Disciplinary Core Ideas

Transcription

1 Independence Junior High 7th grade science Pacing Guide Trimester 1 Disciplinary Core Ideas UNIT: Matter and Its Interactions Standard number MS-PS1-2 Learning target Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred I can statements I can use reactions like burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride to analyze the following properties: density, melting point, boiling point, solubility, flammability, and odor. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. 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. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. I can use drawings and models to represent atoms to explain the law of conservation of matter. 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.

2 MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Matter is conserved because atoms are conserved in physical and chemical processes. I can design, control the transfer of energy to the environment, and modifiy using factors such as type and concentration of a substance to create a device that releases or absorbs thermal energy. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride. Unit: Energy Standard number MS-PS3-2. MS-PS3-3 MS-PS3-4 Learning target Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. I can statements I can recognize relative amounts of potential energy, Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. I can create a device that minimizes or maximizes thermal energy. Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup. I can compare final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, I can compare the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.

3 MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. I can use evidence in arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object. 1 Does Not Meet 2 Progressing 3 Meets expectations 4 Exceeds expectations The student demonstrates very little understanding of the grade level standard. The student does not show any significant ability to perform the skill. The student demonstrates incomplete understanding of the grade level standard. The student makes significant errors when performing the skill or has significant gaps in applying his or her knowledge. The student demonstrates complete understanding of the grade level standard with very few errors. The student demonstrates complete and detailed understanding of the grade level standard and exhibits some understanding of the next grade level standard. Science and Engineering Practices Practice: Asking Questions and Defining Problems Asking Questions & Defining Problems Asking Questions are In addition, questions Questions link to Formulates, refines, and evaluates

4 questions based on observations asked to seek additional information about/ clarify phenomena, models or results of an investigation or design solution. are asked to clarify evidence used in an argument and determine relationships between independent and dependent variables or relationships in models. unexpected results and seek to clarify information, understand relationships and refine models/explanations/ or problems. empirically testable questions and design problems using models and simulations. Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information that arise from examining models or a theory, to clarify and/or seek additional information to determine relationships, including quantitative relationships, between independent and dependent variables. o to clarify and refine a model, an explanation, or an engineering problem. Asking questions that can be answered by an investigation Questions can be investigated and used to predict outcomes. Questions require evidence to answer and a hypothesis can be written from observation and scientific principles. Questions focus on whether an investigation is relevant, doable, and result in a hypothesis that is based on a model or theory. Evaluate a question to determine if it is testable and relevant. Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. Challenging through questions Questions are asked about phenomena Questions are formed as a response to arguments and challenge arguments. Questions challenge data sets used to support arguments, data sets or designs. Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. Defining a problem Prior knowledge is used to describe a The problem includes criteria for success A design problem can be defined and solved Define a design problem that involves the development of a

5 simple problem that can be solved through the development of an object, tool, process or system. and constraints on solutions. through the development of an object, tool, process or system that includes criteria and constraints backed by scientific knowledge and limitations. process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations. Practice: Developing and Using Models Developing and Using Models Developing model(s) to describe phenomena Model is incomplete, does not describe some mechanisms, and does not use key content vocabulary. Model is used to describe mechanisms and/or phenomena using key content vocabulary and several pieces of evidence. Model is used to describe unobservable mechanisms and/or phenomena using key content vocabulary and observable and unobservable evidence. Model explains a relationship within the system. Develop a complex model that allows for manipulation and testing of a proposed process or system. Design a test of a model to ascertain its reliability. Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. Analysis of model(s) The model does not explain the benefits and limitations of the Model provides the benefits and limitations of one model. Model provides the benefits and limitations of two different models. Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that

6 system. best fits the evidence or design criteria. Using models to predict phenomena Model does not predict phenomena. Model predicts phenomena. Model clearly defines the areas of the system that lends itself to predict phenomena. Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations. Using models to communicate ideas share with small group/class nor provide reasoning behind the model. Students are able to answer questions about the model when asked to present to the whole class. Student shares advantages and disadvantages of the model with the whole class and is able to answer questions about the model. Modeling for data Model demonstrates no use of data during the investigation. The model clearly demonstrates data used during investigation. The model clearly demonstrates data used during the investigation and suggests data missing or other pieces of data to make the model more comprehensive. Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems Practice: Planning and Carrying Out Investigations Planning and Carrying Out Investigations

7 Hypothesis Hypothesis is made based on limited knowledge of the purpose of the investigation. A hypothesis is logical and made based on knowledge of the purpose of the investigation. Hypothesis also includes reasoning for claims and predictions for changes in variables. Hypothesis includes models and explanations of scientific principles and theories. Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated. Procedure follow a step by step procedure. Student does not evaluate tools needed and number of trials needed. Create, with assistance, and follow a step by step procedure, including tools needed and number of trials needed. Create and follow a step by step procedure, including tools, number of trials and measurements needed. Consider environmental and social impacts. Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables. Select appropriate tools to collect, record, analyze, and evaluate data. Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts. Variables identify controls and constants or the number of trials Independent and dependent variables are identified as well as controls and constants. Independent and dependent variables are identified as well as controls and constants. Variables Consider possible confounding variables or effects and evaluate the investigation s design to ensure variables are controlled.

8 needed to conduct a fair investigation. are added or manipulated when appropriate. Data Data is not collected when following a procedure. Data is collected when a procedure is developed and is accurate or logical. Data can be used as evidence to support a claim. Limitations on data collection are considered. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Results The investigation results cannot be used to explain a model, tool or processes. The investigation results can be used to determine improvements to any part of the investigation. Results are used to back up a claim. The investigation results in a claim that includes data evidence and proven scientific theories and principles. The investigation results can be used to make predictions and explain other phenomena. The investigation results in a claim, can predict and explain phenomena, and serve as the basis for evidence to build and revise models, support explanations for phenomena, or test solutions to problems Practice: Analyzing and Interpreting Data Analyzing and Interpreting Data Using math to interpret data use data to make sense of phenomena. Uses data, statistics and probability to interpret data. Use statistics and probability to answer questions and solve problems. Use digital tools. Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

9 . Limitations of data analysis identify a source of error within an investigation. Identify a source of error within an investigation and identify improvements in tools or methods of gathering data. Identify multiple sources of error and explain how this may affect data results. Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data. Comparing data compare and contrast data from different groups to find similarities and differences in the results. Analyze data from an investigation to determine similarities and differences in the results. Analyze data from several investigations to determine similarities and differences in the results. Compare and contrast several types of data sets to determine consistency of measurement and observation. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations Evaluate the impact of new data on a working explanation and/or model of a proposed process or system. Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.