st. lucie county school · pdf file · 2012-07-12*physical science: concepts in...

*PHYSICAL SCIENCE: CONCEPTS IN ACTION (2011) PEARSON

ST. LUCIE COUNTY SCHOOL DISTRICT 9TH GRADE PHYSICAL SCIENCE

QUARTER 1 : PACING GUIDE 2012-2013

Pac

ing

DATE TOPIC Next Generation Standards Outline of Content/Concept Learning Objective Book/References Common Lab

First NINE-WEEKS

SCIENTIFIC METHOD (WEEKS 1-3)

ESSENTIAL QUESTIONS ESSENTIAL VOCABULARY TERMS

1. What is the relationship between an inference and an observation? 2. How does new information impact existing scientific knowledge? 3. How does science impact society? 4. How do theories reflect scientific explanations? 5. How does new evidence impact an existing theory? 6. How do scientific law illustrate patterns in nature? 7. What is the relationship between scientific theory and law?

Inference Observation Precision Accuracy Law Theory Independent Variable

Dependent Variable Control Hypothesis Data Replicates Conclusion Line graph

Bar graph Scatter plot Variation Primary Source Secondary Source

WEE

K 1

: 1

BLO

CK

SCIENTIFIC METHOD

SC.912.N.1.6 Describe how

scientific inferences are

drawn from scientific

observations and provide

examples from the content

being studied.

Observations: to gather information with the five senses without opinion. Inferences: a suggested rational behind an observation.

Students will be able to distinguish between observations and inferences.

Chapter 1* DEPARTMENT COMMON PRE-TEST

Activity: Have students make observations and inferences (can take students outside or just look around the room).

WEE

K 2

-3 (

3-4

90

-MIN

UTE

BLO

CK

S)

SCIENTIFIC METHOD

SC.912.N.1.1 Define a

problem based on a specific

body of knowledge, for

example: biology, chemistry,

physics, and earth/space

science, and do the following.

Experimental Design A. Ask a question

B. Plan investigation:

Identify independent variable (test variable) and the dependent variable (outcome variable) and constants

Ensure you have a control group

Have repeated trials C. Research background information

on topic

Address appropriate research materials, how to cite sources, and what constitutes plagiarism.

Students will be able to define a scientific problem or question and test it through the scientific method.

Chapter 1* LAB SAFETY: *Review lab safety behavior and equipment. *Have students sign lab contracts.

Polar Investigation: water and oil, milk and dye. Place tooth pick with dish detergent in oil petri dish, observe, place in milk, observe. Answer questions. Use lab write-up template for write-up consistency.


WEE

K 3

: W

RA

P-U

P T

O S

CIE

NTI

FIC

MET

HO

D L

AB

SCIENTIFIC

METHOD SC.912.N.1.1 CONT. D. Collect and record data

Graphs, tables, visual representations

E. Share findings

Draw conclusions using data

Discuss, compare and negotiate methods used, results obtained, and explanations

Ask new questions and develop new investigations

PRE-TEST BENCHMARKS

INTRODUCE ISEF AND SCIENCE FAIR

SCIENTIFIC METHOD

SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Laws:

Descriptions of particular relationships under specific conditions in nature

Are not derived from theories

Do not offer explanations for these relationships

Well supported descriptions

Students will be able to explain that laws are descriptions of scientific relationships.

Chapter 1* *Introduce Gas laws as example

SCIENTIFIC METHOD

SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.

Theory:

Culmination of many investigations

Draws together the current evidence on a particular phenomenon

Represents the most powerful explanation scientists have to offer.

Will never become laws of science

Well supported explanation

Students will be able to explain that laws are explanations of scientific phenomenon. Students will be able to distinguish and contrast scientific laws and theories.

Chapter 1* *Introduce Atomic Theory as an example

Pac

ing


FIRST NINE-WEEKS

METRIC SYSTEM, SCIENTIFIC NOTATION, AND SIGNIFICANT FIGURES (WEEK 4-5)

ESSENTIAL QUESTIONS ESSENTIAL VOCABULARY


1. What is the significance of the metric system or SI units? 2. How does scientific notation and significant figures make taking and

manipulating measurements easier?

SI Units Standard Units Exponent

Meter Liter Gram

Measurement

WEE

K 4

: 1

BLO

CK

METRIC SYSTEM

MA.912.S.1.2 Determine appropriate and consistent stands of measurement for the data to be collected in a survey or equipment.

Metric Units:

Gram

Liter

Meter Recognize major prefixes (i.e. kilo, deci, centi, milli, etc) and how to covert from one to another.

Students will be able to convert between different metric measurements and from standard units to metric units.

Measurement Lab: Stations with different types of measurements to train students to use appropriate units.

WEE

K 4

: 1

BLO

CK

SCIENTIFIC NOTATION

AND SIGNIFICAN

T FIGURE

MA.912.S.1.2 CONT MA.912.S.3.2 Collect, organize and analyze data sets, determine the best format for the data and present visual summaries from graphs

Scientific Notation

Addition and Subtraction

Multiplication and Division Significant Figure Rules: 1. ALL non-zero numbers (i.e.

1,2,3…) are significant. 2. ALL zeros between non-zero

numbers are significant. 3. ALL zeros which are

SIMULTANEOUSLY to the right of the decimal point AND at the end of the number are significant.

4. ALL zeros which are to the left of a written decimal point and are in a number greater than or equal to 10 are significant.

Students will be able to present analytical results with the appropriate significant figures.

SCIENTIFIC METHOD EXAM

Do conversions and arithmetic on measurements from the previous lab.

Pac

ing


FIRST NINE-WEEKS

ENVIRONMENT AND TECHNOLOGY (WEEK 5)


WEE

K 5

: 1-2

BLO

CK

S

BIOTACHNOLOGY AND NATURAL RESOURCES

SC.912.L.16.10 Evaluate the

impact of biotechnology on

the individual, society and

the environment, including

medical and ethical issues

Biotechnology impacts A. Individually B. Environmentally C. Society

1. Medical

2. Ethical

Students will be able to relate technology to its social, biological and political impact.

Current Event Articles

SC.912.L.17.15 Discuss the effects of technology on environmental quality

Effects of Environmental

Technology on the Environment

Positive and Negative

See Above

SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

Human Impact on the Environment

A. Spills (waster, oil) B. Run-off C. Greenhouse gases D. Pollution

See Above

SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

See Above


Pac

ing

DATES TOPIC Next Generation

Standards Outline of Content/Concept Learning Objective Book/References Common Lab

FIRST NINE-WEEKS

ATOMIC THEORY AND STRUCTURE (WEEK 5-6)

ESSENTIAL QUESTIONS: ESSENTIAL VOCABULARY: 1. What discoveries lead up to the current atomic theory? 2. What types of models do scientists use to describe atomic structure? Why is it important for scientists to

use models to describe atoms? 3. How do the atoms of elements differ from one another? 4. Describe the influence forces have on atomic structure. 5. Compare and contrast the three subatomic particles in respect to mass, electrical charge and atomic

location.

Nucleus Proton Electron Neutron Atomic number Mass number

We

ek

5-6

: 2 B

LOC

KS

ATOMIC THEORY ATOMIC STRUCTURE

SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.

Atomic Theory A. Describe the theory

development through

Democritus

Dalton

Thomson

Rutherford

Schrodinger Structure of Atoms A. Protons, Neutrons and

Electrons 1. Mass 2. Electrical charge 3. Location

Students will be able to describe the development of the atomic theory through experimentation. Students will be able to depict the structure of an atom and the relationship between the three subatomic particles.

Chapter 4* Create models of different elements focusing on representing the locations of subatomic particles.

Pac

ing



FIRST NINE-WEEKS

PERIODIC TABLE, CHEMICAL BONDS AND REACTIVITY (WEEK 6-8)

ESSENTIAL QUESTIONS: ESSENTIAL VOCABULARY:


1. What properties allow you to identify the atoms of different elements? 2. Identify the trend for electronegativity, ionization energy, valence electrons

and atomic radius diameter within the periodic table. 3. What is the relationship between an atom’s location on the periodic table and

its electron configuration?

Isotope Ground state

Strong nuclear force Weak nuclear force

Orbital Electron configuration Electron dot diagram

Energy level

Subscript coefficient

Valence electron Ionization energy Electronegativity

Periodic table Period group

Atomic mass unit Metals

Transition metals Nonmetals Metalloids

Covalent bond Ionic bond

Mole

4. How do elements achieve a stable configuration? 5. What is the relationship between the number of valence electrons and the

type of bonds formed? 6. Can you create an electron dot diagram of elements to illustrate chemical

formulas? 7. How are coefficients and subscripts useful in balancing chemical formulas? 8. How does balancing equations utilize the Law of Conservation of Energy?

WEE

K 6

: 2 B

LOC

KS

PERIODIC TABLE

SC.912.P.8.5 Relate

properties of atoms and

their position in the

periodic table to the

arrangement of their

electrons.

Periodic Table A. Arranged by

1. Number of protons 2. Arrangement of electrons

B. Periodic Trends: 1. Electronegativity 2. Ionization energy 3. Valence electrons 4. Atomic radius

C. Electron Configurations 1. Hydrogen to Argon

Students will be able to relate the trends of the periodic table to the properties of each atom (i.e. electron numbers).

Chapter 5* Graphing periodic trends packet. Students identify the patterns within the periodic table and electron configurations.

WEE

K 7

: 3 B

LOC

KS

CHEMICAL BONDS MOLECULAR FORMULAS

SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure.

Chemical bonding A. Ionic B. Covalent

1. Single 2. Double 3. Triple

C. Hydrogen

Energy involved in formation and breakdown.

Balancing chemical equations.

Students will be able to describe ionic, covalent and hydrogen bonds, and how they attribute to the properties of the molecules they hold together. Students will be able to write, balance and interpret molecular formulas.

Chapter 6* Ionic Crystal Lab: 250mL of warm H2O and 20mL of Borax in a plastic cup. Suspend a shaped pipe cleaner in the cup by a string to collect the crystals. Leave until completed.


WEE

K 8

-9: 1

-2 B

LOC

K

PROPERTIES OF WATER

SC.912.L.18.12 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

1. Describe the special properties of water: A. Cohesion B. Ability to moderate

temperature C. Expands upon freezing D. Versatile solvent

2. Relate the structure of water to its unique properties that are necessary for life.

Dipolar molecule

Hydrogen/covalent bonds

QUARTER 1 BENCHMARK

Chromatography Lab: use different solvents and different colored markers for the experiment. Compare distance traveled for the different colors and solvents. Aluminum foil boats with pennies.



QUARTER 2 : SCOPE AND SEQUENCE 2012-2013

Pac

ing



SECOND NINE-WEEKS

PHYSICAL PROPERTIES AND STATES OF MATTER (WEEKS 1-3)


1. Describe how the kinetic molecular theory explains the behavior of gases, liquids, solids and plasma?

2. How would you recognize chemical change knowing chemical properties? 3. How would you recognize physical change knowing physical properties? 4. How can you use the ideal gas laws to find relationships between

temperature, volume and pressure of gases? 5. Describe how pressure can act like a catalyst?

Physical property Viscosity

Conductivity Malleability

Melting point Boiling point

Physical change

Freezing point Chemical property

Reactivity Chemical change

Solid Liquid

Gas Plasma

Sublimation Vaporization Evaporation

Condensation Deposition Pressure

Boyle’s Law Charles’ Law


WEE

K 1

: 1

-2 B

LOC

KS

PHYSICAL PROPERTIES OF MATTER

SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter.

Matter: substance of which all

physical objects consist. Physical Properties: Intensive – properties that do not depend on the amount of matter present

Color

Odor

Luster

Malleability/Ductility

Viscosity

Conductivity

Hardness

Melting/Freezing/BoilingPt.

Density Extensive– properties that do depend on the amount of matter present

Mass

Weight

Volume

Length

Students will be able to differentiate between the physical and chemical properties of matter.

Chapter 2* Activity: Set up multiple stations for students to describe physical characteristics of different objects.

WEE

K 2

: 1

-2 B

LOC

KS

PHYSICAL CHANGES IN MATTER

SC.912.P.8.2 CONT

PHYSICAL CHANGES:

Deal with energy and states of matter

Does not produce a new

substance

Example: Melting Freezing Vaporization

Students will be able to identify physical changes of matter.

Chapter 2*

STATES OF MATTER

SC.912.P.8.1 Differentiate

among the four states of

matter.

States of Matter

Solid

Liquid

Gas

Plasma

Students will be able to differentiate between the states of matter and correlate the energy required for the different phase changes.

Chapter 3*


WEE

K 2

-3:

1 B

LOC

K GAS LAWS

AND BEHAVIOR

SC.912.P.12.10 Interpret the

behavior of ideal gases in

terms of kinetic molecular

theory.

Understand the properties of

gases (ideal and real).

Know and apply gas laws: Boyles

Charles, Gay Lussacs and

combinations.

Students will be able to apply ideal gas laws to the observed behavior of gases.

Chapter 3* Bag demo: have students take a black trash bag outside and watch the bag inflate or deflate when placed in a warm sunny spot or in the shade.

Pac

ing

DATES TOPIC Next Generation Standards Outline of Content/Concept Learning Objective Book/References Common Lab

SECOND NINE-WEEKS

PHASE CHANGES, KINETIC ENERGY AND CHEMICAL PROPERTIES (WEEKS 3-5)


1. How is the state of matter influenced by varying kinetic energy? 2. How does the arrangement of a substance’s molecules change with respect to

kinetic energy? 3. Compare and contrast molecules, compounds and mixtures.

Kinetic energy Temperature Heat Convection Conduction Radiation Specific heat Insulator Conductor

Pure substance Element Atom Compound Heterogeneous mixture Homogeneous mixture Solution Suspension colloid

WEE

K 3

: 1

BLO

CK

KINETIC ENERGY AND STATES OF MATTER

SC.912.12.11 Describe phase

transitions in terms of kinetic

molecular theory.

SC.912.P.10.5 Relate

temperature to the average

molecular kinetic energy.

Increase or decreases in kinetic

energy, transitions one state of

matter to another.

Energy: the ability to do work.

Students will be able to correlate the molecular kinetic energy to the transition from one state of matter to another.

Chapter 3*


WEE

K 4

: 1

BLO

CK

HEAT AND

TEMPERATURE

SC.912.P.10.4 Describe heat

as the energy transferred by

convection, conduction, and

radiation, and explain the

connection of heat to change

in temperature or states of

matter.

Heat: the transfer of thermal energy

from one object to another because

of a difference in temperature.

Temperature: a measure of the

average molecular kinetic energy of a

substance.

Convection: transfer of thermal

energy when particles of a fluid move

from one place to another.

Conduction: transfer of thermal

energy with no overall transfer of

matter.

Radiation: transfer of energy by

waves moving through space.

Students will be able to distinguish between heat and temperature, along with the differences in thermal energy transfer.

Chapter 16* Create a phase change chart by having students measure the temperature as ice melts and then evaporates. MA.912.S.1.2 MA.912.S.3.2

WEE

K 4

-5:

1-2

BLO

CK

S

CHEMICAL PROPERTIES (AND CHANGES) OF MATTER

SC.912.P.8.2 CONT. Chemical Changes in Matter:

Take place on the molecular level

Produces a new substance

Examples:

Combustion (burning)

Rusting

Cooking an egg

Students will be able to compare and contrast between physical and chemical properties.

Chapter 2/3* Create a table that contrasts physical and chemical properties. Include the properties change and examples of each.

Crime Scene Lab: Identify an unknown substance based on chemical and physical properties. Pearson: Physical Science: Concepts in Action (pg.60) MA.912.S.1.2 MA.912.S.3.2

WEE

K 5

: 1

BLO

CK

CLASSIFY MATTER

SC.912.P.8.2 CONT Classifying Matter:

Substance

Element

Atom

Compound

Mixture

Heterogeneous mixture

Homogeneous mixture

Solution

Suspension

Colloid

Students will be able to classify matter due to its physical characteristics.

Chapter 3* MATTER EXAM


Pac

ing



SECOND NINE-WEEKS

ACIDS, BASES, CHEMICAL REACTIONS AND PROCESSES (WEEKS 6-7)


1. How do concentration, temperature, pressure and catalysts affect chemical reactions?

2. What does the rate of a reaction indicate?

Redox Reaction Double Replacement Single Replacement Synthesis Decomposition Acid-Base Oxidation Reduction

Combustion Endothermic Exothermic Acid Base Indicator pH buffer

3. Compare and contrast acid and bases. 4. What is the purpose of a buffer? 5. What do the pH values represent in relation to hydroxide and hydrogen ion

concentration? 6. Can you identify an exothermic or endothermic reaction from a graph?

WEE

K 6

: 1-2

BLO

CK

S

CHEMICAL REACTIONS

SC.912.P.8.8 Characterize

types of chemical

reactions, for example:

redox, acid-base, synthesis,

and single and double

replacement reactions.

1. Distinguish between the

different types of chemical

reactions when given a

chemical equation:

a. Redox

b. Acid-base

c. Synthesis

d. Single replacement

e. Double replacement

f. Combustion

g. Oxidation

h. Reduction

Students will be able to differentiate between the types of chemical reactions with chemical equations.

Chapter 7*


WEE

K 7

: 1

BLO

CK

EXOTHER

MIC AND ENDOTHERMIC REACTIONS

SC.912.P.10.7 Distinguish

between endothermic

and exothermic chemical

processes.

1. Explain the concept of

endothermic and exothermic

reactions and its relationship

to temperature of the system

and the surroundings.

2. Conduct and interpret data from an experiment comparing endothermic and exothermic reactions.

3. Determine if a chemical reaction is endothermic or exothermic based on its thermo-chemical equation.

Students will be able to distinguish between endothermic and exothermic reactions from chemical equations and potential energy diagrams.

Chapter 7* Integrate in with chemical reactions.

WEE

K 7

: 1 B

LOC

K

CHEMICAL REACTION FACTORS

SC.912 .P.12.12 Explain

how various factors, such

as concentration,

temperature, and

presence of a catalyst

affects the rate of a

chemical reaction.

A. Validate that:

Temperature

Pressure

Concentration

Presence of a catalyst

Surface area

Agitation

The nature of the reactants

The progression of the

reactionwill affect the rate

of a chemical reaction.

B. Have students recognize the

general trends of each factor

in a graph.

Students will be able to describe and graph how various factors effect the rate of a chemical reaction.

Chapter 7*


WEE

K 7

: 1 B

LOC

K

ACIDS AND BASES

SC.912.P.8.11 Relate

acidity and basicity to

hydronium and hydroxyl

ion concentration and pH.

1. Explain the concept of pH and construct a pH scale with acidity and basicity labeled.

2. Relate acidity and basicity to

H3O+ and OH- concentration

and pH.

3. Explain how the pH of water

affects its ability to dissolve

minerals and influence

chemical reactions.

Students will be able to correlate pH to hydronium and hydroxyl ion concentration (acidity and basicity).

Chapter 8* Quick Lab: (Using an Indicator) pg. 243

Pac

ing



SECOND NINE-WEEKS

NUCLEAR REACTIONS (WEEK 8)


1. Compare and contrast chemical and nuclear reactions. 2. What are the causes and effects of nuclear reactions? 3. How do we use molecular clocks/radiocarbon dating to estimate the

evolution of organisms?

Nuclear fission Nuclear fusion

Radioactive decay Alpha particle

Beta particle Gamma ray

Molecular clock


WEE

K 8

: 1-2

BLO

CK

S NUCLEAR

REACTIONS

SC.912.P.10.11 Explain

and compare nuclear

reactions (radioactive

decay, fission and fusion),

the energy changes

associated with them and

their associated safety

issues.

Compare and contrast the concepts of nuclear fission, nuclear fusion, and radioactive decay using examples.

Compare and contrast the energy associated with nuclear fission, nuclear fusion, and radiation (alpha, beta, and gamma) and relate them to safety concerns.

Identify the charge, mass, energy, and penetrating power of alpha particles and beta particles and gamma rays.

Construct common nuclear fission and nuclear fusion equations.

Construct nuclear transmutation and artificial radioactive equations and identify a missing component within an equation.

Relate the equation E = mc2

to the energy produced during

any nuclear reaction.

Students will be able to describe the energy associated with nuclear fission, fusion and radiation.

Chapter 10* Exposure Lab: Place film in a box and place different objects on the film and wait for exposure. Irradiated Salt in a pan, heat with lights off and observe.


NUCLEAR VS CHEMICAL REACTIONS

SC.912.P.10.12

Differentiate between

chemical and nuclear

reactions.

Assess how safety issues

storage and disposal of radioactive substances

radioisotopes in medicine have had an impact on nuclear technology.

Students will be able to discriminate between chemical and nuclear reactions.

MOLECULAR CLOCKS

SC.912.L.15.2 Discuss the

use of molecular clocks to

estimate how long ago

various groups of

organisms diverged

evolutionarily from one

another.

Associate radioactivity to the fossil record and how scientists use radioactive dating to get a general idea of when organisms existed (for Phylogenetic and evolutionary trends).

QUARTER 2 BENCHMARK

Integrate with half-life and radioactivity.

Pac

ing



SECOND NINE-WEEKS

MIDTERM REVIEW (WEEK 9)

WEE

K 9

: 2 B

LOC

KS

MIDTERM REVIEW

SC.912.P.8.4/5/7/8/11 SC.912.P.10.7/11/12 SC.912.P.12.12 SC.912.L.15.2 SC.912.L.18.12

MIDTERM REVIEW


QUARTER 3 : PACING GUIDE 2012-2013


Pac

ing


THIRD NINE-WEEKS

MOTION/NEWTONS LAWS OF MOTION (WEEK 1-3)


6. Why is using a frame of reference important when describing motion? 7. Describe the relationship between velocity, acceleration and time. 8. What are the relationships between Newton’s first Law of Motion and the concepts of

inertia and friction? 9. How does Newton’s second Law of Motion relate acceleration, force and mass?

Inertia Mass

Weight

WEE

K 1

-2:

3-4

BLO

CK

S

MOTION

SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.

I. Kinematics a. Define a frame of reference b. Associate direction with distance for displacement. c. Combine displacements on the same path. d. Relate speed to velocity e. Combining velocity using vector addition. II. Graphing

a. Speed=distance(y)/time(x) b. Acceleration=

speed(y)/time(x)

Students will be able to graph and differentiate between speed, velocity and acceleration.

Chapter 11* Navigation Lab: Students pick a point and use N,S,E and W to get to it. Scramble cards and should be able to get there. Combine all directions, N with S, E with W. Get back to the same spot.

WEE

K1

-2:

Inte

grat

e MOTION SC.912.P.12.7 Recognize

that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving.

Speed of light constant:

c = 2.9x108m/s

Students will be able to recite that nothing travels faster than the speed o light in a vacuum.


We

ek

3-4

: 2

-3 B

lock

s

Newton’s Laws of Motion

SC.912.P.12.3 Interpret and apply Newton's three laws of motion.

First law of motion:

The state of motion of an object does not change as long as the net force acting on the object is zero.

Second law of motion:

Acceleration(a) =net force (F)

Mass (m)

Third law of motion:

Whenever an object exerts a force on another object, the second object exerts an equal and opposite force on the first.

Students will be able to describe Newton’s three laws of motion, along with apply these principles to examples.

Chapter 12* Calculate the amount of force that it takes to pull a mass on a spring until the motion is constant. Graph force against mass.

Pac

ing


THIRD NINE-WEEKS

FORCES (WEEK 4-5)


1. What two factors affect gravitational force? What trends do those two factors create with gravitational force?

2. What is the purpose of electromagnetic forces? 3. Compare and contrast weak and strong nuclear bonds.

Force Gravitational force Electromagnetic force

Strong nuclear force Newton (unit) Net force

Friction Resistance Weak nuclear force


We

ek

4-5

: 1

-2 B

LOC

KS

FORCES SC.912.P.10.10 Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).

Force: a push or pull that acts on an object.

Gravitational Force: force that acts between two masses.

Electromagnetic Force: forces associated with charged particles.

Strong nuclear force: strong attractions within the nucleus that hold together the neutrons and protons.

In order of strength, they are the Strong Nuclear Force, Weak Nuclear Force, Electromagnetic Force, and Gravitational Force.

All contact forces (pushes, etc.) that we feel ultimately come down to electrostatic repulsion between nuclei of atoms in close proximity.

Even though the nuclear forces are the strongest, their strength decreases rapidly with distance.

Students will be able to differentiate between various types of forces and to determine their magnitudes and ranges.

Chapter 12* Tug-o-war activity, students will draw force diagrams depicting the forces acting during the game. Friction Forces Demo: layer two phone books one page at a time and have the kids try to pull it apart.

WEE

K 4

-5:

INTE

GR

ATE

FORCES SC.912.P.12.4 Describe how the gravitational force between two objects depends on their masses and the distance between them.

Larger the mass, larger the gravitational force. Smaller the mass, smaller the gravitational force.

Larger the distance between two objects, the weaker the force between them.

Students will be able to distinguish patterns between an object’s masses and the distance between them.

Chapter 12*

Pac

ing


THIRD NINE-WEEKS

WORK AND POWER (WEEK 6)



1. How is power affected by time and work? 2. How is work and power impacted by machines? 3. What is the relationship between action and reaction pairs and Newton’s third

Law of Motion?

Work Power

Joule Watt

WEE

KS:

1 -

2 B

LOC

Ks

WORK AND POWER

SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively.

Work: product of work and distance

W=Fd

Power: the rate at

which work is done or energy is used. In electrical circuits, P=VI. Mechanical Energy

Mechanical Energy is considered to be the Kinetic Energy, Gravitational Potential Energy and Elastic Potential Energy of an object.

Work is defined to be the force acting on an object over a distance.

Work can be positive or negative, but work is a scalar quantity.

The net work done on an object changes its Kinetic Energy (Work/Energy Principle)

In a situation where there is no NET work done on an object; its Mechanical Energy is conserved or constant.

The conservation of Mechanical Energy and the Work/Energy Principle can be used to solve problems regarding an object’s motion.

Students will be able to compare and contrast work and power.

Chapter 14*

Pac

ing


THIRD NINE-WEEKS

ENERGY (WEEK 6-9)



1. Classify the different forms of energy. What characteristics are you looking at to classify them?

2. How does someone recognize an energy transformation? 3. Compare and contrast open, isolated and closed systems and their relationship

with the Law of Conservation of Energy. 4. How do convection, conduction and radiation work to transfer energy? 5. How do conductors, semi-conductors and insulators influence energy

transformations?

Energy Kinetic energy Potential energy Mechanical energy Thermal energy Chemical energy

Electrical energy Electromagnetic energy Nuclear energy Energy conversion Nonrenewable energy Renewable energy

WEE

K 6

-7:

2-4

BLO

CK

S

ENERGY SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.

Forms of energy

A. Types:

Nuclear

Electromagnetic

Thermal

Electrical

Mechanical

Chemical

Kinetic and potential energy

B. Can be transformed from one form to another

Students will be able to differentiate between various forms of energy through examples. Students will understand the concept that energy transforms from one form to another.

Chapter 15* Set up stations with various common situations where the students have to identify the type of energy. Students draw diagrams depicting common situations and label the transition of one form of energy to another.

WEE

KS

8-9

: 2

-4 B

LOC

KS

Conservation of Energy

SC.912.P.10.2 Explore the law of Conservation of energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.

Law of Conservation of Energy A. Open System: B. Closed System C. Isolated System

Students will be able to demonstrate the conservation of energy in a closed system through an activity and calculations.

Chapter 7 and 16* Students are given situations with energy values in Joules. Students must calculate the energy shifts based on the information given and then identify the type of system.


WEE

KS

8-9

: In

tegr

ate

s ALTERNATIV

E ENERGY SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.

Renewable & Non-Renewable energy A. Costs B. Benefits C. Availability

Students will be able to apply energy types and transitions to current alternative energy sources.

Chapter 15* QUARTER 3 BENCHMARK

Have students research a current alternative energy source and write an MLA style in-class essay describing the source in energy terms covered in class.


QUARTER 4 : SCOPE AND SEQUENCE 2012-2013 P

acin

g


FOURTH NINE-WEEKS

ELECTROSTATICS AND CIRCUITS (WEEK1-4)


10. How can one identify electrical energy? 11. Describe the relationship between current, voltage, resistance and power. Why are these

relationships important? 12. What are the characteristics of a conductor, semiconductor and insulator, what are the

differences between them? 13. How does someone calculate electrical energy?

Electric charge Law of conservation of charge Induction Electric current Direct current

Alternating current Conductor Insulator Resistance Voltage

Ohm’s law Circuits Series Parallel Ground


WEE

KS

1-4

: 3

-6 B

LOC

KS

CONDUCTORS AND INSULATORS

SC.912.P.10.14

Differentiate among conductors, semiconductors, and insulators

Conductors, Semiconductors,

and Insulators:

Conductors – materials through which electrical charges can flow.

Insulators – materials that are poor conductors of electricity.

Semiconductors – Materials that can behave as a conductor or insulator depending on conditions.

Students will be able to differentiate among conductors, semiconductors, and insulators.

Chapter 20* Students will heat containers of water made of different types of conductors, semiconductors and insulators, then measure the temperature of the water inside after the same heat time.

ELECTRICITY

SC.912.P.10.15 Investigate and explain the relationships among current, voltage, resistance, and power.

Current – The rate at which charge flows past a point in a conductor. Voltage – Defined as the electric potential difference between two points. Resistance – The resistance of a material is the slope of a voltage vs. current graph. Ohm’s Law is used to relate Voltage, Current, and Resistance in a circuit: V=IR

Students will be able to determine the connection between current, voltage, resistance and power.

Chapter 20* Students will use Ohm’s Law to calculate voltage in multiple equations (work sheet). Use a voltage meter to measure various objects and calculate resistance or current.

Pac

ing


FOURTH NINE-WEEKS

WAVES AND OPTICS (WEEK 5-7)


4. What are the primary components of a wave? Be able to draw and label them.

5. What are the differences in the parts of the electromagnetic spectrum? Where can they be found?

6. How does motion influence wave frequency?

Electromagnetic waves Mechanical waves Crest Trough Rest position

Amplitude Frequency Period Wave height Wave length

Light waves Radio waves Microwaves X-rays


We

ek

5-7

: 4

BLO

CK

S WAVES SC.912.P.10.18 Explore

the theory of

electromagnetism by

comparing and contrasting

the different parts of the

electromagnetic spectrum

in terms of wavelength,

frequency, and energy,

and relate them to

phenomena and

applications.

Electromagnetic Waves (EM)

(aka Light) A. The EM spectrum is a continuous range

of waves extending from radio waves (low frequency/high wavelength) to gamma rays (high frequency/low wavelength).

B. All EM waves move with the same speed, c, through a vacuum.

C. E=hf where h=Planck’s constant. Waves - Overview A. A wave is a motion of energy,

NOT matter. B. Transverse wave: the vibration

of the medium is perpendicular to the motion of the energy (light)

C. Longitudinal wave: the vibration of the medium is parallel to the motion of the energy (sound).

Students will be able to distinguish between the parts of the electromagnetic spectrum in reference to wavelength, frequency and energy.

Chapter 17, 18, 19* Students will build working diagrams that illustrate the principles of a transverse and longitudinal wave. Students diagrams should move the wave appropriately according to type.


D. Wave quantities of speed, wavelength,

frequency, and amplitude can be defined by examining wave diagrams.

v=f E. Frequency can be observed as the pitch

of a sound wave or the color of a light wave.

F. Amplitude can be observed by the loudness of a sound wave or the intensity of a light wave.

Waves – Properties and Behaviours

A. Reflection – The bouncing back of a wave that strikes a boundary between two media.

B. Refraction – When a wave crosses from one medium into another AND its speed changes, the wavelength MUST change and the wave MAY change direction.

C. Diffraction – The bending of a wave around a barrier such as an obstacle or the edges of an opening.

Students will be able to identify and describe the mechanics for the different behaviours of waves from real world situations.

Chapter 17, 18, 19* Students will demonstrate the different behaviours of waves by creating working models that can be filled with water and moved.

SC.912.P.10.21

Qualitatively describe the

shift in frequency in sound

or electromagnetic waves

due to the relative motion

of a source or a receiver.

D. Interference – When two waves occupy the same place at the same time the principle of superposition states that the resulting wave’s amplitude will be the sum of the two interfering waves’ amplitudes.

E. Doppler Effect – The APPARENT change in the frequency of a wave due to motion of the source and/or observer.

Students will be able to describe the Doppler Effect in relationship to sound frequency and its relative motion/position to the source.

Chapter 17, 18, 19* Doppler Shift Speed Bat (http://cfcpwork.uchicago.edu/kicp-projects/nsta/ 2007/sherman/doppler.htm)

Pac

ing


http://cfcpwork.uchicago.edu/kicp-projects/nsta/




FOURTH NINE-WEEKS

FINAL EXAM REVIEW AND TESTING (WEEK 8-9)

st. lucie county school · pdf file · 2012-07-12*physical science: concepts in...

Documents