bartlesville 10th grade physical science · pdf file10th grade physical science curriculum...

Bartlesville Independent School District 30

Science Department

10th Grade Physical Science Curriculum

Physical Science is an introductory laboratory course to the study of chemistry and physics. Chemistry is the study of the properties, classes, and structure of matter and its changes. It includes such topics as the periodic table of elements, atomic structure, molecules, solutions, and chemical reactions. Physics is the study of the interrelationships of matter and energy. It includes topical studies in motion, electricity, sound, and heat.

Grade Level:10

Pre-requisites:None

● Quarterly Assessments Topic List

● Yearly Lesson Alignment (Adobe PDF; 76 kB)

● Course Objectives - Printable Summary (Adobe PDF; 495

kB)

1. Methods of Science and MeasurementA. Scientific MethodB. SIC. Laboratory SafetyD. Graphing

2. Motions and ForcesA. GravityB. Laws of Motion

3. Interactions of Energy and MatterA. Energy TypesB. WavesC. Electromagnetic WavesD. Electricity

4. Structure and Properties of MatterA. MatterB. AtomsC. Elements

● Core Labs - Summary (Word; 84 kB) | Process Skills (Web;

369 kB)

1. Milk Kaleidoscope2. Thickness of Aluminum Foil3. Measurement of Volume4. Measurement of Mass5. Orange's Secret6. Paper Airplane

7a. Convection 7b. Heat Transfer

http://www.bps-ok.org/science/default.html


http://www.bps-ok.org/science/physci/physcilabs.doc

http://www.bps-ok.org/science/physci/physciprocess.html

http://www.bps-ok.org/science/physci/physciprocess.html

http://www.bps-ok.org/science/physci/physcilab1.html






http://www.bps-ok.org/science/physci/physcilab7a.html

http://www.bps-ok.org/science/physci/physcilab7b.html

8. Chromatography Lab9. Mirrors and Lenses

10. Tracking Light Rays11. Series & Parallel Circuits12. Conductors & Insulators13. Emission Spectroscopy14. Metal or Non-metal?15. Properties of Matter16. Chemical Putty

● Textbook










http://www.bps-ok.org/science/physci/physcitext.html

10th Grade Physical Science

Quarterly Assessments Topic List

First Quarter

● 1: A. Scientific Method 01-SCPS-05

● 1: B. SI 01-SCPS-80

● 1: C. Laboratory Safety 01-SCPS-15

Second Quarter

● 1: D. Graphing 01-SCPS-115

● 2: A. Gravity 01-SCPS-55

● 2: B. Laws of Motion 01-SCPS-50

Third Quarter

● 3: A. Energy Types 01-SCPS-60

● 3: B. Waves 01-SCPS-65

● 3: C. Electromagnetic Waves 01-SCPS-70

Fourth Quarter

● 3: D. Electricity 01-SCPS-72

● 4: A. Matter 01-SCPS-30

● 4: B. Atoms 01-SCPS-20

● 4: C. Elements 01-SCPS-25

Revision Date:June 2005

Bartlesville Independent School District 30Science Department




BARTLESVILLE PUBLIC SCHOOLS 10th Grade PHYSICAL SCIENCE YEARLY LESSON ALIGNMENT

FIRST

QUARTER SECOND

QUARTER CHAPTER ONE *What is Physical Science? *Pure Science vs. Technology *(1.A) Observation vs. Inference *(1.A) Scientific Method *(1.A) Independent vs. Dependent Variable *(1.A) Differentiate Theory vs. Scientific Law *(1.A) Parts of an Experiment

GRAPHING UNIT *(1.D) Guidelines *(1.D) Line or Multiple Line Graphs *(1.D) Bar Graphs *(1.D) Pie/Circle Graphs *(1.D) Being able to construct and interpret data.

SAFETY *(1.C) General Lab Guidelines *(1.C) Lab Equipment Identification *(1.C) Laboratory Techniques

CHAPTER THREE *(2.B) Perform calculations for speed, time and distance. *(1.D) Interpret distance-time graphs *(2.B) Compare, contrast and calculate speed, velocity and acceleration. *(2.B) Balanced vs. Unbalanced Forces *(2.B) Newton’s First Law of Motion *(2.B) Effects of Inertia *(2.A) Effects of Gravity (mass & distance) *(2.A) Difference between Mass & Weight

CHAPTER TWO *(1.B) What are standards? *(1.B) Metric Prefixes and Values *(1.B) Metric Conversions/Factor Labeling *(1.A) Measuring: length, volume, mass, density, time and temperature

CHAPTER FOUR *(2.B) Newton’s 2nd & 3rd Laws of Motion *(2.B) Calculate and relate force, mass and acceleration *(2.B) Falling Objects & Terminal Velocity *(2.B) Projectiles *(2.B) Effects of Weightlessness *(2.B) Calculate momentum, mass and velocity. *(2.B) Law of Conservation of Momentum

THIRD

QUARTER FOURTH

QUARTER CHAPTER FIVE & SIX *(3.A) PE vs. KE *(3.A) Calculate PE and KE *(3.A) Law of Conservation of Energy *(3.A) Calculate for Work, Force and Distance *(3.A) Contrast Heat and Temperature *(3.A) Explain Thermal Energy *(3.A) Cause/Effect of Thermal Pollution *(3.A) Define Specific Heat *(3.A) Calculate Changes in Thermal Energy *(3.A) Compare & Contrast Conduction, Convection and Radiation *(3.A) Conductors vs. Insulators

CHAPTER TWENTY – ONE *(3.D) Static Electricity *(3.D) Conductors vs. Insulators *(3.D) Dry cell vs. Wet cell *(3.D) Series vs. Parallel Circuits *(3.D) Construction and Identification of a Circuit Diagram

CHAPTER EIGHTEEN *(3.B) Compressional vs. Transverse Waves and recognize their parts *(3.B) Calculate wavelength, frequency and velocity *(3.B) Relate Frequency and Pitch *(3.B) Relate Amplitude and Loudness *(3.B) Speed of sound vs. Speed of Light *(3.B) Doppler Effect *(3.B) Recognize examples of a variety of sound waves: ultrasounds, sonar, infrasonic, etc. *(3.B) Music vs. Noise *(3.B) Know Quality, Interference and Reverberation

CHAPTER EIGHT & NINE *(4.A) States of Matter: solid, liquid, gas *(4.A) Changes of Phases: melting, freezing, boiling, evaporation, sublimation, condensation, etc. *(4.A) Substances vs. Mixtures *(4.A) Compare and Contrast solutions, colloids and suspensions *(4.A) Physical vs. Chemical Properties and Changes *(4.A) Law of Conservation of Mass

CHAPTER NINETEEN *(3.C) EMS *(3.C) Light Color vs. Pigment Color *(3.C) Opaque/Translucent/Transparent *(3.C) Incandescent vs. Fluorescent Bulbs *(3.C) Law of Reflection *(3.C) Reflection/Refraction/Diffraction

CHEMISTRY UNIT *(4.B) Common Element Symbols *(4.B) Atomic Model Structure *(4.B) Electron, Proton and Neutron arrangement *(4.B) Energy Level Arrangement *(4.C) Periodic Table Arrangement *(4.C) Covalent vs. Ionic Bonding

CHAPTER TWENTY (omitted due to AIDS education) * Plane/Concave/Convex Mirror Images * Concave vs. Convex Lens Images * Coherent vs. Incoherent Light * Polarizing Light and Optical Fibers

10th Grade Physical Science Objectives

1: A. Scientific Method

ABACUS 01-SCPS-05Local

Links:

Physical Science Curriculum Page

Next Objective

1:Methods of Science and Measurement

Objectives:

A. 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

Time Range:1st Quarter

Suggested Teaching Strategies:

● Use various observation tools and techniques, including: ruler, hand lens, water, balance and glassware to make as many direct and/or indirect observations as possible about an object. This is a five to seven minute timed activity.

● Observation/inference: demonstrate differences between observations and inferences using Styrofoam cups and acetone. See hand-out list below.

● Use a sample experiment to identify the dependant and independent variable, constant, and control.

● Using various worksheets and activities compare and contrast hypothesis, theory, and scientific law.

Aligned Resources:

● Core Lab 1: Milk Kaleidoscope● Videotape: Scientific Method with corresponding

worksheet● Various worksheets and activities available in "Glencoe

Physical Science"




1: B. SI

ABACUS 01-SCPS-80PASS PS9-12.1.3

Links:


Previous Objective

Next Objective


Objectives:

B. 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.

i. What are standards?ii. Metric prefixes and valuesiii. Metric conversions and factor labelingiv. Measuring length, volume, mass, density, and

temperature

Time Range:1st Quarter


● 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 using Scientific Measurement video and worksheet.

● Name the prefixes used in the SI and indicate what multiple of ten each represents using a variety of worksheets.

● Demonstrate volume using decimeter (liter) cube.● Construction by student of cubic decimeter.

Aligned Resources:

● Core Lab 2: Thickness of Aluminum Foil● Core Lab 3: Measurement of Volume● Core Lab 4: Measurement of Mass● Core Lab 5: Orange's Secret (density)● Activity: Density Column● Videotape: Scientific Measurement with corresponding

worksheet● Demonstration equipment: cubic decimeter and various

volumetric vessels● Various worksheets and activities available in "Glencoe





Physical Science"







1: C. Laboratory Safety


Links:


Previous Objective

Next Objective


Objectives:

C. Safety awareness and proper lab procedures are of utmost importance when working with the following: glassware, chemicals, and electrical equipment.

i. General lab guidelinesii. Laboratory equipment identificationiii. Laboratory techniques

Time Range:1st Quarter; 5 days


❍ 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:

❍ Various handouts, worksheets, and activities available from dept. building coordinator.

❍ Appendix "B" of Glencoe Physical Science textbook.







1: D. Graphing


Links:


Previous Objective

Next Objective


Objectives:

D. Interpret data tables, line, bar, trend, and/or circle graphs. Identify and/or create an appropriate graph or chart from collected data, tables, or written description.

i. Graphing guidelinesii. Line and multiple-line graphsiii. Bar graphsiv. Pie/circle graphsv. Be able to construct and interpret data

Time Range:2nd Quarter


● Identify types of graphs and interpret graphs using "Brain Stretcher" packet.

● Use computer lab to generate a variety of graphs.

Aligned Resources:

● Core Lab 5: Orange's Secret (density)● Activity: Graphing of temperature vs. time● Various worksheets and activities available in "Glencoe

Physical Science"








2: A. Gravity

ABACUS 01-SCPS-55PASS CSPHYSCI2.2

Links:


Previous Objective

Next Objective

2:Motions and Forces

Objectives:

A. Gravitation is a universal force that each mass exerts on any other mass.

i. Effects of gravity (mass and distance)ii. Distinguish mass from weight

Time Range:2nd Quarter; 23 days for 2.A and 2.B


● Demonstrate weightlessness using Styrofoam cup and colored water.

● Distinguish between mass and weight using various activities and worksheets.

● Relate gravitational force to mass and distance by a student-produced videotape of a student on a scale while riding an elevator.

● Reinforce student understanding using worksheets and activities.

Aligned Resources:

● Activity: What is my mass? What is my weight?● Various worksheets and activities available in "Glencoe

Physical Science"







2: B. Laws of Motion


Links:


Previous Objective

Next Objective

2:Motions and Forces

Objectives:

B. Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects.

i. Perform calculations for speed, time and distanceii. Interpret time-distance graphsiii. Compare, contrast, and calculate speed, velocity,

and accelerationiv. Newton's First Law of Motionv. Effects of inertiavi. Balanced vs. unbalanced forcesvii. Newton's 2nd and 3rd Laws of Motion (Law of

Acceleration; Law of Action/Reaction)viii. Calculate and relate force, mass, and accelerationix. Falling objects and terminal velocityx. Projectilesxi. Effects of weightlessnessxii. Calculate momentum, mass, and velocityxiii. Law of Conservation of Momentum

Time Range:2nd Quarter; 23 days for 2.A and 2.B


● Use paper airplane lab to teach calculation of speed and velocity using time and distance.

● 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.


Aligned Resources:

● Core Lab 6: Paper Airplane● 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 in "Glencoe

Physical Science" and dept. building coordinator.







3: A. Energy Types


Links:


Previous Objective

Next Objective

3:Interactions of Energy and Matter

Objectives:

A. 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.Energy transforms into different forms such as mechanical (the sume of kinetic and potential), chemical, electrical, radiant, nuclear, and thermal energy.

i. Potential vs. kinetic energyii. Calculate potential and kinetic energy valuesiii. Law of Conservation of Energyiv. Calculate work, force, and distancev. Contrast thermal energy (heat) and temperaturevi. Cause and effect of thermal pollutionvii. Define specific heatviii. Calculate changes in thermal energyix. Compare and contrast conduction, convection, and

radiationx. Conductors vs. insulators

Time Range:3rd Quarter; 40 days for 3.A, 3.B, and 3.C


● Use a pendulum to demonstrate the law of conservation of energy.

● Use two one-pound chrome spheres to demonstrate mechanical energy to heat transformations.


Aligned Resources:

● Core Lab 7a: Convection● COre Lab 7b: Heat Transfer● Videotape: Exploring heat with corresponding worksheets.● Various worksheets and activities available in "Glencoe

Physical Science"

http://www.bps-ok.org/science/physci/physcilab7a.html

http://www.bps-ok.org/science/physci/physcilab7b.html


3: B. Waves


Links:


Previous Objective

Next Objective


Objectives:

B. 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).

i. Compare compression and transverse wavesii. Identify the parts of a waveiii. Calculate wavelength, frequency, and speediv. Relate frequency to pitchv. Relate amplitude to loudnessvi. Compare the speed of sound to the speed of lightvii. Doppler effectviii. Recognize examples of a variety of sound waves

(sonar, ultrasonic, infrasonic, supersonic, etc.)ix. Describe quality, interference, and reverberation



● Demonstrate differences between transverse and compressional waves using slinky and springs.

● Illustrate and identify the properties of compressional and transverse waves.

● Demonstrate the relationship between wavelength, frequency, and wave velocity. Check student understanding through the use of worksheets.

● Explain the concept of speed variation with change in media through demonstration with bell jar/door bell and refraction, reflection worksheets.

● Demonstrate the primary and secondary colors of light and pigment using light box, glow sticks, color discs, etc.

● Demonstrate polarization of light using filters.● Have students measure the intensity of different sounds

using the decibel meters.● Identify examples and uses of plane, concave and convex

mirrors and lenses through demonstrations and student activities.

Aligned Resources:

● Core Lab 8: Chromatography Lab● Core Lab 9: Mirrors and Lenses● Core Lab 10: Tracking Light Rays● Videotape: "Exploring Sound" with corresponding

worksheet.● Activities: Drawing and interpreting transverse waves.● Supplemental materials: Tuning forks/resonance box,

videodisc 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.

● Various worksheets and activities available in "Glencoe Physical Science"










3. C: Electromagnetic Waves


Links:


Previous Objective

Next Objective


Objectives:

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

i. The electromagnetic spectrumii. Light vs. pigment colorsiii. Opaque vs. transluscent vs. transparentiv. Incandescent vs. fluorescent bulbsv. Law of reflectionvi. Reflection vs. refraction vs. diffraction

This objective was locally transferred from Physics to this course.



● 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.



3: D. Electricity


Links:


Previous Objective

Next Objective


Objectives:

D. Electricity i. Static electricityii. Conductors vs. insulatorsiii. Dry cell vs. wet celliv. Series vs. parallel circuitsv. Construction and identification of a circuit diagram

Time Range:4th Quarter


● none identified

Aligned Resources:

● Core Lab 11: Series and Parallel Circuits● Core Lab 12: Conductors and Insulators









4: A. Matter


Links:


Previous Objective

Next Objective

4:Structure and Properties of Matter

Objectives:

A. 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. Matter includes 1) substances classified as either elements or compounds, and 2) mixtures classified as either homogeneous or heterogeneous.

i. States of matter (solid, liquid, gas)ii. Phase changes (melting, freezing, boiling,

evaporation, condensation, sublimation)iii. Classification of matter: substances vs. mixturesiv. Compare and contrast solutions, colloids, and

suspensionsv. Physical vs. chemical properties and changesvi. Law of conservation of mass

Time Range:4th Quarter; 35 days for 4.A, 4.B, and 4.C


● Introduce terms and principles of solubility through demonstrations (sugar & water, salt & water, etc.).

● Compare and contrast differences between saturated, unsaturated and super saturated solutions.

● Have students use a variety of substances to determine their physical characteristics such as boiling point/melting point, etc.

● Use a variety of materials to demonstrate the differences of elements, compounds, and mixtures.

● Demonstrate chemical and physical changes using the mini lab "What are some indications of changes?"

● Identify chemical change by observing a variety of mini-demonstrations.

● Reinforce student understanding of physical properties of substances using a variety of worksheets and activities.

Aligned Resources:

● Core Lab 5: Orange's Secret


● Core Lab 15: Properties of Matter● Core Lab 16: Chemical Putty● Density column activity.● Capillaries for melting point determination.● Text Activity 15-2: "Boiling point of solutions"● Video: "Elements, compounds and mixtures" (in

chemistry room)● Mini Lab "What are some indications of

changes?" (Section 9-3 of textbook)● Mini chemical demonstrations and activities available

from dept. building coordinator.● Various worksheets and activities available in "Glencoe

Physical Science"









4: B. Atoms


Links:


Previous Objective

Next Objective


Objectives:

B. Matter is made up of minute particles called atoms, and atoms are composed of even smaller components (i.e., protons, neutrons, and electrons). Atoms are the basic building blocks of all matter.

i. Common element symbolsii. Atomic structure - arrangement of electrons,

protons, and neutronsiii. Arrangement of energy levels



● Introduce three subatomic particles through use of 3-D models.

● Provide reference for size of subatomic particles and atom 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:

● Various handouts, worksheets, and activities available from dept. building coordinator.

● 3-D models available through chemistry.● Various worksheets and activities available in "Glencoe

Physical Science"



4: C. Elements


Links:


Previous Objective


Objectives:

C. An element is composed of a single type of atom. 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. This is the basis of the Periodic Table.



● Use periodic table to introduce the pattern and characteristics associated with each family. Reinforce understanding by having students color code a periodic table.

● Check student understanding of periodic table arrangement filling out a blank periodic chart.

● Pick an element and have students identify element by asking questions about physical and chemical properties.

● Reinforce student understanding of chemical and physical properties of elements using worksheets and activities.

Aligned Resources:

● Core Lab 13: Emission Spectroscopy● Core Lab 14: Metal or Non-Metal?● Core Lab 15: Properties of Matter● Classroom periodic table.● Textbook and Agenda periodic tables.● Video: "The periodic table". (available in chemistry room)● Various worksheets and activities available in "Glencoe

Physical Science"





bartlesville 10th grade physical science · pdf file10th grade physical science curriculum...

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