HCSPhysical Science Curriculum

Unit 1

Strand: Introduction to Science, Density, States of Matter, Physical & Chemical ChangesClarifying Objective:PSc.2.1.1, PSc.2.1.2, PSc.2.1.3, PSc.3.1.1Days: 11days + assessment

Essential Standard

PSc.2.1 Understand types, properties, and structure of matter. PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.

Clarifying Objectives

PSc.2.1.1 Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals or metalloids; solution, colloid or suspension.

PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. PSc.2.1.3 Compare physical and chemical properties of various types of matter. PSc.3.1.1 Explain thermal energy and its transfer.

Essential Questions Knowledge/Skills

Where is the safety shower located? If Sally splashes HCl in her eye, what should

she do? How does the eye wash station work? If Freddy goes up into flames what shall we

do? What is physical science? What are the x-axis, y-axis and slope? Describe meaning of lab symbols. What is density? What is the difference between solids, liquids

and gases?

Use Safety Procedures, metric conversions, appropriate units and tools for measurement, steps and application of scientific method

Compare various physical and chemical properties of metals, nonmetals and metalloids such as state of matter at a given temperature, density, melting point, boiling point, luster, conductivity, ductility, malleability, color, reactivity, etc.

Calculate the density of different substances using the relationship D=m/v Develop a conceptual cause-and-effect model for the phase change

process that shows the relationship among particle attraction, particle motion, and gain or loss of heat - when a solid melts it has absorbed heat that increased the potential energy of its particles (space between particles) thus reducing the attraction between particles so that they can

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What is the difference between endo- and exothermic reactions?

List the phase changes Are phase changes physical changes? What are some characteristics that would

distinguish one element from another? What is the difference between hetero- and

homogeneous mixtures? What is the difference between suspensions

and colloids? How do you classify matter? How would you separate a sand, salt mixture? What are physical properties? What evidence could you describe to indicate

a physical change is taking place? What clues could you describe that would

indicate that a chemical change is taking place?

Describe the difference between chemical changes from physical changes.

flow in a liquid phase. (Consider conditions of normal atmospheric pressure as well as the qualitative affects of changes in pressure involving gases.)

The focus should be on the following phase changes: solid to liquid (melting), liquid to gas (vaporization), gas to liquid (condensation), and liquid to solid (freezing).

Compare the process of evaporation to vaporization – materials that evaporate verses those which do not; attraction between surface particles and colliding air molecules.

Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles (temperature) remains the same.

Classify a sample of matter as homogeneous or heterogeneous based on uniformity of material.

Classify a sample of matter as a pure substance or mixture based upon the number of elements or compounds in the sample.

Classify a substance as an element or compound using its chemical formula.

Classify samples and sets of matter as a solution, colloid or suspension based on the application or characteristic properties: particle size, “settling out” of one or more components, and an interaction with light (Tyndall Effect).

Recognize that the formation of solutions is a physical change forming a homogeneous mixture.

Vertical Alignment

K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility).2.P.2. Understand properties of solids and liquids and the changes they undergo.3.P.2. Recognize that air is a substance that surrounds us, takes up space and has mass. Compare solids, liquids, and gases based on their basic properties. Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water.4.P.2.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. Compare the physical properties of samples of matter: (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).

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5.P.2.2. Compare the weight of an object to the sum of the weight of its parts before and after an interaction. 5.P.2.3. Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred. 6.P.2.2.: Explain the effect of heat on the motion of atoms and molecules through a description of what happens to particles during a change in phase. 6.P.2.3. Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.8.P.1.3. Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.PSc2.1: Understand types, properties, and structure of matter. PSc3.1: Understand the types of energy, conservation of energy and energy transfer.

Learning Progressions

The learner will…. Gain an understanding of Physical Science by discussing Safety Procedures under teacher guidance and group activity. Review

metric conversions, making use of appropriate units and tools for measurement. Apply the steps of the scientific method by solving a hypothetical problem. Develop a definition of physical science and how having knowledge of it impacts our ability to be productive citizens.

Compare various physical and chemical properties of metals, nonmetals and metalloids such as state of matter at a given temperature, density, melting point, boiling point, luster, conductivity, ductility, malleability, color, reactivity, etc.

Calculate the density of different substances using the relationship D=m/v Develop a conceptual cause-and-effect model for the phase change process that shows the relationship among particle attraction,

particle motion, and gain or loss of heat - when a solid melts it has absorbed heat that increased the potential energy of its particles (space between particles) thus reducing the attraction between particles so that they can flow in a liquid phase. (Consider conditions of normal atmospheric pressure as well as the qualitative affects of changes in pressure involving gases.)

The focus should be on the following phase changes: solid to liquid (melting), liquid to gas (vaporization), gas to liquid (condensation), and liquid to solid (freezing).

Compare the process of evaporation to vaporization – materials that evaporate verses those which do not; attraction between surface particles and colliding air molecules.

Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles (temperature) remains the same

Classify a sample of matter as homogeneous or heterogeneous based on uniformity of material after providing students with notes and several examples a closure activity can be implemented to check for understanding for students to do a few on their own.

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Classify a sample of matter as a pure substance or mixture based upon the number of elements or compounds in the sample guided practice will be allotted in class. Student will be given an assignment to demonstrate independent knowledge.

Classify a substance as an element or compound using its chemical formula by completing an in class assignment after the matter is explained to the students.

Classify samples and sets of matter as a solution, colloid or suspension based on the application or characteristic properties: particle size, “settling out” of one or more components, an interaction with light (Tyndall Effect)

Recognize that the formation of solutions is a physical change forming a homogeneous mixture and the properties of each material retain its properties by laboratory work and group discussion.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 1: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 1: Summative Assessments

Vocabulary

science technology scientific method observation hypothesis manipulated variable responding variable mass volume density length SI units temperature solid liquid gas

condensation sublimation deposition pure substance element atom compound heterogeneous mixture homogeneous mixture solution suspension colloid physical property viscosity conductivity malleability

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kinetic energy absolute zero phase change endothermic exothermic heat of fusion vaporization heat of vaporization evaporation

melting point boiling point filtration distillation physical change chemical property flammability reactivity chemical change precipitate

Essential Resources

Use hyperlinks below:

Unit 1: Intro StuffUnit 1: LabsUnit 1: NotesUnit 1: WorksheetsUnit 1: Textbook worksheets

Supplemental Resources

General Physical Science websites:www.edmodo.com code: 8077p0North Carolina Science Teachers Association:www.ncsta.orgNational Science Teachers Association:www.nsta.orgNSTA SciLinks great resources and corresponds to textbook:www.SciLinks.orgJohn Burnett’s Homework helpers are great for tutoring: http://www.wohs.HCS.k12.nc.us/burnett/Physical%20Science/physical_science%20link.htmMelissa Harris’s website http://www.jbhs.HCS.k12.nc.us/Facultyandstaff/MelissaHarris/harrisweb.htm

Carla Burke’s website, great for Chemistry teachers as well http://www.hhlshs.HCS.k12.nc.us/burke/

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Caroline Withers website, great for AP Environmental and Earth Science teachers as well: http://www.jbhs.HCS.k12.nc.us/Facultyandstaff/withers/default.htmScience spot, just type in search a topic such as balancing equations, lots of resources-like power points and worksheets: http://www.sciencespot.net/Pages/classroom.htmlJust some great power point notes:http://mrsj.exofire.net/ipc/notes.htmFabulous worksheets:http://www.cstephenmurray.com/worksheets.htmhttp://www.physicsclassroom.com/http://web.usm.my/biomatsci/linkVL/links_Food_Chemistry.htmhttp://www.learningscience.org/physci.htmhttp://www.cpo.com/home/ForEducators/WorkshopPowerpointPresentations/tabid/266/Default.aspxhttp://www.eurekalert.org/bysubject/chemistry.phphttp://www.biologycorner.com/physics/index.htmlhttp://www.upscale.utoronto.ca/GeneralInterest/Harrison/Flash/#class_mechhttp://theodoregray.com/PeriodicTable/PopularScience/index.htmlhttp://www.uncp.edu/home/ritter/NCSTA.htmlhttp://www.sikeston.k12.mo.us/gwilliams/present.htmlhttp://www.aaas.org/careercenter/http://www.csulb.edu/~lhenriqu/300demo.htmhttp://www.cstephenmurray.com/homework.htmhttp://www.nisd.net/taft/classrooms/martin/Worksheets_index.htm

Use the following link to create a formative assessment type activity/handout:http://funbasedlearning.com/tools/quizMaker/makequiz.htm

Animation of States of Matter:http://demonstrations.wolfram.com/MolecularMotionInSolidsLiquidsAndGases/

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HCSPhysical Science Curriculum

Unit 2

Strand: Atoms and Periodic TableClarifying Objective: PSc.2.1.4, PSc.2.2.1 Days: 6 days + assessment

Essential Standard

PSc.2.1 Understand types, properties, and structure of matter. PSc.2.2 Understand chemical bonding and chemical interactions.

Clarifying Objectives

PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of an element based on its location in the Periodic Table.

Essential Questions Knowledge/Skills

What is a subatomic particle? What are the charges of the subatomic particles? Where are the subatomic particles located? What is the atomic number of an element? What is the mass number of an element? What is an isotope? What does Bohr’s model of the atom look like? Explain how the electron cloud Are the elements arranged in the modern periodic table a certain

way? What is a metal? What is a nonmetals? What is a metalloids? How many groups are on the periodic table? Where are the “A” groups? How many rows are on the periodic table?

Classify an element as a metal, nonmetal, or metalloid based on its location in the periodic table.

Describe the charge, relative mass, and the location of protons, electrons, and neutrons within an atom.

Calculate the number of protons, neutrons, electrons and mass number in neutral atoms and ions.

Explain how the different mass numbers of isotopes contributes to the average atomic mass for a given element (conceptual, no calculations).

Use isotopic notation to write symbols for various isotopes, (ex. Carbon-12, C-12, 12C, etc.).

Explain Bohr’s model of the atom. Draw Bohr models from Hydrogen to Argon including

common isotopes and ions. Predict the number of valence electrons of representative

elements (A groups or 1,2,13-18) based on its location in the

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What do the groups on the periodic table tell me about an element?

What do the rows on the periodic table tell me about an element? How is the periodic table used? What is atomic structure? Why does the structure of matter influence the reactivity? What is the most reactive metal, the most reactive nonmetal? Why is the structure of matter useful? What is another word for charge? How do you find an element’s oxidation number?

periodic table. Predict an element’s oxidation number based on its position

in the periodic table and valence electrons (representative groups including multiple oxidations states for Tin and Lead).

Predict reactivity of metals and nonmetals from general periodic trends.

Vertical Alignment

6.P.2: Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements. Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase. Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.8.P.1.1. Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.8.P.1.2. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.8.P.1.4. Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.PSc2.1: Understand types, properties, and structure of matter. PSc.2.1 Understand chemical bonding and chemical interactions.

Learning Progression

The learner will….. Become familiar with the organization of periodic table and the information provided about each element such as type metal, nonmetal, or

metalloid; atomic number, symbol, and atomic mass and define the periods and families. Identify the three subatomic particles (protons, electrons, and neutrons) that make up an atom by knowing its charge, location, and mass. Use isotopic notation to write symbols for various isotopes, (ex. Carbon-12, C-12, 12C, etc.). Calculate the number of protons, neutrons, electrons and mass number in neutral atoms and ions using the information provided on the

periodic table and the given isotope. Explain how the different mass numbers of isotopes contributes to the average atomic mass for a given element (conceptual, no

calculations).

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Explain Bohr’s model of the atom by creating an analogy of Bohr’s model to an apartment building or some other object he is familiar with using. Students will be encouraged to use terms such as orbital, energy level, ground state and excited state.

Draw Bohr models from Hydrogen to Argon including common isotopes and ions. Predict the number of valence electrons of representative elements (A groups or 1,2,13-18) based on its location in the periodic table. Predict an element’s oxidation number based on its position in the periodic table and valence electrons (representative groups including

multiple oxidations states for Tin and Lead). Classify an element as a metal, nonmetal, or metalloid based on its location in the periodic table. Locate the families in the Periodic table and discuss their general characteristics. Predict reactivity of metals and nonmetals from general periodic trends.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 2: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 2: Summative Assessments

Vocabulary

nucleus protons neutrons electrons atomic number atomic mass mass number isotopes energy level orbital electron configuration ground state periodic table

period group atomic mass unit (AMU) metals transition metals nonmetals metalloids valence electrons alkali metals alkaline earth metals halogens noble gases

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Essential Resources

Use hyperlinks below:

Unit 2: LabsUnit 2: NotesUnit 2: WorksheetsUnit 2: Textbook worksheets

Supplemental Resources

Webquest Activity for students to gain knowledge concerning heavy metals:http://www.glencoe.com/sec/science/internet_lab/olc.php?olcChapter=647Songs that are useful in the classroom:Unit 2: SongsAtom Builder activity:http://www.pbs.org/wgbh/aso/tryit/atom/Interactive Periodic Table:http://chemistry.about.com/library/blperiodictable.htmChemistry topics simplified:http://www.chem4kids.com/files/elem_alkalimetal.htmlPrintable blank periodic table for activity:http://www.sciencegeek.net/tables/tables.shtmlWOW Interactive Periodic Table: http://www.ptable.com/wooden interactive periodic table:http://theodoregray.com/PeriodicTable/Chemical Society-chemical and engineering news:http://pubs.acs.org/cen/80th/elements.htmlFaraday’s animation:http://phet.colorado.edu/en/simulation/faraday

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HCSPhysical Science Curriculum

Unit 3

Strand: Chemical Bonding and NomenclatureClarifying Objective: PSc.2.1.4, PSc.2.2.2, PSc.2.2.3 Days: 6 days + assessment

Essential Standard

PSc.2.1 Understand types, properties, and structure of matter.PSc.2.2 Understand chemical bonding and chemical interactions.

Clarifying Objectives

PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance.PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.

Essential Questions Knowledge/Skills

What is bonding? What is an ionic compound? What are ions? What is a covalent bond? What are molecules? What is polarity? What is a metallic bond? What do the dots represent on a dot diagram? What do the subscripts indicate? What is the oxidation number for elements in A

Groups 1-8? What happens to the elements oxidation number

when it combines with another element to form a binary compound?

What is the oxidation number is in transition metal compound: Copper (IV) Sulfide?

What is the ending of a binary compound?

Describe how ionic, covalent and metallic bonds form and provide examples of substances that exhibit each type of bonding.

Predict the type of bond between two elements in a compound based on their positions in the periodic table.

Name and write formulas for simple binary compounds containing a metal and a nonmetal using representative elements (A groups or 1,2,13-18) and compounds involving polyatomic ions: ammonium (NH4

+), acetate (C2H3O2

-),nitrate(NO3-), hydroxide (OH-), carbonate (CO3

2-), sulfate (SO4

2-), phosphate (PO43-).

Name and write formulas for binary compounds of two non metals using Greek prefixes (mono-, di-, tri-, tetra-, etc).

Construct dot diagrams, a short hand notation for Bohr models, using the element symbol and dots to represent electrons in the outer most energy level.

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What is the typical ending of a polyatomic compound?

What does the superscript of the polyatomic ion tell you?

Vertical Alignment

8.P.1.2. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance. PSc.2.2.3Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.

Learning Progression

The learner will… Construct dot diagrams, a short hand notation for Bohr models, using the element symbol and dots to represent electrons in the outer most

energy level based on the knowledge learned in unit 2. Describe how ionic, covalent and metallic bonds form and provide examples of substances that exhibit each type of bonding allow guided

practice for students to differentiate amongst the types of bonds. Predict the type of bond between two elements in a compound based on their positions in the periodic table. Name and write formulas for simple binary compounds containing a metal and a nonmetal using representative elements (A groups or

1,2,13-18) and compounds involving polyatomic ions: ammonium(NH4+), acetate(C2H3O2), nitrate(NO3

-), hydroxide (OH-), carbonate (CO3

2-), sulfate (SO42-), phosphate (PO4

3-) by using the criss cross method for writing formulas. Name and write formulas for binary compounds of two non metals using Greek prefixes (mono-, di-, tri-, tetra-, etc.).

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 3: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 3: Summative Assessments

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Vocabulary

electron dot diagram ion anion cation chemical bond metallic bond

ionic bond chemical formula covalent bond molecule polar covalent bond polyatomic ion

Essential Resources

Use hyperlinks below:

Unit 3: LabsUnit 3: NotesUnit 3: WorksheetsUnit 3: Textbook worksheets

Supplemental Resources

Explanation of bonding:http://www.visionlearning.com/library/module_viewer.php?mid=55Balancing and types of reaction worksheets:http://www.nclark.net/ChemicalReactionsChemical bonding: http://www.sciencewithmrjones.com/downloads/chemistry/chemical_bonds_and_reactions/chemical_bonds_and_reactions_-_overview_sheet.pdfCovalent bonding tutorial:http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.covalentbond/Ionic bond game:http://www.learner.org/interactives/periodic/groups_interactive.htmlIonic bonding tutorial:http://www.teachersdomain.org/resource/lsps07.sci.phys.matter.ionicbonding/Chemical Reaction worksheets:http://misterguch.brinkster.net/equationworksheets.html

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HCSPhysical Science Curriculum

Unit 4

Strand: Balancing and Types of Chemical ReactionsClarifying Objective: PSc.2.2.4, PSc.2.2.5 Days: 4 days + assessment

Essential Standard

PSc.2.2 Understand chemical bonding and chemical interactions.

Clarifying Objectives

PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing chemical equations.PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement or double replacement.

Essential Questions Knowledge/Skills

On which side of the chemical reaction are the reactants? On which side of the chemical reaction are the products? If a vinegar filled pipette is placed in a baggy with baking soda, and

kept the bag closed, would the reaction have the same mass after the chemicals combined as it did before?

What are chemical reactions? What is a coefficient? What is a diatomic molecule? What element replaces another element in the single replacement

reaction? What type of reaction has taken place if a precipitate has formed? What type of reaction has taken place if a new substance has formed

from the combining of two other substances? What type of reaction has taken place if heat and light are given as

products? Is energy conserved during a chemical reaction? What is reaction rate?

Use coefficients to balance simple chemical equations involving elements and/or binary compounds.

Conclude that chemical equations must be balanced because of the law of conservation of matter.

Classify chemical reactions as one of four types: single replacement, double replacement, decomposition and synthesis (neutralization reaction is a type of double replacement reaction).

Summarize reactions involving combustion of hydrocarbons as not fitting into one of these four types. Hydrocarbon + Oxygen → Carbon Dioxide + Water.

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What factors affect a chemical reaction rate? What does it mean for an equation to be “balanced”?

Vertical Alignment

8.P.1.4: Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing chemical equations.PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement or double replacement.

Learning Progression

The learner will: Define the law of conservation of matter and apply it by using coefficients to balance simple chemical equations involving

elements and/or binary compounds. Define the four types of chemical reactions: single replacement, double replacement, decomposition and synthesis

(neutralization reaction is a type of double replacement reaction). Learn the general structure for each type. Utilize his understanding of the four types of reactions to properly identify the type of reaction given based on the types of

reactants and products. Summarize reactions involving combustion of hydrocarbons as not fitting into one of the four types learned originally.

Hydrocarbon + Oxygen → Carbon Dioxide + Water.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 4: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 4: Summative Assessments

Vocabulary

reactants products chemical equations coefficients

double-replacement reactions combustion reactions chemical energy reaction rate

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synthesis reaction decomposition reactions single-replacement reactions

catalyst equilibrium

Essential Resources

Use hyperlinks below:

Unit 4: LabsUnit 4: NotesUnit 4: WorksheetsUnit 4: Textbook worksheets

Supplemental Resources

Interactive Activity allowing students to practice balancing chemical equations:http://funbasedlearning.com/chemistry/chemBalancer/default.htmThis link is an actual lesson plan with handouts to use when students are visiting the site above:http://funbasedlearning.com/lessons/equationbalancing.htmBalancing equation tutorial or for use on Smartboard:http://education.jlab.org/elementbalancing/index.htmlanother Balancing equation tutorial or for use on Smartboard:http://www.wfu.edu/~ylwong/balanceeq/balanceq.htmlanother Balancing equation tutorial or for use on Smartboard:http://www.daveingram.ca/chemistry/equation1.htmlTypes of equations tutorial:http://www.files.chem.vt.edu/RVGS/ACT/notes/Types_of_Equations.htmlDecomposition animation:http://chemed.chem.purdue.edu/demos/main_pages/19.7.htmlAll kinds of resources, but scroll down to animations: http://www.kmacgill.com/table_of_documents.htmBalancing equations worksheets and written tutorial:http://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm

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HCSPhysical Science Curriculum

Unit 5

Strand: Acids, Bases, and SolutionsClarifying Objective: PSc.2.1.2, PSc.2.2.6Days: 5 days + assessment

Essential Standard

PSc.2.1 Understand types, properties, and structure of matter.PSc.2.2 Understand chemical bonding and chemical interactions.

Clarifying Objectives

PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes.PSc.2.2.6 Summarize the characteristics and interactions of acids and bases.

Essential Questions Knowledge/Skills

What is a solute? What is a solvent? What is solubility? On which axis is temperature located? According to the graph, which substance did not

greatly change in solubility as temperature increased?

What does it mean to dilute a solution? When I purchase concentrated dish soap, what does

that mean? If I add 4 cups of sugar to the Kool-Aid recipe that

only called for 1 cup, what type of solution do I have?

When I add sugar to ice-cold unsweetened tea, why does the sugar sink to the bottom of the glass?

What is dissociation? What is dispersion?

Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between solute and solvent particles. A material is insoluble due to a lack of attraction between particles.

Interpret solubility curves to determine the amount of solute that can dissolve in a given amount of solvent (typically water) at a given temperature.

Qualitatively explain concentration of solutions as saturated, unsaturated or super saturated; dilute or concentrated.

Recognize common inorganic acids including hydrochloric (muriatic) acid, sulfuric acid, acetic acid, nitric acid and citric acid.

Recognize common bases including sodium bicarbonate, and hydroxides of sodium, potassium, calcium, magnesium, barium, and ammonium.

Define acids and bases according to the Arrhenius theory.

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What is ionization? What are the physical properties of a solution that

can differ from those of its solute? What are the factors that affect the rate at which a

solute dissolves in a solvent? What is an acid? List some properties of acids. What is a base? List some properties of bases. What is Arrhenius theory? What is pH? What are hydronium ions? What are hydroxide ions? When an acid and base combine, what type of

reaction takes place, and what products are formed?

Develop an understanding of the pH scale and the classification of substances therein.

Generalize common characteristics of acids and bases- pH range, reactivity with metals and carbonates (acids), or fats/oils (bases), conductivity.

Relate general household uses of acids and bases with their characteristic properties.

Explain what happens in a neutralization reaction, identifying each component substance.

Vertical Alignment

6.P.2.3: Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight. The most common solvent is water.8.E.1.3. Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: Temperature, Dissolved oxygen, pH.PSc.2.1.2 Interpret solubility curves.PSc.2.2.6. Summarize the characteristics and interactions of acids and bases.

Learning Progression

The learner will…. Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between

solute and solvent particles. A material is insoluble due to a lack of attraction between particles. Discuss using images representing the solute and solvent particles.

Interpret solubility curves to determine the amount of solute that can dissolve in a given amount of solvent (typically water) at a given temperature. Set up proportions for those that do not fall on the curve.

Qualitatively explain concentration of solutions as saturated, unsaturated or super saturated; dilute or concentrated based on the amount of solute present.

Recognize common inorganic acids including hydrochloric (muriatic) acid, sulfuric acid, acetic acid, nitric acid and citric acid

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by understanding that acids are solutions. Recognize common bases including sodium bicarbonate, and hydroxides of sodium, potassium, calcium, magnesium, barium,

and ammonium by understanding that bases are solutions. Define acids and bases according to the Arrhenius theory, the traditional theory of acids and bases. Differentiate between an acid and base by using a Venn diagram. Develop an understanding of the pH scale and the classification of substances therein. Generalize common characteristics of acids and bases: pH range, reactivity with metals and carbonates (acids), or fats/oils

(bases), conductivity by using laboratory observation in addition to class work. Relate general household uses of acids and bases with their characteristic properties by properly placing them on the pH scale. Explain what happens in a neutralization reaction; identify each substance by providing a general form and identify the

reactants and products.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 5: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 5: Summative Assessments

Vocabulary

solute solvent dissociation dispersion ionization solubility saturated solution unsaturated solution supersaturated solution

concentration acid base salt indicator neutralization pH buffer

Essential Resources

Use hyperlinks below:

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Unit 5: LabsUnit 5: NotesUnit 5: WorksheetsUnit 5: Textbook worksheets

Supplemental Resources

Click on simulation:http://www.nclark.net/AcidsBasesProton exchange animation:http://web.jjay.cuny.edu/~acarpi/NSC/7-ph.htmGreat animations:http://www.educypedia.be/education/chemistryjavaacid.htmHousehold pH lab:http://www.sciencegeek.net/Chemistry/chempdfs/pH_Household_Products.pdfAnother household lab:http://teachers.henrico.k12.va.us/deeprun/moore_a/pH%20Lab%20Hon.docNeutralization lab:http://www.colinamiddle.net/dmatras/Chapter%207/pages/Neutralization%20Lab.pdfAnother Neutralization lab:http://tc.sangamon.k12.il.us/teacherportal/attachments/article/488/ch%208%20lab.pdfSolution notes and curve worksheet:http://campuses.fortbendisd.com/campuses/documents/teacher/2011%5Cteacher_20110303_0718.pdfGreat solubility curve graph worksheet: http://teacherweb.ftl.pinecrest.edu/piersog/Regular/Worksheets/WS-Solubility%20Chart.doc

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HCSPhysical Science Curriculum

Unit 6

Strand: RadioactivityClarifying Objective: PSc.2.3.1, PSc.2.3.2 Days: 3 days + assessment

Essential Standard

PSc.2.3 Understand the role of the nucleus in radiation and radioactivity.

Clarifying Objectives

PSc.2.3.1 Compare nuclear reactions including; alpha decay, beta decay and gamma decay; nuclear fusion and nuclear fission.PSc.2.3.2 Exemplify the radioactive decay of unstable nuclei using the concept of half-life.

Essential Questions Knowledge/Skills

What is radiation? What is an alpha, beta and gamma particle? Which type of radiation is the least, most penetrating? An alpha particle produces what element? How does the atomic mass change after beta decay? (it

doesn’t; it changes from a neutron to a proton) What is fission? What is fusion? Which process do nuclear reactors use to gain the energy from

atoms? What type of vessel best keeps nuclear waste from entering the

environment? What is half-life? How long will it take a sample of Po-194 to decay to 1/8 of its

original amount, if Po has a half-life of 0.7 seconds?

Compare the characteristics of alpha and beta particles and gamma rays (composition, mass, penetrability).

Compare alpha, beta, and gamma decay processes. (alpha decay reduces the mass of an atom by four and the atomic number by two; beta decay increases the atomic number by one (a neutron decays into a proton and an electron); gamma rays are electromagnetic waves released from the nucleus along with either an alpha or beta particle.)

Compare the processes of fission (splitting of a very large atom) and fusion (joining of atoms) in terms of conditions required for occurrence, energy released, and the nature of products.

Conceptually explain half-life using models. Perform simple half-life calculations based on an isotopes half-life

value, time of decay, and/or amount of substance.

21

Vertical Alignment

5.P.3. Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures. (conduction, convection or radiation).6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result. 8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating). PSc2.3 Understand the role of the nucleus in radiation and radioactivity.

Learning Progression

The learner will…. Identify and list the characteristics of alpha and beta particles and gamma rays. Observe visuals demonstrating the behavior of the types of decay mentioned in bullet one. Compare the characteristics of alpha and beta particles and gamma rays (composition, mass, penetrability). Compare alpha, beta, and gamma decay processes. (alpha decay reduces the mass of an atom by four and the atomic number by two; beta decay

increases the atomic number by one (a neutron decays into a proton and an electron); gamma rays are electromagnetic waves released from the nucleus along with either an alpha or beta particle.)

Predict the new isotope formed after an isotope goes through a particular decay. Conceptually explain half-life using models such as twizzler candy being cut in half. Perform simple half-life calculations based on an isotopes half-life value, time of decay, and/or amount of substance.

Compare the processes of fission (splitting of a very large atom) and fusion (joining of atoms) in terms of conditions required for occurrence, energy released, and the nature of products.

Relate fission to nuclear energy in order to provide an everyday application of nuclear energy.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 6: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 6: Summative Assessments

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Vocabulary

radioactivity radioisotope nuclear radiation alpha particle beta particle gamma ray background

radiation half-life nuclear force fission fusion chain-reaction plasma

Essential Resources

Use hyperlinks below:

Unit 6: LabsUnit 6: NotesUnit 6: WorksheetsUnit 6: Textbook worksheets

Supplemental Resources

Half-life worksheet:http://www.morgan.k12.ga.us/mchs/teachers/jacqueline.farringto/Microsoft%20Word%20-%20Half-Life%20Worksheet.pdfHalf-life worksheet:http://www.bfasta.net/assets/files/departments/science/tkoldys/Half%20life%20worksheet.pdfAnother half-life worksheet, triangle method:http://www.npcsd.mhrcc.org/local/high_school/clubs/tech_club/Bio_Webpage/Organic%20Chem/Nuclear%20Chem/Half%20Life%20Worksheet.pdfNuclear Chemistry resources:http://www.nclark.net/NuclearChemMap of existing coal plants in NC:http://www.sourcewatch.org/index.php?title=Category:Existing_coal_plants_in_North_CarolinaActivities for uses of radiation:http://www.nrc.gov/reading-rm/basic-ref/teachers/unit2.htmlNC State department of Nuclear Engineering:http://www.ne.ncsu.edu/

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US nuclear regulatory commission:http://www.nrc.gov/waste.htmlDifferent uses of Radiation:http://www.radiationanswers.org/radiation-sources-uses.htmlUses of Radiation:http://www.ndt-ed.org/EducationResources/HighSchool/Radiography/usesradioactivity.htm

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HCSPhysical Science Curriculum

Unit 7

Strand: MotionClarifying Objective: PSc.1.1.1, PSc.1.1.2 Days: 5 days + assessment

Essential Standard

PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.

Clarifying Objectives

PSc.1.1.1 Explain motion in terms of frame of reference, distance, and displacement.PSc.1.1.2 Compare speed, velocity, acceleration and momentum using investigations, graphing, scalar quantities and vector quantities.

Essential Questions Knowledge/Skills

Why do we use measurements? Describe the difference between distance and

displacement. What is a frame of reference? What is average velocity? What is average speed? What are the units for velocity? What is the formula for solving for average speed? What causes objects to accelerate? What is the formula for solving for average

acceleration? What are the units for acceleration? What is the slope of a distance-time graph? What does the horizontal portion of a distance-time

graph indicate? What is constant speed? What is constant acceleration?

Interpret all motion as relative to a selected reference point. Identify distance and displacement as a scalar-vector pair.

Describe motion qualitatively and quantitatively in terms of an objects change of position, distance traveled, and displacement.

Compare speed and velocity as scalar-vector pair. Velocity is a relationship between distance and time: V = ∆d/∆t.

Apply concepts of average speed and average velocity to solve conceptual and quantitative problems.

Explain acceleration as a relationship between velocity and time: a = ∆v/∆t.

Using graphical analysis, solve for displacement, time, and average velocity. Analyze conceptual trends in the displacement versus time graphs such as constant velocity and acceleration.

Using graphical analysis, solve for velocity, time, and average acceleration. Analyze conceptual trends in the velocity versus time graphs such as constant velocity and acceleration.

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Can there be velocity if there is no acceleration? What is the positive slope of speed-time? What does the horizontal portion of a speed-time

graph indicate? What is the negative slope of a speed-time graph? What does negative acceleration indicate?

Vertical Alignment

K.P.1 Understand the positions and motions of objects and organisms observed in the environment. K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below, beside.K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped: straight, zigzag, round and round, back and forth, fast and slow).1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.1.P.1.1 Explain the importance of a push or pull to changing the motion of an object.1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.3.P.1 Understand motion and factors that affect motion.3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time.3.P.13 Explain the effect of earth’s gravity on the motion of any object on or near the earth.4.P.1 Explain how various forces affect the motion of an object.5.P.1 Understand force, motion and the relationship between them.5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.5.P.1.2. Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.5.P.1.3. Illustrate the motion of an object using a graph to show a change in position over a period of time.5.P.1.4. Predict the effect of a given force or a change in mass on the motion of an object.7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.7.P.1.1 Explain how the motion of an object by can be described by its position, direction of motion, and speed with respect to some other object.7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).7.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.7.P.1.4 Interpret distance versus time graphs for constant speed and variable motion. PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.

Learning Progression

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The learner will… Discuss the physics component of the course and introduced to the terminology of the content. Define motion and displacement. Interpret all motion as relative to a selected reference point. Identify distance and displacement as a scalar-vector pair. Describe motion qualitatively and quantitatively in terms of an objects change of position, distance traveled, and displacement. Compare speed and velocity as scalar-vector pair. Velocity is a relationship between distance and time: V = ∆d/∆t. Apply concepts of average speed and average velocity to solve conceptual and quantitative problems. Calculate for the unknown variable by manipulating the velocity equation. Explain acceleration as a relationship between velocity and time: a = ∆v/∆t. Using graphical analysis, solve for displacement, time, and average velocity. Analyze conceptual trends in the displacement

versus time graphs such as constant velocity and acceleration. Using graphical analysis, solve for velocity, time, and average acceleration. Analyze conceptual trends in the velocity versus

time graphs such as constant velocity and acceleration.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 7: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 7: Summative Assessments

Vocabulary

frame of reference relative motion distance scalar-vector resultant vector speed

average speed instantaneous speed velocity acceleration free fall constant acceleration

Essential Resources

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Use hyperlinks below:

Unit 7: LabsUnit 7: NotesUnit 7: WorksheetsUnit 7: Textbook worksheets

Supplemental Resources

Distance versus Displacement:http://www.physicsclassroom.com/class/1dkin/u1l1c.cfm Scroll down to see great images of distance versus displacement:http://physics.info/displacement/Motion questions:http://www.nden.k12.wi.us/tlcf/mot3.htmSpeed-Time graph worksheets:http://webs.rps205.com/curriculum/science/files/89CB1AFFBECC49309696E8BE6DBFE26C.pdfGraphing worksheets:http://jbworld.jbs.st-louis.mo.us/science/mschober/constv/Worksheet2.pdfGreat graph questions:http://dev.physicslab.org/Document.aspx?doctype=5&filename=Kinematics_UniformAccelerationVelocityTimeGraphs1.xml http://dev.physicslab.org/Document.aspx?doctype=5&filename=Kinematics_ConstantVelocityPositionTimeGraphs1.xmlInteractive group activity:http://graphs.mathwarehouse.com/lab/distance-time-interactive-parnters-activity.phpGreat graph worksheet with answers:http://misterguch.brinkster.net/HM012.docUseful for tutoring:http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/juccelli/p10/worksheet.pdf

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HCSPhysical Science Curriculum

Unit 8

Strand: Forces Clarifying Objective: PSc.1.1.2, PSc.1.2.1, PSc.1.2.2, PSc.1.2.3Days: 4 days + assessment

Essential Standard

PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.Psc.1.2 Understand the relationship between forces and motion.

Clarifying Objectives

PSc.1.1.2 Compare speed, velocity, acceleration and momentum using investigations, graphing, scalar quantities and vector quantities.PSc.1.2.1 Explain how gravitational force affects the weight of an object and the velocity of an object in freefall.PSc.1.2.2 Classify frictional forces into one of four types: static, sliding, rolling, and fluid.PSc.1.2.3 Explain forces using Newton’s Three Laws of Motion.

Essential Questions Knowledge/Skills

What are some examples of force?

What are the SI units used to measure force?

Explain how the motion of an object is affected when balanced and unbalanced forces act on it.

Compare and contrast the four types of friction.

What is Newton’s universal law of gravitation?

Describe the factors affecting gravitational force.

Infer how momentum is a relationship between mass and velocity of an object, p=mv. The focus should be on the conceptual understanding that the same momentum could be associated with a slow-moving massive object and an object moving at high velocity with a very small mass (e.g.-100 kg object moving 1m/s has the same momentum as a 1-kg object moving 100m/s).

Explain change in momentum in terms of the magnitude of the applied force and the time interval that the force is applied to the object. Everyday examples of the impulse/momentum relationship include: the use of air bags in cars; time of contact and “follow-through” in throwing, catching, kicking, and hitting objects in sports; bending your knees when you jump from a height to the ground to prevent injury.

Recognize that the weight of an object is a measure of the force of gravity and is the product of its mass and the acceleration due to gravity: Fg=mg.

With negligible air resistance, explain acceleration due to gravity as an example of uniformity changing velocity: g =9.8 m/s2.

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How does earth’s gravity and air resistance affect falling objects?

Describe the path of a projectile and identify the forces that produce projectile motion.

What is Newton’s first law of motion?

What is inertia? What does mass measure? How can forces be used to

make objects move, change direction, or stop?

If a piece of paper un-wadded and a piece of wadded paper were dropped from the same height, which would hit the ground first, and why?

What is Newton’s second law of motion?

Calculate acceleration, force and mass values.

How is the mass of an object relative to its weight?

What are the units for Weight?

What is the formula for weight?

Explain how action and reaction forces are related according to Newton’s third law of motion.

What is momentum?

Relate the presence of air resistance to the concept of terminal velocity of an object in free fall.

Identify friction as a force that opposes motion of an object. Classify the frictional forces present in a situation such as a book resting on a table

(static), a box pushed across the floor (sliding), a ball rolling across the floor (rolling), a boat moving through a river (fluid), or an object in free-fall (fluid).

Explain the property of inertia as related to mass – the motion of an object will remain the same (either at rest or moving as a constant speed in a straight line) in the absence of unbalanced forces; if a change in motion of an object is observed, there must have been a net force on the object.

Explain balanced and unbalanced forces mathematically and graphically with respect to acceleration to establish the relationship between net force, acceleration, and mass: a ∞ F and a ∞ 1/m (no trigonometry).

Explain qualitatively and quantitatively the relationship between force, mass and acceleration- the greater the force on an object, the greater its change in motion; however, the same amount of force applied to an object with less mass results in a greater acceleration.

While the second law describes a single object, forces always come I equal and opposite pairs due to interaction between objects. Give examples of interaction between objects describing Newton’s third law – whenever one object exerts a force on another, an equal and opposite force is exerted by the second on the first. The third law can be written mathematically as F A→B = -F B→A. Students should explain why these forces do not “cancel each other out”.

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How is momentum related to Newton’s three laws of motion?

Calculate the momentum of an object and describe what happens when momentum is conserved during a collision.

What is centripetal force and what is the type of motion it produces?

Vertical Alignment

K.P.1 Understand the positions and motions of objects and organisms observed in the environment. K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below, beside.K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped: straight, zigzag, round and round, back and forth, fast and slow).1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.1.P.1.1 Explain the importance of a push or pull to change the motion of an object.1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.5.P.1 Understand force, motion and the relationship between them.5.P.1.4. Predict the effect of a given force or a change in mass on the motion of an object.7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).PSc.1.2 Understand the relationship between forces and motion.

Learning Progression

The learner will… Recall prior knowledge of forces and how they interact with motion. Recognize that the weight of an object is a measure of the force of gravity and is the product of its mass and the acceleration

due to gravity: Fg=mg. With negligible air resistance, explain acceleration due to gravity as an example of uniformity changing velocity: g =9.8

m/s2.

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Relate the presence of air resistance to the concept of terminal velocity of an object in free fall. Identify friction as a force that opposes motion of an object. Classify and discuss the frictional forces present in a situation such as a book resting on a table (static), a box pushed across

the floor (sliding), a ball rolling across the floor (rolling), a boat moving through a river (fluid), or an object in free-fall (fluid).

Explain the property of inertia as related to mass – the motion of an object will remain the same (either at rest or moving as a constant speed in a straight line) in the absence of unbalanced forces; if a change in motion of an object is observed, there must have been a net force on the object.

Explain balanced and unbalanced forces mathematically and graphically with respect to acceleration to establish the relationship between net force, acceleration, and mass: a ∞ F and a ∞ 1/m (no trigonometry).

Explain qualitatively and quantitatively the relationship between force, mass and acceleration (the greater the force on an object, the greater its change in motion; however, the same amount of force applied to an object with less mass results in a greater acceleration).

Calculate force using the F = ma equation. Algebraically manipulate for the unknown variable. Understand that while the second law describes a single object, forces always come in equal and opposite pairs due to

interaction between objects. List examples of interaction between objects describing Newton’s third law (whenever one object exerts a force on another,

an equal and opposite force is exerted by the second on the first). The third law can be written mathematically as: F A→B = -F B→A.

Explain why these forces do not “cancel each other out.” Infer how momentum is a relationship between mass and velocity of an object, p=mv. The focus should be on the conceptual

understanding that the same momentum could be associated with a slow-moving massive object and an object moving at high velocity with a very small mass (e.g.-100 kg object moving 1m/s has the same momentum as a 1-kg object moving 100m/s).

Explain change in momentum in terms of the magnitude of the applied force and the time interval that the force is applied to the object. Everyday examples of the impulse/momentum relationship include: the use of air bags in cars; time of contact and “follow-through” in throwing, catching, kicking, and hitting objects in sports; bending your knees when you jump from a height to the ground to prevent injury.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you toUnit 8: Formative Assessments

Summative Assessment

Use hyperlink below to take you toUnit 8: Summative Assessments

Vocabulary

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force newton net force friction static friction sliding friction fluid friction air resistance gravity terminal velocity projectile motion

inertia mass weight momentum law of conservation of momentum gravitational force centripetal force

Essential Resources

Use hyperlinks below:

Unit 8: LabsUnit 8: NotesUnit 8: WorksheetsUnit 8: Textbook worksheets

Supplemental Resources

Newton webquest:http://www.kn.att.com/wired/fil/pages/webnewtonme.htmlGravity Force simulation:http://phet.colorado.edu/en/simulation/gravity-force-labGreat site for weight versus masshttp://onlinephys.com/weightblackholes.htmlMass versus weight:http://taksreview.wikispaces.com/MASS+VS+WEIGHT!!Newton’s laws of motion summed up:http://www.youtube.com/watch?v=9EIZo9egyL4

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HCSPhysical Science Curriculum

Unit 9

Strand: Electricity and MagnetismClarifying Objective: PSc.3.3.1, PSc.3.3.2, PSc.3.3.3, PSc.3.3.4, PSc.3.3.5Days: 8 days + assessment

Essential Standard

PSc.3.3 Understand electricity and magnetism and their relationship.

Clarifying Objectives

PSc.3.3.1 Summarize static and current electricity.PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm’s law.PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire.PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields.PSc.3.3.5 Explain the practical application of magnetism.

Essential Questions Knowledge/Skills

What is static charge? What force holds the neutrons and protons

together in the nucleus? How can you detect static charge? What is lightning? What is current electricity? How do circuits work? Explain voltage. What are the units for voltage? What instrument measures voltage and how

must it be wired? What is another word for voltage? Explain Current.

Identify interactions between charged objects (opposite charges attract and like charges repel).

Compare the three methods of charging objects: conduction, friction, and induction. Explain the re-distribution or transfer of electrons for each method for both positively and negatively charged objects.

Compare static and current electricity related to conservation of charge and movement of charge (without calculations).

Interpret simple circuit diagrams using symbols. Explain open and closed circuits. Apply Ohm’s law and the power equation to simple DC circuits:

VIR= and PVI= .

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What are the units for current? What instrument measures current and how

must it be wired in the circuit? Explain how the diameter and length of wire

affect current and resistance. Explain resistance. What are the units for resistance? What is Ohm’s law? What instrument measures resistance? What is magnetism? What happens when like poles are brought near

each other? What happens when unlike charges are brought

near each other? What are magnetic domains? What is true north and magnetic north? How do you make an electromagnet and how

can you increase its strength? List some devices that use electromagnetic

technology. How does magnetism relate to electricity? What is a motor? What is a generator? Explain the difference between a step-up and

step-down transformer.

Compare series and parallel circuits. Conceptually explore the flow of electricity in series and parallel circuits. (Calculations may be used to develop conceptual understanding or as enrichment.)

Explain how the flow of electricity through series and parallel circuits is affected by voltage and resistance.

Explain how the wire in a circuit can affect the current present (for a set voltage, the current in a wire is inversely proportional to its resistance (more current exists where resistance is low); the resistance of a material is an intensive property called resistivity; increasing the length of a wire increases the resistance; increasing the temperature increases the resistance; increasing the diameter of a wire decreases its resistance).

Explain using a cause-and-effect model how changes in composition, length, temperature, and diameter of a wire would affect the current in a circuit.

Describe the characteristics and behaviors of magnetic domains. Explain the attractions of unlike poles and the repulsion of like

poles in terms of magnetic fields. Explain magnetic fields produced around a current-carrying wire

and wire coil (solenoid). Explain the relationship between strength of an electromagnet and

the variance of number of coils, voltage, and core material. Explain the relationship between electricity and magnetism in

practical applications such as generators and motors – the process of electromagnetic induction in electric generators that converts mechanical energy to electrical energy; transformation of electric energy to mechanical energy in motors.

Extrapolate other practical applications such as security cards (ATM, credit or access cards), speakers, automatic sprinklers, traffic signal triggers, seismometers, battery chargers, transformers, and AC-DC adapters.

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Vertical Alignment

1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them.4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy, (conductors and insulators).7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.PSc.3.3 Understand electricity and magnetism and their relationship.

Learning Progression

The learner will: Discuss prior knowledge about charges and the interaction of charged particles. Identify interactions between charged objects, (opposite charges attract and like charges repel). Compare the three methods of charging objects: conduction, friction, and induction. Explain the re-distribution or transfer of

electrons for each method for both positively and negatively charged objects. Compare static and current electricity related to conservation of charge and movement of charge (without calculations). Relate current electricity to circuits. Interpret simple circuit diagrams using symbols after each symbol is introduced and discussed in class. Differentiate between open and closed circuits. Apply Ohm’s law and the power equation to simple DC circuits: VIR=and PVI= to do simple calculations. Compare series and parallel circuits. Conceptually explore the flow of electricity in series and parallel circuits.

(Calculations may be used to develop conceptual understanding or as enrichment.) Explain how the flow of electricity through series and parallel circuits is affected by voltage and resistance and relate to

Ohm’s law and how it can be explained mathematically. Explain how the wire in a circuit can affect the current present, (for a set voltage, the current in a wire is inversely

proportional to its resistance (more current exists where resistance is low); the resistance of a material is an intensive

36

property called resistivity; increasing the length of a wire increases the resistance; increasing the temperature increases the resistance; increasing the diameter of a wire decreases its resistance).

Explain using a cause-and-effect model how changes in composition, length, temperature, and diameter of a wire would affect the current in a circuit.

Describe the characteristics and behaviors of magnetic domains. Explain the attractions of unlike poles and the repulsion of like poles in terms of magnetic fields. Explain magnetic fields produced around a current-carrying wire and wire coil (solenoid).

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 9: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 9: Summative Assessments

Vocabulary

electric charge electric force electric field static electricity induction electric current alternating current direct current conductor insulator resistance superconductor potential difference voltage battery Ohm’s law

magnetic force magnetic pole magnetic field magnetic domain electromagnetic force solenoid electromagnet galvanometer electric motor electromagnetic induction generator transformer turbine electric circuit series circuit parallel circuit semiconductor

Essential Resource

37

Use hyperlinks below:

Unit 9: LabsUnit 9: NotesUnit 9: WorksheetsUnit 9: Textbook worksheets

Supplemental Resources

Static electricity balloon lab:http://pbskids.org/zoom/activities/sci/staticelectricity.htmlCharges:http://www.physicsclassroom.com/mmedia/estatics/isop.cfmInteractive activity to eexplore the relationships between voltage, current, and resistance that make up Ohm’s Law using molecular models of circuits:http://www.concord.org/activities/electric-currentOhm’s law simulation:http://phet.colorado.edu/en/simulation/ohms-lawGreat circuit explanations:http://www.jabe.com/docs/Circuit_Teacher_notes.pdf

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HCSPhysical Science Curriculum

Unit 10

Strand: Work, Power and MachinesClarifying Objective: PSc.3.1.3, PSc.3.1.4Days: 4 days + assessment

Essential Standard

PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.

Clarifying Objectives

PSc.3.1.3 Explain work in terms of the relationship among the applied force to an object, the resulting displacement of the object and the energy transferred to an object.PSc.3.1.4 Explain the relationship among work, power and simple machines both qualitatively and quantitatively.

Essential Questions Knowledge/Skills

What must occur for work to be done? What are the units for work? What is the formula for finding the

amount of work done? What is power? What are the units for power? What are the common units for

power? How are work and power related? Explain the difference between a

simple and complex machines. List the examples of simple machines. List the examples of complex

machines. How does mechanical advantage make

our lives easier?

Explain scenarios, in which work is done, identifying the force, displacement, and energy transfer, (work requires energy; when work is done on an object, the result is an increase in its energy and is accompanied by a decrease in energy somewhere else).

Compare scenarios in which work is done and conceptually explain the differences in magnitude of work done using the relationship W = F∆d.

Infer the work and power relationship: P = W/∆t = F∆d/∆t = Fv. Determine the component simple machines present in complex machines.

Categorize a wedge and screw as variations of an inclined plane; a pulley and wheel & axle as variations of a lever.

Explain the relationship between work input and work output for simple machines using the law of conservation of energy.

Define and determine ideal and actual mechanical advantage: IMA = dE/dR, AMA = FR/FE.

Define and determine efficiency of machines: Efficiency = Wout/Win x100.

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Why is the efficiency of a machine always less than 100 percent?

Explain why no machine can be 100% efficient.

Vertical Alignment

7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axels are used to create mechanical advantage and increase efficiency.PSc.3.1.4 Explain the relationship between work, power and simple machines both qualitatively and quantitatively.

Learning Progression

The learner will: Discuss a variety of examples to deduce where work is being done. Explain scenarios in which work is done, identifying the force, displacement, and energy transfer. Work requires energy;

when work is done on an object, the result is an increase in its energy and is accompanied by a decrease in energy somewhere else.

Compare scenarios in which work is done and conceptually explain the differences in magnitude of work done using the relationship W = F∆d.

Infer the work and power relationship: P = W/∆t = F∆d/∆t = Fv. Define and calculate ideal and actual mechanical advantage: IMA = dE/dR, AMA = FR/FE. Define and calculate efficiency of machines: Efficiency = Wout/Win x100. Explain why no machine can be 100% efficient. Determine the component simple machines present in complex machines. Categorize a wedge and screw as variations of

an inclined plane; a pulley and wheel & axle as variations of a lever. Explain the relationship between work input and work output for simple machines using the law of conservation of

energy.

Assessments/Probes

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Formative Assessment

Use hyperlink below to take you to:Unit 10: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 10: Summative Assessments

Vocabulary

work Joule power Watt horsepower machine input distance output force work output input force work input output distance mechanical advantage

ideal mechanical advantage efficiency lever fulcrum input arm output arm wheel and axe inclined plane wedge screw pulley compound machine actual mechanical advantage

Essential Resources

Use hyperlinks below:

Unit 10: LabsUnit 10: NotesUnit 10: WorksheetsUnit 10: Textbook worksheets

Supplemental Resources

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Simple machines computer activity:http://www.stormthecastle.com/catapult/popsiclestick-catapult.htm Catapult Lab:http://sciencespot.net/Pages/kdzphysics2.html http://sciencespot.net/Pages/spmachinfo.htmlScience Study Guides: http://www.ftschool.org/fourth/science/simple_machines.htmlFlashplayer animation of machines: http://www.cosi.org/files/Flash/simpMach/sm1.swfhttp://www.mikids.com/Smachines.htmhttp://www.science-class.net/Physics/simple_machines.htm

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HCSPhysical Science Curriculum

Unit 11

Strand: Energy and HeatClarifying Objective: PSc.3.1.1, PSc.3.1.2Days: 4 days + assessment

Essential Standard

PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.

Clarifying Objectives

PSc.3.1.1 Explain thermal energy and its transfer.PSc.3.1.2 Explain the Law of Conservation of Energy in a mechanical system in terms of kinetic energy, potential energy and heat.

Essential Questions Knowledge/Skills

• What is energy?• What is kinetic energy?• What are the units for kinetic energy?• What is formula for kinetic energy?• What is potential energy?• Explain the differences in potential energy?• What are the units for potential energy?• What is the formula for finding gravitational potential energy?• List the gravitational potential energy and kinetic energy conversions on a swing and rollercoaster. • Explain the difference between compressed and stretched elastic potential energy.• What is mechanical energy?• Why does mechanical energy remain constant in the system?• How are energy and work related?• What is heat?• What is temperature?• What is thermal energy?

• Exemplify the relationship between kinetic energy, potential energy, and heat to illustrate that total energy is conserved in mechanical systems such as a pendulum, roller coaster, cars/balls on ramps, etc.• Relate types of friction in a system to the transformation of mechanical energy to heat.• Infer the ability of various materials to absorb or release thermal energy in order to conceptually relate mass, specific heat capacity, and temperature of materials to the amount of heat transferred. (Calculations with pqmCT=Δshould be used to aid in conceptual development through laboratory investigation and analysis, not as problem-solving exercises.)• Compare thermal energy, heat, and temperature.

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• Explain the difference between thermal energy (mass) and kinetic energy (temperature).• How does heat move?• Two styrofoam cups with lids are attached by a metal bar. One cup has warm water and one cup has cold water. Each cup has a temperature probe that automatically reads on a temperature versus time graph. On the temperature versus time graph, the top line is warm water and the bottom line is cold water. What will happen to the lines? Will they ever cross? Why or why not?• What are conduction, convection, and radiation?

• Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles (temperature) remains the same. (Link to PSc.2.1.2)• Compare conduction, convection, and radiation as methods of energy transfer.

Vertical Alignment

3.P.3 Recognize how energy can be transferred from one object to another.3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing one against the other.3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and that the cooler object gets warmer.4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.5.P.3 Explain how the properties of some materials change as a result of heating and cooling.5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures (conduction, convection or radiation).5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result.6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).

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7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing and using energy resources.PSc.3.1 Understand types of energy, conservation of energy and energy transfer.

Learning Progression

The learner will: Recall understanding of the various forms of energy based on scenarios/images presented to them by doing a KWL chart. Exemplify the relationship between kinetic energy, potential energy, and heat to illustrate that total energy is conserved in

mechanical systems such as a pendulum, roller coaster, cars/balls on ramps, etc. Relate types of friction in a system to the transformation of mechanical energy to heat. Infer the ability of various materials to absorb or release thermal energy in order to conceptually relate mass, specific heat

capacity, and temperature of materials to the amount of heat transferred. (Calculations with q = mc ΔT should be used to aid in conceptual development through laboratory investigation and analysis, not as problem-solving exercises.)

Compare thermal energy, heat, and temperature using a graphic organizer. Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles

(temperature) remains the same. (Link to PSc.2.1.2) Compare conduction, convection, and radiation as methods of energy transfer. Calculate simple kinetic and potential energy problems.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 11: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 11: Summative Assessments

Vocabulary

heat temperature absolute zero

convection current radiation thermodynamics

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thermal expansion specific heat calorimeter conduction thermal conductor thermal insulator convection

heat engine waste heat external combustion engine internal combustion engine central heating system heat pump refrigerant

Essential Resources

Use hyperlinks below:

Unit 11: LabsUnit 11: NotesUnit 11: WorksheetsUnit 11: Textbook worksheets

Supplemental Resources

Use the following link to create a formative assessment type activity/handout:http://funbasedlearning.com/tools/quizMaker/makequiz.htm Energy of a Rollercoaster animation:http://regentsprep.org/Regents/physics/phys02/rolcoast/default.htmGreat resources:http://www.energy.gov/index.htmEnergy of Skate Park simulation-can make this a smart board lab:http://phet.colorado.edu/en/simulation/energy-skate-parkAverage prices of electricity:http://www.eia.gov/energyexplained/index.cfm?page=electricity_factors_affecting_pricesNC Green Power energy facts:http://www.ncgreenpower.org/conservation/ncenergy_facts.htmlFacts about renewable energy:http://www.nrel.gov/learning/Nuclear Energy Explained:http://www.eia.gov/energyexplained/index.cfm?page=nuclear_home

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US Dept Of Energy:http://www.eere.energy.gov/

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HCSPhysical Science Curriculum

Unit 12

Strand: Waves and Electromagnetic SpectrumClarifying Objective: PSc.3.2.1, PSc.3.2.2, PSc.3.2.3, PSc.3.2.4Days: 4 days + assessment

Essential Standard

PSc.3.2 Understand the nature of waves.

Clarifying Objectives

PSc.3.2.1 Explain the relationships between wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics.PSc.3.2.3 Classify waves as transverse or compressional (longitudinal).PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

Essential Questions Knowledge/Skills

What is a wave? What is a medium? How do you know that waves carry energy? What is a surface wave? Describe the difference between compressional

(longitudinal) and transverse waves. What is frequency of a wave? Label the crest, trough, amplitude, rest position

(equilibrium), wavelength on a transverse wave Label the compression, rarefaction, wavelength

on a compressional wave. To what does amplitude correspond? What is reflection?

• Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression.• Recognize the relationship between period and frequency (focus on conceptual understanding of this inverse relationship).• Explain the relationship between velocity, frequency, and wavelength and use it to solve wave problems: wvfλ= .Exemplify wave energy as related to its amplitude and independent of velocity, frequency or wavelength.PSc.3.2.2 • Classify waves as one of three types: mechanical, electromagnetic or surface waves based on their characteristics.• Compare different wave types based on how they are produced, wave speed, type of material (medium) required, and motion of particles.

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What is refraction? What is diffraction? What is constructive interference? What is the difference between partial and

complete constructive interference? What is destructive interference? What is the difference between partial and

complete destructive interference? What is sound? What is electromagnetic radiation? What is photon energy? Describe the relationship between wavelength

and frequency.

PSc.3.2.3 Compare compressional (longitudinal) and transverse waves in terms of particle motion relative to wave direction.PSc.3.2.4• Illustrate reflection and refraction of waves at boundaries: reflection of a transverse pulse at the fixed-end of a spring or rope; reflection of sound (SONAR) and radio waves (RADAR); reflection of water (surface) waves; refraction of water waves as the depth of the water changes; sound as it changes media; refraction of light as it passes from air into water, glass, oil etc.• Illustrate the effects of wave interference (superposition)–constructive and destructive interference of surface waves, mechanical waves (sound, pulses in springs/ropes, etc.), light (soap bubbles/thin films, diffraction gratings). Emphasis is on conceptual understanding not mathematical relationships.

Vertical Alignment

2.P.1 Understand the relationship between sound and vibrating objects.4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound.6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound.6.P.1.2 Explain the relationship between visible light, the electromagnetic spectrum, and sight.PSc.3.2 Understand the nature of waves.

Learning Progression

The learner will: Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression.• Recognize the relationship between period and frequency (focus on conceptual understanding of this inverse relationship).• Explain the relationship between velocity (v), frequency (f), and wavelength(λ) and use it to solve wave problems: v=fλ. Exemplify wave energy as related to its amplitude and independent of velocity, frequency or wavelength. Classify waves as one of three types: mechanical, electromagnetic or surface waves based on their characteristics.

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Compare different wave types based on how they are produced, wave speed, type of material (medium) required, and motion of particles.

Compare compressional (longitudinal) and transverse waves in terms of particle motion relative to wave direction. Illustrate reflection and refraction of waves at boundaries: reflection of a transverse pulse at the fixed-end of a spring or rope;

reflection of sound (SONAR) and radio waves (RADAR); reflection of water (surface) waves; refraction of water waves as the depth of the water changes; sound as it changes media; refraction of light as it passes from air into water, glass, oil etc.

Illustrate the effects of wave interference, (superposition) constructive and destructive interference of surface waves, mechanical waves (sound, pulses in springs/ropes, etc.), light (soap bubbles/thin films, diffraction gratings). Emphasis is on conceptual understanding not mathematical relationships. Make sure to use more hands-on lab exercises to understand the concept.

Assessments/Probes

Formative Assessment

Use hyperlink below to take you to:Unit 12: Formative Assessments

Summative Assessment

Use hyperlink below to take you to:Unit 12: Summative Assessments

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Vocabulary

mechanical wave medium crest trough transverse wave compression rarefaction longitudinal wave surface wave periodic motion period frequency hertz wavelength amplitude reflection refraction diffraction interference constructive interference

destructive interference standing wave node antinode electromagnetic waves electric field magnetic field electromagnetic radiation photoelectric effect photons intensity electromagnetic spectrum amplitude modulation thermo-grams regular reflection diffuse reflection image polarized light scattering

Essential Resources

Use hyperlinks below:

Unit 12: LabsUnit 12: NotesUnit 12: WorksheetsUnit 12: Textbook worksheets

Supplemental Resources

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Vertical Alignment with other disciplines:

Discipline Essential Standard

Objective Applicable PS Unit

Information & Technology (CTE/ITE)

HS.SI.1 Evaluate resources needed to solve a given problem. 1-12

HS.TT.1 Use technology and other resources for assigned tasks.

HS.RP.1 Design project-based products that address global problems.

HS.SE.1 Analyze issues and practices of responsible behavior when using resources.

Algebra 1 S.ID. 7 Interpret linear model.1, 7-12

A.CED.2 Create equations that describes numbers or relationships.

N.Q.1 Reason Quantitatively and use units to solve problems.

S.ID.6 Summarize, represent, and interpret data on two categorical and quantitative variables.

A.REl.3 Solve equations and inequalities in one variable.

A.REI.10 Represent and solve equations and inequalities graphically.

A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning.

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North Carolina Essential StandardsGuidance

I.SE.1 Understand the meaning and importance of personal responsibility and self-awareness.

I.SE.1.1 Explain the role of personal responsibility in leadership.

I.SE.1.2 Integrate personal responsibility into the way you live your life on a daily basis.

1-12

North Carolina Essential StandardsGuidance

I.SE.2 Understand the relationship between self and others in the broader world.

I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.

I.SE.2.2 Evaluate one’s own behaviors in a variety of situations, making adjustments as needed to produce more positive results.

I.SE.2.3 Explain the impact of self-direction, initiative, and self-control on interpersonal relationships.

I.SE.3 Use communication strategies effectively for a variety of purposes and audiences.

I.SE.3.1 Use communication strategies to take a position and to defend a stand on controversial issues.

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