1 CTC 450 ► Bernoulli’s Equation ► EGL/HGL. Bernoulli’s Equation 2 .
RADNOR TOWNSHIP SCHOOL DISTRICT Course Overview · PDF file ·...
Transcript of RADNOR TOWNSHIP SCHOOL DISTRICT Course Overview · PDF file ·...
RADNOR TOWNSHIP SCHOOL DISTRICT Course Overview
Course Name‐ Accelerated Physical Science
8th Grade
General Information
Credits: N/A Weighted: N/A Prerequisite: 7TH grade science; teacher recommendation based on rubric; and/or GIEP
Length: Full Year Format: Meets Daily Grade: 8
Course Description The 8th grade Accelerated Physical Science course will explore the principles of motion, forces and
energy; waves, sound and light; the nature of matter; applications of chemistry; and electricity and
magnetism. At the beginning of the year, there will be a comprehensive overview of watersheds, aquatic
organisms, and ecosystems in preparation for the annual 8th grade Sandy Hill field study. The
accelerated level course work will extend beyond the traditional scope of the 8th grade physical science
curriculum by incorporating additional topics of study and through the use of additional source
materials including journal articles, themed novels, co‐curricular extensions with language arts, math
and social studies, and enhanced exploration of STEM concepts.
This course is a Physical Science course, and does not directly converge with the Keystone BIOLOGY exam that will be administered. It is, however, aligned with the 8th grade science PSSA exam.
Course Objectives: At the conclusion of this course, students will be able to:
Apply the scientific method
Construct a data appropriate graph
Perform calculations from data obtained and analyze results in the context of the lab
Balance chemical equations
Make real‐world connections
Identify, utilize, and gain experience in using physical science and dissection tools appropriately
Understand and utilize appropriate physical science vocabulary to explain various phenomena
Write a science lab report that follows the RTSD guidelines
Perform dimensional analysis of metric units
Explain physical principles including gravity, pressure, force, density, magnetism, and electricity and how they affect daily life
Understand the relationship between various physical principles and how these principles affect one another
Recognize future science employment opportunities and the work of science pioneers Common Assessments:
A portfolio of student work will be maintained that includes labs, tests and quarterly reflections, which emphasize real world applications. The development of this portfolio will lead up to a common final exam.
1st Semester PSSA review questions (ongoing) Shark dissection Water project Periodic table project Invention Convention Midterm (covering first semester topics) Lab reports:
The Scientific Method
Numbers in Science
Temperature Scales
What’s That Liquid?
2nd Semester PSSA review questions (ongoing) Motion, Forces, & Energy Self‐directed project Minorities in Science project Final exam (full year comprehensive) Design your own lab experiment presentation for waves, sound, and light Topic specific labs:
Chemical reactions
Heat transfer
Archimedes Principle
Bernoulli’s Principle
Pascal’s Principle
Rate
Acceleration
Force
Work
Major Units of Study:
1. Motion, Forces and Energy 2. Waves, Sound and Light 3. Electricity and Magnetism 4. Nature of Matter 5. Review of Watersheds and marine organisms (dissection)
Materials & Texts
Major books and readings ‐Glencoe Physical Science, 2012
Watersheds: Chesapeake by James Michener and Silent Spring by Rachel Carson
Nature of Matter: Periodic Table of the Elements; Elements with Style by Adrian Dingle
Waves , Sound and Light: TUBES by Andrew Blum and Galileo for Kids
*All titles are currently pending approval.
Summer Assignment Summer 2013‐ As it is too late this year….We would like to incorporate a novel or choice of a novel for
summer reading related to one of the topics to be studied in the course. Assessments would be
administered the first week of school related to the novel(s) content including, but not limited to,
validations, quizzes, and group discussions.
RADNOR TOWNSHIP SCHOOL DISTRICT Course Curriculum
First Marking Period: Watersheds & Dissection – Approx. 8 weeks
Common Core Standards and PA Academic Standards 3.1.8.C‐Apply patterns as repeated processes or recurring elements in science and technology. 3.1.8.E‐Describe patterns of change in nature, physical and man‐made systems. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge.3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways. 3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.3.8.A‐Explain the structural and functional similarities and differences found among living things. 3.3.8.D‐Explain the mechanism of the theory of evolution. 3.4.8.A‐Explain concepts about the structure and properties of matter. 3.4.8.B‐Analyze energy sources and their transformations. 3.5.8.A‐Explain the events and processes that have changed the Earth. 3.5.8.B‐Describe the relationship between humans and resources. 3.5.8.D‐Explain the impact of the Earth's water systems as a resource for living things. 3.6.8.A‐Apply biotechnologies that relate to propagating, growing, maintaining, adapting, treating and converting. 3.6.8.B‐Investigate information technologies of encoding, transmitting, receiving, storing, retrieving and
decoding. 3.8.8.B‐Examine how human ingenuity and technological resources satisfy specific human needs and improve the quality of life. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B) S8.A.1.2‐Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems. (Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A) S8.A.1.3‐Identify evidence that certain variables may have caused measurable changes in natural or human‐made systems. (Reference: 3.1.7.E, 4.7.7.C, 4.8.7.C) S8.A.3.1‐Explain the parts of a simple system, their roles, and their relationships to the system as a whole. (Reference: 3.1.7.A, 3.4.7.B, 4.3.7.C, 4.2.7.D, 4.6.7.A) S8.A.3.2‐Apply knowledge of models to make predictions, draw inferences, or explain technological concepts. (Reference: 3.1.7.B, 3.2.7.B, 4.1.7.B) S8.A.3.3‐Describe repeated processes or recurring elements in scientific and technological patterns. (Reference: 3.1.7.C, 3.2.7.B) S8.B.1.1‐Describe and compare structural and functional similarities and differences that characterize diverse living things. (Reference: 3.3.7.A, 3.3.7.B, 4.6.7.A, 4.7.7.B) S8.B.2.1‐Explain the basic concepts of natural selection. (Reference: 3.3.7.D, 4.7.7.A, 4.7.7.B) S8.B.3.1‐Explain the relationships among and between organisms in different ecosystems and their abiotic and biotic components. (Reference: 4.4.7.B, 4.6.7.A, 4.1.7.C, 4.1.7.D) S8.B.3.2‐Identify evidence of change to infer and explain the ways different variables may affect change in natural or human‐made systems. (Reference: 3.1.7.C, 4.3.7.B, 4.6.7.C, 4.8.7.D, 3.1.7.E, 4.3.7.C) S8.B.3.3‐Explain how renewable and non‐renewable resources provide for human needs or how these needs impact the environment. (Reference: 3.6.7.A, 4.4.7.A, 4.4.7.C, 4.5.7.C, 3.8.7.C) S8.D.1.2‐Describe the potential impact of human made processes on changes to Earth's resources and how they affect everyday life. (Reference: 3.5.7.B, 3.6.7.A, 4.2.7.C) S8.D.1.3‐Describe characteristic features of Earth's water systems or their impact on resources. (Reference: 3.5.7.D, 4.3.7.B, 4.1.7.A, 4.1.7.B, 4.1.7.C)
Common Core Standards: 3.1.8.A‐Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems. 3.1.8.C‐Apply patterns as repeated processes or recurring elements in science and technology. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge. 3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways.3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.4.8.C‐Identify and explain the principles of force and motion. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B) S8.A.1.2‐Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems. (Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A) S8.A.2.1‐Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems. (Reference: 3.2.7.B, 3.1.7.C, 3.1.7.D) S8.A.2.2‐Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. (Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D) S8.A.3.3‐Describe repeated processes or recurring elements in scientific and technological patterns.
(Reference: 3.1.7.C, 3.2.7.B)
Keystone Connections:
Biology: A.1.1 A.1.2 A.2.1 A.3.2.1 A.4.2.1 B.3.1.1 B.4.2
Student Objectives: KNOWELDGE Students will know… Water exists on the Earth and in its atmosphere in 3 states and is cycled through these states Water's polarity and other unique properties of water Water is important to life on Earth The Earth’s available water sources, where they are stored, and how to conserve them What allows an organism to adapt to a water environment Organisms, and their characteristics, found in freshwater and saltwater habitats The different types of wetlands, sources of pollution in the Earth’s waters, its effects, the laws used to control it, and ways in which pollution can be prevented and water quality can be improved The composition of seawater and explain how dissolved salts and other substances get into it The differences between the movement of water particles in a wave and the movement of the wave Adaptations that allow ocean organisms to survive in their water environments Proper dissection procedure and safety rules The relationship between areas of physical science study (energy) and the shark organism The systems (reproduction, circulatory, respiratory) in the dogfish shark
The relationships and comparisons between the dogfish shark and humans
SKILLS Students will be able to… Safely dissect a dogfish shark specimen and identify its main systems and accompanying organs
Assessments:
FORMATIVE Bay glossary Chesapeake reading and questions Colorado River interview and questions
SUMMATIVE Dissection drawings and analysis questions Independent water project *Part 4 gifted project *Part 5 gifted project COMMON Dissection project Independent water project
Activities and Assignments ACTIVITIES Labs: The Scientific Method Numbers in Science Temperature Scales What’s That Liquid? Shark dissection ASSIGNMENTS Shark readings Chesapeake by James Michener Dissection questions
Terminology Pelvic fins, cloaca, pectoral fins, nares, mouth, gill slits, liver, left lobe, right lobe, medial lobe, gall bladder, conus arteriosis, atrium, coronary artery, ventricle, sinus venosa, cerebellum, optic lobe, optic nerve, cerebral hemisphere, medulla oblongata, spinal cord, algae, anadromous fish, anaerobic, anoxic, benthic organisms, brackish water, catadromous fish, copepods, decomposers, detritus, dissolved oxygen, ebb tide, ecology, ecosystem, erosion, estuary, eutrophication, flood tide, food chain, food web, habitat, head water, marsh, nekton, nitrogen, non‐point source pollution, nutrients, pH, phosphorous, phvtoplankton, photosynthesis, plankton, point source pollution, pollution, salinity, sediment, sewage treatment, Submerged Aquatic Vegetation (SAV), tides, tributaries, turbidity, watershed, zooplankton
Materials & Texts ESSENTIAL Glencoe Physical Science, 2012
ADDITIONAL Watersheds: Chesapeake by James Michener and Silent Spring by Rachel Carson
Media, Technology, Web Resources
Teacher web page, virtual dissection disk, Shark week videos, World’s Water (teacher created) power point
Second Marking Period: Nature of Matter‐ Approx. 6 weeks Motion, Forces, & Energy ‐ Approx. 4 weeks
Common Core Standards and PA Academic Standards
Nature of Matter 3.1.8.C‐Apply patterns as repeated processes or recurring elements in science and technology. 3.1.8.D‐Apply scale as a way of relating concepts and ideas to one another by some measure. 3.1.8.E‐Describe patterns of change in nature, physical and man‐made systems. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge. 3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways.3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.4.8.A‐Explain concepts about the structure and properties of matter. 3.4.8.B‐Analyze energy sources and their transformations. 3.8.8.C‐Explain the consequences and impacts of scientific and technological solutions. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B) S8.A.1.3‐Identify evidence that certain variables may have caused measurable changes in natural or human‐made systems. (Reference: 3.1.7.E, 4.7.7.C, 4.8.7.C) S8.A.2.1‐Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems. (Reference: 3.2.7.B, 3.1.7.C, 3.1.7.D) S8.A.2.2‐Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. (Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D) S8.A.3.2‐Apply knowledge of models to make predictions, draw inferences, or explain technological concepts. (Reference: 3.1.7.B, 3.2.7.B, 4.1.7.B) S8.A.3.3‐Describe repeated processes or recurring elements in scientific and technological patterns. (Reference: 3.1.7.C, 3.2.7.B) S8.C.1.1‐Explain concepts about the structure and properties (physical and chemical) of matter. (Reference: 3.4.7.A)
Keystone Connections: Nature of Matter‐ Keystone Connections Chemistry : A.1.1 A.1.1.4
A.1.2.2 A.1.2.3 A.2.1.1 A.2.1.2 A.2.2.1 A.2.2.2 A.2.2.3 A.2.3.1 A.2.3.2 B.1.3.1 B.1.4.1 B.2.1.3 B.2.1.4 B.2.1.5
Student Objectives: KNOWELDGE Students will know… The structure of an atom: proton, neutron and electron
The difference between subscript and coefficient in a chemical compound
The steps to balance basic chemical equations
How to identify chemical and physical changes and properties
Types of mixtures: colloids, suspension, emulsions
How to interpret The Periodic Table of Elements
That all objects have electrical fields
The differences between conductors and insulators and be able to provide examples of each
The parts of a battery and how they work together There is resistance that occurs in an electrical circuit
Ohm's law and how it operates in an electricity series and parallel circuit
The behavior of magnets and their relationships to magnetic fields
Electricity can produce motion and vice versa
The difference between analog and digital signals and how computers' memory and storage use digital
signals
The relationship between voltage and electrical current
SKILLS Students will be able to… Write notes in notebook to correspond with lecture
Analyze date from laboratory experiences in order to apply to hypothesis
Organize data similar to Periodic Table
Perform laboratory experiences that complement topic
Create a periodic table of the elements of their own design that illustrates the understanding of patterns
Write notes in notebook to correspond with lecture
Build elementary circuits to demonstrate electricity
Use magnets to illustrate polarity and attraction
Infer electrical properties from laboratory experiences
Analyze data from laboratory experiences in order to apply to hypotheses
Demonstrate the results of covalent and ionic bonding symbolically
Diagram the energy levels in atoms
Balance chemical equations
Assessments:
FORMATIVE Chapter and unit quizzes and tests (LTF) Labs: Red hot Half‐life Electron Configuration & Orbital Notation Making Sense of that Chart on the Wall Where’s the Heat? SUMMATIVE Periodic table project Invention Convention COMMON Periodic table project Invention Convention Midterm
Activities and Assignments ACTIVITIES Labs: Note‐taking & study guides Balancing Equations Chemical Nomenclature ASSIGNMENTS Lab reports Readings and comprehension questions Presentation for Invention Convention
Terminology element, electron, proton, neutron, electron, atomic number, isotope, mass number, atomic mass, metals, nonmetals, metalloids, substance, compound, mixture, matter, solid, liquid, gas, temperature,
heat, melting, freezing, vaporization, condensation, pressure, buoyant force, Archimedes’ principle, density, Pascal’s principle, physical property, chemical property, physical change, chemical change, Law of conservation of mass, period, group, metal, nonmetal, representative element, transition element, semiconductor, catalyst, synthetic elements, covalent bonding, ionic bonding, energy levels in atoms, balancing chemical equations, ion, radioactive decay, half life
Materials & Texts ESSENTIAL Glencoe Physical Science, 2012
ADDITIONAL Periodic Table of the Elements; Elements with Style by Adrian Dingle
Media, Technology, Web Resources Teacher web page, virtual labs, Bill Nye instructional videos, Teacher created power point, Teacher created “Jeopardy” review games, smart board exercises, calculators, Teacher tube
Third Marking Period: Motion, Forces and Energy‐ approx. 6 weeks Waves, Sound, & Light – approx. 4 weeks
Common Core Standards and PA Academic Standards
Common Core Standards: Motion, Forces, & Energy 3.1.8.E‐Describe patterns of change in nature, physical and man‐made systems. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge. 3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways.3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.4.8.A‐Explain concepts about the structure and properties of matter. 3.4.8.B‐Analyze energy sources and their transformations. 3.4.8.C‐Identify and explain the principles of force and motion. 3.6.8.C‐Examine physical technologies of structural design, analysis and engineering, personnel relations, financial affairs, structural production, marketing, research and design. 3.8.8.A‐Identify the development of technological enterprises as society changes. 3.8.8.B‐Examine how human ingenuity and technological resources satisfy specific human needs and improve the quality of life. 3.8.8.C‐Explain the consequences and impacts of scientific and technological solutions. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B)
S8.A.1.2‐Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems. (Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A) S8.A.1.3‐Identify evidence that certain variables may have caused measurable changes in natural or human‐made systems. (Reference: 3.1.7.E, 4.7.7.C, 4.8.7.C) S8.A.2.1‐Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems. (Reference: 3.2.7.B, 3.1.7.C, 3.1.7.D) S8.A.2.2‐Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. (Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D) S8.A.3.1‐Explain the parts of a simple system, their roles, and their relationships to the system as a whole. (Reference: 3.1.7.A, 3.4.7.B, 4.3.7.C, 4.2.7.D, 4.6.7.A) S8.A.3.2‐Apply knowledge of models to make predictions, draw inferences, or explain technological concepts. (Reference: 3.1.7.B, 3.2.7.B, 4.1.7.B) S8.A.3.3‐Describe repeated processes or recurring elements in scientific and technological patterns. (Reference: 3.1.7.C, 3.2.7.B) S8.B.3.3‐Explain how renewable and non‐renewable resources provide for human needs or how these needs impact the environment. (Reference: 3.6.7.A, 4.4.7.A, 4.4.7.C, 4.5.7.C, 3.8.7.C) S8.C.2.1‐Describe energy sources, transfer of energy, or conversion of energy. (Reference: 3.4.7.B, 4.2.7.B) S8.C.2.2‐Compare the environmental impact of different energy sources chosen to support human endeavors. (Reference: 3.4.7.B, 4.2.7.B) S8.C.3.1‐Describe the effect of multiple forces on the movement, speed, or direction of an object. (Reference: 3.4.7.C, 3.6.7.C) S8.D.1.2‐Describe the potential impact of human made processes on changes to Earth's resources and how they affect everyday life. (Reference: 3.5.7.B, 3.6.7.A, 4.2.7.C) Waves, Sound, & Light 3.1.8.A‐Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems. 3.1.8.C‐Apply patterns as repeated processes or recurring elements in science and technology. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge. 3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways.3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.4.8.C‐Identify and explain the principles of force and motion. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B) S8.A.1.2‐Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems. (Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A) S8.A.2.1‐Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems. (Reference: 3.2.7.B, 3.1.7.C, 3.1.7.D) S8.A.2.2‐Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. (Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D) S8.A.3.3‐Describe repeated processes or recurring elements in scientific and technological patterns. (Reference: 3.1.7.C, 3.2.7.B)
Keystone Connections:
Motion, Forces and Energy: At present time, no Physical Science Keystone Connector. Math/Algebra Keystone connectors: A.1.1.1.3 A.1.1.1.4 A.1.1.1.5.3 A.1.1.2.1 A.1.2.1.1 A.1.2.1.2 A.1.2.2.1 A.1.2.3.1 A.1.2.3.2 A.1.2.3.3 Waves, Light and Sound:
At present time, no Physical Science Keystone Connector Math/Algebra Keystone connectors:
A.1.1.1.3 A.1.1.1.4 A.1.1.1.5.3 A.1.1.2.1 A.1.2.1.1 A.1.2.1.2 A.1.2.2.1 A.1.2.3.1 A.1.2.3.2 A.1.2.3.3
Student Objectives: Motion, Forces, & Energy KNOWLEDGE Students will know… The relationship between speed, velocity, acceleration and distance The difference between mass and inertia and mass and weight The definition of motion and how to predict motion using the law of conservation of motion The definitions of balanced and net forces and the relationship of Newton's first three laws of motion The math formulas to perform calculations for: distance, speed, velocity, acceleration, momentum, force, weight, work, mechanical advantage, pressure, power and efficiency Archimede's, Bernoulli's and Pascal's principles Newton’s Laws of Motion The relationship between work and power and how machines make work easier The six simple machines
The types of energy The relationship between energy and thermal energy How energy is transferred Energy can be obtained from renewable and non‐renewable sources SKILLS Students will be able to… Write notes in notebook to correspond with lecture Calculate distance, speed, velocity, acceleration, momentum, force, weight, work, mechanical advantage, pressure, power and efficiency Describe Newton's theories from laboratory experiences Analyze data from laboratory experiences in order to apply to hypothesis
Waves, Sound, & Light KNOWLEDGE Students will know… The relationship between different types of waves, energy, and matter The relationship between parts of waves Waves change direction and speed How to calculate wave speed The Doppler Effect shows change in pitch and frequency as distance changes and be able to identify real world examples of this principle Parts of the ear and how sound is transferred to the brain Colors of objects and how the colors are determined The reflective properties of each type of mirror Images are formed on concave and convex lenses Light can be manipulated through lenses to change image SKILLS Students will be able to… Write notes in notebook to correspond with lecture Analyze data from laboratory experiences in order to interpret hypothesis Demonstrate properties of waves, light and sound in a representative classroom laboratory experience Use computer technology to expand knowledge of waves, sound and light Apply practical applications of Waves, Sound and Light
Assessments:
Motion, Forces, & Energy FORMATIVE Chapter and unit quizzes and tests (LTF) Labs: The Hiker Lab Changing Motion Vector Scavenger Hunt
Barbie doll Bungee Jump Mechanical Advantage Running the Stairs Heat Capacity of Different Substances SUMMATIVE Independent motion, forces, & energy project COMMON Independent motion, forces, & energy project Waves, Sound, & Light FORMATIVE Chapter and unit quizzes and tests (LTF) Labs: Mirror, Mirror on the Wall Thin Lenses Curved Mirrors (opt) Standing Waves Tick‐tock SUMMATIVE Waves, sound, and light demo design your own lab Final exam COMMON Waves, sound, and light demo design your own lab Design your own auditorium Final exam Portfolio
Activities and Assignments Motion, Forces, & Energy ACTIVITIES Labs Note‐taking & study guides Speed, acceleration, momentum, distance, velocity, resistance, transformer‐ratio equations ASSIGNMENTS Lab reports Readings and comprehension questions Calculations Alternative energy presentation
Waves, Sound, & Light ACTIVITIES Characteristics of Ocean Waves Labs ASSIGNMENTS Lab Reports Waves, sound, and light demo design your own lab Design your own auditorium
Terminology speed, average speed, instantaneous speed, velocity, acceleration, mass, inertia, momentum, Law of conservation of momentum, force, net force, balanced forces, unbalanced forces, Newton’s first law of motion, friction, Newton’s second law of motion, weight, pressure, fluid, buoyant force, Archimedes’ principle, density, Pascal’s Principle, hydraulic system, Bernoulli’s principle, work, power, input force, output force, mechanical advantage, efficiency, simple machine, compound machine, inclined plane, wedge, screw, lever, wheel and axle, pulley, energy, kinetic energy, potential energy, thermal energy, chemical energy, radiant energy, electrical energy, nuclear energy, Law of conservation of energy, generator, turbine, nonrenewable resource, renewable resource, alternative resource, inexhaustible resource, photovoltaic, temperature, heat, conduction, radiation, convection, conductor, specific heat, thermal pollution, engine, internal combustion engine, accelerated motion, collision, calculations and formulas, wave, mechanical wave, transverse wave, compressional wave, electromagnetic wave, amplitude, wavelength, frequency, reflection, refraction, diffraction, interference, loudness, pitch, echo, Doppler effect, natural frequency, resonance, fundamental frequency, overtone, reverberation, eardrum, radiant energy, electromagnetic spectrum, radio wave, infrared wave, visible light, ultraviolet radiation, Xray, gamma ray, carrier wave, Global Positioning System, light ray, medium, reflection, Law of reflection, focal point, focal length, refraction, lens, convex lens, concave lens, refracting telescope, reflecting telescope, fiberoptics, optics, technology
Materials & Texts ESSENTIAL Glencoe Physical Science, 2012
ADDITIONAL TUBES by Andrew Blum and Galileo for Kids
Media, Technology, Web Resources Teacher web page, virtual labs, Bill Nye instructional videos, Teacher created power point for energy project, Teacher created “Jeopardy” review games, smart board exercises, calculators
Fourth Marking Period: Waves, Sound and Light and Common Final‐ 6 weeks Electricity & Magnetism – 4 weeks
Common Core Standards and PA Academic Standards Waves, Sound, & Light 3.1.8.A‐Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems. 3.1.8.C‐Apply patterns as repeated processes or recurring elements in science and technology. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge.3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways. 3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.4.8.C‐Identify and explain the principles of force and motion. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B) S8.A.1.2‐Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems. (Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A) S8.A.2.1‐Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems. (Reference: 3.2.7.B, 3.1.7.C, 3.1.7.D) S8.A.2.2‐Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. (Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D) S8.A.3.3‐Describe repeated processes or recurring elements in scientific and technological patterns. (Reference: 3.1.7.C, 3.2.7.B) Electricity & Magnetism
3.1.8.A‐Discriminate among the concepts of systems, subsystems, feedback and control in solving technological problems. 3.1.8.C‐Apply patterns as repeated processes or recurring elements in science and technology. 3.1.8.E‐Describe patterns of change in nature, physical and man‐made systems. 3.2.8.A‐Apply knowledge and understanding about the nature of scientific and technological knowledge. 3.2.8.B‐Apply process knowledge and organize scientific and technological phenomena in varied ways.3.2.8.C‐Apply the elements of scientific inquiry to solve problems. 3.2.8.D‐Identify and apply the technological design process to solve problems. 3.4.8.B‐Analyze energy sources and their transformations. 3.4.8.C‐Identify and explain the principles of force and motion. S8.A.1.1‐Explain, interpret and apply scientific, environmental, or technological knowledge presented in a variety of formats (e.g., visuals, scenarios, graphs). (Reference: 3.2.7.A, 3.2.7.B) S8.A.1.2‐Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solution to practical problems. (Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A) S8.A.2.1‐Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems. (Reference: 3.2.7.B, 3.1.7.C, 3.1.7.D) S8.A.2.2‐Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. (Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D)
S8.A.3.1‐Explain the parts of a simple system, their roles, and their relationships to the system as a whole. (Reference: 3.1.7.A, 3.4.7.B, 4.3.7.C, 4.2.7.D, 4.6.7.A) S8.A.3.2‐Apply knowledge of models to make predictions, draw inferences, or explain technological concepts. (Reference: 3.1.7.B, 3.2.7.B, 4.1.7.B) S8.C.1.1‐Explain concepts about the structure and properties (physical and chemical) of matter. (Reference: 3.4.7.A) S8.C.3.1‐Describe the effect of multiple forces on the movement, speed, or direction of an object. (Reference: 3.4.7.C, 3.6.7.C)
Keystone Connections: Waves, Light and Sound:
At present time, no Physical Science Keystone Connector Math/Algebra Keystone connectors:
A.1.1.1.3 A.1.1.1.4 A.1.1.1.5.3 A.1.1.2.1 A.1.2.1.1 A.1.2.1.2 A.1.2.2.1 A.1.2.3.1 A.1.2.3.2 A.1.2.3.3
Electricity & Magnetism
At present time, no Physical Science Keystone Connector Math/Algebra Keystone connectors:
A.1.1.1.3 A.1.1.1.4 A.1.1.1.5.3 A.1.1.2.1 A.1.2.1.1 A.1.2.1.2 A.1.2.2.1 A.1.2.3.1 A.1.2.3.2 A.1.2.3.3
Student Objectives:
KNOWLEDGE
Students will know… The relationship between different types of waves, energy, and matter The relationship between parts of waves Waves change direction and speed How to calculate wave speed The Doppler Effect shows change in pitch and frequency as distance changes and be able to identify real world examples of this principle Parts of the ear and how sound is transferred to the brain Colors of objects and how the colors are determined The reflective properties of each type of mirror Images are formed on concave and convex lenses Light can be manipulated through lenses to change image SKILLS Students will be able to… Write notes in notebook to correspond with lecture Analyze data from laboratory experiences in order to interpret hypothesis Demonstrate properties of waves, light and sound in a representative classroom laboratory experience Use computer technology to expand knowledge of waves, sound and light Apply practical applications of Waves, Sound and Light
Assessments:
Waves, Sound, & Light FORMATIVE Chapter and unit quizzes and tests (LTF) Labs: Mirror, Mirror on the Wall Thin Lenses Curved Mirrors (opt) Standing Waves Tick‐tock SUMMATIVE Waves, sound, and light demo design your own lab Final exam COMMON Waves, sound, and light demo design your own lab Design your own auditorium Final exam Portfolio Electricity & Magnetism
Labs: Electric Circuits Complex Circuits (Measuring Voltage) Magnetic Force Fields & Forces What in the World? Electromagnetism
Activities and Assignments Waves, Sound, & Light ACTIVITIES Characteristics of Ocean Waves Labs ASSIGNMENTS Lab Reports Waves, sound, and light demo design your own lab Design your own auditorium Electricity & Magnetism ACTIVITIES Labs Note‐taking & study guides ASSIGNMENTS Lab Reports Readings and comprehension questions Calculations
Terminology wave, mechanical wave, transverse wave, compressional wave, electromagnetic wave, amplitude, wavelength, frequency, reflection, refraction, diffraction, interference, loudness, pitch, echo, Doppler effect, natural frequency, resonance, fundamental frequency, overtone, reverberation, eardrum, radiant energy, electromagnetic spectrum, radio wave, infrared wave, visible light, ultraviolet radiation, Xray, gamma ray, carrier wave, Global Positioning System, light ray, medium, reflection, Law of reflection, focal point, focal length, refraction, lens, convex lens, concave lens, refracting telescope, reflecting telescope, fiberoptics, optics, technology, static charge, electric force, electric field, insulator, conductor, electric discharge, electric current, circuit, voltage, resistance, Ohm’s law, series circuit, parallel circuit, electric power, magnetic field, magnetic domain, magnetosphere, electronic signal, analog signal, digital signal, diode, transistor, integrated circuit, electromagnet, binary code
Materials & Texts ESSENTIAL Glencoe Physical Science, 2012
ADDITIONAL TUBES by Andrew Blum and Galileo for Kids
Media, Technology, Web Resources virtual labs, teacher web page, calculators, smart board exercises, instructional videos, Discovery education website