Roswell Independent School District Curriculum Map Subject: Physical Science July 2007 Grade Level: 11 th,12th

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1 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources 1 st SCIENTIFIC INVESTIGATION, REASONING, AND SCIENTIFIC METHOD NSA, STRAND I, NMCSI, BI/II/III Scientific investigation BII/P1-5 Data collection and analysis BI/P1-6 Analyzing graphs and tables BIII/P1-6 SCIENTIFIC INVESTIGATION, REASONING, AND SCIENTIFIC METHOD: Demonstrate the safe use of chemicals and equipment. Use appropriate tools to collect precise metric measurements. Convert among metric units. Use scientific notation to express large and small numbers. Construct data tables for recording experimental data, derived quantities, measures of central tendency, and range. Select appropriate graph type and graph experimental data. Read a graph, analyze patterns, and make predictions through extrapolation. Gather, evaluate, and summarize information from available sources. Apply the methodology of scientific inquiry to include formulating questions, designing investigations to answer the questions, gathering evidence, formulating an answer to the question based on evidence, and communicating the process and results. SCIENTIFIC INVESTIGATION, REASONING, AND SCIENTIFIC METHOD: Measure the mass and volume of an object, and calculate its density. Design an experiment that demonstrates the density of a substance. (Lab report rubric) %20Rubric.pdf Design an experiment to utilizing the scientific method. Read a book about a famous scientist and trace the scientific process through their work. Present your work in a poster. Prepare classroom presentation on the scientific method. ( PowerPoint, poster boad, etc.) Presentation demonstrating the Scientific method. (Class presentation rubric) SCIENTIFIC INVESTIGATION, REASONING, AND SCIENTIFIC METHOD: Metric rulers, graduated cylinders, metric scales, various object to measure. Powers of ten metric animation: scienceopticsu/powersof10/index.html Graduated cylinders or equivalent. Poster board and art supplies. Computers with appropriate software. Sample objects, metric scale, ruler, graduated cylinders, Graph paper or computer with appropriate software Create graphs using Excel on data gathered. (Multimedia rubric) ect.zip 1 st NATURE OF MATTER: NSB/NSG, STRAND II, NMCSI, BI NATURE OF MATTER: Describe the Particle Theory of Matter. Describe the properties of the states of NATURE OF MATTER: Create an example of a non Newtonian fluid(slime) NATURE OF MATTER: White glue, borax, water, plastic sandwich bags, 1

2 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources Particle Theory of Matter PS 1-4 States of matter PS 1-4 Physical and chemical properties of matter PS1-4 matter. Distinguish between physical properties and chemical properties. Find the mass and volume of substances and calculate and compare their densities. Determine the identity of an unknown by using white glue. Design a use for the new invention (slime) and create and advertisement. Measure the density of sample objects and create a graph comparing densities. Design an experiment from a testable question Elements, compounds, mixtures substance by comparing its properties to related to physical and chemical properties of PS 1-4 those of known substances. matter. Design an experiment to determine if a substance is a compound or a mixture. Classify various unknown powders by their chemical and physical properties.(science Olympiad activity- Can t Judge a Powder by Its Color ) Categorize various substances into the three categories; elements, compounds and mixtures. or Simply mix cornstarch into 1 cup of warm water until the solution behaves like a solid when force is applied. To test this, punch the mixture with one hand. If the solution acts like a solid, it is ready. Chemical vs. physical properties quiz: Various unknown powders, cylinders, water, magnifying glass, etc. lab on density of metals: n10/hscc3_l.htm Science Olympiad website Lists or samples of various materials for classification. Mixtures, solutions, compounds game: 1 st THE ATOM: Models of atomic structure PS 5-10 THE ATOM: Explain the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom. Differentiate among the three basic particles in the atom (proton, neutron, and electron) and their charges, relative masses, and locations. Compare the Bohr atomic model to the electron cloud model with respect to their ability to represent accurately the structua aare of the atom. THE ATOM: Make models of atoms using common objects. (Model rubric) Locate elements on the periodic chart using clues that relate to the organization of the chart. Create an element advertisement. Advertise the properties and uses of your element. Create Bohr models of atoms. Compare and contrast atom models of varying atomic numbers. 2 THE ATOM: Basic site on atoms: Atom model kits, or Styrofoam balls with toothpicks. Periodic chart(s) Paper/poster board with markers etc. or Computer with appropriate software. (Publisher/Word etc.) Paper pencil or clay. Atom builder(requires shockwave flash)

3 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources /# 2nd PERIODIC TABLE: Organization of the periodic table PS 8-9 Chemical formulas PS 8-9 PERIODIC TABLE: Use the Periodic Table to obtain the following information about the atom of an element: symbol, atomic number, atomic mass, state of matter at room temperature, chemical family (group), and period. Describe the organization of the periodic table in terms of atomic number, metals, nonmetals, metalloids, groups, and families vs. periods. Given a chemical formula, identify the elements and the number of atoms of each. PERIODIC TABLE: Introduce the Periodic Table by having students organize objects in a logical method. (buttons, beads, rocks, etc.) Develop a classroom presentation (PowerPoint, poster board, etc.)on a particular element, include it s properties, symbol, uses, from where it is derived etc. (Class presentation rubric) Discuss the changes that occur to an atom when the neutron number changes. PERIODIC TABLE: Interactive periodic chart: PowerPoint exercise outline: Lab on isotopes: chmarkid=4&docid=176 2nd CHEMICAL REACTIONS: Chemical reactivity PS 8,13 Binary compounds and the nature of bonding PS 8,12 Physical and chemical changes PS 10,12,13 Balancing chemical equations PS14 Acids, bases, salts, organic, inorganic PS 1,2 Endothermic and exothermic reactions PS 13 Rates of chemical reactions CHEMICAL REACTIONS: Compare and contrast physical, chemical, and nuclear changes. Design an investigation that illustrates physical and chemical changes. Recognize that the number of valence electrons determines an element s chemical properties or chemical reactivity. Predict what kind of bond forms (ionic or covalent) when two specific elements combine chemically. Given chemical formulas, write and balance simple chemical equations. Analyze the ph of a solution and classify it as acidic, basic, or neutral. Describe what a salt is and explain how salts form. Analyze experimental data to determine CHEMICAL REACTIONS: Demonstrate a physical and a chemical change for the class. Emphasize that a chemical change creates a new product whereas the physical change does not. Use a conductivity apparatus to determine if a dissolved substance conducts an electric current. Relate this to ionic and covalent bonds. Test the ph of several substances, using a natural ph indicator.develop a ph scale from this test that can be used to find ph of unknowns. Measure the rate of a decomposition reaction (hydrogen peroxide with manganese dioxide as a catalyst) under differing temperatures. Create a graph showing how temperature affects catalyzed reactions. 3 CHEMICAL REACTIONS: Various materials as needed by student presenters. Conductivity apparatus Sample ph lab: _L.HTM Natural indicator such as anthocyanins or betacyanins, derived from purple cabbage or blueberries. Various samples of household materials, ie. Lemon juice, antacid tabs, baking soda, ammonia, etc. Hydrogen peroxide, manganese dioxide ( or catalase from macerated liver), stopwatch, or

4 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources PS15 whether it supports the Law of Conservation of Mass. Recognize that some types of chemical reactions are exothermic or endothermic. Describe how the rate of chemical reactions depends on many factors that include temperature, concentration, and the presence of catalysts. clock with second hand, graduated cylinder, scale. Rate can be measured by production of O2 or by time for the complete reaction. 2nd weeks NUCLEAR FISSION AND FUSION: Fission and fusion PS 11 NUCLEAR FISSION AND FUSION: Describe nuclear fission and nuclear fusion. Appraise the positive and negative effects of using nuclear energy. NUCLEAR FISSION AND FUSION: Compare and contrast nuclear fission and nuclear fusion. Produce a pamphlet to promote the process of your choice to prospective buyers. Create an advertisement or poster on the positive and/or negative effects of nuclear energy NUCLEAR FISSION AND FUSION: Game on nuclear reactions: Control The Nuclear Power Plant (Demonstration) 3rd MOTION AND FORCES: NSB, STRAND II, NMCSI, BIII Speed, velocity, and acceleration PS1-7 Types of forces PS1 Vector diagrams PS6 Gases PS4 Relative motion PS9 MOTION and Force: Take measurements to calculate the average speed of a moving object. Apply the concepts of speed, velocity, and acceleration when describing motion. Recognize from a position-time graph whether an object is at rest, moving at a constant speed, or accelerating. Solve simple problems using the following equation: average speed = distance/time. MOTION AND FORCES: Measure the rate of a moving object, such as a car and find it s speed, velocity, average speed etc. (Near a stop sign allows more complex calculations) MOTION AND FORCE: Watch/stopwatch, measured distance for study, paper, pencil and calculator. Local police may allow the use of radar gun to enhance activity. Galileo s gravity experiment: _L.HTM x.html Meter sticks, pulleys, string, masses, scales 3rd weeks DYNAMICS: Weight PS1 Newton's laws of motion PS7,8 DYNAMICS: Differentiate between mass and weight. Identify situations that illustrate each of Newton's laws of motion. Apply the laws of motion to the operation of rockets and restraining devices. DYNAMICS: Design an experiment to find the mass of a marble using, known mass marbles, a small track, ruler/meter stick and stopwatch. (M1 X V1 = M2 X V2) 4 DYNAMICS: Marbles, track, ruler/meterstick, scale, stopwatch, calculator. Background and activities Newton s laws: htm#project

5 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources Explain how force, mass and acceleration are related. Solve simple problems using the following equation: force = mass X acceleration. 3rd WORK AND ENERGY: PS 1-11 Kinetic and potential energy PS1 Energy transformations PS3, 9 Work, power and machines PS6 WORK AND ENERGY: Use diagrams or concrete examples to compare relative amounts of potential or kinetic energy. Identify and give examples of common forms of energy, and design an investigation to illustrate energy transformations. Make measurements to calculate: a) the work done on an object. b) power developed when work is done. Apply the concept of mechanical advantage to test and explain how a machine makes work easier. Solve basic problems given the following formulas a) work = force X distance b) power = work/time WORK AND ENERGY: Describe the energy transformations that occur with a swinging pendulum. Create a Newton s swing using golf balls, strings and a makeshift frame. Create a diagram or poster illustrating energy transfers or transformations in a situation of the student's choice. Place several books on the floor by a table. Measure the time required to lift them and place them on the table. Calculate the work you did and the power you developed. Explain what it means if you are told that the mechanical advantage of a machine is 4. Time your walk or run around the track and calculate your average speed. Given a simple distance versus time graph, create a story of a moving object that would have that graph. Given a story of a moving object, create a distance versus time graph for that moving object. Write a persuasive letter to a friend explaining to them why they must wear their seatbelt when riding in a car. Predict how a balance and scale would work on the moon. Create a variety of simple machines with varying mechanical advantages. WORK AND ENERGY: Golf balls, string and various materials required for frame. Lab activity on simple machines: q8/jjquest.htm collection of activities on simple machines: informational site on machines 5

6 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources ENERGY AND WAVES NSB, STRAND II, NMCSI, BII 4th HEAT: PS2-6 Heat and temperature PS2,4 Temperature scales PS5 Phase change PS2 Heat transfer and technological applications PS6 Equilibrium PS11 HEAT: Illustrate and explain the results of the addition or subtraction of heat energy on the motion of molecules. Distinguish between heat and temperature. Compare and contrast temperature scales and describe absolute zero. Analyze a time-temperature graph of a phase change experiment to determine the temperature at which the phase change occurs. Compare and contrast conduction, convection, and radiation, and explain common examples. Explain how the principal of heat transfer applies to heat engines, thermostats, refrigerators, and heat pumps. Design an investigation from a testable question related to heat transfer. HEAT: Make a poster or advertisement of a heat technology (heating systems, refrigeration, etc.). (poster rubric) m/poster.html Given an example of heat transfer (i.e. heating soup in a pan on the stove) explain which type(s) of heat transfer are occurring. Given time-distance data, calculate the speed of sound in various materials. Do an internet search to determine many ways sound is used in technology. Make a poster, PowerPoint presentation, or brochure on one technology you find. HEAT: Resource sites on movement of heat. ansfer.html oom/light_lessons/thermal/transfer.html 4th SOUND: Characteristics of sound PS8 Technological applications of sound PS12 SOUND: Model a compression wave; diagram, label and/or describe the basic components of wavelength, amplitude, compression rarefaction, and frequency. Relate the frequency of a sound to its pitch. Relate the amplitude of a sound wave to its loudness. Identify a mechanical wave as one that needs a material through which to travel and classify a sound wave as a mechanical wave. Analyze factors that determine the speed of sound through various materials and interpret graphs and charts that display SOUND: Measure speed of sound experimentally, and then predict what variables would alter the speed of sound waves. (science experiment rubric) Discriminate between frequency and wavelength, and discuss the relationship between them. Create a musical instrument that is capable of producing several different frequencies of sound. Create an experiment to determine the wavelength of certain frequency sounds. SOUND: Object to create loud noise that also has a visual component, ie. hammer on trash can lid, drum, or track starter pistol. Large area with clear view, around 400 meters distance between sound source and data gathering. Informational site on sound waves: Tuning forks, long tube which can be arbitrarily shortened and lengthened. PVC pipe can be adapted to function as a resonance tube. 6

7 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources the information. Analyze a model to explain resonance, and give examples from the real world. Describe technological applications of sound waves and how each application functions. Design an investigation from a testable question related to sound. 4th LIGHT: Electromagnetic waves and their applications PS7 Behavior of light PS7,8,10,11 Light as a particle and light as a wave PS8 Electromagnetic radiometry PS10 LIGHT: Model a transverse wave, and draw and label the basic components. Explain wavelength, amplitude, and frequency. Use a slinky to model the inverse relationship between frequency and wavelength. Compare the various types of electromagnet waves in terms of wavelength, frequency, and energy. Describe an application of each of the major forms of electromagnet energy. Draw a diagram to model and illustrate: The law of reflection Refraction of light Diffraction Use a slinky to model constructive and destructive interference of waves. Observe a diffraction pattern and explain that it results from diffraction and interference of light. Distinguish between real and virtual images. Describe the images formed by: A plane mirror A concave or convex mirror A concave or convex lens Design an investigation to illustrate the LIGHT: Create a poster that pictures the electromagnetic spectrum with applications of each part of the spectrum. Design a way to split light into its component wavelengths. Discuss the difference between light produced by incandescent versus florescent bulbs. Create a presentation on one electromagnetic radiation. Compare and contrast the real and virtual images produced by various types of mirrors. LIGHT: Poster/paper art supplies. Lab activity on IR light: sons/infrared/index.html Prisms, light sources, dark room, white surface to split light onto. Computer with appropriate software, ie. PowerPoint, Publisher etc. Plane, concave and convex mirrors. 7

8 9 Standards/Essential Questions Concepts/Skills Activities/Assessments Resources wave behavior of light. 4th ELECTRICITY AND MAGNETISM: NSB, STRAND II, NMCSI, BIII Static electricity PS3 Electric circuits PS5 Electromagnets PS5 Motors and generators PS5 ELECTRICITY AND MAGNETISM: Design an investigation to illustrate the effects of static electricity. Create series and parallel circuits. Create simple circuits to determine the relationship between current and resistance. Create an electromagnet and explain how it works. Explain the relationship between a magnetic field and an electric current. Compare and contrast generators and motors and how they function. ELECTRICITY AND MAGNETISM: Create a device that runs on a battery. Use a box to create a model house and wire the house for electricity. Design an experiment to determine what factors affect the strength of an electromagnet. Create a chemical cell to produce a small current, explain how more current could be created. ELECTRICITY AND MAGNETISM: Batteries and assorted electrical materials, ie. motors, light bulbs, wheels, pulleys, etc. Lemons, zinc nails, copper nails, wire, small light bulbs (small Christmas lights work well) and or a voltmeter. 8