Physical Science Science

Transcription

1 Course Description The Physical Standards stress an in depth understanding of the nature and structure of matter and the characteristic of energy. The standards place considerable emphasis on the technological application of Physical Principles. Major areas covered by the standards include the organization and use of the periodic table; physical and chemical changes; nuclear reactions; temperature and heat; sound; light; electricity and magnetism; and work, force, and motion. The Physical standards continue to build on skills of systematic investigation with a clear focus on variables and repeated trials. Scope And Sequence Timeframe Unit Instructional Topics 9 Week(s) 9 Week(s) 9 Week(s) 5 Week(s) Matter and Its Properties Thermal Energy Transfer Force and Motion Waves Materials and Resources MySci Curriculum, SmartBoard, Various Lab Equipment, Computers 1. Concept 1: Effect of Energy on Matter 2. Concept 2: Structure and Properties of Matter 3. Concept 3: Transformations of Matter 1. Concept 1/Cycle1:Introduction to Thermal Energy 2. Concept 2:Thermal Energy Transfer 3. Concept 3: Flow of Energy 1. Concept 1: Describing and Measuring Motion and Force 2. Concept 2: Relationships Between Force and Motion 3. Concept 3 and 4: Energy and Work 1. Concept 1: Modeling Waves 2. Concept 2: Sound 3. Concept 3: Light Unit: Matter and Its Properties Course Details Unit Description This module is centered around the driving question: How can we as food scientists create foods with unique flavors? In order to answer this question, students will learn the fundamentals of chemistry in order to analyze the process of making ice cream. Students will then create and model a new ice cream flavor molecule and assess the impact of the process for synthesizing this molecules on society. In this module, students formulate answers to the following questions: How does the structure of a molecule influence its characteristic properties? How does thermal energy affect particles and molecules? Students will also begin to build understanding of what occurs at the atomic and molecular scale in order to provide molecular level accounts that explain states of matter and changes between states. This module is organized into three concepts and a culminating performance task. Essential Questions This module is centered around the driving question: How can we as food scientists create foods with unique flavors? Summative Assessment See attached Summative Assessment Student Heat Temperature Thermal energy Particle Kinetic molecular theory Collisions Particle motion Expand Contract Compress Expand Model Interaction Melting Freezing Evaporation Boiling Condensation Duration: 9 Week(s) Page 1

2 Sublimation Phase of matter/state of matter Solid Liquid Gas Vapor Change of state/change of phase Matter Atom Element Periodic table Volume Mass Density Molecule Metal Nonmetal Atomic radius Compound Molecule Pure substance Physical property Boiling point Melting Point Malleability Ductility Clarity Luster Hardness Conductivity Ball and stick model Bond Viscosity Crystalline solid Amorphous solid Intermolecular force/attraction Intramolecular force/attraction Covalent Bond Hydrogen Bond Chemical change Physical change Reactant Product Natural Credible Process Vitamin Synthetic Solubility Rearrangement Flavor Fragrance Emulsifier Stabilizer Food Scientist Organoleptic Materials and Resources MySci Module 1 SmartBoards Computer Topic: Concept 1: Effect of Energy on Matter Duration: 14 Day(s) What is temperature? How does it influence matter? How does temperature change properties of matter? How does matter change from one phase to another? What factors influence when this change occurs? Performance Task, Acuity Assessment, Exit Slip, Quick Write, Think/Pair/Share, Heat Page 2

3 Temperature Thermal energy Particle Kinetic molecular theory Collisions Particle motion Expand Contract Compress Expand Model Interaction Melting Freezing Evaporation Boiling Condensation Sublimation Phase of matter/state of matter Solid Liquid Gas Vapor Change of state/change of phase Matter Atom Element Periodic table Volume Mass Density Molecule Metal Nonmetal Atomic radius Compound Molecule Pure substance Physical property Boiling point Melting Point Malleability Ductility Clarity Luster Page 3

4 Students will:ask questions about the effect of temperature on the movement of molecules. Develop a model to explain the relationship between temperature and movement of molecules. Conduct an investigation to explore the relationship between the temperature and movement of molecules. Use models to ask questions about the effect of temperature on the movement of molecules. Develop and revise models to explain the relationship between temperature and movement of molecules. Construct an explanation using models and applying scientific ideas to describe the relationship between temperature and movement of molecules. Use evidence to explain the relationship between temperature and movement of molecules. Use, develop and revise models to explain the relationship between temperature and movement of molecules. Construct arguments supported by evidence and scientific reasoning to justify particular temperatures for the movement of certain molecules. Apply scientific reasoning to explain how temperature influences movement of particles in a gas and a liquid Use a model simulation to determine the relationships between temperature, pressure and volume of gases. Construct explanations using models about the relationships between temperature, pressure, and volume in different situations. Ask questions about what happens when heat transfer occurs between objects. Ask questions about what happens to the volume of liquids when heated and cooled. Construct a model of a thermometer and use it to construct an explanation of what happens to the volume of liquids when they are heated and cooled. Use a model to ask questions about, to predict, and to describe the differences in density and volume between hot and cold water. Use a model to ask questions about, to predict, and to describe the effect of heating and cooling on a solid, metal object. Construct an argument supported by empirical evidence and scientific reasoning to explain how particles move in a thermometer. Use a model to predict and describe how temperature affects particle movement in a solid and a liquid. Use models to describe the properties of matter in different states. Ask questions about the effect of factors on the rate of a phase change. Conduct an investigation to produce data as evidence for how heat energy can affect the rate of evaporation of water. Conduct an investigation to produce data as evidence for the effect of different types of liquids on the rate of evaporation. Analyze and interpret data to provide evidence for how factors affect evaporation. Construct an explanation that includes qualitative or quantitative relationships between variables to describe the effect of factors on evaporation. Ask questions about the effect of different substances on melting times. Plan and conduct an investigation to test the effect of different substances on melting times. Analyze and interpret data to compare the time it takes different substances to melt. Construct an explanation to describe why different materials melt at different rates. Ask questions to determine the the effect of adding salt on the boiling point of water. Conduct an investigation to determine whether adding salt changes the boiling point of water. Analyze and interpret data to provide evidence about how adding salt affects the boiling point of water. Ask questions about the changes in particle motion, temperature and the state of water when thermal energy is added or removed. Construct an explanation using models to describe changes in particle motion, temperature and the state of water when thermal energy is added or removed. Obtain information about the various processes that cause matter to change phases. Construct a written argument supported by evidence and scientific reasoning about the makeup of the bubbles that result from boiling. Create a model to represent changes in particle motion, temperature, and state as thermal energy is added or removed. Construct an explanation about the relationship between the effect of adding and removing heat over time on the temperature of water as it transitions between phases. Develop a model that predicts and describes changes in particle motion, temperature, and state of a substance when thermal energy is added or removed. Demonstrate understanding of how matter changes from one phase to another and what causes these changes. Assessment: Performance Task, Acuity Assessment, Exit Slip, Quick Write, Think/Pair/Share, SC.6-8.PS1.A.1 Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms. SC.6-8.PS1.A.2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] SC.6-8.PS1.A.3 Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] Topic: Concept 2: Structure and Properties of Matter Duration: 17 Day(s) What makes up matter? In what ways can we identify matter? How can we model solid molecules and extended structures? How can we develop models of atoms, molecules and extended structures of fluids? Exit Slips, Quizzes, Think Pair Share, Performance Tasks Page 4

5 Heat Temperature Thermal energy Particle Kinetic molecular theory Collisions Particle motion Expand Contract Compress Expand Model Interaction Melting Freezing Evaporation Boiling Condensation Sublimation Phase of matter/state of matter Solid Liquid Gas Vapor Change of state/change of phase Matter Atom Element Periodic table Volume Mass Density Molecule Metal Nonmetal Atomic radius Compound Molecule Pure substance Physical property Boiling point Melting Point Malleability Ductility Clarity Luster Hardness Conductivity Ball and stick model Bond Viscosity Crystalline solid Amorphous solid Intermolecular force/attraction Intramolecular force/attraction Covalent Bond Page 5

6 Hydrogen Bond Chemical change Physical change Reactant Product Natural Credible Process Vitamin Synthetic Solubility Students will: Compare multiple ways to categorize objects and elements based on patterns. Justify groupings and patterns based on item properties. Collect data on physical properties of various materials. Observe how the composition of a pure substances can affect the physical properties and relate those physical properties to the structures of the materials. Collect data on physical properties of various materials. Observe how the composition of a pure substances can affect the physical properties and relate those physical properties to the structures of the materials. Communicate the relationship between the visible and tested properties and the patterns that occur. Define a problem and suggest, using data, a material that can be used as a design solution for this problem. Critically read scientific text in order to communicate ideas about the characteristic physical properties of pure substances. Critique digital media, utilizing scientific evidence, in order to evaluate the merit and validity of ideas presented. Use data to identify patterns on the periodic table. Use data to identify patterns on the periodic table. Use a model to describe pure substances in their simplest form. Integrate qualitative scientific information from written text and the periodic table to clarify claims. Use chemical formulas to predict the structure of elements and molecules. Collect quantitative measurements of mass and volume and use the mass-to-volume ratio to calculate density. Analyze and interpret data to provide evidence for the identify of unknown materials. Consider limitations of data analysis (e.g., measurement error) and/or seek to improve precision and accuracy of data with better technological tools and methods. Construct an explanation from evidence about the characteristic physical properties of pure substances. Evaluate the accuracy of various methods for collecting data. Collect quantitative measurements of mass and volume and use the mass-to-volume ratio to calculate density. Analyze and interpret data to provide evidence for the identify of unknown materials. Construct an argument supported by empirical evidence and scientific reasoning that each material has a specific density regardless of the shape of the object. Compare and contrast diagram modeling of elements and molecules. Observe macrolevel matter and develop proportionally scaled nanoscopic 3D modeling based on research and formulas. Predict the submicroscopic organization of elements and molecules in a solid based on visual observations of the macroscopic level. Develop models of atomic composition of simple molecules and extended structures that vary in complexity. Observe macro level matter and develop proportionally scaled nanoscopic 3D modeling based on research and formulas. Predict the submicroscopic organization of elements and molecules in a solid based on visual observations of the macroscopic level. Develop models of atomic composition of simple molecules and extended structures that vary in complexity. Model the bulk structure of pure substances. Use the periodic table to discuss the change in properties that occurs when elements chemically bond. Compare the structure of pure substances in bulk and how the properties of a pure substance is affected by the bulk structure. Compare the structure of pure substances in bulk and how the properties of a pure substance is affected by the bulk structure. Revise models to illustrate solids are made of repeating subunits with interactions occurring between the subunits. Collect data on the properties of a pure substance and determine how the structure of the pure substance determines its properties. Interpret a model and explain how the crystalline structure of NaCl affects NaCl s ability to dissociate in water. Assessment: Exit Slips, Performance Task, Acuity Assessment, Think Pair Share SC.6-8.PS1.A.1 Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms. SC.6-8.PS1.A.2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] SC.6-8.PS1.A.3 Page 6

7 SC.6-8.PS1.A.4 Topic: Concept 3: Transformations of Matter Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] What happens when matter undergoes change? How can we use natural materials to make synthetic products? Exit Slips, Think Pair Share, Quizzes, Kahoot Heat Temperature Thermal energy Particle Kinetic molecular theory Collisions Particle motion Expand Contract Compress Expand Model Interaction Melting Freezing Evaporation Boiling Condensation Sublimation Phase of matter/state of matter Solid Liquid Gas Vapor Change of state/change of phase Matter Atom Element Periodic table Volume Mass Density Molecule Metal Nonmetal Atomic radius Compound Molecule Pure substance Physical property Duration: 14 Day(s) Page 7

8 Boiling point Melting Point Malleability Ductility Clarity Luster Hardness Conductivity Ball and stick model Bond Viscosity Crystalline solid Amorphous solid Intermolecular force/attraction Intramolecular force/attraction Covalent Bond Hydrogen Bond Chemical change Physical change Reactant Product Natural Credible Process Vitamin Synthetic Solubility Rearrangement Flavor Fragrance Emulsifier Stabilizer Food Scientist Organoleptic Students will:make observations to compare and contrast the properties of bench level substances. Determine whether or not a pattern occurs when matter undergoes chemical and physical changes. Analyze data on physical properties to construct an argument on whether or not a chemical reaction occurred. Make observations and collect data on chemical and physical changes. Make observations and collect data on chemical and physical changes. Critically read scientific text and apply it to data collected on changes in matter to determine if a chemical or physical reaction occurred. Create a model of the molecular scale of a chemical reaction to observe the law of conservation of mass. Use data in a table to develop and support an argument on whether or not a chemical reaction has taken place. Analyze data collected by testing the properties of a product to use as evidence to support if a chemical reaction occurred or not. Create a model of the molecular scale of a chemical reaction to observe the law of conservation of mass. Use data in a table to develop and support an argument on whether or not a chemical reaction has taken place. Elicit prior student knowledge of natural and synthetic foods. Discuss the relationship between the production of synthetic materials from natural resources and the societal impact. Collect information to construct a scientific explanation about the similarities and differences between natural and synthetic compounds. Critically read and evaluate scientific texts to assess the credibility, accuracy, and possible bias of each publication. Gather information to construct an explanation on synthetic materials, including the natural resources used to produce them, the production process, and the societal impact of producing the synthetic material. Critically read scientific texts from multiple appropriate sources to assess the credibility, accuracy, and possible bias of each publication. Gather information to construct an explanation on synthetic materials, including the natural resources used to produce them, the production process, and the societal impact of producing the synthetic material. Critically read scientific texts from multiple appropriate sources to assess the credibility, accuracy, and possible bias of each publication. Respectfully provide and receive critique about one s explanation of using natural resources to develop synthetic resources. Assessment: Exit Slips, End of Concept Quiz, Think Pair Share, Anecdotal Evidence, Labs SC.6-8.PS1.A.1 Page 8

9 SC.6-8.PS1.A.2 SC.6-8.PS1.A.3 Unit: Thermal Energy Transfer Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] Unit Description This module is centered around the driving question: How can we as architects and engineers design and construct a model house to minimize thermal heat transfer? The investigations in the module prepare students to answer this question through a culminating engineering performance task. Leading up to the performance task, students complete investigations that answer the questions, What is thermal energy? How can thermal energy be transferred from one object or system to another? Essential Questions How can we as architects and engineers design and construct a model house to minimize thermal heat transfer? Summative Assessment See Attached Summative Assessment Student Energy Energy source Thermal energy Chemical energy Chemical reaction Exothermic Endothermic Engineering design cycle, Criteria Constraints Prototype Thermal energy Temperature Heat Thermal energy Kinetic energy Heat Temperature Conduction Radiation Convection Conservation of energy Energy flow Minimize Absorb Reflect Variables Radiation Properties Thermal energy transfer Criteria Constraints Prototype Engineering design cycle Design solution Materials and Resources MySci Curriculum, SmartBoard, Computers Topic: Concept 1/Cycle1:Introduction to Thermal Energy What is thermal energy? How can thermal energy be transferred as heat? Quizzes, Exit Slips, Think Pair Share, Labs Duration: 9 Week(s) Duration: 18 Day(s) Page 9

10 Energy Energy source Thermal energy Chemical energy Chemical reaction Exothermic Endothermic Engineering design cycle, Criteria Constraints Prototype Thermal energy Temperature Heat Ask questions about various real-world examples to distinguish between energy, thermal energy, and sources of thermal energy. Respectfully provide and receive critiques for explanations about how various examples may be related to energy and thermal energy. Ask questions from careful observations of investigations to seek information about sources of thermal energy. Develop a model to describe changes in thermal energy of objects. Analyze and interpret data as evidence to construct an explanation of thermal energy for various scenarios. Obtain information to identify forms of energy and to explain how energy is transferred or transformed. Obtain information to identify forms of energy and to explain how energy is transferred or transformed. Collect and analyze data from an investigation to provide evidence that chemical reactions are a source of thermal energy. Construct an argument supported by evidence and reasoning that chemicals have energy. Undertake a design project to construct, test, and modify a device that releases thermal energy by chemical processes and meets multiple criteria and constraints. Collect and analyze data from an investigation to provide evidence that chemical reactions are a source of thermal energy. Construct an argument supported by evidence and reasoning that chemicals have energy. Undertake a design project to construct, test, and modify a device that releases thermal energy by chemical processes and meets multiple criteria and constraints. Use a model to explore energy transfer and transformation. Ask a testable question that relates kinetic energy to thermal energy. Conduct an investigation and analyze temperature data to determine the relationship between motion, temperature, and thermal energy. Support a conclusion with data and scientific reasoning about how kinetic energy added to a system affects the temperature of the system. Use quantitative data to explain how kinetic energy can affect the temperature and thermal energy of a system. Use models to determine if the amount of heat energy transferred to a system affects the temperature of the system. Use models to explain the relationship between motion (kinetic energy) of molecules, temperature, thermal energy, and states of matter. Ask questions to make connections between kinetic energy and heat energy. Use models to determine if the amount of heat energy transferred to a system affects the temperature of the system. Use models to explain the relationship between motion (kinetic energy) of molecules, temperature, thermal energy, and states of matter. Assessment: Anecdotal Record, Acuity Assessment, Exit Slips, Kahoot, Progress Monitoring SC.6-8.ETS1.A.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. SC.6-8.ETS1.B.1 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. SC.6-8.ETS1.B.2 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. SC.6-8.ETS1.B.3 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. SC.6-8.PS1.B.1 Develop and use a model to describe how the total number of atoms remains the same during a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.] SC.6-8.PS1.B.2 Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] Topic: Concept 2:Thermal Energy Transfer What is temperature? How is it related to thermal energy? Quizzes, Exit Slips, Polls, Think Pair Share, Labs Thermal energy Kinetic energy Duration: 10 Day(s) Page 10

11 Heat Temperature Conduction Radiation Convection Ask questions about how thermal energy is transferred that arise from careful observation of phenomenon. Use models and conduct investigations to investigate the three different methods of thermal energy transfer. Analyze and interpret data and observations to provide evidence for how thermal energy is transferred. Use a simple model system to ask questions about in what direction thermal energy moves. Develop a model that explains the heat transfer between an ice cube and room temperature water. Analyze temperature data to provide evidence for the heat transfer. Ask questions while using computer models to clarify and construct explanations of convection, conduction, and radiation. Construct an explanation for temperature differences in the land and sea/ocean. Develop a model to explain what causes land and sea breezes. Assessment: Response/Journal, Labs, Exit Slips, Think Pair Share, Quizzes SC.6-8.PS3.A.3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] SC.6-8.PS3.B.1 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. [Clarification Statement: Examples of empirical evidence used in arguments 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.] Topic: Concept 3: Flow of Energy How is thermal energy transferred within a system? Quiz, Labs, Exit Slips, Think Pair Share Conservation of energy Energy flow Minimize Absorb Reflect Variables Radiation Properties Duration: 15 Day(s) Page 11

12 Students will: Ask questions about the relationship between the mass of a substance and temperature change during thermal energy transfer. Conduct an investigation to determine how the amount of mass affects the rate of thermal energy transfer as measured by the temperature change of a substance when energy has been transferred. Construct and analyze a graph to identify relationships between the mass of a substance and temperature change during thermal energy transfer and use this as data to develop an argument about the relationship between mass and temperature of a substance during thermal energy transfer. Construct explanations that describe relationships between the mass of a substance, amount of thermal energy, and temperature. Design an investigation to determine the relationship between mass and thermal energy transfer of a substance. Design and perform an investigation to determine the relationship between mass and thermal energy transfer of a substance. Construct and analyze a graph to identify relationships between the mass of a substance and temperature change during thermal energy transfer. Construct explanations that describe relationships between the mass of a substance, amount of thermal energy, and temperature. Construct an argument supported by evidence and reasoning to show how the data supports the relationship between mass and temperature of the substance during thermal energy transfer. Ask questions about the relationship between the mass of a substance and temperature change during thermal energy transfer. Plan and conduct an investigation to determine how the amount of mass affects the rate of thermal energy transfer as measured by the temperature change of a substance when energy has been transferred. Construct and analyze a graph to identify relationships between the mass of a substance and temperature change during thermal energy transfer. Construct an argument supported by evidence and reasoning to show how the data supports the relationship between mass and temperature of the substance during thermal energy transfer. Ask questions about how the type of matter will affect the temperature of a substance. Collect and produce data to help answer the scientific question about how the type of matter will affect the temperature of a substance. Analyze and interpret data about how the type of matter will affect the temperature of a substance. Construct an explanation that describes how the type of matter will affect the temperature of a substance. Ask questions about how the type of matter will affect the temperature of a substance. Collect and produce data to help answer the scientific question about how the type of matter will affect the temperature of a substance. Analyze and interpret data about how the type of matter will affect the temperature of a substance. Develop and modify a model based on evidence to show what happens when thermal energy is transferred to and from objects made of different types of matter. Construct an explanation that describes how the type of matter will affect the temperature of a substance. Construct an argument supported by evidence and reasoning to support an explanation for how the type of matter will affect the temperature of a substance. Ask questions to clarify and/or refine models of a device designed to keep a liquid cool. Use scientific principles to develop models of devices designed to keep a liquid cool in order to collect and analyze data about the devices performance. Evaluate the performance of various designs for devices and communicate scientific information about the performance of each. Ask questions to clarify and/or refine models of a device designed to keep a liquid cool. Use scientific principles to develop models of devices designed to keep a liquid cool in order to collect and analyze data about the devices performance. Evaluate the performance of various designs for devices and communicate scientific information about the performance of each Ask questions to clarify the engineering problem for which type of roofing material will perform the best at minimizing heat transfer in a model house. Develop a model house to test possible roof material designs to determine which will minimize heat transfer based on temperature data. Develop a model house to test possible roof material designs to determine which will minimize heat transfer based on temperature data. Construct a written argument supported by empirical evidence and scientific reasoning to support or refute a roof design solution to minimize heat transfer for a model house. Read scientific text to develop an explanation for an observed phenomenon. Plan an investigation to maximize or minimize the thermal energy transfer within a house. Conduct an investigation to maximize or minimize the thermal energy transfer within a house. Apply scientific principles to design a device that minimizes thermal energy transfer. Assessment: Labs, Quizzes, Exit Slips, Anecdotal Writing SC.6-8.ETS1.A.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. SC.6-8.ETS1.B.1 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. SC.6-8.ETS1.B.2 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. SC.6-8.ETS1.B.3 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. SC.6-8.PS1.A.3 Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] SC.6-8.PS1.A.4 Page 12

13 SC.6-8.PS1.B.1 Unit: Force and Motion Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] Develop and use a model to describe how the total number of atoms remains the same during a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.] Unit Description This module is centered around the driving question: How can we as mechanical engineers design and analyze a machine to perform a simple task? In order to answer this question, students will observe and describe motion in terms of distance and time, as well as explore forces and how we measure forces. They will then draw relationships between force and motion through investigations of Newton s Laws of Motion. Students will define and calculate work, and explain how simple machines are utilized to change the work we do. They will also draw connections between work and energy, and examine factors that affect kinetic energy, as well as how is energy conserved as it is transferred and transformed within a system. In Concept 1, Describing and Measuring Force and Motion, students will compare and contrast the motion of various objects. Students will learn about the relationship between motion and distance and motion and time in order to plan and carry out an investigation in which they collect and analyze data on their motion, calculate speed, and use their data to create distance/time graphs. Students will analyze their distance time graphs in order to describe their motion. Additionally, students will explore forces by creating and calibrating their own force meters and using their calibrated force meters to measure the force of unknown objects. In Concept 2, Relationships Between Force and Motion, students will explore balanced and unbalanced forces, and describe how the motion of an object is affected when forces are balanced or unbalanced. Students will draw vector diagrams, showing the magnitude of the net force and its direction for a system. Students will also calculate the net force. They will build on their understanding by conducting an investigation to determine how much force is required to overcome friction on various surfaces. Students will explore Newton s three laws of motion and draw connections between force and motion through a station activity and webquest. They will apply this knowledge by designing a solution to a problem involving the motion of two colliding objects, and engaging in argumentation regarding the use of seatbelts. In Concept 3, Work and Simple Machines, students will construct an understanding of what doing work means. They will use videos and classroom demonstrations to compare amounts of work being done. Students will apply the equation for calculating work, W=FD, in order to calculate the work done in each scenario. Students will explore a series of simple machine stations and make measurements of force and distance. Then, they will compare how each simple machine station changed the way they did work. In Concept 4, Energy, students will examine how energy is the ability to do work. Students will conduct investigations to compare the amount of work done by different speeds and masses of ball bearings and relate differences in work done to energy. They will analyze graphs to draw a relationship between mass and energy and speed and energy. Students will apply their understanding of kinetic energy and work by constructing arguments for various carnival themed scenarios. Students will participate in the engineering design cycle in order to learn about how energy is conserved as it is transformed. They will create and test roller coasters that model kinetic and potential energy transfers. They will use a computer simulation to explain the relationship between kinetic, potential, and dissipated energy in roller coasters, and use this information to redesign, retest, and analyze their prototypes. For the performance task students will consider why humans create machines. Students will be introduced to Rube Goldberg machines through a series of videos, and describe how forces, motion, and energy are at play in a Rube Goldberg machine. Students will use the engineering design cycle and their understanding of force and motion in order to design their own Rube Goldberg machine, a complex machine that performs a simple task. Essential Questions How can we as mechanical engineers design and analyze a machine to perform a simple task? Summative Assessment See Assessments Attached Student Acceleration The rate of change of the velocity of a moving body with respect to time. A body accelerates if its speed changes, if the direction of its motion changes, or if both its speed and direction change. Control Variable Control variables are quantities that a scientist wants to remain constant and must be observed as carefully as the dependent variables. In order to see the effect of the independent variable, all other variables must be kept the same. Dependent Variable A variable whose value is determined by the value of some other variable. Distance The length of the route between two points. Duration: 9 Week(s) Force Any of various factors that cause a body to change its speed, direction, or shape. If a body is acted on by several forces that counteract and balance each other, then it experiences no net force. Frame of Reference A set of coordinate axes that are used as a reference for indicating the position and motion of bodies. Page 13

14 Gravity The force of attraction between two objects in the universe. Gravity increases as the masses of the objects increase and as their distance from each other decreases. Independent Variable A variable whose value determines the value of other variables. Mass A measure of the amount of matter contained in a physical body. Mass is independent of gravity and is therefore different than weight. Motion An object s change in position relative to a reference point Newton A unit used to measure force. One newton is equal to the force needed to accelerate a mass of one kilogram one meter per second per second. Speed The ratio of the distance an object moves (regardless of direction) to the time taken to move that distance. Trial one of a number of repetitions of an experiment Concept 2 Word Definition Example/ Picture Balanced Forces Forces that are equal in magnitude and in opposite directions. Balanced forces do not result in a change in the state of motion. Collision an encounter between particles resulting in exchange or transformation of energy Friction The resistance to movement that occurs when two objects are in contact. There is less friction between smooth surfaces than between rough surfaces. Net Force a single force whose external effects on a rigid body are the same as the effects of several actual forces acting on the body Newton s 1st Law One of three laws proposed by Sir Isaac Newton that describe how the motion of a body is affected by the forces acting on it. The first law states that when no external force is acting on it, a body at rest remains at rest and a body in motion continues in motion at the same speed in the same direction. Newton s 2nd Law One of three laws proposed by Sir Isaac Newton that describe how the motion of a body is affected by the forces acting on it. The second law states that when a force acts on a body, it accelerates by an amount equal to the force divided by its mass: F=ma Newton s 3rd Law One of three laws proposed by Sir Isaac Newton that describe how the motion of a body is affected by the forces acting on it. The third law, know as the law of action and reaction, states that when one body exerts a force on another body, the second body exerts a force on the first body that is equal in magnitude but opposite in direction. Opposite Stationary Not moving Unbalanced Forces Forces that are not equal in magnitude and/or not in opposite directions. Unbalanced forces change the state of motion of an object. Concept 3 Word Definition Example/ Picture Compound Machine A compound machine is a machine that consists of more than one simple machine. Efficiency a quantity, usually expressed as a percentage, that measures the ratio of work output to work input Fulcrum The point or support on which a lever turns. Gear A wheel with teeth around its rim that mesh with the teeth of another wheel to transmit motion. Inclined Plane A plane surface, such as a ramp, set at an acute angle to a horizontal surface. An inclined plane is a simple machine because less force is needed to slide or roll a body up the plan than to raise the body vertically. Input The energy, power, or work put into a system or device. Page 14

15 Joule A unit used to measure energy or work. One joule is equal to the work done when a force of one newton acts over a distance of one meter. Lever A simple machine consisting of a bar that pivots on a support (fulcrum) and that changes the magnitude or direction of an applied force. Meter The basic unit of length in the metric system. Power The rate (per unit time) at which work is done or energy is converted from one form to another. Power is measured in watts or horsepower. Pulley A simple machine consisting of a wheel over which a pulled rope or chain runs to change the direction of the pull used for lifting a load. Combinations of two or more pulleys working together reduce the force needed to lift a load. Resistance A force, such as friction, that prevents or slows down motion. Simple Machine A simple device, such as a lever or a pulley, that changes the magnitude or direction of an applied force. Watt A unit used to measure power, equal to one joule of work per second. Wheel and Axle a simple machine consisting of two circular objects of different sizes; the wheel is the larger of the two circular objects Work The transfer of energy from one object to another, especially when force is applied to move a body in a certain direction. Work is equal to the amount of force multiplied by the distance over which it is applied. Concept 4 Word Definition Example/ Picture Conservation of Energy Energy cannot be created or destroyed. This means that even though energy changes form, the total amount of energy always stays the same. Kinetic Energy The energy that an object possesses as a result of being in motion. The kinetic energy of an object depends on its mass, its velocity, and its rotational motion. Momentum A measure of the motion of matter, equal to the mass of the moving object times its velocity. If an object s mass, speed, or direction of motion changes, its momentum changes. Potential Energy The energy that an object possesses as a result of its position or condition rather than its motion. Stored Another name for potential energy. Energy that an object possesses as a result of its position or condition rather than its motion. Transfer The movement of energy from one place to another when work is done. Transformed To change from one type of energy to another. Materials and Resources MySci Curriculum, SmartBoard, Computers Topic: Concept 1: Describing and Measuring Motion and Force Duration: 15 Day(s) What are types of motion? How do we measure and represent motion? What is force? What are some types of force? How do we measure force? Exit Slips, Quizzes, Kahoot, Think Pair Share, Labs Acceleration Control Variable Dependent Variable Distance Force Frame of Reference Gravity Independent Variable Mass Motion Newton Speed Page 15

16 Trial Students will: Communicate prior knowledge of ways to describe motion. Compare and contrast the motion of various objects and their relative speeds. Conduct an experiment to accurately measure and collect data for distance and time. Relate speed, distance, and time. Use data to create time/distance graphs. Apply understanding of motion to analyze distance/ time graphs. Apply the vocabulary of force and motion to predict and then describe motion of a plug in an Eddy Current tube. Measure and compare different speeds. Use evidence to claim the existence of unseen forces. Plan and conduct an investigation showing the relationship between stretch length and mass. Measure force using standard units Explain what forces are and how we measure forces using nonstandard and standard units. Conduct an investigation and analyze data to compare standard and nonstandard force measurements. Demonstrate mastery of measuring and comparing forces. Assessment: Anecdotal Records, Exit Slips, Think Pair Share, Quizzes, Kahoot SC.6-8.PS2.A.1 Apply physics principles to design a solution that minimizes the force of an object during a collision and develop an evaluation of the solution. SC.6-8.PS2.A.2 Plan and conduct an investigation 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. [Clarification Statement: Emphasis is on balanced (Newton's First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton's Second Law), frame of reference, and specification of units.] SC.6-8.PS3.A.1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.] SC.6-8.PS3.B.1 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. [Clarification Statement: Examples of empirical evidence used in arguments 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.] Topic: Concept 2: Relationships Between Force and Motion Duration: 12 Day(s) How do we use motion to determine if forces are balanced or unbalanced? How do we use Newton's Laws to explain the relationships between force and motion? Exit Slips, Kahoot, Quizzes, Think Pair Share Balanced Forces Collision Friction Net Force N Opposite Stationary Unbalanced Forcesewton s 1st Law, 2nd Law, and 3rd Law Students will: Apply prior knowledge to describe forces and motion. Explore conditions required for balanced and unbalanced forces. Explore conditions required for balanced and unbalanced forces Conduct an investigation to determine how much force is required to overcome friction on various surfaces. Demonstrate mastery of balanced and unbalanced forces. Create and analyze balanced and unbalanced forces. Use prior knowledge of roller coasters and cars to describe what acceleration, deceleration, and change in direction feel like. Predict and observe changes in motion. Predict, observe, and attempt to explain the relationship between forces and motion using a series of station activities. Explain Newton s Laws of motion and apply these explanations to earlier force and motion activities. Design a solution to a problem involving the motion of two colliding objects. Create and support an argument about seat belt, helmet, or safety cushioning use using Newton s Laws and evidence from previous activities. Demonstrate mastery of the relationships between force and motion (Newton s Laws) Assessment: Exit Slips, Labs, Quizzes, Think Pair Share, Unit test Page 16