Conceptual Chemistry & Physics Curriculum Guide 2016/2017...Conceptual Chemistry & Physics Curriculum Guide 2016/2017 . Revised May 2016 UNIT 1 (5Weeks) Standard Physical Science Standard

Revised May 2016

Conceptual Chemistry & Physics

Curriculum Guide

2016/2017

Revised May 2016

UNIT 1 (5Weeks)

Standard Physical Science Standard 1

Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions

Grade Level Expectation 2. Matter has definite structure that determines characteristic physical and chemical properties

Big Idea Waves Properties End of unit Performance Task

Unit 1 Assessment

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Develop, communicate, and

justi fy an evidence-based scientific explanation supporting

the current model of an atom (DOK 1-3) b. Gather, analyze and interpret

data on chemical and physical properties of elements such as

density, melting point, boiling point, and conductivity (DOK 1-2) c. Use characteristic physical and chemical properties to develop

predictions and supporting claims about elements’ positions on the periodic table (DOK 1-2)

d. Develop a model that di fferentiates atoms and

molecules, elements and compounds, and pure substances and mixtures (DOK 2-3)

c. Use characteristic physical and chemical

properties to develop predictions and supporting claims about elements’ positions on

the periodic table (DOK 1-2)

d. Develop a model that differentiates atoms and molecules, elements and compounds, and pure

substances and mixtures (DOK 2-3) 2. Ask testable

questions about the nature of matter, and use an inquiry approach to

investigate it. (DOK 1-4)

1. Recognize that the current understanding

of molecular structure related to the physical and chemical properties of matter

has developed over time and become more sophisticated as

new technologies have led to new evidence. (DOK 1)

2. Ask testable questions about the nature of matter, and use an inquiry

approach to investigate it. (DOK 1-4)

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusion in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

WHST.11-12.6 Use technology,

including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including

new arguments or information.

Lab write ups Algebra based math

Revised May 2016

UNIT 1 (5 Weeks)

Greeley-Evans School District 6 Grade: 11-12 Conceptual Chemistry & Physics Curriculum Guide

Unit 1: Wave Properties Timeline: 5 weeks

Standard: Physical Science Standards 2 & 6

Grade Level Expectation:

2. Matter has definite structure that determines characteristic physical and chemical properties.

6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases.

Student Outcomes:

2.a. Develop, communicate, and justify an evidence-based

scientific explanation supporting the current model of an atom (DOK 1-3)

6.d. Differentiate among the characteristics of mechanical

and electromagnetic waves (DOK 1-2)

Instruction: 1. History of Atomic Structure: experiments that changed the model 2. Electromagnetic Waves: atomic structure and visible light (ROYGBIV) 3. Mechanical Waves: sound

Suggested Activities:

Atomic Structure Boxes and Mystery

Isotopes and beans Nuclear marbles (Rolling with Rutherford http://quarknet.fnal.gov/dnload/RollingWithRutherford.pdf)

Emission tube

Flame test

Spectroscope

Doppler Effect

Inquiry Questions:

How was the current model of the atom

developed?

What are key models that led to the current

model of the atoms?

What are electromagnetic waves?

What are frequency and wavelength?

Vocabulary:

Protons, neutrons, electrons,

neutrons, Bohr model,

Thompson model, Rutherford,

electromagnetic waves,

frequency, wavelength,

mechanical, kinetic, potential

energy

Assessments:

Unit 1 Summative Assessment (closing date: 9/30/16)

Note: you will use school created short cycle assessments

Physical Science Textbook Reference Chapters: 4, 15, 17, 18

http://quarknet.fnal.gov/dnload/RollingWithRutherford.pdf

Revised May 2016

UNIT 2 (7 Weeks)



Grade Level Expectation 4. Atoms bond in different ways to form molecules and compounds that have definite properties

Big Idea Properties and Bonding End of unit Performance Task

Unit 2 Assessment



Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3) b. Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, pH, and conductivity (DOK 1-2) c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds’ classification as ionic, polar or covalent (DOK 1-2) d. Describe the role electrons play in atomic bonding (DOK 1) e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2)

b. Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, pH, and conductivity (DOK 1-2) d. Describe the role electrons play in atomic bonding (DOK 1) e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) 1. Recognize that the current understanding of molecular structure related to the physical and chemical properties of matter has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1)

1. Recognize that the current understanding of molecular structure related to the physical and chemical properties of matter has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1) 2. Employ data-collection technology to gather, view, analyze, and interpret data about chemical and physical properties of different compounds. (DOK 1-2)

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and

information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Algebra based math Lab Write ups

Revised May 2016


Unit 2: Properties & Bonding Timeline: 7 weeks



2. Matter has definite structure that determines characteristic physical and chemical properties.

4. Atoms bond in different ways to form molecules and compounds that have definite properties .

Student Outcomes:

2.b. Gather, analyze and interpret data on chemical and physical properties of

elements such as density, melting point, boiling point, and conductivity (DOK 1-2)

2.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements’ positions on the periodic table (DOK 1-2)

2.d. Develop a model that differentiates atoms and molecules, elements and

compounds, and pure substances and mixtures (DOK 2-3)

4.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3)

4.b. Gather, analyze, and interpret data on chemical and physical properties of

different compounds such as density, melting point, boiling point, pH, and

conductivity (DOK 1-2)

4.c. Use characteristic physical and chemical properties to develop predictions

and supporting claims about compounds’ classification as ionic, polar or covalent (DOK 1-2)

4.d. Describe the role electrons play in atomic bonding (DOK 1)

4.e. Predict the type of bonding that will occur among elements based on their

position in the periodic table (DOK 1-2)

Instruction:

1. Periodic Table: chemical vs. physical properties with phase changes

2. Elements, Compounds and Mixtures 3. Bonding , Valence Electrons and Polarity


POGIL Elements, Compounds, Mixture

Separation Techniques

Bonding

Models for molecular structure

Polarity clay balls

Chromatography

Revised May 2016

Inquiry Questions:

How do you calculate density?

What are examples of physical and chemical

changes?

How are atoms, molecules, pure substances

and mixtures classified?

What are the periodic trends?

What are ionic, covalent and metallic bonds?

What are valence electrons and what is their

role in atomic bonding?

Vocabulary:

Density, melting point, boiling

point, conductivity, chemical

property, chemical change,

physical property, physical

change, states of matter, phase

change, ionic, covalent, polar,

nonpolar, pH, atoms, molecules,

homogeneous mixture,

heterogeneous mixture, pure

substance, atomic mass, electronegativity

Assessments:

Unit 2 Summative Assessment (closing date 11/22/16)


Physical Science Textbook Reference Chapters: 2, 3, 5, 6, 7, 8

Revised May 2016

UNIT 3 (5 Weeks)



Grade Level Expectation 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy

Big Idea Forms of Energy: Chemical and Electrical Suggested Essential Question What is energy and how is it used? End of unit Performance Task Unit 3 test





a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1-2) b. Predict reactants and products for different types of chemical and nuclear reactions (DOK 1-2) c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants (DOK 1-2) d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy (DOK 1-2)

c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants (DOK 1-2) d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy (DOK 1-2) 2. Identify the strengths and weaknesses of a model which represents complex natural phenomenon. (DOK 2-3)

1. Critically evaluate chemical and nuclear change models. (DOK 2-3) 2. Identify the strengths and weaknesses of a model which represents complex natural phenomenon. (DOK 2-3) 3. Use an inquiry approach to test predictions about chemical reactions. (DOK 1-4) 4. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3)

RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. RST11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Lab write up Analysis of media Algebra based math

History of Nuclear energy Mining

Revised May 2016


Unit 3: Forms of Energy: Chemical and Electrical Timeline: 5 weeks

Standard: Physical Science Standards 3, 5 & 6


3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy.

5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantifi ed and experimentally determine.

6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work

decreases.

Student Outcomes:

3.a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition,

combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1-2)

3.b. Predict reactants and products for different types of chemical and nuclear reactions (DOK 1 -2)

3.d. Examine, evaluate, question, and ethically use information from a variety of sourc es and media to

investigate the conservation of mass and energy (DOK 1-2)

5.b. Use appropriate measurements, equations and graphs to gather, analyze, and interpret data on

the quantity of energy in a system or an object (DOK 1-3)

5.c. Use direct and indirect evidence to develop predictions of the types of energy associated with

objects (DOK 2-3)

5.d. Identify different energy forms, and calculate their amounts by measuring their defining

characteristics (DOK 1-2)

6.a. Use direct and indirect evidence to develop and support claims about the conservation of energy

in a variety of systems, including transformations to heat (DOK 1-3)

6.c. Describe energy transformations both quantitatively and qualitatively (DOK 1-2)

Instruction:

1. Chemical Reactions Acid and Base Chemistry-environmental

Reading basic chemical equations

Balancing basic chemical equations

2. Electrical Energy

Types of electricity: Static, DC/AC Circuit components

Circuit configuration: series vs. parallel


Balancing chemical equations

Acid/Base detection

Energy in the media-tracking, mining

Electrical energy- detecting electric current, measuring

electric energy, galvanic cells (chemical energy

becoming electric)

mini-scale electrolysis;

Revised May 2016

6.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to

investigate energy conservation and loss (DOK 1-2) Volts and Amps

Inquiry Questions:

What are the types of chemical reactions?

How do you balance chemical reactions?

What products will be produces based on the

reactants?

How is energy transferred, measured, and

graphed?

How are potential and kinetic energy

applied?

What are different energy forms? How are

they classified and changed to other forms?

What is the law of conservation of mass and

energy and how does it apply to the world?

Vocabulary:

Synthesis, decomposition, single

replacement, double replacement,

combustion, fusion, fission, reactant,

product, energy, thermal, mechanical,

chemical, electrical, nuclear, potential,

kinetic, law of conservation of mass and

energy, efficiency, work, endothermic,

exothermic

Assessments:



Semester 1 Cumulative Final (closing date 12/21/16)

** 2 Tests to be given, building discretion for assessment administration

Physical Science Textbook Reference Chapters: 7, 15, 20

Revised May 2016

UNIT 4 (5 Weeks)


Graduate Competence Apply an understanding that energy exists in various forms, and it's transformation and conservation occur in processes that are predictable and measureable

Grade Level Expectation 5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined

Big Idea Forms of Energy End of unit Performance Task Unit 4 Test





a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy (DOK 1-3) b. Use appropriate measurements, equations and graphs to gather, analyze, and interpret data on the quantity of energy in a system or an object (DOK 1-3) c. Use direct and indirect evidence to develop predictions of the types of energy associated with objects (DOK 2-3) d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics (DOK 1-2)

c. Use direct and indirect evidence to develop predictions of the types of energy associated with objects (DOK 2-3) 1. Critically evaluate scientific claims made in popular media or by peers regarding the application of energy forms, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

1. Critically evaluate scientific claims made in popular media or by peers regarding the application of energy forms, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3) 2. Use the historical context and impact of early energy research and consider the potential implications for current energy studies on science and our society. (DOK 1-3)

RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Lab Write ups History of Nuclear Chemistry Algebra Based math

Revised May 2016


Unit 4: Forms of Energy: Radiant, Nuclear and Thermal Timeline: 5 weeks



3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy .

5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determine.

6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amou nt of energy available to do work

decreases.

Student Outcomes:

3.a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition,

combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1 -2)

3.b. Predict reactants and products for different types of chemical and nuclear reactions (DOK

1-2)

3.d. Examine, evaluate, question, and ethically use information from a variety of sources and

media to investigate the conservation of mass and energy (DOK 1-2)

5.b. Use appropriate measurements, equations and graphs to gather, analyze, and interpret

data on the quantity of energy in a system or an object (DOK 1-3)

5.d. Identify different energy forms, and calculate their amounts by measuring their defining

characteristics (DOK 1-2)

6.a. Use direct and indirect evidence to develop and support claims about the conservation of

energy in a variety of systems, including transformations to heat (DOK 1-3)

6.c. Describe energy transformations both quantitatively and qualitatively (DOK 1-2)

6.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate energy conservation and loss (DOK 1-2)

Instruction:

1. Radiant Energy:

EM spectrum 2. Thermal Energy 3. Nuclear Energy


Thermal energy- calorimetry; endo/exo thermic reactions,

heating curves, dry ice balloons, change in temp with

different masses of H2O

Solar panels

Insulation

How light behaves when it hits different surfaces

Nuclear decay

Half-lives

Revised May 2016

Inquiry Questions: Vocabulary: Assessments: Unit 4 Summative Assessment (closing date 2/17/17)


Physical Science Textbook Reference Chapters: 10, 16, 18

Revised May 2016

UNIT 5 (7 Weeks)

Standard Physical Science 1

Graduate Competence Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects

Grade Level Expectation 1. Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion – but have limitations

Big Idea Mechanical Energy End of unit Performance Task

Unit 5 Exam




a. Gather, analyze and interpret data and create graphs regarding position, velocity and acceleration of moving objects (DOK 1-3) b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force (DOK 1-3) c. Develop, communicate and justify an evidence-based scientific prediction regarding the effects of the action-reaction force pairs on the motion of two interacting objects (DOK 1-3) d. Examine the effect of changing masses and distance when applying Newton's law of universal gravitation to a system of two bodies (DOK 1-2) e. Identify the limitations of Newton’s laws in extreme situations (DOK 1)

b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force (DOK 1-3) b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force (DOK 1-3) 1. Use an inquiry approach to answer a testable question about an application of Newton’s laws of motion. (DOK 1-4)

1. Use an inquiry approach to answer a testable question about an application of Newton’s laws of motion. (DOK 1-4) 2. Share experimental data, respectfully discuss conflicting results, and analyze ways to minimize error and uncertainty in measurement. (DOK 2-3) 3. Differentiate between the use of the terms “law” and “theory” as they are defined and used in science compared to how they are used in other disciplines or common use. (DOK 1-2) 4. Use technology to perform calculations and to organize, analyze and report data. (DOK 1-2)

RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. e. Introduce a topic and organize complex ideas, concepts,

and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

f. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

g. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

h. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Connection with Algebra Lab write ups

Revised May 2016


Unit 5: Forms of Energy: Mechanical (Forces and Motion) Timeline: 7 Weeks


Grade Level Expectation: 1. Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their

motion.

5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined

Student Outcomes: 1.a. Gather, analyze and interpret data and create graphs regarding position, velocity

and acceleration of moving objects (DOK 1-3)

1.b. Develop, communicate and justify an evidence-based analysis of the forces acting

on an object and the resultant acceleration produced by a net force (DOK 1-3)

1.c. Develop, communicate and justify an evidence-based scientific prediction regarding the effects of the action-reaction force pairs on the motion of two interacting objects (DOK 1-3)

1.d. Examine the effect of changing masses and distance when applying Newton's law

of universal gravitation to a system of two bodies (DOK 1-2)

1.e. Identify the limitations of Newton’s laws in extreme situations (DOK 1)

5.a. Develop, communicate, and justify an evidence-based scientific explanation

regarding the potential and kinetic nature of mechanical energy (DOK 1-3)

5.b. Use appropriate measurements, equations and graphs to gather, anal yze, and

interpret data on the quantity of energy in a system or an object (DOK 1-3)

5.c. Use direct and indirect evidence to develop perditions of the types of energy

associated with objects (DOK 2-3)

5.d. Identify different energy forms, and calculate their amounts by measuring their

defining characteristics (DOK 1-2)

Instruction:

1. Kinetic and Potential Energy 2. Linear Motion: speed, distance/displacement 3. Forces and Motion (Newton’s Laws)

Unbalanced vs. balanced forces (N1, N2) Action-Reaction Force Pairs (N3)

Types of Friction

Universal Gravitation

Suggested activities: Newton’s Laws 1st- pHet- cars and washers, rolling balls, Spinning eggs, card and penny magic, marble and string spin 2nd- a=t/m - car rolling off table 3rd- falling bodies activity, downhill racer; balloon jet- how pushy is a straw Force, mass and the inclined plane

Revised May 2016

Inquiry Questions: How do you describe the motion of an object? Why is energy conserved? How do forces affect the motion of objects? How can forces be acting on an object without changing the objects motion? What factors can be measured to determine the amount of energy associated with an object?

Vocabulary: Distance, displacements, force, speed, velocity, acceleration, mechanical energy, kinetic energy, potential energy, net force, action-reaction pair, gravity, net force, Newton’s first law, Newton’s second law, Newton’s third law, friction

Assessments: Unit 5 Summative Assessment (closing date 4/21/17)


Physical Science Textbook Reference Chapters: 11, 12

Revised May 2016

UNIT 6 (6 Weeks)


Graduate Competence Apply an understanding that energy exists in various forms, and it's transformation and conservation occur in processes that are predictable and measureable

Grade Level Expectation 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases

Big Idea Fluids, Work and Power End of unit Performance Task

Common 6 Assessment

Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus


a. Use direct and indirect evidence to develop and support claims about the conservation of energy in a variety of systems, including transformations to heat (DOK 1-3) b. Evaluate the energy conversion efficiency of a variety of energy transformations (DOK 1-2) c. Describe energy transformations both quantitatively and qualitatively (DOK 1-2) d. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy (DOK 2) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate energy conservation and loss (DOK 1-2)

a. Use direct and indirect evidence to develop and support claims about the conservation of energy in a variety of systems, including transformations to heat (DOK 1-3) d. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy (DOK 2) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate energy conservation and loss (DOK 1-2) 1. Critically evaluate scientific claims made in popular media or by peers regarding the application of energy transformations, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

1. Critically evaluate scientific claims made in popular media or by peers regarding the application of energy transformations, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3) 2. Ask testable questions and make a falsifiable hypothesis about the conservation of energy, and use an inquiry approach to find an answer. (DOK 1-4) 3. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3)

RST11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

WHST.11-12.1 Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claims(s), establish

the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective

tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Connection with the history of

mining/nuclear Algebra based math Presentations

Group work/collaboration

Paper proposals

Revised May 2016


Unit 6: Fluids, Work and Power Timeline: 6 Weeks



1. Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion.

5. Energy exists in many forms such as mechanical , chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally

determined

6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do

work decreases

Student Outcomes:

1.a. Gather, analyze and interpret data and create graphs regarding position, velocity and

acceleration of moving objects (DOK 1-3)

1.b. Develop, communicate and justify an evidence-based analysis of the forces acting on

an object and the resultant acceleration produced by a net force (DOK 1-3)

5.a. Develop, communicate, and justify an evidence-based scientific explanation regarding

the potential and kinetic nature of mechanical energy (DOK 1-3)

5.b. Use appropriate measurements, equations and graphs to gather, analyze, and

interpret data on the quantity of energy in a system or an object (DOK 1-3)

5.d. Identify different energy forms, and calculate their amounts by measuring their

defining characteristics (DOK 1-2)

6.a. Use direct and indirect evidence to develop and support claims about the conservation

of energy in a variety of systems, including transformations to heat (DOK 1-3)

Instruction:

1. Forces in Fluids 2. Work 3. Power

Suggested Activities: Building small machines Bed of nails and broken glass demo Cartesian Divers Pulleys Simple Machines Catapult Bernoulli’s Demos Determining Buoyant Force (page 405)

Tribal Divers

Revised May 2016

Inquiry Questions: Vocabulary: Assessments:


Note: you will use school created short cycle

assessments

Semester 2 Cumulative Final (closing date 5/25/17)

** 2 Tests to be given, building discretion for

assessment administration

Physical Science Textbook Reference Chapters: 13, 14

Documents

Conceptual Chemistry & Physics Curriculum Guide 2016/2017...Conceptual Chemistry & Physics Curriculum Guide 2016/2017 . Revised May 2016 UNIT 1 (5Weeks) Standard Physical Science Standard