SPECIAL EDUCATION Physical Science Course of Study · SPECIAL EDUCATION Physical Science Course of ... with each other or other atoms to form even different substances. TOPIC

SPECIAL EDUCATION

Physical Science

Course of Study

Findlay City Schools 2003

BENCHMARK A: Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms. TOPIC/UNIT: Nature of Matter Time Line: 2 weeks Indicator 1: Recognize that all atoms of the same element contain the same number of protons and may or may not have the same mass. Those with different masses (different number of neutrons) are called isotopes. Indicator 2: Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral.

KNOW

• The structure of an atom (protons, neutrons, electrons, electron cloud).

• **The meaning and importance of atomic

number, atomic mass and mass number.

• **The definition and relationship of atom and element (and isotope).

• Understand the chemical symbols used to

represent elements.

• Understand that for an atom to be electrically neutral it must contain an equal number of electrons and protons.

• The atomic number of an element is the number

of protons in one its atoms. No two elements have the same atomic number.

• **The mass number of an atom is the sum of

the number of neutrons and the number of protons. Two different isotopes of the same element have the same atomic number.

DO

• Identify an element given its chemical symbol.

• Identify an element from the periodic table

given the number of protons.

• **Using the periodic table, determine the number of protons, neutrons, or electrons in a neutral atom given the atomic number and mass number.

• Draw the basic structure of an atom using

an appropriate model or concept map.

• Draw the electron dot notation of an element.

.

PRE-ASSESSMENT:

• Draw and label the parts of an atom. • Discuss how atoms of the same element can have

different mass. • Given a periodic table determine the number of

protons, neutrons and electrons in selected elements. • Given the mass number of an isotope and a periodic

table determine the number of neutrons in an atom of that isotope.

ASSESSMENT:

• Concept Map • Labs • Quizzes • Tests • Notebooks • Journals

GRAPHIC ORGANIZER/TECHNOLOGY:

• Drawing of atomic structure according to Bohr model. • Atoms URL: http://chem4kids.com/files/atom

intro.htm View Full Record of ORC#: 996. This resource covers basics like atomic structure and bonding between atoms.

• 109-A visual interpretation of the table of elements. URL: http://www.chemsoc.org/viselements/ View Full Record of ORC#: 210. This resource renders images of elements in a unique and innovative manner.

• Solar System and atom. URL: http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+13%22. View Full Record of ORC# 1634. Comparison of atom and solar system.

• Simple model of atom. URL: http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+12%22. View Full Record of ORC#: 1633. Students asked to draw simple model of an atom and label the components.

TESTING SKILL (S) AND/OR OGT TYPE QUESTIONS:

• Explain why magnesium forms ions with the formula Mg2

+2 and not Mg+ or Mg-.

BEST PRACTICES:

• Drawings • Concept Map • Note Taking • Anticipation Guide

RESOURCES: • Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction that

Works • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Demonstrate Atomic number Design Atomic mass Differentiate Mass number Atom Isotope Proton Neutral atom Neutron Element Electron Periodic table Nucleus Electron cloud

HISTORICAL/MODERN LINK:

• Make a Know-Want-Learn Study Fold • The Manhattan Project required that U-235 and

U-238 be separated from each other. This was accomplished by forming UF6 . Which isotope’s molecules would diffuse the fastest?

http://chem4kids.com/files/atom%20intro.htm

http://chem4kids.com/files/atom%20intro.htm

http://www.chemsoc.org/viselements/

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+13%22




BENCHMARK A: : Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms. TOPIC/UNIT: Nature of Matter Time Line: 2 weeks Indicator 4: Show that when elements are listed in order according to the number of protons (called the atomic number), the repeating patterns of physical and chemical properties identify families of elements. Recognize that the periodic table was formed as a result of the repeating pattern of electron configurations.

KNOW

• The structure of the Periodic Table and terms associated with the table (groups, families, periods, column, energy levels, regions, et cetera).

• Elements are placed on the Periodic Table by

their common properties and their atomic number.

• **All elements in the same period have the

same number of energy levels.

• **Elements in the same group have the same number of energy levels.

• Elements in the same group have common

chemical and physical prosperities.

• Dimitrii and Mendeleev created the modern Periodic Table.

• Henry Moseley discovered each element has its

own unique atomic number.

DO

• Explain how the periodic table is arranged.

• Determine the family and period of a given element in the periodic table.

• Given an element, determine what other

elements would have similar properties using the periodic table.

• Demonstrate an understanding of all the

components of the periodic table (color of symbol, color of background, numbers, numbers in parentheses, meanings of rows and columns, periods, families, groups, et cetera).

PRE-ASSESSMENT: • Be able to label parts of the periodic table. • Given an element, be able to draw its electron

dot configuration.

ASSESSMENT: • Concept Map • Labs • Notebooks • Journals • Tests • Quizzes


• Periodic Table • A visual interpretation of the table of elements.

URL: http://www.chemsoc.org/viselements/ View Full ORC Record#: 210. This resource renders images of elements in a unique and innovative manner.


BEST PRACTICES:

• Compare and contrast • Note taking • Summarizing • G.I.S.T.

RESOURCES: • Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction

that Works • Reading and Writing Across the

Curriculum

TEST VOCABULARY: Protons Period Neutrons Physical property Electrons Chemical property Energy Levels Atomic number Valance Atomic mass Family Rows Group Columns


• What is the relationship between a special form of carbon that has 60 carbon atoms linked together and a soccer ball?

http://www.chemsoc.org/viselements/

BENCHMARK B: Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances. TOPIC/UNIT: Nature of Matter Time Line: .5 of a week Indicator 5: Describe how ions are formed when an atom or a group of atoms acquire an unbalanced charge by gaining or losing one or more electrons.

KNOW

• When an atom loses electrons it becomes a cation.

• When an atom gains electrons it becomes an

anion.

• The charge of an ion is placed to the upper right of the symbol of the element.

• **Polyatomic ions consist of a group of

covalently bonded atoms that have an overall charge.

• The Octet Rule states that an atom will tend to

lose, gain or share electrons so that at least part of the time it has a filled outermost energy level of 8 e- in that level.

• **An electron dot formula consists of the

element symbol plus a dot for each valence electron.

DO

• Describe how an ion is formed.

• Determine the charge of an ion given the number of electrons lost or gained by an atom.

PRE-ASSESSMENT:

• Write the chemical symbol for the ion with 9 protons and 10 electrons.

• Define polyatomic ion.

ASSESSMENT: • Concept Map • Labs • Notebooks • Journals • Tests • Network Tree • Quizzes


• Diagram • Network Tree

TESTING SKILL (S) AND/OR OGT TYPE QUESTION:

• Explain why an atom of fluorine forms a negative ion. What would be the charge of that ion?

BEST PRACTICES:

• Two-Column Notes • Anticipation Guide


Works • Chemistry Connections to Our Changing

World • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Octet Rule Patterns Ion Trends Polyatomic ion Predict Competition Apply

HISTORICAL/MODERN LINK: President Bush spoke in his 2002 State of the Union address about hydrogen as a fuel. How is hydrogen separated from water?

BENCHMARK A: Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms. BENCHMARK B: Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances. TOPIC/UNIT: Nature of Matter Time Line: 3 weeks Indicator 6: Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals, water). Indicator 7: Show how atoms may be bonded together by losing, gaining or sharing electrons and that in a chemical reaction, the number, type of atoms and total mass must be the same before and after the reaction (e.g., writing correct chemical formulas and writing balanced chemical equations.)

KNOW

• Atoms obtain stability by forming chemical bonds by gaining, losing or sharing of electrons.

• The atom is the smallest unit of an element.

• An element is a substance that cannot be

broken into simpler substances by chemical means.

• A molecule is the smallest unit you can have

of a compound that has covalent bond.

• An atom is more stable when the outermost energy level contains 8 electrons.

• The transfer of electrons between atoms

forms an ionic bond.

• The sharing of electrons between atoms forms a covalent bond.

• A subscript is a number to the lower left of a

symbol that indicates the number of atoms of that element in the formula.

• To balance an equation the coefficients are

changed so that the number of each element’s atoms is the same on both sides of the equation.

• The name of all binary compounds end in

“ide.” The metallic element is named first.

• The Law of Conservation of Mass states that mass cannot be created or destroyed but it can change form.

DO

• Describe the relationship between the nucleus and the electrons.

• Explain how ions form a salt crystal.

• Given a set of equations be able to determine

if they are balanced and be able to balance those, which are not balanced.

• **Write a balanced equation and use it to

explain the law of conservation of mass.

PRE-ASSESSMENT: • Given a set of equations, be able to correctly

balance the equations. • Using a balanced chemical equation, explain

the law of conservation of mass.

ASSESSMENT: • Concept Map • Labs • Notebooks • Journals • Tests • Quizzes

GRAPHIC ORGANIZER/TECHNOLOGY: • Series of events diagram • Note taking • Directed reading/thinking activity in non-

fiction


• A student is asked to give the sum of the coefficients in the following balanced equation: 3 FeO + 2 Al --Al2O3 + 3 Fe. The student’s answer is 8. Why is this answer incorrect?

BEST PRACTICES: • Engage, Explore, Explain, Extend, Evaluation • Pair share • Note taking • Summarizing


Works • Chemistry Connections to Our Changing

World • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Chemical bond Hydrogen bond Covalent bond Ionic bond Polar bond Nonpolar bond Chemical equation Chemical formula Create Describe Explain Generate Energy levels Stability Hydrates Binary Law of conservation of mass Symbol Coefficient Superscript Subscript

HISTORICAL/MODERN LINK: • Powered aluminum is one of the

components of the fuel for the boosters of the space shuttle. Will it lose or gain electrons when the fuel “burns”?

BENCHMARK B: Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances. TOPIC/UNIT: Nature of Matter Time Line: 1 week Indicator 8: Demonstrate the pH scale (0-14) is used to measure acidity and classify solutions as acidic, basic, or neutral.

KNOW

• The four general types of chemical reactions (direct combination {synthesis}, decomposition, single-replacement, and double replacement).

• The neutralization reaction between a metal and an

acid forms a salt and water.

• A catalyst is a substance that speeds up a reaction without itself being used up.

• An inhibitor is a substance that slows down a reaction.

• A solution with a pH <7 is an acid.

• A solution with a pH>7 is a base.

• A pH of 7 is neutral.

• **An acidic solution turns blue litmus paper red and

has a sour taste (contains hydronium ions).

• **A basic solution turns red litmus paper blue, has a bitter taste and feels slippery to the touch (contains hydroxide ions).

DO

• Define acid, base, neutral, and pH.

• Identify a substance’s acidity based on its pH.

• When given two pH values, determine which one is more acidic.

• Predict product of the reaction between a

known acid and a known base.

• Develop a chart that compares and contrasts acids and bases.

• List the names, formulas and uses of some

common acids and bases.

• Relate the processes of ionization and dissociation to the formation of acids and bases.

• Determine whether a substance is an acid or

base given the concentration of hydroxide ion to hydronium ion to determine pH.

• Given a set of equations, be able to label

whether the equation is an example of a direct reaction, decomposition, single-replacement or double replacement.

• Be able to differentiate between an exothermic

and an endothermic reaction.

PRE-ASSESSMENT: • Given a set of equations be able to identify the

type of reaction that has taken place. • Given a set of pH values be able to identify

which are weak acids, strong acids, weak bases, strong bases or neutral.

• Be able to list some common bases and acids and give a use for each.

ASSESSMENT: • Charts • Brochure/pamphlet • Journal • Notebook • Tests • Quizzes

GRAPHIC ORGANIZER/TECHNOLOGY: • Chart • Summarize • Note taking


• A soil test indicates that the pH of the soil in a field is 4.8. To neutralize the soil, would you add a substance containing H3PO4 or one containing Ca(OH)2? Explain your answer.

BEST PRACTICES: • Compare & contrast matrix • Spider map • Note taking • Anticipation guides

RESOURCES: • Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction

that Works • Chemistry Connections to Our Changing

World • Reading and Writing Across the

Curriculum

TESTING VOCABULARY: Acid Endothermic Detergent Exothermic Base Catalyst Titration Inhibitor Neutral Precipitate Salt Decomposition reaction Synthesis reaction pH Soap Esters Neutralization Hydronium ion Organic acids Hydroxide ion Double replacement reaction Single replacement reaction Product Reactant Critique Impact Interpret data Data


• Acid rain is a serious environmental problem that results from two successive direct combination reactions. Research the acid rain problem. Summarize your findings in a report, brochure, or pamphlet that you can show to others to make them aware of the situation.

BENCHMARK C: Describe the identifiable physical properties of substance (e.g., color, hardness, conductivity, density, concentration, ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance. TOPIC/UNIT: Nature of Matter Time Line: 3 weeks Indicator 9: Investigate the properties of pure substances and mixtures (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductors).

KNOW • Solids have a definite shape and volume. • Liquids have a definite volume but not a definite

shape. • Gases have neither a definite shape nor volume. • A chemical change changes the physical and

chemical properties of a substance. • A physical change doesn’t change the identity of

a substance. • Mass is the gravity of matter the object contains. • Density = Mass

Volume • Temperature is determined by the average

kinetic energy of the molecules. • Temperature in 0 C = ({temperature in 0F} –32)

05/9 • Absolute Zero = O Kelvin = -273 0C • **Super conducting is the absence of electrical

resistance. • Solute is the substance dissolved in the solution. • Solvent is the substance in which a solute is

dissolved. • The solubility of most solids increases as the

temperature increases. • **The solubility of gases in liquids increases as

temperature decreases and pressure increase. • Saturated solution contains as much solute

possible under prevailing conditions. • Supersaturated solution contains more solute

than what is normally possible under prevailing conditions.

DO

• Measure the density of a liquid, a solid and a gas.

• Identify chemical and physical properties.

• Measure mass, volume and temperature.

• Identify substances such as elements,

compounds or mixtures.

• Identify mixtures as solution or suspension **(homogeneous or heterogeneous).

PRE-ASSESSMENT: • Be able to calculate density. • List conditions that effect the rate that a substance

dissolves in water. • Define the parts of a solution and explain how

saturated, unsaturated and super saturated solutions are different.

ASSESSMENT: • Create a concept map to show types of liquid

mixtures (include the terms homogeneous mixtures, heterogeneous mixtures, solutions, colloids, suspensions).

GRAPHIC ORGANIZER/TECHNOLOGY: • Line graphs and bar graphs • Lost on Everest. URL:

http://www.pbs.org/wgbh/nova/teachers/activities/2702_everest.html#nine View Full Record of ORC#: 2147

• Students explore insulating properties of different fabrics under different conditions within the context of mountain climbing.

• Composition of ring. URL: http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s11+13%22 View Full Record of ORC#: 1648. Students are asked to make a determination about the composition of a ring based on its density.


• Assume that some sugar was put into some rice by mistake. Design an experiment to separate the mixture. Be sure to state your hypothesis and your experimental steps.

BEST PRACTICES: • Summarize • Cooperative learning • Note taking


Works • Chemistry Connections to Our Changing World • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Properties-physical and chemical Pure substance Mixture, solution, suspension Density Alloys Thermal conductivity Electrical conductivity Absolute zero Homogeneous Heterogeneous Elements Compounds Semiconductor Superconductor Insulator Mass Volume Hardness Specific heat

HISTORICAL/MODERN LINK: • One of the greatest searches in modern science

is the one for a substance that is a superconductor at room temperature. Why do you think this has been so difficult to discover?

http://www.pbs.org/wgbh/nova/teachers/activities/2702_everest.html#nine

http://www.pbs.org/wgbh/nova/teachers/activities/2702_everest.html#nine



BENCHMARK: Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored). TOPIC/UNIT: Nature of Energy Time Line: 1.5 weeks Indicator 11: Explain how thermal energy exists in the random motion and vibrations of atoms and molecules (kinetic energy). Recognize that the higher the temperature, the greater the average atomic or molecular motion (kinetic energy), and during changes of state the temperature remains constant.

KNOW • Temperature is dependent on the average

kinetic energy of the molecules of a substance.

• Heat is the amount of thermal energy that is

transferred between two substances having different temperatures.

• **Kinetic Energy = 1/2 mv2

• Potential Energy is energy of position (stored

energy).

• Phase/states of matter include solid, liquid and gas. If pressure is constant the state of matter present is dependent on temperature.

• The kinetic theory of matter states that all

molecules are in motion and the speed is dependent on the temperature. The minimal speed of molecules would be at absolute zero.

• **The amount of thermal expansion is

dependent on the change of temperature, the identity of the substance and the original length.

• Specific heat is the amount of heat required to

raise the temperature of 1 gram of a substance by one degree Centigrade.

• Heat of fusion is the amount of heat required

to melt 1 gram of a substance at its melting point.

• Heat of vaporization is the amount of heat

required to change 1 gram of a liquid to a gas at its boiling point.

DO

• Define kinetic, potential and thermal energy.

• Measure temperature using a digital thermometer as well as a liquid filled thermometer.

• List the properties of a solid, a liquid and a

gas.

• Describe the differences in the molecular motion of solid, liquid and gas.

PRE-ASSESSMENT: • Measure the specific heat of a metal. • Measure the heat of fusion of water. • When given the formulas of various

compounds that are at the same temperature the student will determine which one has the greatest average molecular kinetic energy and when one has the highest average molecular speed.

ASSESSMENT:

• Concept Map • Labs • Quizzes • Tests • Notebooks • Journals

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Series Events Diagram • Spider Diagram

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

• Water freezes at zero degrees Centigrade. What is its melting point? Explain your answer.

BEST PRACTICES:

• Data collection and organizing into data tables

• Formula, substitution and solution • Label all quantities in a calculation • Anticipation guide

RESOURCES:

• Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction that


TESTING VOCABULARY: Temperature Heat Thermal Energy Kinetic Energy Potential Energy Specific Heat Heat of Fusion Heat of Vaporization Gas Liquid Solid Changes of State Melting Boiling Condensation Freezing Sublimation Vaporization Deposition


• Why is a large building heated with steam instead of hot water?

• Why are grapes raised on the Lake Erie Islands?

• What is the science behind; “A watched pot never boils”?

• Use iron pipe fittings to show the expansion of water when it freezes.

BENCHMARK: Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored). TOPIC/UNIT: Nature of Energy Time Line: 1 week Indicator 12: Explain how an object’s kinetic energy depends on its mass and its speed.

KNOW

• Energy is the capacity or ability to do work.

• Kinetic energy is energy of motion. (** Kinetic energy = 1/2 mv2.)

• Mass is the quantity of matter an object

contains.

• Velocity is both speed and direction.

• Work = distance x force.

• Joule is the metric unit of energy and work. 1 joule = 1 newton meter

• Law of Conservation of Energy states that

energy cannot be created or destroyed but it can change form.

• Momentum = mass x velocity.

DO

• Measure the work done on an object or a person (w= force x distance).

• **Calculate an object’s kinetic energy

(KE=1/2mv2)

• Explain the relationship between kinetic energy, mass and velocity.

• Explain how two masses with identical

momenta can have different amounts of kinetic energy.

PRE-ASSESSMENT:

• Calculate the kinetic and potential energy of a pendulum bob during various points in its swing.

• Calculate the kinetic energy and momentum of an object in motion.

• Calculate the work you do on yourself when climbing the stairs.

ASSESSMENT: • Concept Map • Labs • Quizzes • Tests • Notebooks • Journals

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Compare & Contrast Matrix • Concept Map


• Ball A has a mass of 2 kg and a velocity of 4 m/s. Ball B has a mass of 4 kg and a velocity of 2 m.s. Calculate the momentum and kinetic energy of each. Why are the kinetic energies different?

BEST PRACTICES:

• Data collection and organization • Formula, substitution and solution. • Label all quantities in a calculation. • Drawing a conclusion about the sum of the

potential and kinetic energies of a closed system.

RESOURCES:


Works. • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Kinetic Energy Potential Energy Work Joule Energy Momentum Velocity Mass Law of Conservation of Energy


• On some driving tests there is a question. A car at 30 mph can break to a stop in 100 ft then can it brake to a stop in 200 ft when at 60 mph? The answer is no. Why?

BENCHMARK: Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored). TOPIC/UNIT: Nature of Energy Time Line: 2 weeks Indicator 13: Demonstrate that near Earth’s surface an object’s gravitational potential energy depends upon its weight (mg where m is the object’s mass and g is the acceleration due to gravity) and height (h) ( PE = mgh)

KNOW

• Gravitational potential energy = mgh

• Weight = mg

• Mass is the quantity of matter an object contains and weight is a measure of gravitational force. Weight is proportional to mass.

• Gravitational Force is a force of attraction

between 2 masses.

• A reference point/surface must be used to determine the gravitational potential energy a mass has.

• How gravitational forces govern the

characteristics and movement patterns of the planet, comets and asteroids in the Solar System.

DO

• **Calculate the potential energy of an object (PE=mgh).

• Determine the gravitational potential

energy of an object experimentally.

• Construct a concept map that shows the relationship of mass, gravity, weight, gravitation potential energy, acceleration, et cetera.

PRE-ASSESSMENT:

• Calculate the gravitational potential energy of a raised mass.

• Determine the gravitational potential energy of a raised mass experimentally.

ASSESSMENT:

• Concept Map • Lab • Quiz • Test • Notebook • Journal

GRAPHIC ORGANIZER & OR TECHNOLOGY:

• Concept map • Graphs • Orb ital speed of Earth. URL:

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+09%22 View Full Record of ORC #: 1630. Students are asked to devise a plan for determining the Earth’s orbital speed from the data presented.

• Properties of the Solar system. URL: http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+14%22 View Full Record of ORC #: 1635. Students are asked to select the properties that might be present in the planetary models of both the solar system and an atom.


• A mass of 2 kg is raised to a height of 20 m above sea level. How much gravitational potential energy does it possess?

BEST PRACTICES:

• Data collection and organization • Formula, substitution and solution • Label all quantities in a calculation • Summarize • Anticipation Guide

RESOURCES:



TESTING VOCABULARY: Acceleration weight Reference point g Gravitational force Gravity Gravitational potential energy Newton’s Law of Gravitational Attraction

HISTORICAL/MODERN LINK

• Some books written in the 1950s have charts showing a person’s weight on the surfaces of different planet. Although the values were calculated using the correct masses of the individual and the planets several charts are wrong. Why?





BENCHMARK: Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences. TOPIC/UNIT: Nature of Energy Time Line: 1 week Indicator 14: Summarize how nuclear reactions convert a small amount of matter into a large amount of energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a larger nucleus.)

KNOW

• Fission is the splitting of a large nucleus into smaller nuclei.

• Fusion is the joining of two small nuclei into one

larger nucleus.

• In the equation, E=mc2, E represents energy

produced, m represents mass and c represents the speed of light.

• A nuclear reactor is a device that produces useful

energy from a fission reaction. Presently, there are no practical fusion reactors are in operation.

• In a fission reaction, the free neutrons can cause a

chain reaction by splitting other nuclei producing even more neutrons resulting in even more splitting of nuclei.

• A thermonuclear reaction is used for fusion

reactions since they take place at high temperatures.

• An important consideration that must be made

before a nuclear reactor is built is the environmental impact.

*Note: Combine with indicator 4.

DO

• **Solve problems using the equation, E=mc2. Understand the relationship between the conversions of a small amount of mass for a large amount of energy.

• Create a spider diagram that explains the

differences between fusion and fission.

• Create a network tree to show potential environmental impact if a nuclear reactor were to be build in your community.

PRE-ASSESSMENT: • Complete fission and fusion equations. • Explain the difference between fission and fusion.

ASSESSMENT:

• Spider Diagram • Lab • Homework • Quiz • Test • Notebook • Journal • Models • Network Tree

GRAPHIC ORGANIZER/TECHNOLOGY: • Nuclear decay.

URL:http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s11+02%22 View Complete Record of ORC#: 1637. Students are asked to evaluate an equation representing nuclear decay and determine which of the options presented explains why energy is released.

• Spider Diagram


• Complete the equation below: 21Ne10 + 4He2 -> 24Mg12 + _____

• Is this a fission or fusion reaction? Explain.

BEST PRACTICES:

• Label all quantities in a calculation • Compare & Contrast • Summarize • Two-Column Notes • Network Tree

RESOURCES:


Works.

TESTING VOCABULARY: Mass Number Atomic Number Fusion Fission Nuclear Reactor Nucleus E=mc2

HISTORICAL/MODERN LINK: • The Manhattan Project was the program that

developed the atomic bomb. Are the reactions in these first bombs fission or fusion?

• Terrorists have threatened to use dirty bombs.

What are they and what is the danger?



BENCHMARK: Explain how energy may change form or be redistributed but the total quantity of energy is conserved. TOPIC/UNIT: Nature of Energy Time Line: 1 week Indicator 15: Trace the transformations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy.

KNOW

• The Law of Conservation of Energy states that energy cannot be created or destroyed but it can change form.

• Types of energy include chemical energy,

electrical energy, mechanical energy, thermal energy, and nuclear energy.

• Specific heat is the amount of heat

required to raise the temperature of 1 gram of a substance by 1-Celsius degree.

DO

• State the law of conservation of energy. • **Apply the law of conservation of energy

by tracing the path of energy through various closed systems (chemical to electrical to mechanical).

• **Explain how heat is lost due to friction as

energy travels through a closed system.

• Compare and contrast the three main types of energy – chemical, mechanical and electrical.

• Explain how differences in surface area,

mass and specific heat affect heat exchange.

• **Be able to use proper units for

calculating specific heat.

PRE-ASSESSMENT:

• Calculate the heat exchanged between two substances using a coffee cup calorimeter.

• Use the data from the coffee cup calorimeter experiment to determine the specific heat of a substance.

• Trace the energy changes that take place in an electric power plant.

ASSESSMENT: • Tests • Quizzes • Notebook • Journals • Homework • Labs • Projects • Compare & Contrast Matrix

GRAPHIC ORGANIZER/ TECHNOLOGY: • Data Tables • Concept maps • Network Tree • Compare & contrast Matrix


• Analyze • Predict • Calculate • Graph • Chart • Explain • Describe • Demonstrate • Define • Apply • Conclude

BEST PRACTICES:

• Data collection and organization • Formula, substitution and solution • Label all quantities in a calculation • Cubing

RESOURCES:



TESTING VOCABULARY: Energy Heat Law of Conservation of Energy Specific heat Analyze Compare and contrast Demonstrate


• Fireflies give off light. Where does that light come from?

BENCHMARK: Explain how energy may change form or be redistributed but the total quantity of energy is conserved. TOPIC/UNIT: Nature of Energy Time Line: 1 week Indicator 16: Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs, and the burning of fossil fuels.) KNOW

• An endothermic reaction is a reaction that

releases energy.

• An exothermic reaction is a reaction that absorbs energy.

DO

• Identify common reactions as endothermic or exothermic reactions.

• Distinguish between endothermic and

exothermic reactions.

• **Correctly place the energy in the chemical equation.

PRE-ASSESSMENT:

• Students will calculate the heat exchanged during a reaction.

• Students will identify reactions as endothermic or exothermic

ASSESSMENT:

• Concept Map • Lab • Homework • Quiz • Test • Notebook • Journal


• Create data tables • Formula, substitution and solution

TESTING SKILL (S): AND/OROGT TYPE QUESTIONS:

• How much energy is released when a reaction causes 150 g of water to rise from 22 degrees Celsius to 34 degrees Celsius?

• Is the reaction endothermic or exothermic?

BEST PRACTICES:

• In lab students will measure the heat of solution when dissolving ammonium nitrate.

• In lab students will measure heat of reaction when hydrochloric acid is reacted with sodium hydroxide

• In lab students can measure the heat released by a MRE.

• Two-Column Notes

RESOURCES:



TESTING VOCABULARY: Exothermic Endothermic Calorimetery Calorimeter Heat of Reaction Heat of Solution Joule Kilojoule Calorie


• During Operation Iraqi Freedom the term, MRE, has been mentioned on the news. How does a Meal Ready to Eat get hot without a flame?

BENCHMARK: Explain how energy may change form or be redistributed but the total quantity of energy is conserved. TOPIC/UNIT: Nature of Energy Time Line: 2 weeks Indicator 17: Demonstrate that thermal energy can be transferred by conduction, convection, or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation.)

KNOW • Conduction is the transfer of heat by the

collisions between molecules. • Convection is the transfer of heat by currents

in a fluid.

• Radiation is the only method of heat transfer that can cross a vacuum.

• Insulators are poor conductors.

• Solar energy can be used to heat a house or

water. • Solar energy can be used to generate

electricity. • A black surface is the best absorber of radiant

heat and it is also the best emitter of radiant heat.

• Trapped gases in a substance make it a better

insulator.

DO • Compare and contrast the transfer of thermal

energy by conduction, convection and radiation.

• Differentiate between conductors and

insulators. • Explain how insulation affects the transfer

of energy.

• Describe how the Earth absorbs and reflects radiant energy from the sun.

PRE-ASSESSMENT: • Students will design an experiment to determine

the effect of color on the transfer of radiant heat. • Create a chart that compares and contrasts

conduction, convection and radiation.

ASSESSMENT: • Quizzes • Tests • Notebooks • Journals • Labs • Homework • Compare & Contrast Matrix

GRAPHIC ORGANIZER/TECHNOLOGY: • Concept maps • Dark and Light T-shirts. URL:

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-8s11+13%22 View Full Record of ORC#: 1602.

• Compare & Contrast Matrix

TESTING SKILL (S): AND/OR OGT TYPE QUESTIONS:/ • Analyze • Chart • Explain • Compare and contrast • Demonstrate • Define • Describe

BEST PRACTICES: • Journals • Flash cards • Projects • Notebook • Syllabus • Labs • Network Tree • Anticipation Guides

RESOURCES: • • Transparencies • Lab Activities • Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction that Works. • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Conduction Convection Radiation Insulator Conductor Electromagnetic radiation Greenhouse Effect Solar energy Global Warming Infrared radiation


• Everyone knows that a black surface absorbs heat better than a white one. Explain why the radiator in your family car is the color that it is. (Hint: What is the color of most wood burning stoves?)



BENCHMARK: Demonstrate that waves (e.g., sound, seismic, water, light) have energy and waves can transfer energy when they interact with matter. TOPIC/UNIT: Nature of Energy Time Line: 2 weeks Indicator 18: Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, x-rays, and gamma rays).

KNOW • The ozone layer protects life on Earth from

ultraviolet radiation. • The speed of light is 300,000 km/ second in a

vacuum. • Wavelength is the distance from a point on a

wave to the next point like it. • Frequency is the number of cycles per second.

The unit of frequency is the hertz. ! hz = 1 cycle/second= 1/second= s-1.

• A cycle is a portion of a wave that is 1

wavelength long. • The operation of a laser (light amplification by

stimulated emission of radiation) is based on the excitation of atoms so a coherent beam of one frequency is produced.

• A lens works because the speed of light in glass

is different than the speed of light in air. This difference causes refraction.

• Reflection and refraction are wave-like

properties.

DO • **The student will use the flame test to

identify metallic ions and will be able explain that the colors produced are the result of exciting the atoms.

• The student will calculate the frequency of

a wave when given the wavelength and speed of the wave.

• The student will explain how a laser

works. • The student will determine the focal length

of a lens.

PRE-ASSESSMENT: • Calculate the frequency of a wave from its speed and

wavelength. • Determine the identity of a substance by using the

flame test. • Verify the Law of Reflection. • Determine the focal length of a lens.

ASSESSMENT: • Labs

• Tests

• Quizzes

• Notebooks

• Journals

• Projects

• Homework

• Concept Map

GRAPHIC ORGANIZER/ TECHNOLOGY: • Data Tables • Concept maps • Charts • Graphs • Wave Modules • Concept maps • Light URL:

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-8s11+04%22 View Full Record of ORC#: 1593. Students are asked to select the option that best describes the pathway of light that allows a child to see a ball.

TESTING SKILL (S) :

• Analyze

• Define

• Describe

• Explain

• Demonstrate

BEST PRACTICES: • Notebooks

• Projects

• Flash cards

• Lab Activities

• Two-Column Notes • Pre-Learning Concept Checks

RESOURCES:

• Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction that Works. • Reading and Writing Across the Curriculum

TESTING VOCABULARY: Electromagnetic radiation Refraction Photon Reflection Radio wave Laser Microwave Energy Levels Infrared radiation Wavelength Visible radiation Frequency Ultraviolet radiation Speed of Light X-ray Gamma ray


• You all have used a TV remote, but have you really

experiment with it? What happens when you aim the

remote in the opposite direction of the TV? What will

the signal go through? Is the signal a form of

electromagnetic radiation? How can you verify your

answer?



BENCHMARK: Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, x-rays, and gamma rays). TOPIC/UNIT: Nature of Energy Time Line: 1 week Indicator 19: Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic wave can be propagated without a medium. Indicator 20: Describe how waves can superimpose on one another when propagated in the same medium. Analyze conditions in which waves can bend around corners, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material.

KNOW

• A wave transports energy. Place waves into mechanical and electromagnetic categories.

• Both prisms and lenses work because of

refraction. Each wavelength of light has a different speed in the glass.

• The medium is the substance through which a

wave travels. Example: Water is the medium in a ripple tank.

• A substance can be either transparent,

translucent or opaque to a wave.

• Mechanical waves are either longitudinal or transverse waves. Mechanical waves produce a temporary displacement of the particles of the medium. Amplitude measures the amount of temporary displacement.

• Transverse waves contain crests and troughs.

• Reflection is a particle like property. The angle

of incident is congruent to the angle of reflection.

• Refraction is the bending of a wave as it travels

from one medium into another in which the wave has a different speed.

• Diffusion is the spreading of wave beyond a

barrier.

• Superimposed waves appear to combine, but they can separate later.

DO

• Describe the properties of a wave (frequency, wave length, velocity).

• Describe the properties of a medium

(transparency, opaque, translucent).

• Discuss the effect of the properties medium on the properties of a wave.

• Explain the difference between a

mechanical wave and an electromagnetic wave.

• Use a ripple tank to demonstrate reflection,

refraction, diffusion and superposition.

• Measure a sound wave’s frequency and wavelength.

• Demonstrate refraction with a piece of

plate glass.

• Demonstrate absorption of the colors of light using colored film.

PRE-ASSESSMENT:

• Use ray diagrams to show reflection or refraction.

ASSESSMENT: • Quizzes • Tests • Notebooks • Journals • Labs • Homework

GRAPHIC ORGANIZER & OR TECHNOLOGY:

• Use ray diagrams to show reflection and refraction.

• Path of Light –Tree Diagram


• Explain why light travels faster in the vacuum of space than in our atmosphere.

• Where is the sun actually at during sunset? Explain.

BEST PRACTICES:

• Use a ripple tank to demonstrate reflection, refraction, diffusion and superposition.

• Use a laser to show the path of a laser in a

lens and in a prism.

• Cubing

• Two-column notes

RESOURCES:



TESTING VOCABULARY: Propagation Refraction Reflection Diffusion Reflection Superimposition Ripple Tank Prism Lens Trough Crest Absorption Amplitude Translucent Transparent Opaque Law of Reflection Frequency


• How can an optic fiber carry many different messages at the same time?

BENCHMARK: Explain the movement of objects by applying Newton’s three laws of motion. TOPIC/UNIT: Forces and Motion Time Line: 3 weeks Indicator 21: Demonstrate that motion is a measurable quantity that depends on the observer’s frame of reference and describe the object’s motion in terms of position, velocity, acceleration and time.

KNOW

• Frame of reference must be used when discussing motion. • Velocity is both speed and direction. • Formula for Speed (v = d/t), including proper units (m/s) • **Formula for acceleration (a = vf-vi / t), including proper

units, (m/s2). • Friction is a force opposite the motion. • Momentum= mass x velocity. • Acceleration of a falling object due to gravity (**9.8 m/s/s

near sea level.). • The First Law of Motion states that an object will remain at a

state of rest or in motion at constant speed in a straight line unless an unbalanced force is applied. (The velocity doesn’t change until an unbalanced force is applied).

• The Second Law of Motion states that for a given mass the

greater the force the greater the acceleration and for a given force the great the mass the lower the acceleration. F=ma.

• The Third Law of Motion states that for every action there is

an opposite and equal reaction.

DO

• Describe motion as a change in position relative to its frame of reference.

• Describe speed as a change in motion.

• Calculate speed, distance and time using

the proper formula and its derivatives. (v = d/t).

• Describe velocity as it relates to motion.

• Distinguish between speed and velocity.

• Analyze motion as a change in velocity,

which can result in positive or negative acceleration.

• **Calculate the rate of acceleration

using final and initial velocity over units of time.

• Describe gravity as it relates to the mass

of the objects and the distance between the objects.

• **Calculate the rate of acceleration of a

falling object due to gravity.

• Compare and contrast weight and mass.

• Describe friction as it relates to changes in speed, velocity, and acceleration.

PRE-ASSESSMENT:

• Use vectors to show balanced and unbalanced forces. • Calculate the acceleration of an object when given the

force and mass. • Explore what happens to all quantities involved in an

object’s motion.

ASSESSMENT: • Labs • Tests • Quizzes • Notebooks • Journals • Projects

GRAPHIC ORGANIZER: • Data Tables • Line graph • Bar graph • Concept Maps • Amusement Park Physics: What Are the Forces Behind the

Fun? URL: http://www.learner.org/exhibits/parkphysics/ View Full Record of ORC#: 41. How do physics laws affect amusement park ride design?

• Air Track URL: http://www.explorescience.com/activities/Activity page.efm?ActivityID=20 View Full Record of ORC#: 408. This interactive resource allows students to investigate mass and velocity.


• A 5 kg cannon ball is fired from a cannon that is free to move. Answer the following questions (Choices are cannonball, cannon or they are the same):

• Which one experiences the greater force as a result of the explosion of the powder?

• Which one experiences the greater acceleration?

• Which one experiences the greater change in momentum?

• Which one is subjected to the force for the greater period of time?

• Which one has the greater acceleration?

BEST PRACTICES: • Use lab activities to verify Newton’s Three Laws of

Motion. • Formula, substitution and solution • Two-Column Notes • Compare & Contrast Matrix • Anticipation Guide

RESOURCES:

• Holt Science Spectrum Physical Science

• Glencoe Science Physical Science • A Handbook for Classroom Instruction

that Works. • Reading and Writing Across the

Curriculum

TESTING VOCABULARY: Analyze Describe Friction Gravity Acceleration Drag Force Velocity Momentum Free Fall Mass Terminal Velocity Final Speed Initial Force Weight Acceleration Newton’s Three Laws of Motion Vectors

HISTORICAL/MODERN LINK: • Two individuals are planning to set

records for the highest parachute jump. As you know all falling objects are subject to the force of gravity so the object accelerates when it drops. These individuals are jumping from such a height they will break the speed of sound yet when they open their chutes they will be going less than 200 mph. How is that possible?

http://www.learner.org/exhibits/parkphysics/

http://www.explorescience.com/activities/Activity

BENCHMARK: Explain the movement of objects by applying Newton’s three laws of motion. TOPIC/UNIT: Forces and Motion Time Line: .5 of a week Indicator 22: Demonstrate that any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

KNOW • When an object is at a constant velocity the forces acting

on it are balanced. • Force is a push or pull exerted on an object. The metric

unit of force is the newton. • Unbalanced forces acting on an object will cause it to

accelerate. • Inertia is the tendency of an object to resist any change

in its state of motion. Inertia is proportional to the mass.

DO • Describe constant speed as speed that

does not change unless acted upon by an unbalancing force.

• Distinguish between balanced and

unbalanced forces and their affects on the movement of objects.

• Explain how net forces are responsible

for movement.

• Define inertia and describe the forces that affect it.

• Demonstrate Newton’s first law of

motion by applying the concept of inertia.

PRE-ASSESSMENT: • Demonstrate that an object moving in a nonlinear path is

subjected to an unbalanced force. • Be able to work problems that demonstrate that net force

is the vector sum.

ASSESSMENT: • Quizzes • Tests • Notebooks • Journals • Labs • Homework

GRAPHIC ORGANIZER/TECHNOLOGY: • Data Table • Line Graph • Concept Maps


• A man drags a box at a constant velocity across a flow by applying a horizontal force of 150 N. What is the force of friction? What is the net force? Is the box accelerating?

BEST PRACTICES: • Journals • Flash cards • Project • Two-Column Notes • Syllabus • Labs • Mousetrap racers • Cubing

RESOURCES:

• Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction

that Works. • Reading and Writing Across the

Curriculum

TESTING VOCABULARY: Inertia Force Describe Define Distinguish Balanced Unbalanced Instantaneous Constant Net (force)

HISTORICAL/MODERN LINK: • When Apollo 13 had the explosion they

lost the main rocket engine. Did they stop in space? If they didn’t what type of force (balanced and unbalanced) did they need to go home?

• David vs. Goliath slingshot makes a good demonstration and a topic for discussion.

BENCHMARK: Explain the movement of objects by applying Newton’s three laws of motion. TOPIC/UNIT: Forces and Motion Time Line: 2 weeks Indicator 23: Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (Fnet = ma. Note that weight is the gravitational force on a mass.)

KNOW

• Newton’s second law states that for a given mass the greater the force (unbalanced) the greater the acceleration and for a give force (unbalanced) the greater the mass the lower the acceleration. (F=ma).

• Acceleration is the rate of change in the velocity

of an object. The acceleration due to gravity (g) (**near sea level is 9.8m/s/s).

• The net force cannot be zero, if the object is to

accelerate.

• Mass is the quantity of matter an object contains.

• Weight is a force. Weight = mg.

• Air resistance is a force. If air resistance is equal and opposite to the weight of a falling object then the net force is zero and the object will not accelerate. It has reached terminal velocity.

• During free fall the forces on a falling object are

not balanced. It is still accelerating as it falls.

DO

• Explain Newton’s second law of motion.

• Describe how a net force impacts or changes acceleration.

• Demonstrate how the acceleration rate of an object

changes with mass. (increase mass = decrease acceleration rate)

• Demonstrate that the acceleration of an object due

to gravity is independent of mass.

• Explain the balance of forces resulting in terminal velocity.

• Explain why the balance of gravity and inertia

result in a projectile path.

• Examine the influence on gravity of a free falling object as compared to its influence on a projectile.

• **Be able to graph force vs. mass. What does the

slope represent?

PRE-ASSESSMENT:

• Conduct a lab that explores the relationship between mass, force and acceleration.

• Be able to work problems that demonstrate Newton’s second law.

ASSESSMENT: • Labs • Quizzes • Tests • Notebooks • Journals

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Tables • Line graphs • Concept maps

TESTING SKILL (S): AND/OR OGT TYPE QUESTIONS:

• You are given a set of data that consists of various forces applied to a given mass. The resulting accelerations are given. Graph force vs. mass. Does the slope represent a constant variable? What quantity does the slope represent?

BEST PRACTICES: • Journals • Flash cards • Notebooks • Syllabus • Labs • Anticipation Guide

RESOURCES:



TESTING VOCABULARY: Acceleration Weight Motion Proportional Inversely Mass Gravitational force Newton Terminal velocity Free Fall Second Law of Motion


• Why are the bodies of funny cars made out of light weight material? What does that have to do with Newton’s Second Law of Motion?

BENCHMARK: Explain the movement of objects by applying Newton’s three laws of motion. TOPIC/UNIT: Forces and Motion Time Line: 1 week Indicator 24: Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.

KNOW

• Newton’s Third Law of motion states that for every

action there is an equal and opposite reaction. The

action and reaction can be described as forces, impulses

or momenta.

• Momentum = velocity x mass.

• The Law of Conservation of Momentum states that

within a system the sum of the momenta before a

collision is equal to the sum of the momenta after the

collision.

DO • Describe in words Newton’s Third Law of

Motion.

• Define and describe momentum.

• **Calculate the momentum of an object (P=M x V).

• **Understand the relationship between mass and

velocity as it effects momentum.

• Compare the law of conservation of momentum to the law of conservation of energy.

• **Be able to identify and use the proper units

for momentum (kg m/s 2)

PRE-ASSESSMENT:

• The student will conduct an experiment designed to verify the Third Law of Motion.

• Be able to work problems that demonstrate Newton’s third law.

ASSESSMENT: • Labs • Tests • Quizzes • Notebooks • Journals • Projects • Compare & Contrast Matrix

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Concept map • Compare & Contrast Matrix • Motion of two boys on skates. URL:

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-8s21+11%22 View Full Record of ORC#: 1616. Students are asked to select the option that best describes the motion that would result when one boy who is wearing in-line skates pushes against another boy who is also wearing inn-line skates.

TESTING SKILL (S): AND/OR OGT TYPE QUESTIONS: • A cannon is free to move horizontally. The cannon

has a mass of 200 kg and cannon ball has a mass of 20 kg. Which experiences the greater force when the cannon fires? Which one has greater momentum? Which one has the higher velocity?

HISTORICAL/MODERN LINK: • Notebooks • Projects • Flash cards • Pre-Learning Concept Checks

RESOURCES:



TESTING VOCABULARY: Forces Net forces Momentum Conservation Law of conservation of momentum Analyze Compare and contrast Predict Energy Energy transformation Mass Velocity

HISTORICAL/MODERN LINK: • Many people believe that jet engines work by

pushing off the air to create thrust. Is this true? How do rockets work in space?



BENCHMARK: Explain the movement of objects by applying Newton’s three laws of motion. TOPIC/UNIT: Forces and Motion Time Line: 1 week Indicator 25: Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight.).

KNOW

• The force of friction is equal and opposite to the horizontal force that produces constant velocity.

• Friction can produce an unbalanced force that will cause

the object to accelerate.

• Changing speed and changing direction are both types of acceleration,

• If a airplane is flying at a constant velocity the drag is

equal and opposite to the thrust.

• Static friction is greater than sliding friction.

• **A normal force is perpendicular to the surface the force is acting on.

DO

• Distinguish among the three types of friction: sliding, rolling, fluid.

• Explain the effect of mass and surface

area on friction. • Measure the friction in a closed system.

PRE-ASSESSMENT:

• The student will use an inclined plane to determine the coefficient of friction, the normal force and the force of friction.

ASSESSMENT: • Labs • Tests • Quizzes • Notebooks • Journals • Projects

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Tables • Line graphs • Concept maps

TESTING SKILL(S): AND/OR OGT TYPE QUESTIONS:

• A horizontal force of 200 newtons is used to pull a 100 kg box across the floor. What is the force of friction? What is the normal force? What is the coefficient of friction?

BEST PRACTICES: • Journals • Flash cards • Projects • Notebooks • Syllabus • Labs • G.I.S.T.

RESOURCES:

• Holt Science Spectrum Physical Science • Glencoe Science Physical Science • A Handbook for Classroom Instruction

that Works • Reading and Writing Across the

Curriculum

TESTING VOCABULARY: Predict Analyze Acceleration Compare and contrast Demonstrate Describe Explain Identify Unbalanced forces Vertical motion Horizontal motion


• Why do racecar drivers change their tires several times during a race? What would happen if the friction between the tires and the pavement is reduced to zero?

Documents

SPECIAL EDUCATION Physical Science Course of Study · SPECIAL EDUCATION Physical Science Course of ... with each other or other atoms to form even different substances. TOPIC