TREASURE COAST SCIENCE SYLLABUS

Transcription

1 Physical Science Honors TREASURE COAST SCIENCE SYLLABUS Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER Text: Pearson Physical Science: Concepts in Action, 2012/1 st Florida Edition (Frank) The purpose of this course is to provide exploratory experiences, laboratory investigations and real-life applications in the physical sciences. Work will be designed to reflect the advanced expectations of an honors level course. All honors students will be required to complete a science fair project or comparable project or competition beyond the classroom. Class time will be allotted for some aspects of the project the remainder will be completed at home. All topics must be pre-approved by the teacher in writing and all paperwork must be submitted prior to starting the project. Specific expectations and due dates will be given to each student. Course Goals: To utilize research-based learning strategies To develop a conceptual framework for Physical Science Honors To develop an appreciation for science as a process, not a set of facts Course Requirements: COMPLETED BY INDIVIDUAL TEACHER Assignments: COMPLETED BY INDIVIDUAL TEACHER Tests and Quizzes: COMPLETED BY INDIVIDUAL TEACHER Research Projects: COMPLETED BY INDIVIDUAL TEACHER Grading Plan: COMPLETED BY INDIVIDUAL TEACHER Academic Honesty Plan: Willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or test is not permitted. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void. Classroom Expectations: COMPLETED BY INDIVIDUAL TEACHER Personal Statement: COMPLETED BY INDIVIDUAL TEACHER 1

2 Semester 1 Quarter 1 Topic of Study: Approaches to Science Define a scientific problem or question based on the specific body of knowledge correlated to the physical science honors course. (I) Develop a hypothesis with one independent variable (tested variable). (VI). (VI) Distinguish between dependent variables (outcome variable), independent variables (tested variable), controls, and variables that are held constant in a variety of activities. (VI) Determine how data will be collected to analyze the data. (VI) Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs, line graphs, scatter plots, cumulative frequency graphs. (VI) Calculate and determine the % error of the data. (VI) Collect and organize data in charts, tables, and graphics. (VI) Describe the effects of technology on environmental quality. (I) Students will be able to determine the difference between an experiment and other types of scientific investigations. (I). (I) Differentiate between science and pseudoscience. (I) Explain why models are used in science to observe processes that happen too slowly, too quickly, or are too small or vast for direct observation. (I) Give examples of visual/physical, mathematical, and conceptual models as used in science. (I) Describe the limitations and misconceptions perceived by models. (I) Identify reliable sources of information and assess their reliability according to the strict standards of scientific investigation while conducting research. (I) such as systematic observation or experiment. (I) Explain why scientific investigations should be replicable. (I) Conduct, discuss, and compare similar investigations by working cooperatively in groups. (I, VI) Recognize systematic inference as one form of scientific investigation. (I) Describe the creative means scientists must use to design an investigation. (I) Justify conclusions based upon all the available evidence, not on expressed opinions. (I, VI) Distinguish science from other activities involving thought. (I) Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (I) Recognize, identify and know how to safely and accurately use lab equipment. (I) Identify the safety equipment in the science lab/classroom (safety shower, fire extinguisher, fire blanket, hood, eye wash, first aid kit, gloves, sharps container, MSDS sheets). (I) 2

3 Identify and find the following information such as chemical name, hazardous components, health hazards, first aid and emergency procedures using MSDS sheets. (I) Identify protective clothing worn in the lab: safety goggles, aprons, gloves. (I) Recognize that different types of wastes are disposed of in specific ways. (I) Recognize the importance of the lab safety contract and explain why parent and student signatures are required. (I). (II) Distinguish between a scientific theory and a general claim. (III) Distinguish between laws and theories by understanding that laws describe what and theories explain why. (III, IV) Give examples of how advances in technology have affected scientific theories and laws. (I, III, IV) Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model. (I, III, IV) Distinguish the difference between a scientific law and theory vs. a societal law. (III, IV) Describe the cost and benefits of using alternative strategies for solving a specific societal problem. (V) Present individual or group data after a scientific investigation, analyze the evidence, and reach a class consensus. (VI) Topic of Study: Physical and Chemical Properties/Changes Differentiate between the physical states of matter by constructing a model of the particles in solid, liquid, gas, and plasma states (I) Compare and contrast physical and chemical properties by constructing a two column table that includes examples (II) Compare and contrast physical and chemical changes by constructing a two column table that includes examples (III, IV) Explain the concept of temperature using diagrams (V) Construct a model that relates particle motion and temperature for each of the three states of matter (V) Construct a potential energy diagram for an endothermic and exothermic reaction with the activation energy, activated complex, heat of reaction, x axis title and y axis title identified (VI) Compare the potential energy of an electron at a shorter distance from the nucleus ( e.g.1s) to an electron that is at a greater distance (2s) (VI) Explain the concept of endothermic and exothermic reactions and its relationship to temperature of the system and the surroundings (VII) Conduct and interpret data from an experiment comparing endothermic and exothermic reactions (VII) 3

4 Determine if a chemical reaction is endothermic or exothermic based on its thermochemical equation (VII) Define a scientific problem or question based on the specific body of knowledge correlated. Explain the difference between an experiment and other types of scientific investigations Define a scientific problem or question based on the specific body of knowledge correlated. Explain the difference between an experiment and other types of scientific investigations Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Describe the role consensus plays in the historical development of a theory in Physical Science. Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. Justify conclusions based upon all the available evidence, not on expressed opinions Distinguish between a scientific theory and a general claim Distinguish between laws and theories by understanding that laws describe what and theories explain why Topic of Study: Atomic Theory and the Periodic Table Construct models of the atom to compare contrast the following atomic theories: Democritus, Dalton, Thomson, Rutherford, and Schrodinger (I) Explain, evaluate, and/or construct models of the experiments that were used to create the following atomic theories: Democritus (belief), Dalton (The Law of Multiple Proportions), Thomson (Cathode Ray Tube), Rutherford (Apple Radiation and Gold Foil), Bohr (H spectrum), and Schrodinger (Mathematical Equation) (IA, IB) Describe how the use of molecular clocks can estimate how various groups of organisms evolved from one another long ago (IC) Construct a table that compares the three subatomic particles in terms of their charge, mass (amu), and location within the atom (II) Correlate chemical properties, reactivity, physical properties, and the number of valence shell electrons with an element s periodic table location (III) Distinguish between molecules and ionic compounds when given a chemical formula (IV) Explain the concepts of polar covalent, nonpolar covalent, and ionic bonding (IV) Distinguish between polar covalent, nonpolar covalent, and ionic bonding when given a chemical formula (IV) Determine the structure (crystalline solid, solid, liquid, gas) of a chemical formula at room temperature (IV) Explain how energy is involved in formation and breakdown of chemical bonds (IV) 4

5 Explain how the use of models enhances our understanding of chemical bonding (IV) Define a scientific problem or question based on the specific body of knowledge correlated Describe the role consensus plays in the historical development of a theory in Physical Science Give examples of how advances in technology have affected scientific theories and laws Compare and contrast a theory and an inference Distinguish science from other activities involving thought Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered Give examples of visual/physical, mathematical, and conceptual models as used in science Describe the limitations and misconceptions perceived by models Semester 1 Quarter 2 Topic of Study: Chemical Reactions and Processes Distinguish between the different types of chemical reactions: redox, acid-base, synthesis, single replacement, double replacement when given a chemical equation (I) Describe the process of oxidation and reduction by analyzing a chemical formula (I) Validate that temperature, pressure, concentration, presence of a catalyst, surface area, agitation, the nature of the reactants, and the progression of the reaction will affect the rate of a chemical reaction (II) Validate the concept of dynamic equilibrium as it applies to a reversible chemical reaction that is producing reactants and products at the same rate (II) Define a scientific problem or question based on the specific body of knowledge correlated 5

6 Describe the role consensus plays in the historical development of a theory in Physical Science Give examples of how advances in technology have affected scientific theories and laws Give examples of visual/physical, mathematical, and conceptual models as used in science Describe the limitations and misconceptions perceived by models Topic of Study: Nuclear Reactions and the Law of Conservation of Energy Compare and contrast the various forms of energy (e.g. nuclear, chemical, mechanical, internal {particle movement}, sound, elastic, thermal, electrical (static), electricity, and electromagnetic) and relate them to their type of energy (e.g. potential, kinetic, and radiant) (IA) Validate that various forms of energy can be transformed into one another (IA) Compare and contrast the concepts of open, closed and isolated systems (II) Validate the Law of Conservation of Energy and how energy is conserved in an isolated system (IIC) Compare and contrast the concepts of nuclear fission, nuclear fusion, and radioactive decay using examples (IV) Compare and contrast the energy associated with nuclear fission, nuclear fusion, and radiation (alpha, beta, and gamma) and relate them to safety concerns (IV) Identify the charge, mass, energy, and penetrating power of alpha particles and beta particles and gamma rays (IV) Construct common nuclear fission and nuclear fusion equations (IV) Construct nuclear transmutation and artificial radioactive equations and identify a missing component within an equation (IV) Relate the equation E = mc 2 to the energy produced during any nuclear reaction (IV) Assess how safety issues, such as storage and disposal of radioactive substances, have had an impact on nuclear technology (V) Compare and contrast chemical and nuclear reactions (VI) Define a scientific problem or question based on the specific body of knowledge correlated 6

7 Give examples of how advances in technology have affected scientific theories and laws Topic of Study: Gases Validate the concept of ideal gas behavior as it relates to the kinetic molecular theory through experimentation (I) Compare the properties of real and ideal gases using a two column organizer (I) Use the properties of ideal gases to predict measurable quantities (I) Apply gas laws to problems involving the pressure, temperature, and volume of a gas (II) Relate the amount of gas present to its pressure, temperature, and volume by using the ideal gas law (II) Construct a model that uses the Kinetic Molecular theory to relate particle motion, distance between particles, and temperature for each of the three states of matter as they go through the following phase changes: melting, vaporizing, condensing, and freezing (III) Distinguish between Heat of Vaporization and Heat of Fusion (III) Construct and interpret a Heating Curve with all four phase changes and axes labeled (III) Construct and interpret a Phase Diagram with triple point, all six phase changes (including sublimation and deposition) and axes labeled (III) Define a scientific problem or question based on the specific body of knowledge correlated Compare and contrast scientific inferences and scientific observations Distinguish between laws and theories by understanding that laws describe what and theories explain why Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model Semester 2 Quarter 3 Topic of Study: Kinematics 7

8 Identify which quantities are scalar and vector quantities (I) Calculate horizontal and vertical components of vectors (I) Add and subtract vectors (I) Determine if an object s speed is increasing or decreasing by examining the velocity and acceleration of the object (I) Solve word problems by identifying given quantities and the unknown quantity, using the kinematic equations of motion, plugging in the given quantities, and performing the algebraic steps necessary to determine the unknown. (I-D and I-D motion cases) (II,III,IV,V,VI) Use qualitative or quantitative descriptions of an object s motion to construct the set of motion graphs (I-D and II-D motion cases) (II,IV,VI) Use a single motion graph to create the remaining two motion graphs (I-D and II-D motion cases) (II,III, IV) Use individual motion graphs for an object to calculate unknown quantities about the motion of the object (I-D and II-D motion cases) (II,III, IV) Calculate relative velocities of an object in different frames of reference (V) Define a scientific problem or question based on the specific body of knowledge correlated Distinguish between laws and theories by understanding that laws describe what and theories explain why Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model Topic of Study: Dynamics Understand the difference between static and dynamic equilibrium, and understand that an object that is moving with a constant velocity has NO net force on it (II) Identify action/reaction pairs of forces (II,III) Draw correct Free Body Diagrams (FBD s) of objects and compute horizontal and vertical components of these forces when necessary (II, III, IV, V) Understand and apply the different nature of static and kinetic friction (II,III,IV) Use the FBD s and Newton s 2 nd Law to solve statics and dynamics problems with and without friction (II,IV,V) Recognize that an object in uniform circular motion is accelerating and thus it must have a net force on it (II) Use the FBD s and Newton s 2 nd Law to solve uniform circular motion problems (IV,V) Discuss the impact of Newton s Laws of Motion on industry (VI) 8

9 Calculate the gravitational force of attraction between two objects (VII) Define a scientific problem or question based on the specific body of knowledge correlated Distinguish between laws and theories by understanding that laws describe what and theories explain why Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model Give examples of how advances in technology have affected scientific theories and laws Topic of Study: Waves and Optics Identify and calculate wavelength, frequency, period, and amplitude of a transverse wave using a sinusoidal wave diagram (I) Solve problems using the equation v= f and E=hf (I,II) Demonstrate constructive and destructive interference of transverse waves by drawing the result of two interfering waves using superposition (II) Explain the behavior of waves as they travel between media (II) Explain how diffraction and interference relate to the formation of Young s Double Slit pattern (II, III) Construct the electromagnetic spectrum with the relationships of frequency and wavelength illustrated (I, II) Validate the relationship between wavelength, frequency, and energy of different waves in the electromagnetic spectrum (I, II) Discuss the relationships among electromagnetic quantities and technological practical applications involving them (I) Describe how light travels and explain why its speed is independent of the source (II) Determine if an object s speed is increasing or decreasing by examining the velocity and acceleration of the object (III) Use qualitative or quantitative descriptions of an object s motion to construct the set of motion graphs (IV, V, VI) Use a single motion graph to create the remaining two motion graph (IV, V, VI) Use individual motion graphs for an object to calculate unknown quantities about the motion of the object (IV, V, VI) 9

10 Calculate relative velocities of an object in different frames of reference (VII) Define a scientific problem or question based on the specific body of knowledge correlated Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model Distinguish science from other activities involving thought ( Explain why models are used in science to observe processes that happen too slowly, too quickly, or are too small or vast for direct observation Give examples of visual/physical, mathematical, and conceptual models as used in science Semester 2 Quarter 4 Topic of Study: Electrostatics and Circuits Classify materials as conductors, insulators, and semiconductors (I) Explain the relationship between current, voltage, resistance and power using data from an investigation (II-VI) Analyze graphs to calculate resistance (II-VI) Apply Ohm s Law to simple circuits (II-VI) Calculate energy used and power in circuits (II-VI) Calculate the work done on an object (3). Use the Work/Energy principle and the Conservational of Mechanical Energy to solve motion problems (VII) Compare and contrast work and power (V,VII) Calculate Mechanical Power when given problems (VII) Define a scientific problem or question based on the specific body of knowledge correlated Compare and contrast scientific inferences and scientific observations Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model 10

11 Distinguish science from other activities involving thought ( Explain why models are used in science to observe processes that happen too slowly, too quickly, or are too small or vast for direct observation Give examples of visual/physical, mathematical, and conceptual models as used in science Topic of Study: Environment and Technology Explain the concept of ph and construct a ph scale with acidity and basicity labeled (I) Relate acidity and basicity to H 3 O + and OH - concentration and ph (I) Explain how the ph of water affects its ability to dissolve minerals and influence chemical reactions (I, II) Describe the special properties of water (II) Relate the structure of water to its unique properties that are necessary for life (II) Compare and contrast renewable and non-renewable resources such as water, energy, fossil fuels, wildlife, and forests I(III) Describe some ways that humans impact the environment citing examples(iii) Explain and summarize changes in human lifestyles that might positively impact the environment (III) Describe the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (IV) Explain the ethical issues surrounding biotechnology including GMOs and gene therapy (IV) Explain how technology has positively and negatively impacted the environment (V) Describe the usefulness of techniques including PCR, gel electrophoresis, and recombinant DNA (IV) Critique potential uses for the information gleaned from sequencing the human genome (IV) Define a scientific problem or question based on the specific body of knowledge correlated Compare and contrast scientific inferences and scientific observations Distinguish science from other activities involving thought Explain why models are used in science to observe processes that happen too slowly, too quickly, or are too small or vast for direct observation Give examples of visual/physical, mathematical, and conceptual models as used in science 11