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Naugatuck High School
Physical Science
revised 20132014 NHS SchoolWide Rubrics noted 6302015
I. Course Description This standardsbased science course allows students to explore the chemical and physical properties and cycles of matter. Additionally students study the uses of energy including alternative energy sources. Authentic tasks allow students to interact with the natural world in order to inquire and construct explanations. Students predict, interpret, analyze and evaluate to actively apply the scientific method. Students prepare written and oral reports, participate in laboratory activities and write formal laboratory reports. Through performance based assessments, this course helps prepare students for the CAPT and the science learner outcome. Assessments noted within units: NHS SchoolWide Critical Thinking & Problem Solving Rubric . NHS SchoolWide Argumentative Writing Rubric .
II. Scope and Sequence
I. Introduction to the Science Laboratory
A. Scientific Method B. Metric System C. Laboratory Safety Protocols D. PBA Density
Technology Virtual Lab: Dependent and Independent Variables Complex Text Aligned w/ CCSS How to Read Complex Text The Art of Questioning: Content, Meaning, and Style (Teacher Channel) TextDependent Readings Aligned with CCSS
II. Properties of Matter
A. Structure of Atom B. Bonds C. Chemical and Physical Properties of Elements D. Properties of Water Molecules E. Formation of Acids and Bases
Technology Online Games: You Be the Chemist Virtual Lab: Transpiration Complex Text Aligned w/ CCSS
TextDependent Readings Aligned with CCSS
III. Carbon Compounds and the Uses of Carbon
A. Carbon’s chemical properties B. Bonding properties of carbon C. Uses of carbon D. Advantages and Disadvantages of Synthetic and Natural Carbon E. PBA Polymers F. STS Evaluating websites
Technology Virtual Lab: Polymers Lesson Plans: Polymers Complex Text Aligned w/ CCSS TextDependent Readings Aligned with CCSS Polymers in Everyday Life Plastics of the Past Polymers: Yogurt Cups to YoYos
IV. Carbon, Water and Rock Cycles on Earth
A. Sources of Energy B. Rock, Carbon and Water Cycles
Technology Excel Tutorial: Energy Use in Connecticut (CAPT: STS Assessment) Virtual Lab: Energy Sources Virtual Lab: Carbon Cycle Virtual Lab: Rock Cycle Part 1 (URL and Observations/Data Tables) Interactives: Rock Cycle Types of Rocks & How Rocks Change Interactives: Rock Cycle Start Your Rock Collection & Other Activities Study Jams: The Rock Cycle (video clip and other activities) Study Jams: Lithosphere, Hydrosphere, and Atmosphere Study Jams: Igneous Rocks (slide show and other activities) Study Jams: Metamorphic Rocks (slide show and other activities) Study Jams: Sedimentary Rocks (slide show and other activities)
Study Jams: The Water Cycle (video clip and other activities) Complex Text Aligned w/ CCSS Solar Panels (Article for Student Reading, Notes, and Annotations) TextDependent Readings Aligned with CCSS
Rock Cycle
V. Pollution A. Greenhouse Effect B. Acid Rain C. Water Pollution D. PBA Acid Rain E. STS Brownfields
Technology Virtual Lab: Carbon Cycle Complex Text Aligned w/ CCSS TextDependent Readings Aligned with CCSS
VI. Energy
A. Energy Transfer B. Energy Transformation
Technology Study Jams: Energy, Light, and Sound Energy Quest: Teacher Resources Virtual Lab: Model Ecosystems (Energy Flow) Virtual Lab: Energy Transformations Video Clip: Energy and Matter Video Clip: Properties of Matter Science Net Links: Lessons, Tools, News Complex Text Aligned w/ CCSS Converting Energy
Energy Story (12 chapters): Devoured by the Dark TextDependent Readings Aligned with CCSS Energy Changes Forms (with Critical Thinking Questions and Challenges) Energy What Is It?
VII. Electrical Energy A. Electrical Charges B. Generating Electricity C. Conductors D. Insulators E. Electromagnetism
Technology Study Jams: Electricity (How It Works & Examples in Everyday Life) Study Jams: Current Electricity & Electric Circuits Virtual Lab: How Are Voltage, Current, and Resistance Related? Video Clip: Neodymium Magnet Electrical Circuits: Circuit Experiment Study Jams: Magnetism Video Clip: Electricity Generation Complex Text Aligned w/ CCSS Energy Story: What is Electricity? Static Electricity & Resistance Electrical Circuits TextDependent Readings Aligned with CCSS Stored Energy and Batteries Generators, Turbines, and Power Plants Electricity Transmission System
VIII. Energy Resources
A. Fossil and Nuclear Fuels B. Alternative Energy Sources C. Advantages and Disadvantages of Energy Source D. PBA Solar Cooker E. STS Energy Use
Technology Virtual Lab: What Are the Energy Outputs of Different Types of Fuels? Study Jams: Fossil Fuels Study Jams: Renewable Fuels Study Jams: Natural Resources (slide show: renewable vs. nonrenewable) Video Clip: Solar Cooking in Africa. Renewable Energy: Advantages and Disadvantages
Complex Text Aligned w/ CCSS Solar Panels (Article for Student Reading, Notes, and Annotations) TextDependent Readings Aligned with CCSS Fossil Fuels Coal, Oil, Natural Gas Biomass Energy Geothermal Energy Hydropower Nuclear Energy Fission and Fusion Solar Energy Wind Energy Renewable vs. Nonrenewable Environment & Air Quality Energy for Transportation Saving Energy & Energy Efficiency Hydrogen and Energy in Our Future
Unit 1
Scientific Inquiry and Laboratory Processes 3.5 weeks
Connecticut Content Standard
Scientific Inquiry
Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
Scientific Literacy
Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science.
Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.
Scientific Numeracy
Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
Expected Performances
DINQ’s 1. Identify questions that can be answered through
scientific investigation. 2. Read, interpret, and examine the credibility and
validity of scientific claims in different sources of information.
3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
4. Design and conduct appropriate types of scientific investigations to answer different questions.
5. Identify independent and dependent variables, including those that are kept constant and those used as controls.
6. Use appropriate tools and techniques to make observations and gather data.
7. Assess the reliability of the data that was generated in the investigation.
8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.
9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.
10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
Enduring Understandings
1. The scientific method is a tool to solve problems.
2. To ensure validity of an experiment the hypothesis must be measurable, the variables must be controlled and only one variable can be manipulated.
3. Data should be quantitative. Data must be supported by documents to ensure the validity of the findings.
4. Laboratory safety is important for a successful experiment.
Essential Questions
1. How does science use inquiry to further our
understanding? 2. How is scientific knowledge generated and
validated? 3. How does science use mathematical operations
to interpret data?
Unit 1 Scientific Inquiry and Laboratory Processes
continued
Knowledge and Skills
Students will know and be able to:
Recognize a problem. Identify the purpose and procedure, hypothesis, variables, and conclusions of a scientific investigation.
Design an experiment to solve a given problem. Write a laboratory report which follows a specific format and is graded using an established rubric.
Apply the metric system.
Demonstrate established laboratory safety protocols.
Performance Assessments
Laboratory Performance Assessment –What is Density? Students design and conduct an
experiment to determine the relationship between the mass and volume of an object and its density. Students will calculate the density of regular and irregular shaped objects. Students will record and interpret data to form a conclusion. Students design and conduct an experiment and write a complete laboratory report which documents the design and the results. All steps of the scientific method will be recorded in a written lab report and graded using the established NHS SchoolWide Critical Thinking & Problem Solving Rubric . This assessment will help student prepare for CAPT and the science learner outcome.
Tests
Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
Density CAPT Quiz All students will take a quiz that covers the components of the density PBA. This quiz will contain sample sets of data that must be analyzed and compared and will be scored using a rubric (based upon the CAPT scoring rubric).
Optional Assessments: Students analyze a completed laboratory report to identify the purpose and procedure, hypothesis, variables, and conclusions of a scientific investigation. Resources Textbook, sample lab reports Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting. Technology: Complex Text Aligned w/ CCSS: Why Measurement is Important
TextDependent Readings Aligned w/ CCSS:
This unit will be taught as an introductory unit. The scientific inquiry, literacy and numeracy standards and the DINQ expected performances detailed in this unit will be reinforced and measured in all other units that offer laboratory experiments.
Unit 2 Properties of Matter
4 weeks
Connecticut Content Standards
94 Atoms react with each other to form new
molecules. Atoms have a positively charged nucleus
surrounded by negatively charged electrons. The configuration of atoms and molecules
determines the properties of materials.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D 10 Describe the general structure of the atom, and
explain how the properties of the first 10 elements in the Periodic Table are related to their atomic structure.
D 11 Describe how atoms combine to form new
substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).
D 12 Explain the chemical composition of acids and
bases and explain the change of pH in neutralization reactions.
DINQ’s 1 – 10
Enduring Understandings
1. Physical properties and chemical behavior of
elements are determined by atomic structure. 2. Electrons are arranged in a predictable pattern in
atoms. The chemical behavior of an element is based on its electron configuration.
3. Atoms of elements combine to form new substances by transferring electrons or sharing electrons. This process is called bonding.
4. Bonding results in either molecules or compounds.
5. The periodic table is a tool to predict physical properties and chemical behavior of elements. The arrangement of the periodic table is based on atomic structure.
Essential Questions
1. What is matter made of? 2. What is the relationship between the physical and
chemical properties of an element? 3. Why do elements bond? 4. How are elements, compounds, and mixtures
different? 5. What is the purpose of the periodic table and why
is it arranged as it is? 6. What makes acids and bases?
Knowledge and Skills
Students will know and be able to: Describe the general structure of the atom. Contrast ionic and covalent bonds.
Explain the difference between an element,
compound and mixture. Explain how properties of specific elements in
the Periodic Table are related to their structure. Describe how a compound bonds with a water
molecule.
Describe how an acid or base forms in the presence of water. Explain how bases and acids can be used to neutralize each other by producing a salt
Unit 2 Properties of Matter
continued
Assessments
Tests Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of
properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
Optional Assessments
What are Acids and Bases? The purpose of the experiment is to determine whether a substance is an acid or a base. Students use ph paper to test known substances in order to determine whether they are acids or bases. Next, students will design and conduct an experiment to test unknown substances. As an extension of this laboratory, students will identify the substance and its practical household application.
Models Students use manipulatives to build a Bohr model of an atom, defining the nucleus and electrons and to create compounds from elements, identifying the compound and determining if the compound is an ionic or covalent bond.
Resources Textbook Bohr model manipulative Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting. Technology Resources: Dynamic Periodic Table Text Dependent Readings: Complex Text Articles: pH Garden Soil
Unit 3 Carbon Compounds and the Uses of Carbon
4.5 weeks
Connecticut Content Standards
95 Due to its unique chemical structure, carbon
forms many organic and inorganic compounds. Carbon atoms can bond to one another in
chains, rings, and branching networks to form a variety of structures, including fossil fuels, synthetic polymers and large molecules of life.
96 Chemical technologies present both risks and
benefits to the health and well being of humans, plants and animals. Materials produced from the cracking of
petroleum are the starting points for the production of many synthetic compounds.
The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics and fuels.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D 13. Explain how the structure of the carbon atom
affects the types of bonds it forms in organic and inorganic molecules,
D 14 Describe combustion reactions of hydrocarbons
and their resulting byproducts. D 15 Explain the general formation and structure of
carbonbased polymers, including synthetic polymers such as polyethylene and biopolymers such as carbohydrate.
D 16 Explain how simple chemical monomers can be
combined to create linear, branched and/or crosslinked polymers.
DINQ’s 110
Enduring Understandings
1. Carbon’s chemical properties allow it to
bond with numerous elements. 2. The bonding properties of carbon allow it to
form numerous structures. 3. Carbon is the basis for both natural resources
and synthetic products. 4. Fossil fuels are carbon based and are a
source of energy and chemical technologies. 5. Energy transfer is about the making and
breaking of bonds at the atomic level and carbon molecules make and break bonds easily.
6. Synthetic and natural carbons have both advantages and disadvantages.
Essential Questions
1. Why is carbon unique? 2. What is the difference between organic and
inorganic compounds? 3. How does the structure of carbon affect the
properties and use of resources? 4. Why is carbon a good source of energy? 5. How do carbon compounds affect our daily life? 6. What is chemical technology?
Knowledge and Skills
Students will know and be able to: Describe how the carbon bonds formed in
fossil fuels, minerals and gases. Differentiate carbon’s role in creating natural
resources and synthetic products. Explain how and why we use synthetic
polymers. Compare and contrast the advantages of
using synthetic polymers with the longterm impacts on the environment.
Unit 3 Carbon Compounds and the Uses of Carbon
continued
Performance Assessments
Laboratory Performance Assessment Polymers (State Embedded Performance Tasks)
Students will investigate a synthetic polymer (polyethylene) and how the polymer can be processed to produce products with different characteristics. Students will design an experiment that investigates a stressstrain behavior among various plastic products made of the synthetic polymer polyethylene. In industry, materials made from polyethylene are tested for what are called “stressstrain behaviors.” Stressstrain behaviors include: tensile strength the amount of pulling force placed upon a material before it breaks abrasion resistance toughness of material against scraping, scuffing or scarring puncture resistance ability of a material to keep moving objects from perforating the surface All steps of the scientific method will be recorded in a written lab report and graded using the established NHS SchoolWide Critical Thinking & Problem Solving Rubric . This assessment will help student prepare for CAPT and the science learner outcome.
Synthetic Polymers (STS) – Students will evaluate the credibility of information provided by different websites as it relates to the risks versus benefits of using plastic products. Students will be assessed on the accuracy work and will be graded using a rubric. Students will be assessed using the NHS SchoolWide Argumentative Writing Rubric .
Tests Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of
properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
CAPT Quiz All students will take a quiz that covers the components of the polymer PBA and synthetic polymer STS. This quiz will contain sample sets of data that must be analyzed and compared and will be scored using a rubric (based upon the CAPT scoring rubric).
Optional Assessments Polymer timeline
Resources Textbook State Embedded Performance Task – Polymers Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting. Technology Resources: Text Dependent Readings: Polymers Polymers in Everyday Life Polymers Plastics of the Past Polymers Yogurt Cups to YoYos
Complex Text Articles: Polymers Study Mode Essay Polymers in Everyday Life Recycling Light Bulbs Aren't Landfill Friendly
Unit 4 Carbon, Water and Rock Cycles on Earth
4 weeks
Connecticut Content Standard
97 Elements on Earth move among reservoirs in
the solid earth, oceans, and atmosphere and in organisms as part of biogeochemical cycles.
Elements on Earth exist in essentially fixed amounts and are located in various chemical reservoirs.
The cyclical movement of matter between reservoirs is driven by the Earth’s internal and external sources of energy.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D18 Explain the short and long term impacts of
landfills and incineration of waste materials on the quality of the environment.
D 19 Explain how chemical and physical processes
cause carbon to cycle through the major earth reservoirs.
D 20 Explain how solar energy causes water to cycle
through the major earth reservoirs. D 21 Explain how the internal energy of the Earth
causes matter to cycle through the magma and the solid earth.
DINQ’s 1, 3, 6, 8, 9, 10
Enduring Understandings
1. Elements on Earth exist in fixed amounts. 2. Elements cycle among reservoirs in the solid
earth, in the atmosphere, in the oceans, and in organisms driven by internal and external sources of energy.
3. Interactions among the earth’s oceans, atmosphere and organisms have resulted in ongoing recycling of the earth’s resources.
Essential Questions
1. What is the source of the elements on earth? 2. How and why does matter “cycle”? 3. How does the recycling of resources change the
earth’s features? 4. How does recycling maintain earth’s resources?
Knowledge and Skills
Students will know and be able to:
Identify the internal and external sources of energy and the different chemical reservoirs that exist on earth.
Explain how carbon cycles through the solid
earth, oceans, atmosphere and organisms driven by chemical and physical processes.
Explain how water cycles through the earth,
oceans and atmosphere driven by solar energy.
Explain how heat changes, motion and
gravity affect the water cycle.
Explain how matter cycles through magma
and the solid earth driven by the internal energy of the earth.
Unit 4 Carbon, Water and Rock Cycles on Earth
continued
Performance Assessments
Tests
Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
Optional Assessments:
Mineral Identity Activity – Students will identify minerals based on their physical properties. Students will use prior knowledge of physical properties such as hardness, appearance, texture, color, odor, melting point, boiling point, density, solubility, and magnetic qualities.
Resources Textbook Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting. Technology: Carbon Cycle Game
Unit 5 Pollution 5 weeks
Content Standard
98 The use of resources by human populations may affect the quality of the environment. Emission of combustion byproducts such as
So2,CO2 and NO2 by industries and vehicles is a major source of air pollution.
Accumulation of metal and nonmetal ions used to increase agricultural productivity is a major source of water pollution.
99 Some materials can be recycled, but other accumulate in the environment and may affect the balance of the earth’s systems.
New technologies and changes in lifestyle can have positive and/or negative effects on the environment.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D 22 Explain how the release of sulfur dioxide into the
atmosphere can form acid rain and how acid rain affects water sources, organisms and human made structures.
D 23 Explain how accumulation of carbon dioxide in
the atmosphere increases Earths greenhouse effect and may cause climate changes.
D 24 Explain how the accumulation of mercury,
phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.
D25 Explain how land development, transportation
options, and consumption of resources may affect the environment.
D26 Describe human efforts to reduce the consumption
of raw materials and improve air and water quality.
DINQ’s 110
Enduring Understandings
1. Carbon Dioxide and other gases in the
atmosphere increase the greenhouse effect. 2. Acid rain is increased by the burning of fossil
fuels, water, organisms and human structures. 3. Accumulations of nitrates and phosphates used in
agriculture are a major source of water pollution. 4. Accumulation of mercury affects the quality of
water and the organisms that live in and drink the water.
Essential Questions
1. What is the greenhouse effect? 2. How is acid rain formed? 3. Does farming contribute to water pollution? 4. What is the price we pay for a nice lawn? 5. How does transportation affect the
environment?
Knowledge and Skills
Students will know and be able to: Explain the greenhouse effect and how CO2
contributes to this effect. Analyze the effects of green house gases on
climate, geological processes and environmental changes.
Analyze the effects of acid rain on the water
cycle, plants and animals. Describe how emission from vehicles and industries become acidic.
Identify the origin of nitrates and phosphates;
explain how they are the leading cause of H2O pollution in fertilizers.
Identify the source of mercury and explain how it
contaminates plants, water, fish and affects human health.
Unit 5 Pollution continued
Performance Assessments
CAPT Laboratory Performance Assessment– How Does Acid Rain Affect the Environment? Students design and conduct an experiment to determine the effect of acid rain on specific materials and
write a complete laboratory report which documents the design and the results. All steps of the scientific method will be recorded in a written lab report and graded using the established NHS SchoolWide Critical Thinking & Problem Solving Rubric . This assessment will help student prepare for CAPT and the science learner outcome.
Brownfield Site (STS) – Students will formulate a question about a Brownfield site that may be
answered through scientific investigation and then design the investigation to validate their hypothesis. Student work will be assessed with a common rubric.
Tests Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of
properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
CAPT Quiz All students will take a quiz that covers the components of the acid rain PBA. This quiz will contain sample sets of data that must be analyzed and compared and will be scored using a rubric (based upon the CAPT scoring rubric).
Optional Assessment:
Research and Debate Students will conduct research and participate in an oral debate on one of the following topics: Is the cost of a perfect lawn worth the result? Should fish be part of a healthy diet? Is the cost of controlling air pollution worth the result?
Resources Textbook Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting. Technology Internet Research
Unit 6 Energy Transfer and Transformation
4 weeks
Connecticut Content Standards
91 Energy cannot be created or destroyed; however, it can be converted from one form to another.
Energy enters the Earth system primarily as solar radiation, is captured by materials and photosynthetic processes, and eventually is transformed into heat.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D 1 Describe the effects of adding energy to matter in
terms of the motion of atoms and molecules and the resulting phase changes.
D 2 Explain how energy is transferred by conduction, convection and radiation.
D 3 Describe energy transformations among heat, light, electricity and motion.
DINQ’s 110
Enduring Understandings
1. Energy transfer is a result of the making and
breaking of bonds at the atomic level. 2. Energy can be converted from one form to
another through convection, conduction or radiation.
3. Heat, light, motion, and electricity are forms of energy.
4. Heat energy generates molecular motion causing changes in state from solid to liquid to gas.
5. The source of the sun’s energy is nuclear fusion, which generates light, heat and motion energy.
Essential Questions
1. How is energy transferred? 2. Why does matter transform from one state to
another? 3. How is heat energy transferred? 4. How are heat and density related?
Knowledge and Skills
Students will know and be able to: Describe the role of conduction, convection
and radiation in heat transference . Explain how various forms of energy
transform from one type to another. Explain how energy causes matter to change
state.
Unit 6 Energy Transfer and Transformation
continued
Performance Assessments
Tests Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of
properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
Optional Assessment
Practical Applications of Heat Students illustrate and explain how a radiator heats a room using radiation, conduction and convection. Students will then determine the best spot to place a radiator in a given room.
Laboratory Activity – Keep It Hot Students will design and conduct an experiment to test the
effectiveness of materials as insulators. Students will test their hypothesis, record and interpret data and draw conclusions.
Keep it Hot lab quiz
Resources Textbook State Department of Education 1996 Released CAPT Lab “Keep it Hot” Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting.
Unit 7 Electrical Energy
5 weeks
Connecticut Content Standard
92
The electrical force is a universal force that exists between any two charged objects.
Moving electrical charges produce magnetic forces and moving magnets can produce electrical forces.
Electrical current can be transformed into light through the excitation of electrons.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D 4 Explain the relationship among voltage, current
and resistance in a simple series circuit. D 5 Explain how electricity is used to produce heat
and light in incandescent bulbs and heating elements.
D 6 Describe the relationship between current and
magnetism. D 7 Explain how heat is used to generate electricity. DINQ’s 110
Enduring Understandings
1. The transfer of electrons from one atom to
another is the basis of electricity. 2. Electricity and magnetism are a continuum
of the same force. This force is called electromagnetism.
3. Electrical current can be transformed into light, heat, motion or stored as potential energy.
Essential Questions
1. What is electricity? 2. What is magnetism? 3. What is the relationship between electricity and
magnetism? 4. How is electricity generated and used? 5. How is electrical energy measured and relayed?
Knowledge and Skills
Students will know and be able to:
Explain how an electrical charge occurs in an object.
Apply the equation I=V/R to various
problems. Compare and contrast good conductors and
good insulators.
Apply the concept of resistance to various metals.
Describe how a generator works, utilizing
electromagnetism.
Unit 7 Electrical Energy
continued
Performance Assessments
Tests
Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
Optional Assessment:
Electric Bill Activity Given an electric bill, students calculate the kilowatthours and the amps.
Performance Assessment – How Is Electricity Generated and Used? The purpose of the experiment is to determine current, resistance, and voltage using I = V/R. Students create a simple series circuit and a parallel circuit. Students classify materials as electrical conductors or insulators and test known substances to determine a pattern. Next students will test unknown substances. Students collect, record and interpret data to form a written conclusion. As an extension of the lab students will identify cases from everyday life where electricity is being used.
Performance Assessment – What is Magnetism? The purpose of the experiment is to demonstrate the
properties of simple magnetic devices such as the magnetic compass, bar magnet and currentcarrying coil. Students will construct an electromagnet and collect, record and interpret observations to form a conclusion. Additionally students will use the electromagnet to produce an electric current. Students will record, collect, and interpret data to form a written conclusion.. As an extension of the lab, students illustrate and explain how a generator works.
Resources Textbook Kits: Investing Electricity ; Magnets and Magnetism Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting.
Unit 8 Energy Resources
5 weeks
Connecticut Content Standard
93 Various sources of energy are used by humans and all have advantages and disadvantages.
During the burning of fossil fuels, stored chemical energy is converted to electrical energy through heat transfer processes.
In nuclear fission, matter is transformed directly into energy in a process that is several million times as energetic as chemical burning.
Alternative energy sources are being explored and used to address the disadvantages of using fossil and nuclear fuels.
Scientific Inquiry, Literacy and Numeracy (see Unit 1)
Expected Performances
D 8 Describe the availability, current uses and
environmental issues related to the use of fossil and nuclear fuels to produce electricity.
D 9 Describe the availability, current uses and
environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.
DINQ’s 110
Enduring Understandings
1. Each source of energy has advantages and
disadvantages. 2. Nuclear fission is several million times more
powerful than chemical burning. 3. Our use of energy resources is based on
economic, environmental and political concerns.
Essential Questions
1. Why are nuclear reactions so powerful? 2. Why do we need to find alternative sources of
energy? 3. Why do we still use fossil fuels? 4. What are the consequences of energy
consumption?
Knowledge and Skills
Students will know and be able to:
Compare and contrast the fundamental advantages and disadvantages of each major source of energy (fossil fuel, nuclear fission, solar power, hydroelectric, geothermal and wind power).
Analyze current political and economic
situations and determine how these effect energy resources.
Unit 8 Energy Resources
continued
Performance Assessments
Laboratory Performance Assessment (CAPT PBA) – How Does a Solar Cooker Work? Students
work in groups to modify a solar cooker and measure its efficiency. Students groups compare data to determine which solar cooker is most efficient. Each member of the group then submits a written conclusion. Students groups will be graded on their project and individual students will be graded on their written conclusion. All steps of the scientific method will be recorded in a written lab report and graded using the established NHS SchoolWide Critical Thinking & Problem Solving Rubric . This assessment will help student prepare for CAPT and the science learner outcome.
CT Energy Consumption (CAPT STS): Students analyze data which focuses on energy consumption by fuel source and prepare a graph which compares data for each source. Graph will be graded using a common rubric. Students will also create a powerpoint presentation to explain the advantages and disadvantages as it relates to one trend in energy use. Powerpoint will be graded using the school wide technology rubric.
Tests
Unit Test Students will provide a consistent, meaningful interpretation of the key issues/concepts of properties of matter through multiple choice, true/false, and openended questions which focus on knowledge and application.
CAPT Quiz All students will take a quiz that covers the components of the solar cooker PBA. This quiz will contain sample sets of data that must be analyzed and compared and will be scored using a rubric (based upon the CAPT scoring rubric).
Optional Assessments: Use of data collected from NHS solar roof to be incorporated. Resources Textbook State Embedded Performance Task Energy Instructional Strategies: Teachercentered – Demonstrations and presentations, modeling, guided questioning, teacher directed discussion. Student centered inquirybased investigation; group discussion; cooperative and group learning in a laboratory setting. Technology Resources: Excel Tutorial on How to Make Energy Usage Graph
