May 8.7 Unit Review: In-class writing assignment: Choose a photobioractor design.Deadline: Projects Due

11-May 10May 8.816-May 12-

May8.9

13-May

Review

17 thru 20 May ExamsNotes: No School on April 22nd, May 23rd is a Snow Day.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Performance Evaluation Criteria 864.250.8844 x-8987

Communication Product Rubric

4 = Exemplary 3 = Meets Expectations

2 = Approaching Expectations

1=unsatisfactory 0

Value The product communicates the author’s expertise in the subject.

The product clearly and accurately answers the essential question without requiring the audience to seek additional information, but also provides a bibliography or references where additional info can be found.

The product requires the audience to study to details in order to derive an answer to the essential question.

It is not clear how the product answers the essential question, even after in-depth scrutiny.

No attempt

Organization The product gives the impression that the author is well organized and completes tasks thoroughly.

The product is clearly organized with titles, subheadings and content is coherent with a beginning, middle, and an end.

The product lacks titles and/or subheadings and/or does not have clear a beginning, middle and/or end.

The product is a mish-mash of information that does not fit together.

No attempt

Style The product is strikingly original with unique style.

The product has a coherent theme/template which enhances the value and organization of the product.

The style or lack-thereof, distracts from the value or organization or the product.

The style or lack-thereof, distracts from the value and organization or the product.

No attempt

Readability No noticeable errors in spelling, grammar, word usage, and/or inappropriate language.

A few errors in spelling, grammar, word usage, and/or inappropriate language.

Several errors in spelling, grammar, word usage, and/or inappropriate language.

Numerous errors in spelling, grammar, word usage, and/or inappropriate language.

No attempt

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Communication Product ExampleCreating a communication product like a web page requires the pulling together of several content and design elements into a form that can be published electronically. Text and Graphics must be formatted and edited to fit the web site’s design requirements. Typically, the tasks involved in publishing a web page are accomplished by more than one person (even though most bloggers work on their own, they still are using apps that were developed by someone else). In this example, there are approximately 200 words organized in 5 paragraphs: An introduction, three supporting paragraphs, and a conclusion. In addition there is an image with caption. Also, the page has a title, text wrapping, and a consistent font.

What Is Dark Matter?What is dark matter? The short answer is: Nobody knows. Scientists have observed effects of what they theorize is dark matter but they have yet to observe it directly.

Dark matter was first described in the 1930s by Fritz Zwicky, a Swiss astrophysicist. Zwicky calculated the mass of individual galaxies. His findings were that galaxies simply didn't have enough physical matter to hold them together.

Zwicky’s calculations were based on matter exerting a gravitational pull on adjacent matter. Without enough matter, the stars, planets, gases and other objects in galaxies would fly off into space. Obviously, they don’t.

Scientists hypothesize that there must be something else, some other matter, holding the galaxies together. However, nothing yet has been

observed directly. We can only measure the effects of what we now call “dark matter”.

In conclusion, either matter has properties that we have not properly quantified, or we lack the ability to “see” everything that exists. In either case we just do not know everything there is to know about the universe.

Reference

This example was inspired by an article at LiveScience.com. Follow this link to see the original article: http://www.livescience.com/28402-what-is-dark-matter.html.

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This image shows a computer simulation of what dark matter may look like: not particles, but organized clumps. This image is credited to: Institute for the Physics and Mathematics of the Universe.


http://www.livescience.com/28402-what-is-dark-matter.html


Scientific Drawing Rubric4 = Exemplary 3 = Meets

Expectations2 = Approaching Expectations

1=unsatisfactory 0

Value The drawing includes elements which explain discrepancies in the scale of the particle sizes and the distances in-between.

The drawing is a clear illustration of the orbitals and subatomic particles, including the location and appropriate number of orbitals and particle for the atom represented.

No attempt

Organization Drawing elements are rendered with attention to details, giving the impression that technical drawing standards and specifications have been followed.

The drawing has a title, dimensions, and labels. The overall size of the atom is dimensioned in meters. The subatomic particles are labeled. All text is oriented so as to be readable without rotating the drawing and the text is sized relative to importance.

No attempt

Style Drawing elements are rendered artistically, adding depth and richness with shading and color.

The drawing is neat and presentable. All elements of the drawing fit in the space allowed without being too crowded or too small.

No attempt

Readability No noticeable errors in spelling, grammar, word usage, and/or inappropriate language.

A few errors in spelling, grammar, word usage, and/or inappropriate language.

Several errors in spelling, grammar, word usage, and/or inappropriate language.

Numerous errors in spelling, grammar, word usage, and/or inappropriate language.

No attempt

Note: Percentage score = 8 x rubric score + 69. For example: 4=100, 3=93, 2=85, 1=77, 0=69.

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Scientific Drawing ExampleNote that while the drawing below is good, it does not have all the elements necessary to get a good grade. For example, the drawing does not have a title and there are no dimensions describing the size of the objects in the drawing.

http://1.bp.blogspot.com/-xiBRhrfSIRY/VRAlrBRlUUI/AAAAAAAAA48/LGsWfjvo01M/s1600/2015-03-22%2B09.12.40.jpg

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Classification System Rubric

The system differentiates between ionic and covalent by specifying a criteria.

The system differentiates between polar covalent and non-polar covalent.

Type I, Type II, Type III

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Classification System Example

( dichotomous key )

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Experimental Procedure Rubric

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Experimental Procedure Example

http://www.flinnsci.com/media/396534/double_replacement_reaction.pdf

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http://www.flinnsci.com/media/396534/double_replacement_reaction.pdf


Engineering Sketch with Calculations Rubric

(Obtain an example of student work from Mr. Kaz. The example should be specific to Force and Motion, like catapult projectile motion including the transformation of potential energy to kinetic energy.)

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Engineering Sketch with Calculations Example

(Obtain an example of student work from Mr. Kaz. The example should be specific to Force and Motion, like catapult projectile motion including the transformation of potential energy to kinetic energy.)

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Unit 6: rubric

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Unit 6 example

Circuit analysis

Draw, label, annotate, calculate

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Unit 7 rubric

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Unit 7 example

Screenshot of Audacity displaying two audio tracks that represent recordings of a sound event from two different recording. The result is a rich stereophonic experience.

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Unit 8 rubric

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Unit 8 example

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987

Performance Indicators for Science Process SkillsThe course in Physical Science teaches students science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. Students have learned these practices when they can:

H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.

H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

H.B.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

H.B.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.

H.B.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) express relationships between variables for models and investigations, and (3) use grade-level appropriate statistics to analyze data.

H.B.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

H.B.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts

H.B.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

Ref: https://ed.sc.gov/agency/ccr/Standards-Learning/documents/2014Biology_Crosswalk.pdf

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https://ed.sc.gov/agency/ccr/Standards-Learning/documents/2014Biology_Crosswalk.pdf

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987Performance Indicators for Content Knowledge

Unit 1- The Nature of MatterPS-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-3.1 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-3.6 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and movement of particles.

Unit 2 – Atomic Structure and the Periodic TablePS-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-2.4 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-2.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.

Unit 3 – Chemical BondingPS-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.

Unit 4 – Chemical ReactionsPS-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-4.8 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.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987PS-4.10 Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced.

Unit 5 – Force and MotionPS-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 FW = 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.

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.

Unit 6 – Electricity and MagnetismPS-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.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987PS-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.

Unit 7 – WavesPS-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.

Ref: https://ed.sc.gov/agency/ccr/Standards-Learning/documents/sciencestandardsnov182005_001.pdf

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https://ed.sc.gov/agency/ccr/Standards-Learning/documents/sciencestandardsnov182005_001.pdf

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