Highland Park Public School District

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1 435 Mansfield Street Highland Park, New Jersey Version 1 Slated for Revision Final Review 6/30/2017

2 Mastery Skills Students will be able to understand, explain, and apply the following concepts and skills upon Skill Describe the atomic composition of molecules and extended crystalline structures. Classify pure substances as elements and compounds. Identify atom as the smallest unit of an element. Distinguish between molecular and crystalline compounds. Recognize that gases and liquids are composed of molecules or inert atoms. Recognize that solids are formed from molecules or extended crystalline structures. Develop models of molecules and crystalline structures with atoms as the basic building block. Models can be made using concrete material, or conceptually using drawing or computer representation. completion of this course: Standard (if applicable) MS-PS1-1 Compare and analyze the characteristic properties of substances before and after an interaction to determine if a chemical reaction has occurred or not. MS-PS1-2 Recognize that pure substances have characteristic properties such as density, melting point, boiling point, solubility, flammability and color. Determine if an interaction is a physical change or a chemical reaction by comparing the characteristic properties of the substances before and after the interaction. Conduct investigations to study some common chemical reactions. Example includes investigation to compare the reactivity of different metals with an acid.

3 Describe the composition of natural and synthetic materials and their impact on society. Classify substances as natural and synthetic materials. MS-PS1-3 Analyze the composition of synthetic materials. Study the process of synthesizing new materials from other common elements and compounds Analyze and describe the relationship between thermal energy, particle motions, temperature and state of a pure substance. Recognize that the molecules and inert atoms in gasses are constantly moving relative to each other and coming in contact when they collide. MS-PS1-4 Recognize that the particles in liquids also move relative to each other but remain in constant contact with other particles. Recognize that in solids, particles vibrate around their position but do not move relative to each other. Deduce that particles in gasses have greater kinetic energy compared to particles in liquids, which in turn have greater kinetic energy than particles in solids. Demonstrate that as temperature increases, the average thermal energy of particles increases. Recognize that thermal energy needs to be added to increase the kinetic energy of the particles when a solid melts to liquid state or a liquid vaporizes into a gaseous state. Describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved Recognize that in a chemical reaction, the number and type of atoms in the products is the same as that in the reactants. MS-PS1-5

4 Compare the number of atoms of each type in the reactants and products of a chemical equation to determine if it is balanced or not. Recognize that matter is neither created nor destroyed in a chemical reaction. Undertake a design project to design and construct a device to measure the change in thermal energy in a chemical processes. Design and conduct an investigation to determine if energy is released, or absorbed by measuring and comparing the temperature of reactants and products in a chemical reaction. Classify chemical reactions as exothermic where energy is released or endothermic where energy is absorbed, based on the direction of energy transfer. Describe Newton s Third Law and apply it to analyze and solve real life problems. MS-PS1-6 MS-PS2-1 Recognize that when two objects interact, the force exerted by the first object on the second object (action force) is equal in strength to the force that the second object exerts on the first (reaction force), but in the opposite direction. Demonstrate the occurrence of action and reaction forces (Newton s Third Law) in real life application such as recoil when firing a projectile, magnets attracting each other, and the science behind jet engines and rockets. Design and conduct an investigation to analyze the forces between colliding objects. Apply Newton s First and Second Laws of Motion to explain the relationship between the change in the motion of an object, its mass and the forces applied on it. MS-PS2-2 Establish that an object at rest remains at rest unless an unbalanced force acts on it. Compute the net unbalanced force on an object on which several forces are acting on it, possibly in different directions.

5 Measure the changes in motion of an object upon the application of a net unbalanced force. Recognize that the change in motion of an object is proportional to the net unbalanced forced applied on it. Demonstrate that a larger force is required to achieve an equivalent change in motion on an object with a larger mass. Explain the nature and strength of electric and magnetic forces. Recognize that the electrostatic force between two charged particles can be attractive or repulsive depending on the type of charge (positive or negative). MS-PS2-3 Demonstrate that magnets have a direction (poles) and their orientation determines if two magnets attract or repel each other. Construct an electromagnet by passing electric current in a coil to observe the relationship between electric and magnetic forces. Conduct investigations to measure and analyze the magnitude of electrical and magnetic forces. Demonstrate that the strength of an electromagnet increases with an increase in the number of coils in the electromagnet. Demonstrate that the force of attraction or repulsion between two magnets decrease with increase in the distance between the magnets. Use evidence to explain that gravitational interactions are attractive and depend on the masses of interacting objects. Recognize that the weight of an object is the gravitational force of attraction being exerted on the object by Earth. MS-PS2-4 Plan and conduct an investigation to determine the relationship between the mass and weight

6 of an object. Establish the evidence of force fields as a way to explain fundamental forces such as electrical, magnetic and gravitational forces that act at a distance. Demonstrate that magnets and electric charges exert forces on each other even when they are not in contact. Conclude that the force of gravity can also act at a distance. Using magnets and iron filings, observe the lines of magnetic field created by a magnet. Collect data, draw graphs and interpret them to describe the relationship of kinetic energy to the mass and speed of an object. MS-PS2-5 MS-PS3-1 Conduct an investigation to observe that the kinetic energy of an object is proportional to the mass of the object. Recognize that the kinetic energy of an object increases with increase in speed. Describe how potential energy is stored in a system of objects interacting with gravitational, electrical or magnetic forces. Students will be able to: MS-PS3-2 Conduct an investigation to observe that the work done in pulling two magnets or electrical charges apart is stored as potential energy. Recognize that work done in moving an object to a greater height is stored as gravitational potential energy of the object. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes transfer of thermal energy. MS-PS3-3 Demonstrate that thermal energy can be transferred using conduction, convection and radiation. Design and build an enclosure that slows down the loss of heat by use of insulating material.

7 Plan an investigation to determine the relationships among the energy transferred, the type and mass of matter, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-4 Conduct an investigation to recognize that the average kinetic energy of particles in a substance increases with an increase in its temperature. Recognize that water at 0 C has greater thermal energy compared to ice at the same temperature. Conduct an investigation to observe that the energy of a gallon of water at room temperature is more than the energy of a pint of hot water, due to its greater mass. Recognize that transfer of energy to/from an object leads to change in motion and kinetic energy of the object. Conduct investigations to observe the transformation of different forms of energy. MS-PS3-5 Investigate the conversion between potential and kinetic energy in a pendulum and a roller coaster. Recognize that energy is neither created nor destroyed in energy transformations. Describe how the amplitude of a wave is related to its energy. MS-PS4-1 Create and observe transverse and longitudinal waves using ropes and slinky. Represent a wave as a repeating pattern with wavelength, frequency and amplitude. Conduct an investigation to observe the change in amplitude of a wave with increase in energy. Measure the change in amplitude of a wave with doubling of the energy of a wave. Describe how waves are reflected, absorbed, or

8 transmitted when passing through various materials. MS-PS4-2 Compare and contrast matter waves such as sound and water waves with electromagnetic waves such as light and radio waves that do not require a medium. Observe that light travels in a straight line, except when there is a change in the medium. Conduct investigations to observe the reflection, absorption and transmission of a light wave using different materials. Investigate the science and technology to compare the reliability of digital transmission compared to analog signals. MS-PS4-3 Explore how electromagnetic waves are used to transmit sound, images and text in modern devices such as mobile phones, radios and televisions. Compare the quality of sound in digital transmission (in satellite radio) with analog transmission (in AM/FM radio) to recognize the reliability of digital transmission. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-1 MS-ETS1-2 MS-ETS1-3

9 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-ETS1-4

10 Scope and Sequence Unit: Properties and Unit: Chemical Unit: Forces and Structure of Matter Reactions Motion Unit: Energy Unit: Waves Weeks 1-8 Weeks 9-15 Weeks Weeks Weeks Unit Description: Students will learn about the characteristic properties of substances. They will understand the relation between structure of matter at an atomic at molecular level, its properties and how thermal energy affects the motion of particles and state of matter. Unit Description: Students will learn that chemical reaction is a process that leads to formation of new substances with different properties. Chemical reaction involves regrouping of atoms at molecular level. Unit Description: Students will learn that there are physical interactions between objects and within systems of objects. They will apply Newton s Third Law of motion to explain motion. Students will observe and examine how gravitational forces are attractive whereas electrical and magnetic forces can be attractive and negative. Unit Description: Students will examine that energy is transferred from one object to another and the total energy in a system remains conserved. Moving objects possess Kinetic Energy and Potential Energy is due to relative position of objects. They will distinguish between Energy and Temperature. Unit Description: Students will learn about the characteristic properties and their behavior when they interact with matter. Waves are means to send digital information. Unit Objectives: SWBAT: Describe the atomic composition of molecules and extended crystalline structures. Classify pure substances as elements and compounds. Identify atom as the smallest unit of an element. Distinguish between molecular and crystalline compounds. Recognize that gasses and liquids are composed of molecules or inert atoms. Recognize that solids are formed from molecules or extended crystalline structures. Develop models of molecules and crystalline structures with atoms as the basic Unit Objectives: SWBAT: Analyze and compare the characteristic properties of substances before and after an interaction to determine if a chemical reaction has occurred or not. Determine if an interaction is a physical change or a chemical reaction by comparing the characteristic properties of the substances before and after the interaction. Conduct investigations to study some common chemical reactions. Example includes investigation to compare the reactivity of different metals Unit Objectives: SWBAT: Describe Newton s Third Law and apply it to analyze and solve real life problems. Recognize that when two objects interact, the force exerted by the first object on the second object (action force) is equal in strength to the force that the second object exerts on the first (reaction force), but in the opposite direction. Demonstrate the occurrence of action and reaction forces (Newton s Third Law) in real life application such as recoil when firing projectile, magnets attracting each other, and the science behind jet engines and rockets. Design and conduct an Unit Objectives: SWBAT: Collect data, draw graphs and interpret them to describe the relationship of kinetic energy to the mass and speed of an object. Conduct an investigation to observe that the kinetic energy of an object is proportional to the mass of the object. Recognize that the kinetic energy of an object increases with increase in speed. Describe how potential energy is stored in a system of objects interacting with gravitational, electrical or magnetic forces. Conduct an investigation to observe that the work done in Unit Objectives: SWBAT: Describe how the amplitude of a wave is related to its energy Create and observe transverse and longitudinal waves using ropes and slinky. Represent a wave as a repeating pattern with wavelength, frequency and amplitude. Conduct an investigation to observe the change in amplitude of a wave with increase in energy. Measure the change in amplitude of a wave with doubling of the energy of a wave.

11 building block. Models can be made using concrete material, or conceptual using drawing or computer representation. with an acid. Describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Recognize that in a chemical reaction, the number and type of atoms in the products is the same as that in the reactants. Compare the number of atoms of each type in the reactants and products of a chemical equation to determine if it is balanced or not. Recognize that matter is neither created nor destroyed in a chemical reaction. Undertake a design project to design and construct a device to measure the change in thermal energy in a chemical processes. Design and conduct an investigation to determine if energy is released or absorbed by measuring and comparing the temperature of reactants and products in a chemical reaction. Classify chemical reactions as exothermic where energy is released or endothermic where energy is absorbed, based on the direction of energy transfer. investigation to analyze the forces between colliding objects. Apply Newton s First and Second Laws of Motion to explain the relationship between the change in the motion of an object, its mass and the forces applied on it. Demonstrate that an object at rest remains at rest unless an unbalanced force acts on it. Compute the net unbalanced force on an object on which several forces are acting, possibly in different directions. Measure the changes in motion of an object upon the application of a net unbalanced force. Recognize that the change in motion of an object is proportional to the net unbalanced force applied on it. Demonstrate that a larger force is required to achieve an equivalent change in motion on an object with a larger mass. Explain the nature and strength of electric and magnetic forces. Recognize that the electrostatic force between two charged particles can be attractive or repulsive depending on the type of charge (positive or negative). Demonstrate that magnets have a direction (poles) and their orientation determines if two magnets attract or repel pulling two magnets or electrical charges apart is stored as potential energy. Recognize that work done in moving an object to a greater height is stored as gravitational potential energy of the object. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes transfer of thermal energy. Demonstrate that thermal energy can be transferred using conduction, convection and radiation. Design and build an enclosure that slows down the loss of heat by use of insulating material. Plan an investigation to determine the relationships among the energy transferred, the type and mass of matter, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. Conduct an investigation to recognize that the average kinetic energy of particles in a substance increases with an increase in its temperature. Recognize that water at 0 C has greater thermal Describe how waves are reflected, absorbed, or transmitted when passing through various materials. Compare and contrast matter waves such as sound and water waves with electromagnetic waves such as light and radio waves that do not require a medium. Establish that light travels in a straight line, except when there is a change in the medium. Conduct investigations to observe the reflection, absorption and transmission of a light wave using different materials. Investigate the science and technology to compare the reliability of digital transmission compared to analog signals. Explore how electromagnetic waves are used to transmit sound, images and texts in modern devices such as mobile phones, radios and televisions. Compare the quality of sound in digital transmission (in

12 each other. Construct an electromagnet by passing electric current in a coil to observe the relationship between electric and magnetic forces. Conduct investigations to measure and analyze the magnitude of electrical and magnetic forces. Demonstrate that the strength of an electromagnet increases with an increase in the number of coils in the electromagnet. Demonstrate that the force of attraction or repulsion between two magnets decreases with increase in the distance between the magnets. Use evidence to explain that gravitational interactions are attractive and depend on the masses of interacting objects. Recognize that the weight of an object is the gravitational force of attraction being exerted on the object by Earth. Plan and conduct an investigation to determine the relationship between the mass and weight of an object. Establish the evidence of force fields as a way to explain fundamental forces such as electrical, magnetic and gravitational forces that act at a distance. Demonstrate that magnets and electric charges exert energy compared to ice at the same temperature. Conduct an investigation to observe that the energy of a gallon of water at room temperature is more than the energy of a pint of hot water, due to its greater mass. Recognize that transfer of energy to/from an object leads to change in motion and kinetic energy of the object. Conduct investigations to observe the transformation of different forms of energy. Demonstrate the conversion between potential and kinetic energy in a pendulum and a roller coaster. Recognize that energy is neither created nor destroyed in energy transformations. satellite radio) with analog transmission (in AM/FM radio) to recognize the reliability of digital transmission.

13 forces on each other even when they are not in contact. Conclude that the force of gravity can also act at a distance. Using magnets and iron filings, demonstrate the lines of magnetic field created by a magnet.

14 Properties and Structure of Matter Unit Description Unit Title Unit Summary Students will learn that pure substances have characteristic properties. They will understand the relation between structure of matter at an atomic and molecular level. They will also learn how thermal energy affects the motion of particles and state of matter. Students build understanding of what occurs at the atomic and molecular scale. Students apply their understanding that pure substances have characteristic properties and are made from a single type of atom or molecule. They also provide a molecular level accounts to explain states of matter and changes between states. Learning Objectives Based on Mastery Skills Describe the atomic composition of molecules and extended crystalline structures. Classify pure substances as elements and compounds. Identify atom as the smallest unit of an element. Distinguish between molecular and crystalline compounds. Recognize that gases and liquids are composed of molecules or inert atoms. Recognize that solids are formed from molecules or extended crystalline structures. Develop models of molecules and crystalline structures with atoms as the basic building block. Models can be made using concrete material, or conceptual idea using drawing or computer representation. Essential Questions How do atomic and molecular interactions explain the properties of matter that we see and feel? How can one tell what the molecules are doing in a substance? How do the state and temperature of an object have an impact on how its particles are behaving? How can one determine if matter is created, destroyed or conserved during physical changes? What is the significance of synthetic materials and how can we trace them to their natural ingredients? Evidence of Learning Use a broad range of formative and summative assessments to ascertain that students have achieved the learning objectives specified above and have gained an understanding of the following core ideas and concepts: Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Matter is conserved because atoms are conserved in physical and chemical processes.

15 Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Students who understand the concepts are able to: Develop a model of a simple molecule. Use the model of the simple molecule to describe its atomic composition. Develop a model of an extended structure. Use the model of the extended structure to describe its repeating subunits. Develop a model that predicts and describes changes in particle motion that could include molecules or inert atoms or pure substances. Use cause-and-effect relationships to predict changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed in natural or designed systems. Obtain, evaluate, and communicate information to show that synthetic materials come from natural resources and affect society. Gather, read, and synthesize information about how synthetic materials formed from natural resources affect society. Assess the credibility, accuracy, and possible bias of each publication and methods used within the publication. Describe how information about how synthetic materials formed from natural resources affect society is supported or not supported by evidence. Formative Assessments: Lab Safety Quiz Entry Tickets and Exit Slips Hands-on Investigations Investigation Sheets Lab Report Guided Readings Class Discussions Class Assignments Homework Review Games Quizzes Summative Assessments: Tests Project Required Lesson Activities Students will use informational text and models (such as student-generated drawings, 3-D ball-and-stick structures, or computer representations) to understand that matter is composed of atoms and molecules. Students will recognize that they are using models to observe phenomena too small to be seen. Students will develop or modify a model of simple molecules to describe the molecules atomic composition. Examples of molecules that can be modeled include water, oxygen, carbon dioxide, ammonia, and methanol. Students will develop and modify a model that describes the atomic composition of an extended structure showing a pattern of repeating subunits. Examples may include sodium chloride and diamonds. Students will recognize that macroscopic patterns are related to the nature of microscopic and atomiclevel structure. Students will locate information that describes changes in particle motion, changes in temperature, or changes in state as thermal energy is added to or removed from a pure substance.

16 Students will then use models to predict and describe the changes in particle motion, temperature, and state of a pure substance. An example could include the change of state of water from its solid (ice) to liquid and vapor with the addition of thermal energy. Students will come to understand that this process is reversible through the removal of thermal energy, where the pure substance can return from a vapor to a liquid and back to a solid state. Students will be able to develop qualitative molecular-level models of solids, liquids, and gases to show the cause-and-effect relationships of adding or removing thermal energy, which increases or decreases the kinetic energy of the particles until a change of state occurs. Students will apply their understanding of particle and chemical change to make sense of how natural resources react chemically to produce new substances. Students will explain that as a result of the rearrangement of atoms during a chemical process, the synthetic substance has different characteristic properties than the original pure substance. For example, pure substances like methane, carbon monoxide, and carbon dioxide can be combined chemically to form synthetic fuel. The synthetic fuel would have different characteristic properties than the original pure substances. Students will gather, read, and synthesize qualitative information from multiple sources about the use of natural resources to form synthetic materials and how these new materials affect society. Examples of new materials could include new medicine, foods, and alternative fuels. Lessons Activities: Hands-on Investigations Lab Work Online Investigations Virtual Labs Modeling Guided Readings Videos Ghjkroup Discussions Review Games Think-Pair-Share Lesson Topics: Lab Safety Describing Matter: Pure substances (Elements and Compounds), Mixtures Measuring Matter: Mass, Weight, Volume, Density Changes in Matter: Physical and Chemical Changes; Matter, Temperature and Thermal Energy Introduction to Energy and its relationship to Matter States of Matter: Solid, Liquid and Gases Change of State: Melting, Freezing, Vaporization, Boiling, Evaporation, Condensation, Sublimation, Deposition Property of Gases: Mass, Volume, Pressure and Temperature Gas Behavior: Boyle s Law, Charles Law, Gay-Lussac s Law Atoms and Elements: Structure of an Atom Periodic Table: Patterns in Properties of Element, Organizing Elements in a Periodic Table Classifying Elements: Metals, Non-Metals and Metalloids Classifying Materials: Natural and Man Made Common Materials: Metals and Alloys, Polymers and Composites, Ceramics and Glasses, Radioactive Elements Application of Materials

17 Resources STC/MS: Properties of Matter (Carolina Biological Supply Company) Prentice Hall Science Explorer: Physical Science Chemical Building Blocks Pearson Prentice Hall ( BrainPOP ( TED-Ed (

18 Unit Description Unit Title Chemical Reactions Unit Summary Students will learn that chemical reaction is a process that leads to formation of new substances with different properties. Chemical reaction involves regrouping of atoms at molecular level. Students provide molecular-level accounts of states of matter and changes between states, of how chemical reactions involve regrouping of atoms to form new substances, and of how atoms rearrange during chemical reactions. Students are also able to apply an understanding of optimization design and process in engineering to chemical reaction systems. Learning Objectives Based on Mastery Skills Analyze and compare the characteristic properties of substances before and after an interaction to determine if a chemical reaction has occurred or not. Determine if an interaction is a physical change or a chemical reaction by comparing the characteristic properties of the substances before and after the interaction. Conduct investigations to study some common chemical reactions. Example includes investigation to compare the reactivity of different metals with an acid. Describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Recognize that in a chemical reaction, the number and type of atoms in the products is the same as that in the reactants. Compare the number of atoms of each type in the reactants and products of a chemical equation to determine if it is balanced or not. Recognize that matter is neither created nor destroyed in a chemical reaction. Undertake a design project to design and construct a device to measure the change in thermal energy in a chemical process. Design and conduct an investigation to determine if energy is released or absorbed by measuring and comparing the temperature of reactants and products in a chemical reaction. Classify chemical reactions as exothermic where energy is released or endothermic where energy is absorbed, based on the direction of energy transfer. Essential Questions How can one tell if two substances mixed or if they reacted with each other? How do substances combine or change (react) to make new substances? How can a device be designed, constructed, tested, and modified to conduct and measure a chemical process that releases or absorbs thermal energy? How can one design, construct and test a device that investigates if mass is created, destroyed or conserved in a chemical reaction? Evidence of Learning Use a broad range of formative and summative assessments to ascertain that students have achieved the learning objectives specified above and have gained an understanding of the following core ideas and concepts: Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under

19 given conditions) that can be used to identify it. Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Matter is conserved because atoms are conserved in physical and chemical processes. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. Thermal energy is the motion of atoms or molecules within a substance. Heat is the transfer of that thermal energy from one object to another due to the temperature difference between two objects. The transfer of energy can be tracked as energy flow through a designed or natural system. The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. Students who understand the concepts are able to: Analyze and interpret data to determine similarities and differences from results of chemical reactions between substances before and after they undergo a chemical process. Analyze and interpret data on the properties of substances before and after they undergo a chemical process. Identify and describe possible correlation and causation relationships evidenced in chemical reactions. Make logical and conceptual connections between evidence that chemical reactions have occurred and explanations of the properties of substances before and after they undergo a chemical process. Use physical models or drawings, including digital forms, to represent atoms in a chemical process. Use mathematical descriptions to show that the number of atoms before and after a chemical process is the same. Undertake a design project, engaging in the design cycle, to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Specific criteria are limited to amount, time, and temperature of a substance. Analyze and interpret data for the amount, time, and temperature of a substance in testing a device that either releases or absorbs thermal energy by chemical processes to determine similarities and differences in findings. Develop a model to generate data for testing a device that either releases or absorbs thermal energy by chemical processes, including those representing inputs and outputs of thermal energy. Track the transfer of thermal energy as energy flows through a designed system that either releases or absorbs thermal energy by chemical processes. Formative Assessments: Entry Tickets and Exit Slips Hands-on Investigations Investigation Sheets Lab Report Guided Readings Class Discussions Class Assignments

20 Homework Review Games Quizzes Summative Assessments: Tests Project Required Lesson Activities (Assessment) Student models can be manipulated to show that molecules can be disassembled into their various atoms and reassembled into new substances according to chemical reactions. Students will examine and differentiate between physical and chemical properties of matter. They will analyze of the following characteristic properties: density, melting point, boiling point, solubility, flammability, and odor. This analysis of properties shall serve as evidence to support that chemical reactions of substances cause a rearrangement of atoms to form different molecules. Students will analyze and interpret data on the properties of substances in order to provide evidence that a chemical reaction has occurred. Students will recognize that substances react chemically in very characteristic ways. Students will carry out experiments that involve chemical reactions that release energy and chemical reactions that absorb energy. Students will analyze the results by incorporating quantitative information about atoms before and after the chemical reaction. They will communicate the analysis in the form of a physical model, drawing or in digital forms. Students will apply the quantitative and abstract learning from these reactions model the law of conservation of matter. Students will develop a model of the reactions they observe to describe how the total number of atoms does not change in a chemical reaction and therefore mass is conserved. Examples of models could include physical models, drawings, or digital forms that represent atoms. Students will show how their model provides evidence that the law of conservation of matter is a mathematical description of what happens in nature. Students will undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Students will need to be able to track energy transfer as heat energy is either released to the environment or absorbed from the environment. The design goals of this project will include the ability to control the transfer of energy to/from the environment, and to modify the device according to factors such as type and concentration of substance. Students shall come up with the criteria that determine if a design is successful. They will come up with multiple designs that will be analyzed to determine the relative likelihood of success. Students will determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Lessons Activities: Hands-on Investigations Lab Work Online Investigations Virtual Labs Modeling Guided Readings Videos Group Discussions Review Games Think-Pair-Share Lesson Topics:

21 Structure of Elements and Compounds: Atoms and Molecules Observing and Recognizing Chemical Change Describing Chemical Changes: Chemical Equations Conservation of Mass: Balanced and Unbalanced Chemical Equations Energy and Chemical Reactions: Endothermic and Exothermic Reaction of Metals with Acids: Comparing Reactivity of Metals Resources STC/MS: Student Guide, Properties of Matter Prentice Hall Science Explorer: Physical Science Chemical Interactions Pearson Prentice Hall ( BrainPOP ( TED-Ed (

22 Forces and Motion Unit Description Unit Title Unit Summary Students will learn that there are physical interactions between objects and within systems of objects. They will apply Newton s third law of motion to explain motion. Students will observe and examine how gravitational forces are attractive whereas electrical and magnetic forces can be attractive or repulsive. Learning Objectives Based on Mastery Skills Describe Newton s Third Law and apply it to analyze and solve real life problems. Recognize that when two objects interact, the force exerted by the first object on the second object (action force) is equal in strength to the force that the second object exerts on the first (reaction force), but in the opposite direction. Demonstrate the occurrence of action and reaction forces (Newton s Third Law) in real life application such as recoil when firing projectile, magnets attracting each other, and the science behind jet engines and rockets. Design and conduct an investigation to analyze the forces between colliding objects. Apply Newton s First and Second Laws of Motion to explain the relationship between the change in the motion of an object, its mass and the forces applied on it. Demonstrate that an object at rest remains at rest unless an unbalanced force acts on it. Compute the net unbalanced force on an object on which several forces are acting, possibly in different directions. Measure the changes in motion of an object upon the application of a net unbalanced force. Recognize that the change in motion of an object is proportional to the net unbalanced forced applied on it. Observe that a larger force is required to achieve an equivalent change in motion on an object with a larger mass. Explain the nature and strength of electric and magnetic forces. Recognize that the electrostatic force between two charged particles can be attractive or repulsive depending on the type of charge (positive or negative). Observe that magnets have a direction (poles) and their orientation determines if two magnets attract or repel each other. Construct an electromagnet by passing electric current in a coil to observe the relationship between electric and magnetic forces. Conduct investigations to measure and analyze the magnitude of electrical and magnetic forces. Demonstrate that the strength of an electromagnet increases with an increase in the number of coils in the electromagnet. Demonstrate that the force of attraction or repulsion between two magnets decreases with increase in the distance between the magnets. Use evidence to explain that gravitational interactions are attractive and depend on the masses of interacting objects. Recognize that the weight of an object is the gravitational force of attraction being exerted on the object by Earth. Plan and conduct an investigation to determine the relationship between the mass and weight of an object. Establish the evidence of force fields as a way to explain fundamental forces such as electrical, magnetic and gravitational forces that act at a distance. Demonstrate that magnets and electric charges exert forces on each other even when they are not in

23 contact. Conclude that the force of gravity can also act at a distance. Using magnets and iron filings, observe the lines of magnetic field created by a magnet. Essential Questions How can we predict the motion of an object? How does one investigate if it possible to exert a force on an object without touching it? How can Newton s Laws of Motion be used to explain the physics behind the working of common modes of transportation such as skateboards, sailboats, steamboats and rockets? How can one design, construct, test and modify a transportation object with stated goals of being the fastest or most efficient? How can one predict the motion of a ball in sports such as baseball, basketball and hockey in terms of the forces acting on it? Evidence of Learning Use a broad range of formative and summative assessments to ascertain that students have achieved the learning objectives specified above and have gained an understanding of the following core ideas and concepts: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton s Third Law). The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass e.g., Earth and the Sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Students who understand the concepts are able to: Apply Newton s third law to design a solution to a problem involving the motion of two colliding objects. Define a design problem involving the motion of two colliding objects that can be solved through the development of an object, tool, process, or system and that includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. Evaluate competing design solutions involving the motion of two colliding objects based on jointly developed and agreed-upon design criteria. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Analyze and interpret data to determine similarities and differences in findings. Plan an investigation individually and collaboratively to provide evidence that the change in an object s motion depends on the sum of the forces on the object and the mass of the object.

24 Design an investigation and identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Make logical and conceptual connections between evidence and explanations. Examine the changes over time and forces at different scales to explain the stability and change in designed systems. Students will conduct an investigation and evaluate an experimental design to produce data that can serve as the basis for evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Students will identify the cause-and-effect relationships between fields that exist between objects and the behavior of the objects. Formative Assessments: Entry Tickets and Exit Slips Hands-on Investigations Investigation Sheets Lab Report Guided Readings Class Discussions Class Assignments Homeworks Review Games Quizzes Summative Assessments: Tests Project Required Lesson Activities Students will be examining and interacting with objects in motion. Students will investigate Newton s third law of motion by observing the action/reaction forces involved during a collision. Students will recognize that a collision describes any interaction between two objects, no matter how small of large is the force of interaction. Some possible observations may include the action/reaction forces involved in roller skating, skateboarding, moving boxes of different masses. Students will then apply Newton s third law to come up with solutions to problems such as designing and launching rockets or protecting eggs in a collision. Students then investigate Newton s first and second laws of motion through hands-on activities in which they observe the result of balanced and unbalanced forces on an object s motion. Some examples may include using a seesaw or kicking a ball. Students will observe how an object s motion will change depending upon the mass of the object and the amount of force applied. Activities could include pushing objects of different masses and comparing the forces needed to accelerate the objects. Students will continue their investigation of Newton s third law by participating in an engineering and design problem that will require them to design a solution to a problem involving the motion of two colliding objects. Lessons Activities: Hands-on Investigations Lab Work Online Investigations Virtual Labs

25 Modeling Guided Readings Videos Group Discussions Review Games Think-Pair-Share Lesson Topics: Describing Motion: Relative to Frame of Reference Measuring Motion: Calculating Speed Scalars and Vectors: Distance and Displacement, Speed and Velocity Change in Motion: Acceleration Motion Graphs: Plotting and Interpreting Motion Graphs Forces: Nature of Forces, Contact and Non-Contact Forces Combining Forces: Balanced and Unbalanced Forces, Calculating Net Forces Friction: Static, Sliding and Rolling Friction; Fluid Friction and Drag Gravity: Mass and Weight, Universal Force of Gravity Newton s First Law of Motion: Relationship between Net Force and Change in Motion Newton s Second Law of Motion: Impact of Force, and Mass (Inertia) on Acceleration Newton s Third Law of Motion: Action and Reaction Forces Collision: Forces between Colliding Objects Applications: Rockets and Satellites Magnetism: Magnetic Force and Field Static Electricity: Electric Charges and Electric Forces Positive and Negative Charges: Protons, Electrons and Ions Electricity, Magnetism and Motion Fundamental Forces of Nature: Gravitational, Electromagnetic and Nuclear. Resources STC/MS: Student Guide, Energy, Machines and Motion Prentice Hall Science Explorer: Physical Science Motion, Forces and Energy Electricity and Magnetism Pearson Prentice Hall ( BrainPOP ( TED-Ed (

26 Unit Description Unit Title Energy Unit Summary Students will learn that energy is transferred from one object to another and the total energy in a system remains conserved. Moving objects possess Kinetic Energy and Potential Energy, which is due to relative position of objects. Students will recognize the relationship between Thermal Energy, Heat and Temperature. Learning Objectives Based on Mastery Skills Collect data, draw graphs and interpret them to describe the relationship of kinetic energy to the mass and speed of an object. Conduct an investigation to observe that the kinetic energy of an object is proportional to the mass of the object. Recognize that the kinetic energy of an object increases with increase in speed. Describe how potential energy is stored in a system of objects interacting with gravitational, electrical or magnetic forces. Conduct an investigation to observe that the work done in pulling two magnets or electrical charges apart is stored as potential energy. Recognize that work done in moving an object to a greater height is stored as gravitational potential energy of the object. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes transfer of thermal energy. Demonstrate that thermal energy can be transferred using conduction, convection and radiation. Design and build an enclosure that slows down the loss of heat by use of insulating material. Plan an investigation to determine the relationships among the energy transferred, the type and mass of matter, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. Conduct an investigation to recognize that the average kinetic energy of particles in a substance increases with an increase in its temperature. Recognize that water at 0 C has greater thermal energy compared to ice at the same temperature. Conduct an investigation to observe that the energy of a gallon of water at room temperature is more than the energy of a pint of hot water, due to its greater mass. Recognize that transfer of energy to/from an object leads to change in motion and kinetic energy of the object. Conduct investigations to observe the transformation of different forms of energy. Demonstrate the conversion between potential and kinetic energy in a pendulum and a roller coaster. Recognize that energy is neither created nor destroyed in energy transformations. Essential Questions How can one investigate and determine the relationship between the temperature and the motion of particles in a substance? How can one design, construct, test and modify a device that minimizes the flow of thermal energy from/to the device? How does one design a rollercoaster to ensure that it is safe? How can one design, construct and test a device that determines if energy is created, destroyed or conserved in a closed system?