Physical Science (8 th Grade) Topic Outline

Transcription

1 Physical Science (8 th Grade) Topic Outline Course Description and Philosophy Eighth Grade Physical Science is an introduction to chemistry and physics that serves as a foundation for future work in the science courses at Mountain Lakes High School. Topics studied include: Scientific Measurement, Motion, Newton s Laws, Energy, Simple Machines, Matter, Chemical Bonding, Chemical Reactions, and Acids/Bases/Salts. Student learning is developed in a variety of ways, such as laboratory experiments, student activities, demonstrations, informational/educational videos, class discussions, and research opportunities based on a multitude of available resources. The course provides students with the ability to continue their development in both written and oral language, as well as the application of their skills in math, note-taking, test-taking, and media-based research. The evaluation of the students will be based on teachergenerated tests and quizzes, lab reports, class activities, homework, projects, and oral presentations. Text Reference: Revised 2014 Holt Science & Technology: Physical Science, Copyright 2005 by Holt, Rinehart, And Winston, Austin, Texas.

2 Unit 1: Experimentation Essential Question: What steps are involved in solving a scientific problem and how should the results be reported? Objectives: Students will be able to: 1. Identify and explain the steps of the Scientific Method 2. Explain the difference between observations and inferences 3. Understand and utilize a variety of problem-solving techniques 4. Describe the difference between accuracy and precision 5. Compare and contrast the English System of Measurement with the Metric/SI System 6. List the six most common metric prefixes and their numerical values 7. Perform mathematical conversions of measurements from and within the different measurement systems 8. Describe the processes, tools, and units used in measuring distance, volume, and mass. 9. Measure distance, volume, and mass using a variety of tools 10. Explain the meaning of density and how to measure/calculate it for a variety of substances 11. Identify unknown substances through the determination of their densities. 12. Explain the meaning of temperature and how to measure it 13. Present the findings of an experiment through the writing of lab reports 14. Work safely in the laboratory 15. Construct graphs of scientific data 16. Analyze the results of scientific experiments Instructional Tech Next Gen Topic/Content Skill Assessment Resources Method Infusion Science Stds 1: Scientific Method Quiz/Test Text Lecture SmartBoard MS-ETS1-1 - Observations and Class Activities Handouts Discussion PowerPoint MS-ETS1-3 Inferences Lab Activities Lab Manual Small Group MS-ETS1-4 - Problem Solving Lab Report Lab Work (formerly

3 Homework NJCCCS 5.1, 2: Metric System 5.2, 5.3) - Comparison to English System - Prefixes and Numerical Value - Measurement Conversions 3: Measurement - Accuracy vs. Precision - Distance, Volume, and Mass - Density - Temperature 4: Experimental Analysis - Lab Reports - Graphs - Lab Safety Differentiated Learning Activities The numerous class and lab activities that are present within this unit allow for students to demonstrate their flexibility, not only in their thinking, but also in their writing.

4 Ethical Decision Making/Character Education The lesson on accuracy and precision as they relate to scientific measurement will evolve into a discussion on cheating and its consequences. Sustainability/21 st Century Skills With increasing dependence on Smart devices, students will be asked to locate apps that would be useful in performing measurement conversions. These conversions could be vital when working through our current scientific issues and those of the future. As part of their work, students will need to determine on their own what conversions would be important and how the mathematical process for these conversions would work. Unit Two: Motion and Forces Essential Question: How is matter able to move and how is this measured? Objectives: Students will be able to: 1. Differentiate between speed and velocity 2. Calculate an object s speed/velocity and determine appropriate units 3. Understand that acceleration can be positive or negative 4. Calculate an object s acceleration and determine appropriate units 5. Construct and analyze motion graphs 6. Define balanced and unbalanced forces 7. Calculate net force with appropriate units 8. Demonstrate an understanding of friction 9. Explain ways to increase/decrease friction 10. Demonstrate an understanding of gravity and how it is determined 11. Apply the knowledge of gravity to the determination of weight 12. Compare an object s mass and weight on the Earth and the Moon 13. Explain the effects of gravity and air resistance on falling objects

5 14. Explain why objects in orbit are in free fall and appear to be weightless 15. Describe how projectile motion is affected by gravity 16. State Newton s 1 st Law of Motion and relate it to moving objects and objects at rest 17. Perform calculations using force, mass, and acceleration (Newton s 2 nd Law) 18. Provide examples of Newton s 3 rd Law 19. Calculate the momentum of moving objects with appropriate units 20. Explain the Law of Conservation of Momentum Instructional Tech Next Gen Topic/Content Skills Assessment Resources Method Infusion Science Stds 1: Motion Quiz/Test Text Lecture SmartBoard MS-PS2-1 - Speed and Velocity Class Activities Handouts Discussion PowerPoint MS-PS2-2 - Acceleration Lab Activities Lab Manual Small Group VCR/DVD MS-PS2-3 Lab Reports Lab Work MS-PS2-4 2: Forces Homework MS-PS2-5 - Friction (formerly - Gravity NJCCCS 5.1, 5.3, 5.7) 3: Newton s Laws 4: Momentum Differentiated Learning Activities Students will have a variety of opportunities to extend their learning within this unit through outside reading and activities that will be provided to all who are interested. Ethical Decision Making/Character Education A discussion centered on speeding and reckless driving will accompany the lessons that are focused on speed, velocity, and acceleration.

6 Sustainability/21 st Century Skills As space travel becomes more of a reality in the future of our society, many issues need to be better understood by the general public. Students will be asked to research these issues (the effects of micro-gravity on the human body, the forces required to launch vehicles into deep space, the rates of motion that would be necessary to complete these types of missions, and the possibility of creating spaceports on other planets. Students will present findings to their class. Unit Three: Energy Essential Question: How is energy used throughout our daily lives? Objectives: Students will be able to: 1. Demonstrate an understanding of the term energy 2. Describe the different forms of energy 3. Compare kinetic and potential energy 4. Explain the relationship between energy and work 5. Provide examples of energy conversions 6. Describe the role of machines in energy conversions 7. Provide examples of how thermal energy is always a result of energy conversions 8. Explain why perpetual motion is impossible 9. Determine when work is being done on an object 10. Calculate the amount of work being done on an object with appropriate units 11. Differentiate between work and power 12. Explain how a machine makes work easier 13. Calculate ideal and actual mechanical advantage for a variety of machines 14. Explain why machines cannot be 100% efficient 15. Identify and provide examples of the six types of simple machines 16. Utilize a number of simple machines and perform calculations to determine the reasons for using each machine

7 Instructional Tech Next Gen Topic/Content Skills Assessment Resources Method Infusion Science Stds 1: Energy Quiz/Test Text Lecture SmartBoard MS-PS3-1 - Potential Class Activities Handouts Discussion PowerPoint MS-PS3-2 - Kinetic Lab Activities Lab Manual Small Group VCR/DVD MS-PS3-3 - Work and Power Lab Reports MacBook Lab Work MacBook MS-PS3-4 - Conversions Presentations Ind. Research MS-PS3-5 Notebook MS-ETS1-1 2: Conservation of MS-ETS1-2 Energy (formerly NJCCCS 5.1, 3: Machines 5.2, 5.3, 5.7) - Types - Mech. Advantage - Efficiency Differentiated Learning Activities and 21 st Century Skills Students will have an opportunity to demonstrate their knowledge on the topics of this unit through a project that allows them to be creative and requires that they prepare a presentation to be given in front of their classmates. Through their development of a device that utilizes simple machines, the students will use many skills (such as research from a variety of sources, computer programs that will assist in the design of their device, and various methods to present their projects to the class) that will be important throughout our ever-changing society Ethical Decision Making/Character Education/Sustainability The use of fossil fuels and development of alternative energy resources will be discussed in a manner that allows the students to think about their future and the ramifications of decisions that are being made today regarding the world s energy crisis. Students will research and debate the benefits and drawbacks of solar, wind, nuclear, and geothermal energy as alternatives to the use of fossil fuels.

8 Unit Four: Matter Essential Question: Why is it important to be able to describe and classify matter? Objectives: Students will be able to: 1. Describe the properties shared by particles of all matter 2. List the three states of matter 3. Explain the differences between the states of matter 4. Describe three factors that affect how gases behave 5. Predict how a change in pressure or temperature will affect the volume of a gas 6. Produce a fully labeled phase diagram for water 7. Compare boiling and evaporation 8. Explain what happens during sublimation 9. Identify a variety of physical properties of matter 10. Explain what happens to matter during a physical change 11. List a variety of examples of physical changes 12. Explain the meaning of chemical properties 13. Explain what happens to matter during a chemical change 14. Distinguish between physical and chemical changes 15. Classify matter as a pure substance or a mixture 16. Distinguish the differences between elements and compounds 17. Distinguish the differences between homogeneous and heterogeneous mixtures 18. Describe three methods of separating mixtures

9 Instructional Tech Next Gen Topic/Content Skills Assessment Resources Method Infusion Science Stds 1: Matter Quiz/Test Text Lecture SmartBoard MS-PS1-1 - Three States Class Activities Handouts Discussion PowerPoint MS-PS1-3 - Changes of State Lab Activities Lab Manual Small Group VCR/DVD MS-PS1-4 - Phase Diagram Lab Reports MacBook Lab Work MacBook (formerly Homework NJCCCS 5.1, 2: Describing Matter Notebook 5.2, 5.3, 5.6) - Properties - Changes 3: Classifying Matter - Pure Substances - Mixtures - Separation of Mixtures Differentiated Learning Activities There is an independent study offering within this unit for students who are interested in expanding their knowledge on the topics covered as well as topics that are related. Students who take this opportunity will present their findings to their classmates. Sustainability Students will be introduced to the use of hydrogen as an automobile power source and to the process that is used to generate hydrogen. Discussion will include the feasibility of hydrogen fuel cells, hydrogen stations in place of gas stations, and the cost involved in making the necessary changes in our communities. 21 st Century Skills As we have learned, studying our history can help refine current work, preventing mistakes from repeating themselves. Students will be asked to use a variety of research tools to investigate the work of past chemists to further their understanding and then present their findings.

10 Unit Five: The Atom Essential Question: What is all matter made of? Objectives: Students will be able to: 1. Describe some of some of the experiments that led to the current atomic theory 2. Compare the different models of the atom 3. Explain how the atomic theory has changed as scientists have discovered new information about the atom 4. Describe the size of an atom 5. Name the parts of an atom 6. Describe the relationship between numbers of protons and neutrons and atomic numbers 7. Draw Bohr diagrams of various elements 8. State how isotopes are different 9. Calculate atomic masses of various elements 10. Describe how Mendeleev arranged elements in the first periodic table 11. Explain how elements are arranged in the modern periodic table 12. Compare metals, nonmetals, and metalloids based on their properties and on their locations in the periodic table 13. Describe the difference between a period and a group 14. Explain how atomic size and chemical activity change throughout the periodic table 15. Explain why elements in a group have similar properties 16. Identify the major groups that are found on the periodic table, including their locations and properties Instructional Tech Next Gen Topic/Content Skills Assessment Resources Method Infusion Science Stds 1: Atomic Theory Quiz/Test Text Lecture SmartBoard MS-PS1-1 - Early Models Class Activities Handouts Discussion PowerPoint MS-PS1-2 - Modern Theory Lab Activities Lab Manual Small Group VCR/DVD MS-PS1-3 Lab Reports MacBook Lab Work MacBook MS-PS1-4

11 2: The Atom Homework MS-PS1-5 - Construction Notebook (formerly - Properties NJCCCS 5.1, - Variations 5.2, 5.3, 5.4, 5.6) 3: Periodic Table - Arrangement - Groups and Periods - Trends Differentiated Learning Activities As this unit progresses, students will be given the opportunity to demonstrate content mastery and thus become peer tutors. These students will then lead small group workshops to assist other students in the development of necessary skills within the unit. Ethical Decision Making/Character Education In this day and age of environmental pollution and global warming, it is vital that young people understand the problems we face as a society and the responsibility that we have in fixing our planet and preventing further damage. Therefore, as classes discuss the chemical components that have contributed to our current situation, students will be asked their opinions on how progress can be made. Sustainability and 21 st Century Skills Through research and discussion, students will understand the dangers of hazardous chemicals and their effect on human health and the environment. They will be able to explain the importance of cleaning up hazardous waste, identify facilities in the community that deal with hazardous chemicals, and recognize local and federal agencies responsible for environmental hazards in their communities.

12 Unit Six: Interactions of Matter Essential Question: How does the knowledge of the behavior of matter help in finding solutions to the environmental problems that our society currently faces? Objectives: Students will be able to: 1. Describe chemical bonding 2. Identify the number of valence electrons in an atom 3. Predict whether an atom is likely to form bonds 4. Explain how ionic bonds form 5. Describe how positive and negative ions form 6. Show how ionic compounds are neutral 7. Describe how covalent bonds form 8. Draw Lewis structures to represent covalent compounds 9. Interpret and write chemical names and formulas for ionic and covalent compounds 10. Describe how chemical reactions produce new substances that have different chemical and physical properties 11. Identify four signs that indicate that a chemical reaction has taken place 12. Write and balance chemical equations 13. Describe four type of chemical reactions 14. Classify a chemical reaction as one of four types of chemical reactions 15. Predict the products of a chemical reaction when given the reactants 16. Identify a number of properties of acids and bases 17. Determine the strength of acids and bases based on their ph 18. Identify salts based on its parent acid and parent base Instructional Tech Next Gen Topic/Content Skills Assessment Resources Method Infusion Science Stds 1: Bonding Quiz/Test Text Lecture SmartBoard MS-PS1-1 - Ionic Class Activities Handouts Discussion PowerPoint MS-PS1-2

13 - Covalent Lab Activities Lab Manual Small Group VCR/DVD MS-PS1-5 - Names and Formulas Lab Reports MacBook Lab Work MacBook MS-PS1-6 Homework MS-PS3-4 2: Chemical Reactions Notebook (formerly - Signs of Reactions NJCCCS 5.1, - Types of Reactions 5.2, 5.3, 5.6) - Balancing - Predict Products 3: Acids and Bases - Properties - Indicators and ph - Neutralization - Salts Differentiated Learning Activities As students progress at varying levels through this coursework, mini-lessons will be utilized to allow everyone to work at their own pace without sacrificing confidence. When mastery is achieved, students will be given the opportunity to further their understanding by working on advanced problems and investigating related topics. Sustainability and 21 st Century Skills Students will be asked to identify, through multi-media research, chemical reactions that are crucial to life on Earth, from biochemical reactions to reactions that occur in our environment. They will be expected to determine the reactants and products of these reactions, as well as any issues that may negatively affect the continuation of these reactions. Their findings will be presented to the class using appropriate techniques and media.

14 Grades 6-8 STEM APPENDIX As part of our district s commitment to the Next Generation Standards, Briarcliff Middle School students will have numerous experiences in engineering design. The goal for our middle school students is to define problems more precisely, to conduct a more thorough process of choosing the best solution, and to optimize the final design. (Next Generation Science Standards: Engineering Design.) Connections with other science disciplines help students develop these capabilities in various contexts. For example, in the life sciences students apply their engineering design capabilities to evaluate plans for maintaining biodiversity and ecosystem services (MS-LS2-5). In the physical sciences students define and solve problems involving a number of core ideas in physical science, including: chemical processes that release or absorb energy (MS-PS1-6), Newton s third law of motion (MS-PS2-1), and energy transfer (MS-PS3-3). In the Earth and space sciences students apply their engineering design capabilities to problems related the impacts of humans on Earth systems (MS-ESS3-3). Our teachers and administrators will use the following indicators by to create new STEM/Engineering assignments for our Briarcliff students: MS-ETS1 Engineering Design Students who demonstrate understanding can: MS-ETS1-1. 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. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. 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-ETS1-4. 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.