Consensus Map Grade Level - WJHSD Science_15162.docx · Web viewPhysical Science A comprehensive study of matter and energy will be presented. Students will develop an understanding

2015 - 2016

Physical ScienceA comprehensive study of matter and energy will be presented. Students will develop an understanding of the basic principles of chemistry and physics and will be prepared for additional courses in science. This course is recommended for students who may not be ready to move on to chemistry based on their prior work in biology or may be taken to allow time for their math skills to develop before entering a more rigorous science course. Students are exposed to a broad spectrum of science study while developing critical thinking and problem solving skills that are needed in our ever changing modern technological world. A variety of instruction including some experiments and activities will be used to accommodate students with different learning styles.

Course Information:

Frequency & Duration: Daily for 42 minutes; 5 periods per weekText: Dobson, K., John S. Holman, and Michael Roberts. Physical Science. Austin, TX: Holt, Rinehart and Winston, 2004. Print.

Physical Science v. 2015 - 2016

Content: The Nature of Science Duration: August -September (4 weeks)

Essential Question: What is the nature of science?

Skills: Identify properties of matter that depend on sample size (mass, volume,

weight, etc…). Classify observations as qualitative or quantitative and demonstrate an

understanding of quantitative measurement and analysis of data.

Assessment:

Students will be able to identify properties of matter that depend on sample size (mass, volume, weight, etc…).

Students will be able to classify observations as qualitative or quantitative and demonstrate an understanding of quantitative measurement and analysis of data.

Resources / Activities:

Holt Physical Science (p. 4-27)Introduction to Equipment LabMetric System /Making Measurements Lab

Standards: 3.2.10. A1. Identify properties of matter that depend on sample size.CHEM.A.1.1.2 Classify observations as qualitative or quantitative.

Vocabulary: Dimensional Analysis (Factor Label)- dimensional analysis is the analysis of

the relationships between different physical quantities by identifying their fundamental dimensions (such as length, mass, and time) and units of measure (such as miles vs. kilometers, or pounds vs. kilograms vs. grams) and tracking these dimensions as calculations or comparisons are performed; Scientific Law- A statement based on repeated observations that describes an inherent property of the universe; Scientific Notation- A method for expressing a given quantity as a number having significant digits necessary for a specified degree of accuracy, multiplied by 10 to the appropriate power, as 1385.62 written as 1.386 × 103; Scientific Theory- A series of statements that provides the causal explanation for inherent properties of the universe. Provides explanations and predictions that can be tested; SI System (or Metric System)- the decimal measuring system based on the meter, liter, and gram as units of length, capacity, and weight or mass; Qualitative Observations- use your senses to observe the results. (Sight, smell, touch, taste and hear);


Quantitative Observations- made with instruments such as rulers, balances, graduated cylinders, beakers, and thermometers. These results are measurable

Comments:


Content: Matter and Energy Duration: Sept./ October (2 weeks)

Essential Question: How is matter characterized and quantified?

Skills:

Describe the three normal states of matter (energy, particles in motion, phase transitions) according to the kinetic molecular theory.

Differentiate between pure substances and mixtures, and between heterogeneous and homogeneous mixtures.

Differentiate between physical and chemical properties and predict how combinations of substances can result in physical and/or chemical changes.

Explain the law of definite proportions to classify elements and compounds as pure substances.

Explain the difference between endothermic and exothermic reactions and processes.

Describe the relationship between average kinetic molecular energy, temperature, and phase changes.

Interpret and apply the law of conservation of energy, law of conservation of mass, constant composition (definite proportions), and multiple proportions.

Explain why compounds are composed of integer ratios of elements.

Assessment:

Students will be able to describe the three normal states of matter (in terms of energy, particle motion, and phase transitions) according to the kinetic molecular theory.

Given various samples of matter, students will be able to differentiate between pure substances and mixtures, as well as between heterogeneous and homogeneous amongst the mixtures.

Given various properties of matter, students will be able to differentiate between chemical and physical properties and predict how combinations of substances can result in physical and/or chemical changes.

Students will be able to explain how the law of definite proportions is used to classify elements and compounds as pure substances.

Students will be able to explain the difference between endothermic and exothermic reactions.

Students will be able to describe the relationship between the average kinetic molecular energy, temperature, and phase changes.

Students will be able to interpret and apply the law of conservation of energy, laws of conservation of mass, constant composition (definite proportions) and multiple proportions.

Students will be able to explain why compounds are composed of integer ratios of elements.

Resources / Activities: Holt Physical Science (p.38-79, 228, 184-189)

Standards:3.2. C.A3. Describe the three normal states of matter in terms of energy, particle motion, and phase transitions.3.2.10. A3. Describe phases of matter according to the kinetic molecular


theory.3.2. C.A1. Differentiate between pure substances and mixtures; differentiate between heterogeneous and homogeneous mixtures.Differentiate between physical properties and chemical properties.CHEM.B.1.2.2- Apply the Law of definite proportions to the classification of elements and compounds as pure substances.3.2. C.A4. Predict how combinations of substances can result in physical and/or chemical changes.CHEM.A.1.1.1 Classify physical or chemical changes within a system in terms of matter and/or energy3.2.10. A4. Explain the difference between endothermic and exothermic reactions.Identify the factors that affect the rates of reactions.3.2. C.B3. Explain the difference between an endothermic process and an exothermic process.Describe the law of conservation of energy3.2.12. B3. Describe the relationship between the average kinetic molecular energy, temperature, and phase changes.3.2. C.A4. Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions.3.2.12.A2 Explain why compounds are composed of integer ratios of elements.3.2.C.B2 Explore the natural tendency for systems to move in a direction of disorder or randomness (entropy).

Vocabulary:

Chemical Properties- A property of matter that describes a substance’s ability to participate in a chemical reaction; Endothermic Reaction- Describe a process in which heat is absorbed from the environment; Exothermic Reaction- Describe a process in which a system releases heat into the environment; Heterogeneous Mixtures- Composed of dissimilar components; Homogeneous Mixtures- Describe something that has a uniform structure or composition throughout; Kinetic Molecular Theory- Explains the behavior of physical systems depends on the combined actions of the molecules constituting the system; Law of Conservation of Mass- Mass cannot be created or destroyed in ordinary chemical and physical changes; Law of Definite Proportions- States that a chemical compound always contains the same elements in exactly the same proportions by weight or mass; Matter- Anything that has mass and takes up space; Law of Definite Proportions (Constant Composition)- A chemical compound always contains the same elements in exactly the same proportions by weight and mass; Phase Transition (Phase Change)- The transitions between the solid, liquid, and gaseous phases of a single component, due to the effects of temperature and/or pressure; Physical Properties- A characteristic of a substance that does not involve a chemical change, such as density, color or hardness;

Comments:


Content: Atoms Duration: October (2.5 weeks)

Essential Question: Why does the atomic theory serve as the basis for the study of matter?

Skills:

Describe the evolution of atomic theory of the atom and how it contributed to the modern model of the atom.

Differentiate between the mass number of an isotope and an average atomic mass of an element and distinguish among the isotopic forms of elements.

Recognize discoveries form Daltons atomic theory, Thomson’s (the electron), Rutherford (the nucleus), and Bohr (the planetary model of atom).

Describe Rutherford’s gold foil experiment that led to the discovery of the nuclear atom.

Assessment:

Students will be able to describe how the discoveries of Dalton, Thomson, Rutherford, and Bohr lead to our current model of the atom.

Student will be able to explain the difference between an isotope’s mass number and the average atomic mass of the same element.

Students will distinguish among the isotopic forms of elements.


Holt Physical Science (p.102-119)Isotope lab

Standards:

CHEM.A.2.1.1 Describe the evolution of atomic theory leading to the current model of the atom based on the works of Dalton, Thomson, Rutherford, and Bohr.CHEM.A.2.1.2 Differentiate between the mass number of an isotope and the average atomic mass of an element.3.2.12.A2 Distinguish among the isotopic forms of elements.3.2.10.A5.MODELS Describe the historical development of models of the atom and how they contributed to modern atomic theory.3.2.C.A5.MODELS Recognize discoveries from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus), and Bohr (planetary model of atom), and understand how each discovery leads to modern theory.Describe Rutherford’s “gold foil” experiment that led to the discovery of the nuclear atom.Identify the major components (protons, neutrons, electrons) of the nuclear atom and explain how they interact.

Vocabulary:

Bohr Model- The simplest modern picture of the structure of the atom, according to which electrons move in orbits around the nucleus; Dalton’s Atomic Theory- the belief that all matter is composed of tiny, indivisible elements; Isotope- An atom that has the same number of protons as other atoms of the same element do but that has different number of neutrons; Thomson’s Atomic Model- The plum pudding model was a model of the atom that incorporated the recently discovered electron, and was proposed by J. J. Thomson in 1904. Thomson had discovered the electron in 1897. The plum pudding model was abandoned after discovery of the atomic nucleus; Rutherford’s Atomic Model- First modern concept of atomic structure; all of


the positive charge and most of the mass of the atom are contained in a compact nucleus; a number of electrons (equal to the atomic number) occupy the rest of the volume of the atom and neutralize the positive charge).

Comments:

Content: Mole Concept Duration: Oct./Nov. (2 weeks)

Essential Question: What makes the mole the fundamental unit of chemistry?

Skills: Use the mole concept to determine number of particles and molar mass for

elements and compounds and apply the mole concept to representative particles (e.g., counting, determining mass of atoms, ions, and molecules, and/or formula units).

Assessment:

Students will be able to use the mole concept to determine number of particles and molar mass for elements and compounds and apply the mole concept to representative particles (e.g., counting, determining mass of atoms, ions, and molecules, and/or formula units).


Holt Physical Science (p.219-134)Introduction to the Mole Lab

Standards:

3.2.C.A2 Use the mole concept to determine number of particles and molar mass for elements and compounds.CHEM.B.1.1.1 Apply the mole concept to representative particles (e.g., counting, determining mass of atoms, ions, and molecules, and/or formula units).SCALE Apply the mole concept to determine number of particles and molar mass for elements and compounds.

Vocabulary:

Atomic Weight (or Atomic Mass)- the average mass of atoms of an element , calculated using the relative abundance of isotopes in a naturally-occurring element; Molar Mass- The mass in grams of 1 mole of a substance; Mole- The SI base unit used to measure the amount of substance whose number of particles is the same as the number of atoms of carbon in exactly 12 grams of carbon-12

Comments:


Content: Periodicity Duration: November (2 weeks)

Essential Question: How is the periodic table a template of organization for the material world?

Skills:

Compare an element’s relativity to that of other elements. Explain how the periodicity of chemical properties led to the arrangement of

elements on the periodic table. Compare and/or predict the properties (e.g., electron affinity, ionization

energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends.

Predict characteristics of an atom or ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity).

Assessment:

Students will be able to compare the element’s reactivity to that of other elements.

Students will be able to explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table.

Students will be able to compare and/or predict the properties (e.g., electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends.

Students will be able to predict characteristics of an atom or ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity).

Resources /

Activities:Holt Physical Science (p.111-128)Periodicity Paper Lab

Standards:

CHEM.A.2.3.1 Explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table.CHEM. A.2.3.2 Compare and/or predict the properties (e.g., electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends.3.2.10.A1 Predict the properties of elements using the trends of the periodic table.CHEM.A.2.2.2 Predict characteristics of an atom or ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity).

Vocabulary:

Average Atomic Mass- The weighted average of the masses of all naturally occurring isotopes of an element; Atomic Radius- measure of the size of its atoms; Electronegativity- A measure of the ability of an atom in a chemical compound to attract electrons; Ionization Energy- scribes the amount of energy required to remove an electron from the atom or molecule in the gaseous state; Periodicity- the variations in properties of chemical elements as depicted by their position in the periodic table.

Comments:



Content: Chemical Bonding Duration: Nov./ Dec. (3.5 weeks)

Essential Question:

How does the study of valence electrons help to explain most chemical phenomena?

Skills:

Use electronegativity to explain the difference between polar and non-polar covalent bonds.

Use illustrations to predict the polarity of a molecule Utilize Lewis dot Structures to predict the structure and bonding in simple

compounds and draw the Lewis dot structure for simple molecules and ionic compounds.

Compare and contrast different bond types that result in the formation of molecules and compounds and explain how atoms combine to form compounds through both ionic and covalent bonding.

Write a simple binary formula and a formula using polyatomic ions. Predict chemical formulas based on the number of valence electrons. Explain the unique properties of water (polarity, high boiling point, forms of

hydrogen bonds, high specific heat) that support life on Earth.

Assessment:

Students will be able to use electronegativity to explain the difference between polar and non-polar covalent bonds.

Students will be able to use illustrations to predict the polarity of a molecule

Students will be able to utilize Lewis dot Structures to predict the structure and bonding in simple molecules and ionic compounds.

Students will be able to compare and contrast different bond types that result in the formation of molecules and compounds and explain how atoms combine to form compounds through both ionic and covalent bonding.

Students will be able to write a simple binary formula and a formula using polyatomic ions.

Students will be able to predict chemical formulas based on the number of valence electrons.

Students will be able to explain the unique properties of water (polarity, high boiling point, forms of hydrogen bonds, high specific heat) that support life on Earth.


Holt Physical Science (p. 144- 164, 232-234)Ionic Compounds Lab

Standards: 3.2.C.A1 Use electronegativity to explain the difference between polar and non-polar covalent bonds.CHEM.B.1.3.3 Use illustrations to predict the polarity of a molecule.CHEM.B.1.4.2 Utilize Lewis dot Structures to predict the structure and bonding in simple compounds.3.2.10.A.2 Compare and contrast different bond types that result in the formation of molecules and compounds.3.2.C.A2 Explain how atoms combine to form compounds through both ionic and covalent bonding.Predict chemical formulas based on the number of valence electrons.Draw Lewis dot Structures for simple molecules and ionic compounds.


CHEM.B.1.3.1Explain how atoms combine to form compounds through ionic and covalent bonding.CHEM.B.1.4.2 Utilize Lewis dot structures to predict the structure and bonding in simple compounds.3.2.10.A1 Explain the unique properties of water (polarity, high boiling point, forms of hydrogen bonds, high specific heat) that support life on Earth.

Vocabulary:

Covalent Bonds- A bond formed when atoms share one or more pairs of electrons; Intermolecular Forces- The forces of attraction between molecules; Ionic Bonds- A chemical bond formed between two ions with opposite charges; Ions- An atom or molecule that has gained or lost one or more electrons and has a negative or positive charge; Lewis Structure- structural representation of a molecule where dots are used to show electron position around the atoms and lines or dot pairs represent covalent bonds between atoms; Octet Rule- A concept of chemical bonding theory that is based on the assumption that atoms tend to have either empty valence shells or full valance shells of eight electrons; Polyatomic Ions- An ion made of two or more atoms;

Comments:


Content: Chemical Reactions and Balancing

Duration: Dec./Jan. (2 weeks)

Essential Question: What is happening during a chemical reaction?

Skills:

Relate the percent composition and mass of each element present in a compound.

Balance simple chemical equations by applying the laws of conservation of mass.

Classify chemical reactions as synthesis (Combination), decomposition, single displacement (replacement), double displacement (replacement), and combustion.

Understand the natural tendency for systems to move in a direction of disorder or randomness (entropy) and identify the factors that affect the rates of reaction.

Assessment:

Students will be able to relate the percent composition and mass of each element present in a compound.

Students will be able to balance chemical equations by applying the laws of conservation of mass.

Students will be able to classify chemical reactions as synthesis (Combination), decomposition, single displacement (replacement), double displacement (replacement), and combustion.

Students will understand the natural tendency for systems to move in a direction of disorder or randomness (entropy) and identify the factors that affect the rates of reaction.


Holt Physical Science (p. 190-212)Types of Reactions Lab

Standards:

CHEM.B.1.2.3 Relate the percent composition and mass of each element present in a compound.3.2.C.A4 Balance chemical equations by applying the laws of conservation of mass.Classify chemical reactions as synthesis (Combination), decomposition, single displacement (replacement), double displacement (replacement), and combustion.CHEM.B.1.2.3 Relate the percent composition and mass of each element present in a compound.CHEM.B.2.1.4 Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion).3.2.C.B2 Explore the natural tendency for systems to move in a direction of disorder or randomness (entropy).3.2.10.A4 Identify the factors that affect the rates of reaction.

Vocabulary:

Combustion- A combustion reaction is a type of chemical reaction where a compound and an oxidant is reacted to produce heat and a new product; Decomposition- A chemical reaction is a process by which the atoms of one or more substances are rearranged to form different substances; Double


Displacement (Replacement)- one component each of both the reacting molecules is exchanged to form the products. During this reaction, the cations and anions of two different compounds switch places, forming two entirely different compounds; Percent Composition- The percentage by mass of each element in a compound; Precipitate- an insoluble solid that emerges from a liquid solution; Single Displacement (Replacement)- is a type of oxidation-reduction chemical reaction when one element is replaced by another in a compound; Synthesis- The formation of a chemical compound through the combination of simpler compounds or elements

Comments:


Content: Laws of Motion and Translation

Duration: January- February (4 weeks)

Essential Question:

How can the motion of an object be described in a measurable and quantitative way?What causes the motion of an object to change?

Skills:

Utilize the International System of Units to evaluate the size and scale of various objects and measurements, including distance, time, mass

Analyze the relationships among the net force, mass, acceleration using Newton’s Second Law of Motion.

Use Newton’s Third Law to explain the forces as interactions between bodies.

Use force and mass to explain the translational motion of objects. Use Newton’s Laws of Motion and to describe and predict the motion of

objects ranging from atoms to the Galaxies. Compare and contrast motions of objects using forces.

Assessment:

Students will use Newton’s Second Law of Motion to analyze the relationship between the net force on a body, its mass, and its acceleration.

Students will use Newton’s Third Law to explain the forces as interactions between bodies.

Students will use force and mass to explain the translational motion of objects.

Students will use Newton’s Laws of Motion and Gravitation to describe and predict the motion of objects ranging from atoms to the Galaxies.

Students will compare and contrast motions of objects using forces.


Holt Physical Science (p.316- 336) (p.344-366)Newton’s Laws of Motion Lab

Standards:

3.2.10.B1. Analyze the relationships among the net forces acting on a body, the mass of the body, and the resulting acceleration using Newton’s Second Law of Motion.Use Newton’s Third Law to explain forces as interactions between bodies.3.2.P .B1. Use force and mass to explain translational motion or simple harmonic motion of objects.3.2.P .B6. PATTERNS, SCALE MODELS, CONSTANCY/CHANGE Use Newton’s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies.3.2.12.B6. CONSTANCY/CHANGE Compare and contrast motions of objects using forces and conservation laws

Vocabulary:

Acceleration- The rate of change of an object’s velocity; Displacement- The change in an object’s position; Newton’s Laws of Motion- 1) An object at rest will remain at rest, and object in motion will maintain its motion, unless acted on by a Net External Force 2) The acceleration of an Object in proportional to the net external force on it, and inversely proportional to its mass. 3) When two objects interact, the forces of interaction are equal and opposite; Velocity- The rate of change of an object’s position


Comments:


Content: Work, Energy, and Power Duration: Feb./ March (3 weeks)

Essential Question:

How can the motion of an object be described in a measurable and quantitative way?

What causes the motion of an object to change?

Skills:

Explain how the overall energy flowing through a system remains constant. Describe the Work-Energy Theorem Explain the relationships between work and power. Explain how energy flowing through an open system can be lost. Demonstrate how the law of conservation of energy provides an alternate

approach to predict and describe the motion of objects. Describe the law of conservation of energy. Compare and contrast motions of objects using forces and conservation

laws.

Assessment:

Students will explain how the overall energy flowing through a system remains constant.

Students will describe the Work-Energy Theorem Students will explain the relationships between work and power. Students will explain how energy flowing through an open system can be

lost. Students will demonstrate how the law of conservation of energy provides

an alternate approach to predict and describe the motion of objects. Students will describe the law of conservation of energy. Students will compare and contrast motions of objects using forces and

conservation laws.

Resources / Activities: Holt Physical Science (p.376- 408)

Standards:

3.2.10.B2. Explain how the overall energy flowing through a system remains constant. Describe the work- energy theorem. Explain the relationships between work and power.3.2.P.B2. Explain the translation and simple harmonic motion of objects using conservation of energy and conservation of momentum.3.2.12.B2. Explain how energy flowing through an open system can be lost. Demonstrate how the law of conservation of momentum and conservation of energy provide alternate approaches to predict and describe the motion of objects.3.2.C.B3. Describe the law of conservation of energy.3.2.12.B6.

Vocabulary:

Energy- The ability of an object to do work; Law of Conservation of Energy- The total energy in the universe is a constant. Energy cannot be created nor destroyed, but can be transferred or change forms; Power- the rate at which work is done, or the rate at which energy is transferred; Work- The product of force and displacement; Work Energy Theorem- The net work done on an object will equal the object’s change in kinetic energy


Comments:


Content: Conservation of Momentum (Basic)

Duration: March (2 weeks)

Essential Question:

How can the motion of an object be described in a measurable and quantitative way?What causes the motion of an object to change?

Skills:

Describe how interactions between objects conserve momentum. Explain the translation of objects using conservation of energy and

conservation of momentum. Demonstrate how the law of conservation of momentum provides an

alternate approach to predict and describe the motion of objects. Compare and contrast motions of objects using forces and conservation

laws.

Assessment:

Students will describe how interactions between objects conserve momentum.

Students will explain the translation motion of objects using conservation of energy and conservation of momentum.

Students will demonstrate how the law of conservation of momentum provides an alternate approach to predict and describe the motion of objects.

Students will compare and contrast motions of objects using forces and conservation laws.


Holt Physical Science (p.360-365) (p.404-405)Conservation of Momentum Lab

Standards:3.2.10.B1. Describe how interactions between objects conserve momentum.3.2.P.B2.3.2.12.B2.3.2.12.B6.

Vocabulary:

Law of Conservation of Momentum- When two isolated bodies interact, the vector sum of the momentum is a constant value; Momentum- The product of an object’s mass and velocity

Comments:


Content: Universal Gravitation and Orbital Motion

Duration: March/ April (2 weeks)

Essential Question:

How can the motion of an object be described in a measurable and quantitative way?

What causes the motion of an object to change?

Skills:

Apply Newton’s Law of Universal Gravitation to the forces between two bodies.

Explain how gravitational forces gives rise to rotational motion. Explain how gravity is responsible for planetary orbits. Use Newton’s Laws of Motion and to describe and predict the motion of

objects ranging from atoms to the Galaxies. Compare and contrast motions of objects using forces and conservation

laws.

Assessment:

Students will be able to apply Newton’s Law of Universal Gravitation to the forces that exist between two bodies.

Students explain how gravitational forces gives rise to rotational motion. Students will explain how gravity is responsible for planetary orbits. Students will use Newton’s Laws of Motion and Gravitation to describe and

predict the motion of objects ranging from atoms to the Galaxies. Students will compare and contrast motions of objects using forces and

conservation laws.

Resources / Activities: Holt Physical Science (p.352- 359) (p.633)

Standards:

3.2.10.B1. Apply Newton’s Law of Universal Gravitation to the forces between two objects.3.3.10.B1. Explain how gravity is responsible for planetary orbits.3.2.P .B6.3.2.12.B6.

Vocabulary:

Law of Universal Gravitation- The force of gravitational attraction between any two masses is proportional to the product of the two masses, and inversely proportional to the square of the distance between their centers of mass

Comments:


Content: Thermodynamics Duration: April (2 weeks)

Essential Question: What are the fundamental rules that govern heat energy in the Universe?

Skills:

Explain how energy flowing through an open system can be lost. Explain how heat energy will move from a higher temperature to a lower

temperature until equilibrium is reached. Describe the law of conservation of energy. Analyze the factors that influence convection, conduction, and radiation

between objects or regions that are at different temperatures. Analyze the process of convection, conduction, and radiation between

objects or regions that are at different temperatures.

Assessment:

Students will explain how energy flowing through an open system can be lost.

Students will explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.

Students will describe the law of conservation of energy. Students will analyze the factors that influence convection, conduction, and

radiation between objects or regions that are at different temperatures. Students will analyze the process of convection, conduction, and radiation

between objects or regions that are at different temperatures.

Resources / Activities: Holt Physical Science (p. 418-444)

Standards:

3.2.10.B3. Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.3.2.P .B3. Analyze the factors that influence convection, conduction, and radiation between objects or regions that are at different temperatures. Analyze the processes of convection, conduction, and radiation between objects or regions that are at different temperatures.3.2.10.B2.

Vocabulary:

Thermal Equilibrium- The state in which two bodies in contact have reached an identical temperature; Thermal Energy (Heat)- the energy transferred between substances of different temperature, via conduction, convection, or radiation; Temperature- A measure of the average kinetic energy of the particles within a substance

Comments:


Content: Waves Duration: April/ May (2 weeks)

Essential Question: How can waves be used to transmit information?

Skills:

Understand and explain that waves transfer energy without transferring matter.

Compare and contrast the wave nature of light and sound. Describe the components of the electromagnetic spectrum. Explain how waves carry information from remote sources that can be

detected and interpreted. Describe the causes of wave frequency, speed, and wave length. Research how principles of wave transmission are used in a wide range of

technologies and research those technologies that incorporate the principles of wave transmission.

Assessment:

Students will understand and explain that waves transfer energy without transferring matter.

Students will compare and contrast the wave nature of light and sound. Students will describe the components of the electromagnetic spectrum. Students will explain how waves carry information from remote sources

that can be detected and interpreted. Students will describe the causes of wave frequency, speed, and wave

length. Students will research how principles of wave transmission are used in a

wide range of technologies and research those technologies that incorporate the principles of wave transmission.


Holt Physical Science (p.452- 478) (p.490- 518)Wave Lab

Standards:

3.2.10.B5. Understand that waves transfer energy without transferring matter. Compare and contrast the wave nature of light and sound. Describe the components of the electromagnetic spectrum. Describe the difference between sound and light waves.3.2.P .B5. Explain how waves transfer energy without transferring matter. Explain how waves carry information from remote sources that can be detected and interpreted. Describe the causes of wave frequency, speed, and wave length.3.2.12.B5. Research how principles of wave transmissions are used in a wide range of technologies Research technologies that incorporate principles of wave transmission.


Vocabulary:

Electromagnetic Wave- A transverse wave consisting of oscillating electric and magnetic fields at right angles to each other (light wave); Sound- A longitudinal density wave created by a vibrating source; Wave- A disturbance or oscillation of matter or electromagnetic fields that travels through matter or space with an accompanying transfer of energy

Comments:

Content: Electric and Magnetic Forces, and Electric Current

Duration: May/ June (3 weeks)

Essential Question:

How are Electricity and Magnetism linked as a single force?

What are the properties that govern the function of various circuits?

Skills:

Describe the relationship between electricity and magnetism as two aspects of a single electromagnetic force.

Explain how stationary and moving particles result in electricity and magnetism.

Explain how electrical induction is applied in technology. Describe conceptually the attractive and repulsive forces between objects

relative to their charges and the distance between them. Describe quantitatively the relationships between voltage, current, and

resistance to electrical energy and power. Develop qualitative and quantitative understanding of current, voltage,

resistance, and the connections among them.

Assessment:

Students will describe the relationship between electricity and magnetism as two aspects of a single electromagnetic force.

Students will explain how stationary and moving particles result in electricity and magnetism.

Students will explain how electrical induction is applied in technology. Students will describe conceptually the attractive and repulsive forces

between objects relative to their charges and the distance between them. Students will describe quantitatively the relationships between voltage,

current, and resistance to electrical energy and power. Students will develop qualitative and quantitative understanding of current,

voltage, resistance, and the connections among them.

Resources / Activities: Holt Physical Science (p.530- 552) (p.562- 582)

Standards: 3.2.12.B4. Describe conceptually the attractive and repulsive forces between objects relative to their charges and the distance between them.3.2.10.B4. Describe the relationship between electricity and magnetism as two aspects of a single electromagnetic force.


3.2.P .B4. Explain how stationary and moving particles result in electricity and magnetism.3.2.10.B4. Describe quantitatively the relationships between voltage, current, and resistance to electrical energy and power.3.2.P .B4. Develop qualitative and quantitative understanding of current, voltage, resistance, and the connections among them.

Vocabulary:

Current- The time rate of charge flow through a circuit; Electromagnetic Field- A physical field produced by electrically charged objects, in which other charged objects would feel a force or torque; Electromagnetic Force- One of the four fundamental forces of nature, describing the interaction between charged particles; Power- The time rate of energy dissipation/deliverance of a circuit element; Resistance- The opposition to charge flow, the number of volts required per Ampere of current; Voltage- The electric potential difference between two points in a circuit;

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Consensus Map Grade Level - WJHSD Science_15162.docx · Web viewPhysical Science A comprehensive study of matter and energy will be presented. Students will develop an understanding