9th Grade Physical Science Curriculum MapLast Revised Spring 2011

QTR Unit Objective Time Spent

Core Labs/Other Assessments

1 Unit One

● Basic Graphing Skills: Interpret line, bar, trend, and circle graphs 1 Week No assessments

1 Unit Two

1: A. Scientific Method

○ Use a systematic approach to identify, formulate, and solve problems via the scientific method.i. Define the problemii. Differentiate observations from inferencesiii. Formulate a testable hypothesisiv. Organize and identify parts of a well-designed experimentv. Differentiate conclusions and theories from laws

● Suggested Teaching Strategies – CPO Ch. 1● Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided

outline during class discussion. Use various observation tools and techniques in the laboratory. Observation/inference: demonstrate differences between observations and inferences using Styrofoam cups and acetone. See Aligned Resources list below. Use a sample experiment to identify the dependent and independent variable, constant, and control. Use various worksheets and activities compare and contrast hypothesis, theory, and scientific law.

● Aligned Resources● Core Lab 1: Investigations and Experiments (CPO Investigation 1.2)

Other Labs and Activities: a) Watermelon Seed Activity b) Time and Distance Lab (CPO Investigation 1.1) c) Styrofoam Cup / Acetone Observation Activity Videotape: Scientific Method with corresponding worksheet. Various worksheets and activities available.

7 weeks ● Core Lab 1: Investigations and Experiments (CPO Investigation 1.2)

● Core Lab 2: Using a

Scientific Model (CPO Investigation 2.1) - Predicting Speed

1 Unit Two

cont.

1: B. SI● Two methods of gaining and interpreting information are the SI system of measurement and graphing.

○ Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e. micro-, milli-, centi-, and kilo-) when measuring objects and/or events.

○ Interpret line, bar, trend, and circle graphs○

● Suggested Teaching Strategies – CPO Ch. 1 and 2● Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline

during class discussion. Use visual aids to compare English to SI systems of measurement (Meter sticks vs. yard sticks, liter vs. gallon, etc.). Define and identify the need for standards of measurement. Name the SI prefixes used and indicate what multiple of ten each represents. Identify dependent and independent variables on graphs. Interpret graphs. Demonstrate volume using decimeter3 (liter) cube.

● Aligned ResourcesCore Lab 2: Using a Scientific Model (CPO Investigation 2.1) – Predicting Speed Other Labs and Activities: Measurement of Volume (CPO Investigation 2.2) – Position and Time Acceleration (CPO Investigation 2.3) Videotape: Scientific Measurement with corresponding worksheet Demonstration equipment: cubic decimeter and various volumetric vessels. Various worksheets and activities.

7 weeks(continued)

1-2 UnitThree

● 5: A. Laws of Motion○ Laws of Motion: Objects change their motion only when a net force is applied. Laws of motion are used to

determine (local standard: calculate precisely) the effects of forces on the motion of objects.○ C-3-1

○ Suggested Teaching Strategies – CPO Ch. 3.1 and 3.3○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Demonstrate the independence of vertical and horizontal motion using the simultaneous velocities demonstrator. Demonstrate the law of conservation of momentum and Newton’s third law of motion, using the Astro-blaster and Newtonian demonstrator. Demonstrate centripetal forces and acceleration using the gyroscopic bicycle wheel. Reinforce student understanding using worksheets and activities.

○ Aligned Resources ○

Core Lab 3: Force, Mass, and Acceleration (CPO Investigation 3.1) Other Labs and Activities: Equilibrium, Action, and Reaction (CPO Investigation 3.3) Demonstration equipment: Simultaneous velocities demonstrator. Demonstration equipment: Astro-blaster. Demonstration equipment: Gyroscopic bicycle wheel. Demonstration equipment: Newtonian demonstrator. Videotape: Galileo on the shoulders of giants and corresponding worksheets. Various worksheets and activities available.

3 weeks ● Core Lab 3: Newton's Laws Hands on Lab

● 5: B. Gravity

Gravity: Gravitation is a universal force that each mass exerts on any other mass. C-3-1

○ Suggested Teaching Strategies – CPO Ch. 3.2○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Optional - Demonstrate weightlessness using Styrofoam cup and colored water. Distinguish between mass and weight using various activities and worksheets. Reinforce student understanding using worksheets and activities.

○ Aligned Resources○

No core labs for this objective. Labs and Activities: Weight, Gravity, and Friction (CPO Investigation 3.2) Various worksheets and activities available in Glencoe Physical Science.

2 Unit Four

● 6: A. Energy Types ○ Energy Types: All energy can be considered to be either kinetic energy, which is the energy of motion; potential

energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.○ C-4-1,C-4-2a,2b

● Suggested Teaching Strategies – CPO Ch. 5● Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline

during class discussion. Reinforce student understanding using worksheets and activities.

● Aligned Resources● Core Lab 4: Energy Conservation (CPO Investigation 5.2) – Roller Coaster Lab

Other Labs and Activities: Energy Transformations Activity (CPO Investigation 5.3) Various worksheets and activities available in Glencoe Physical Science.

2.5 weeks

● Core Lab 4: Energy Conservation (CPO Investigation 5.2) - Roller Coaster Lab

2-3 Unit Five

● 6: D. Electricity ○ Electricity is an integral part of our lives. It occurs in two types: static and current.○ C-3-2

○ Suggested Teaching Strategies – CPO Ch. 6 through 9○ Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline

during class discussion. Students learn through conducting a series of labs (see below). Reinforce student understanding using worksheets and activities.

○ Aligned Resources○ Core Lab 5: Conductors and Insulators

Core Lab 6: More Electric Circuits (CPO Investigation 9.1) – Series and Parallel Circuits Other Labs and Activities: Virtual Electricity Lab (on computers in computer lab) Voltage and Current Lab (CPO Investigations 7.1 and 7.2) Ohm’s Law (CPO Investigation 8.1) Work, Energy, and Power (CPO Investigation 8.2) Parallel Circuits (CPO Investigation 9.3) Videotape: Lightning with corresponding worksheets. Various worksheets and activities available.

3 weeks

● Core Lab 5: Conductors vs Insulators

● Core Lab 6: I(CPO Investigation 9.1) - Series and Parallel Circuits or Virtual Electricity

3 Unit Six

● 6: B. Harmonic Motion● Waves, including sounds and seismic waves, waves on water, and

light waves, have energy and can transfer energy when they interact with matter (such as used in telescopes, solar power, and telecommunication technology).

● Local: Waves (sound and light) have energy and can transfer energy when they interact with matter. C-4-2

5 weeks Core Lab 7: Harmonic Motion (CPO Investigation 11.1) - Pendulum LabCore Lab 8: Introduction to Waves (CPO Investigation 12.1)

3- 4 Unit

Seven

● 6: B. Waves○ Waves, including sounds and seismic waves, waves on water, and light waves, have energy and can transfer

energy when they interact with matter (such as used in telescopes, solar power, and telecommunication technology).

○ Local: Waves (sound and light) have energy and can transfer energy when they interact with matter. C-4-2○ Suggested Teaching Strategies – CPO Ch. 11 through 14 (11 & 12 are Waves; 13 is Sound; 14 is Light)○ **NOTE: Ch. 11 and 12 about Waves are done 2nd Quarter; Ch. 13 and 14 are done 3rd Quarter

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Demonstrations: a) Differences between transverse and compressional waves using slinky and springs. b) The relationship between wavelength, frequency, and wave velocity. (Check student understanding through the use of worksheets.) c) Explain the concept of speed variation with change in media through demonstration with bell jar/door bell and refraction, reflection worksheets. d) Differentiate primary from secondary colors of light & pigment using light box, glow sticks, color discs, … e) The polarization of light using filters. Have students measure the intensity of different sounds using the decibel meters.

○ Aligned Resources○ Ch. 11 and 12:

Core Lab 7: Harmonic Motion (CPO Investigation 11.1) – Pendulum Lab Core Lab 8: Natural Frequency & Resonance (CPO Investigation 12.3) Other Labs and Activities: Graphs of Harmonic Motion (CPO Investigation 11.2) Introduction to Waves (CPO Investigation 12.1) Ch. 13 and 14: Core Lab 9: Introduction to Sound (CPO Investigation 13.1) Core Lab 10: Introduction to Light (CPO Investigation 14.1-2) Other Labs and Activities: Properties of Sound (CPO Investigation 13.2) Various worksheets and activities available. Videotape: Exploring Sound with corresponding worksheet. Exploring Light with corresponding worksheet. Supplemental materials: Tuning forks/resonance box, videodiscs player (Doppler effect), resonance tubes, decibel meters, slinky, wave springs, prisms, light box, glow sticks, polarizing filters/tape, spectroscope tubes, diffraction grating glasses and lenses.

5 weeks ● Core Lab 9: Introduction to Sound (CPO Investigation 13.1)

● Core Lab 10: Introduction to Light (CPO Investigation 14.1)

● 6: C. Electromagnetic Waves

Electromagnetic waves result when a charged object is accelerated or decelerated. Sound waves and electromagnetic waves are fundamentally different.C-4-2b

○ Suggested Teaching Strategies – Included with PHYSCI-6-B above (Ch. 14.1)○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Have students draw and construct the electromagnetic spectrum and list applications of each type of electromagnetic wave. Demonstrate the relationship between wavelength, frequency, photon energy and wave velocity. Check student understanding through the use of worksheets. Have students identify individual unknown elements by comparison of emissions spectrum with emissions chart.

○ Aligned Resources○

Supplemental materials: Prisms, light box, glow sticks, polarizing filters/tape, emission tubes, power source for emission tubes, diffraction grating glasses and lenses.

4 Unit Eight

● 2: Laboratory Safety

Safety awareness and proper lab procedures are of utmost importance when working with the following: glassware, chemicals, and electrical equipment. Identify potential hazards and practice safety procedures in all science activities.

○ Suggested Teaching Strategies – Not in CPO○ Students will define related vocabulary terms and fill in guided outline during class discussion.

Identify and locate safety equipment in the laboratory (eyewash, safety shower, fire blanket & extinguisher, etc.). Introduce safety procedures in all laboratory circumstances. Identify lab equipment and proper usage techniques. Review safety symbols.

○ Aligned Resources○ Core Lab 11: Laboratory Technique Performances (not a CPO lab)

Other Labs and Activities: Demonstration of 7 Basic Lab TechniquesEquipment Identifcation Various handouts, worksheets, and activities available from dept. coordinator.

1 week ● Core Lab 11: Laboratory Technique Performances (not a CPO lab)

4 Unit Nine

● 3: D. Composition of Matter

Composition of matter includes: classifying substances as either elements or compounds, and classifying mixtures as homogenous or heterogeneous. C-1-3

○ Suggested Teaching Strategies – CPO Ch. 16○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Use a variety of materials to demonstrate the differences of elements, compounds, and mixtures. Reinforce student understanding using a variety of worksheets and activities.

○ Aligned Resources○

Core Lab 12: Separation of Mixtures (not a CPO Lab) Other Labs and Activities: Classifying Matter (CPO Investigation 16.1) – Paper Chromatography Materials available in Physical Science stockrooms. Video: “Elements, compounds and mixtures” (in chemistry room). Variety of activities and worksheets available through dept. coordinator.

2 weeks

● Core Lab 12: Separation of Mixtures (not a CPO Lab)

4 Unit Ten

● 3: C. Characteristic Properties

Characteristic Properties: Matter has characteristic properties, such as boiling points, melting points, and density, which distinguish pure substances and can be used to separate one substance from another.C1-3

○ Suggested Teaching Strategies – CPO Ch. 16 & 17○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Students identify an unknown metal based on its density. Reinforce student understanding of physical properties of substances using a variety of worksheets and activities.

○ Aligned Resources○

Core Lab 13: Density Column (CPO Investigation 17.2) Core Lab 14: States of Matter (CPO Investigation 16.3) Other Labs and Activities: How is Matter Measured (CPO Investigation 16.2) à optional: find % sugar in gum Properties of Solids (CPO Investigation 17.1) – Density Lab Buoyancy of Fluids (CPO Investigation 17.3) – Aluminum Foil Boat Lab Demonstration – Viscosity of Fluids (CPO Investigation 17.4) Demonstration – Density of Coke vs. Diet Coke Optional – students may construct a cubic decimeter or cubic centimeter Various worksheets and activities available.

1 week ● Core Lab 13: Density Column

● Core Lab 14: States of Matter (CPO investigation 16.3)

4 Unit Eleve

n

● 3: A. Atoms○ State Version:Matter is made up of minute particles called atoms, and atoms are composed of even smaller

components (i.e., protons, neutrons, and electrons). ○ Local Version: Atoms are the basic building blocks of all matter. Atoms are composed of subatomic particles

called protons, neutrons, and electrons.○ C-1-1, C1-2

○ Suggested Teaching Strategies – CPO Ch. 18○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Introduce three subatomic particles through use of 3-D models. Provide reference for size of subatomic particles and atoms through the use of verbal examples. Introduce characteristics of each subatomic particle. Use worksheets and activities to reinforce students understanding of atomic structure.

○ Aligned Resources○

Other Labs and Activities: Use Exciter Box to view spectral Labs (CPO Investigation 18.2) Flame Test Lab Various handouts, worksheets, and activities available from dept. coordinator. 3-D models available through chemistry and constructed by students. Various worksheets and activities available.

3 weeks

● 3: B. Elements

○ An element is composed of a single type of atoms. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties.

○ Local Addition: This is the basis of the Periodic Table.○ C1-2a, C1-2b

○ Suggested Teaching Strategies – CPO Ch. 18○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Use periodic table to introduce the pattern and characteristics associated with each family (not in CPO text). Reinforce understanding by having students color code a periodic table. Check student understanding of periodic table arrangement filling out a blank periodic chart. Reinforce student understanding of chemical and physical properties of elements using worksheets and activities.

○ Aligned Resources○

No Core Lab for this unit. Other Labs and Activities: Students compete in an Element Bee. Classroom periodic table. Textbook and Agenda periodic tables. Video: “The periodic table” (available in chemistry room) Various worksheets and activities available.

4 Unit

Twelve

● 4: Chemical Reactions○ A compound is formed when two or more kinds of atom combine together chemically. Each compound has unique

chemical and physical properties. In chemical reactions, the total mass is conserved.C1-4, C-2-1, C-2-2, C-3-3

○ Suggested Teaching Strategies – CPO Ch. 19 & 20○

Students will define related vocabulary terms; use pre-reading guides to introduce them to the text; and fill in guided outline during class discussion. Reinforce student understanding using worksheets and activities. Several labs will be done (see below).

○ Aligned Resources○

Core Lab 15: Comparing Molecules (CPO Investigation 19.3) – Nuts and Bolts Core Lab 16: Chemical Changes (CPO Investigation 20.1) Other Labs and Activities: Chemical Formulas (CPO Investigation 19.2) Chemical Equations (CPO Investigation 20.2) – Balancing Conservation of Mass (CPO Investigation 20.3) Using Equations (CPO Investigation 20.4) Demonstration – The Hydrogen Balloon (combustion) Demonstration – Mentos in Diet Coke Optional lab: Chemical Putty. Various worksheets and activities available.

1 week ● Core Lab 15: Comparing Molecules (CPO Investigation 19.3) - Nuts and Bolts Core Lab 16: Chemical Changes (CPO Investigation 20.1)