Alexander County Schools

Alexander County Schools 2012-2013 Unit: Unit 1: Motion and Forces Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Transfer: Students will be able to independently use their PSc.1.1.1 Explain motion in terms of frame of reference, distance, and learning to displacement. be able to demonstrate that an object in motion stays in PSc.1.1.2 Compare speed, velocity, acceleration and momentum motion using investigations, graphing, scalar quantities and vector quantities be able to show that for every action there is an equal and PSc.1.2.1 Explain how gravitational force affects the weight of an opposite reaction object and the velocity of an object in freefall. understand that if you use a larger push or pull, there will be PSc.1.2.2 Classify frictional forces into one of four types: static, sliding, greater acceleration rolling, and fluid. Gravity always pulls toward the earth at a constant rate PSc.1.2.3 Explain forces using Newton s Three Laws of Motion. friction slows things down Meaning Understandings: Students will understand that Speed is a rate of change in position acceleration is a rate of change in speed Something with larger mass takes longer to slow down (momentum) Friction is a force that acts in a direction opposite to the motion Mass is the amount of matter in an object Weight is the effect of gravity on an object Forces always act in pairs Objects resist a change in motion (inertia) Motion only occurs when forces are unbalanced. Essential Question(s): 1. How can you relate the size of an object with how fast it travels? 2. How does mass affect acceleration? 3. How does gravity affect an object s motion? 4. How does direction affect an object s motion? 5. What is the importance of safety regulations in the auto industry? Acquisition Students will know: Students will be skilled at: I can explain how frame of reference is important when discussing the Using the scientific method to solve problems speed or velocity of something. Calculations using simple algebraic expressions I can mathematically determine the velocity of a moving object. Creating and interpreting graphs I can mathematically determine the rate of acceleration of an object. Analyzing data collected from an experiment I can analyze a graph and use the information presented to determine following directions

the displacement, velocity, or acceleration of an object. I can compare velocity and speed using scalars and vectors. I can analyze and interpret graph trends relating to velocity and acceleration. I can determine what momentum is and the factors that affect the momentum of an object. I can explain the relationship between momentum and force. I can properly identify and place the correct units for each variable in an equation. I can differentiate the difference between weight and mass. I can mathematically solve the weight of an object using Fg=mg. I can explain how with no air resistance the acceleration of an object due to gravity is 9.8 m/s2. I can explain that terminal velocity is the result of air resistance on an object in free fall. I can explain that friction is a force that opposes motion of an object. I can demonstrate the different types of friction that may affect the motion of an object Teamwork Communication with others using scientific vocabulary Developing a good hypothesis Essential Vocabulary: Frame of reference, Mass, Force, Uniform Motion, Distance, Displacement, Scalar, Vector, Speed/ Velocity, Momentum, Acceleration, Weight, Free fall, Static friction, Rolling Friction, Sliding Friction, Fluid friction Newton s 1st Law, Newton s 2nd Law, Newton s 3rd Law, Net force, Air Resistance, Terminal Velocity, Inertia, Balanced Force, Unbalanced Force, Qualitative, Quantitative IT Standards: IT Strategies:

STAGE 2 Unit Title: Motion and Forces Grade: HS Subject: Physical Science Understandings: Speed is a rate of change in position acceleration is a rate of change in speed Something with larger mass takes longer to slow down (momentum) Friction is a force that acts in a direction opposite to the motion Mass is the amount of matter in an object Weight is the effect of gravity on an object Forces always act in pairs Objects resist a change in motion (inertia) Motion only occurs when forces are unbalanced. Essential Questions: 1. How can you relate the size of an object with how fast it travels? 2. How does mass affect acceleration? 3. How does gravity affect an object s motion? 4. How does direction affect an object s motion? 5. What is the importance of safety regulations in the auto industry? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) 1. Homework 2. Ticket out the door 3. Quiz/Question of the day 4. Lab Activities 5. Unit Test Summative Assessment 1. Unit test 2. egg drop 3. mousetrap racecars

Approximate number of days spent on unit: 22 W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? STAGE 3 1. Students will learn about Forces and Motion using their mousetrap cars. 2. Mousetrap cars Challenge 3. Classroom instruction, Research in Media Center 4. Testing and revising cars, reflections 5. Written Report 6. Carefully chosen groups to maximize the capability of the individuals in the group 7. Focus on above understandings using Mousetrap cars as specific exemplars. Resources: Mousetrap racecar equipment (supplied by students) CPO physical science equipment Research facilities (computers) Strategies: Hands-on mechanical learning Written assignments Graphical/arts Self-reflection

Alexander County Schools 2012-2013 Unit: Unit 2 Energy and Waves Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Transfer: Students will be able to independently use their PSc.3.1.1 Explain thermal energy and its transfer. learning to PSc.3.1.2 Explain the Law of Conservation of Energy in a mechanical Understand energy transfer system in terms of kinetic energy, potential energy and heat. Energy can t be created or destroyed PSc.3.1.3 Explain work in terms of the relationship among the applied Simple machines make work easier force to an object, the resulting displacement of the object and the Waves are a form of energy energy transferred to an object. Waves can bend, bounce, scatter, or combine PSc.3.1.4 Explain the relationship among work, power and simple machines both qualitatively and quantitatively. PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity and wavelength through calculation and investigation. PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics. PSc.3.2.3 Classify waves as transverse or compressional (longitudinal). PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference. Meaning Understandings: Students will understand that Essential Question(s): Thermal energy always travels from hot to cold. 6. How can you relate the size of a wave with how fast it travels? Energy cannot be created or destroyed 7. How do machines simplify your life? Scientific work is a push or pull on an object that results in 8. What is the significance of energy transformations within the movement motor of your car? Simple machines make work easier. Waves are a transfer of energy. Some waves have more energy than others. Waves can look like a jump rope or a slinky. Waves can bounce, bend, scatter, and combine.

Acquisition Students will know: I can relate phase changes to changes in energy. I can explain methods of energy transfer. I can demonstrate the law of conservation of energy. I can mathematically calculate work. I can analyze work including force, displacement, and energy transfer. I can analyze a system to identify simple and complex machines. I can compare and contrast ideal and actual mechanical advantage. I can determine efficiency and relate it to the law of conservation of energy. I can identify the basic characteristics of a longitudinal (compressional) wave. I can analyze the relationship between period and frequency. I can identify the basic characteristics of a transverse wave. I can compare mechanical, electromagnetic, and surface waves using their characteristics. I can classify types of waves. I can compare and contrast compressional (longitudinal) and transverse waves. I can illustrate reflections and refraction of waves. I can compare and contrast wave interference. Students will be skilled at: Using the scientific method to solve problems Calculations using simple algebraic expressions Creating and interpreting graphs Analyzing data collected from an experiment following directions Teamwork Communication with others using scientific vocabulary Developing a good hypothesis Essential Vocabulary: (K) thermal energy specific heat capacity heat temperature latent heat conduction convection radiation mechanical energy Law of Conservation of Energy kinetic energy wheel and axle lever efficiency actual mechanical advantage ideal mechanical advantage Longitudinal (compressional) wave amplitude rarefaction compression period frequency wave velocity

potential energy Work force displacement energy power simple machine complex machine wedge screw inclined plane pulley IT Standards: wavelength transverse wave crest trough mechanical wave electromagnetic wave surface wave transverse wave medium reflection refraction wave interference constructive interference destructive interference superposition diffraction radar sonar IT Strategies:

STAGE 2 Unit Title: Grade: Subject: Understandings: 6. Thermal energy always travels from hot to cold. 7. Energy cannot be created or destroyed 8. Scientific work is a push or pull on an object that results in movement 9. Simple machines make work easier. 10. Waves are a transfer of energy. Some waves have more energy than others. 11. Waves can look like a jump rope or a slinky. 12. Waves can bounce, bend, scatter, and combine. Creating: create new product or point of view? Evaluating: justify a stand or decision? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate Formative Assessments (Evidences) 4. Homework 5. Ticket out the door 6. Quiz/Question of the day 7. Lab Activities 8. Unit Test Summative Assessment 8. Rube Goldberg Machine 9. Catapults 10. Mousetrap Racecars Essential Questions: 6. How can you relate the size of a wave with how fast it travels? 7. How do machines simplify your life? 8. What is the significance of energy transformations within the motor of your car? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state

Approximate number of days spent on unit: 30 W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? STAGE 3 Students will learn about Energy and Waves using their mousetrap cars/catapults/rube Goldberg machines. Mousetrap cars/catapults/rube Goldberg machines Challenge Classroom instruction, Research in Media Center Testing and revising, reflections Written Report Carefully chosen groups to maximize the capability of the individuals in the group Focus on above understandings using Mousetrap cars/catapults/rube Goldberg machines as specific exemplars. Resources: Project equipment (supplied by students) CPO physical science equipment Research facilities (computers) Strategies: Hands-on mechanical learning Written assignments Graphical/arts Self-reflection

Alexander County Schools 2012-2013 Unit: Unit 3 Matter and Chemistry Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Transfer: Students will be able to independently use their PSc.2.1.1 Classify matter as: homogeneous or heterogeneous; pure learning to substance or mixture; element or compound; metals, nonmetals or tell the difference between types of matter metalloids; solution, colloid or suspension. know the characteristics of solids, liquids, and gases and the PSc.2.1.2 Explain the phases of matter and the physical changes that changes they undergo matter undergoes. understand and know how to use the periodic table PSc.2.1.3 Compare physical and chemical properties of various types understand that mass cannot be created or destroyed in a of matter. chemical reaction PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot understand the characteristics of acids and bases diagrams for atoms and ions of elements 1 through 18. PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of an element based on its location in the Periodic Table. PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance. PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions. PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing chemical equations. PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement or double replacement. PSc.2.2.6 Summarize the characteristics and interactions of acids and bases. Meaning Understandings: Students will understand that there are different types of matter matter has physical and chemical properties the periodic table has trends the periodic table can be used to determine the characteristics of the elements all reactions are balanced acids and bases have different characteristics acids and bases neutralize each other Essential Question(s): 9. How do chemicals affect your daily life? 10. How are cooking and chemistry similar? 11. How do you use acids and bases in your daily life?

Acquisition Students will know: Students will be skilled at: I can investigate and classify different samples of matter. I can examine the periodic table to classify matter. classifying matter using the properties of matter I can identify the formation of a homogenous mixture as using the periodic table solution. balancing equations and classifying types of reactions I can model the phase change process and the relationship analyze and interpret a solubility graph among the particles of matter. identify acids and bases using the ph scale I can identify various phase changes. identify reactants and products in a neutralization reaction I can compare evaporation and vaporization. I can explain the parts of a solution and determine the solubility. I can analyze and interpret a solubility graph. I can analyze and explain the concentrations of a solution. I can investigate how to mathematically calculate the density of different substances. I can investigate the physical properties of mixtures. I can compare the physical and chemical properties of the elements of the periodic table. I can investigate the physical and chemical properties of common everyday materials. I can identify the parts of an atom. I can mathematically determine protons, electrons, and neutrons, and mass numbers of atoms and ions. I can analyze the existence of isotopes. I can design Bohr models of elements 1 to 18 on the Periodic Table. I can create and model Lewis dot diagrams. I can predict valence electrons on the Periodic Table. I can predict an element s oxidation number. I can generalize periodic trends. I can analyze and predict the different types of chemical bonds. I can name and write formulas for simple ionic binary compounds. I can name and write formulas for simple compounds containing polyatomic ions. I can name and write formulas for covalent binary compounds. I can demonstrate how to balance chemical equations. I can classify types of chemical reactions.

I can identify combustion reactions. I can recognize common inorganic acids. I can recognize common bases. I can define acids and bases based on Arrhenius Theory. I can identify and classify substances on the ph scale and explain their characteristics. I can explain a neutralization reaction. Essential Vocabulary: Homogeneous, heterogeneous, pure substance, mixture, element, compound, solution, colloid, suspension, Tyndall Effect, heat, freezing, melting, vaporization, condensation, evaporation, solvent, solute, insoluble, solubility curves, concentration, saturated, unsaturated, supersaturated, dilute, concentrated, density, metals, nonmetals, metalloids, luster, conductivity, ductility, malleability, reactivity, physical property, chemical property, charge, relative mass, proton, neutron, electron, atomic number, average atomic mass, neutral atom, ion, isotope, isotopic notation, Bohr model, Lewis dot diagram, energy levels, valence electrons, Oxidation number, valence electrons, ionic bond, covalent bond, metallic bond, binary compound, polyatomic ion, coefficient, Law of Conservation of Matter, synthesis, decomposition, single replacement, double replacement, hydrocarbon, inorganic acid, base, Arrhenius Theory, ph scale, neutralization, conductivity. IT Standards: IT Strategies:

STAGE 2 Unit Title: Grade: Subject: Understandings: 13. there are different types of matter 14. matter has physical and chemical properties 15. the periodic table has trends 16. the periodic table can be used to determine the characteristics of the elements 17. all reactions are balanced 18. acids and bases have different characteristics 19. acids and bases neutralize each other Essential Questions: 9. How do chemicals affect your daily life? 10. How are cooking and chemistry similar? 11. How do you use acids and bases in your daily life? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. Formative Assessments (Evidences) 9. Homework 10. Ticket out the door 11. Quiz/Question of the day 12. Lab Activities 13. Unit Test Summative Assessment 11. Element Project Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state recall or remember the information?

STAGE 3 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Project supplies (supplied by students) CPO physical science equipment Research facilities (computers) Students will learn about matter and chemistry using their element project. Element Project Classroom instruction, Research in Media Center Critique other groups models; reflection Written Report, presentation to class Carefully chosen groups to maximize the capability of the individuals in the group Focus on above understandings using Element projects as specific exemplars. Strategies: Hands-on mechanical learning Written assignments Graphical/arts Self-reflection

Alexander County Schools 2012-2013 Unit: Unit 4 Electricity and Magnetism Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: PSc.3.3.1 Summarize static and current electricity. PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm s Law. PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire. PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. PSc.3.3.5 Explain the practical applications of magnetism. Transfer: Students will be able to independently use their learning to Electricity is the movement of charges more charges moving means more current series circuits only have one pathway parallel circuits have multiple pathways Current, Voltage, and resistance are all mathematically related Only certain materials are magnetic electromagnets are caused by electric current electric motors and generators are made with electromagnets Meaning Understandings: Students will understand that electricity moves more current means more electricity houses are wired in parallel magnets stick to only some metals motors have electromagnets and permanent magnets in them. Essential Question(s): 12. How does the discovery of magnetic induction affect our use of electricity? 13. Why is it impractical to try to harness lightning as a power source? Acquisition Students will know: I can identify and compare charging of objects. I can compare and contrast static electricity and current electricity. I can identify simple circuit diagrams. I can compare and contrast open and closed circuits. I can calculate current, potential difference, and resistance of a circuit using Ohm s law. I can compare and contrast series and parallel circuits. I can explain how properties of the conductor affect the circuit. Students will be skilled at: drawing and building circuits describing how charge can be acquired calculating using Ohm s Law and the power equation. Using Magnets describing properties of electromagnets

I can describe the behaviors and characteristics of magnetic domains. I can compare, contrast, and apply the relationship between electricity and magnetism. Essential Vocabulary: conduction, friction, induction, static electricity, current electricity, circuit, open circuit, closed circuit, Ohms Law, DC circuit, series circuit, parallel circuit, voltage, resistance, resistivity, magnetic domain, magnetic pole, magnetic field, solenoid, electromagnet, generator, motor IT Standards: IT Strategies:

STAGE 2 Unit Title: Grade: Subject: Understandings: electricity moves more current means more electricity houses are wired in parallel magnets stick to only some metals motors have electromagnets and permanent magnets in them. Essential Questions: 20. How does the discovery of magnetic induction affect our use of electricity? 21. Why is it impractical to try to harness lightning as a power source? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. Formative Assessments (Evidences) 12. Homework 13. Ticket out the door 14. Quiz/Question of the day 15. Lab Activities 16. Unit Test Summative Assessment 14. Windmills Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state recall or remember the information?

Approximate number of days spent on unit: 22 W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self -Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? STAGE 3 12. Students will learn about electricity and magnetism using their generators and motors. 13. Windmill Project 14. Classroom instruction, Research in Media Center 15. Critique other groups models; reflection 16. Written Report, presentation to class 17. Carefully chosen groups to maximize the capability of the individuals in the group 18. Focus on above understandings using Windmill projects as specific exemplars. Resources: Project supplies (supplied by students) CPO physical science equipment Research facilities (computers) Strategies: Hands-on mechanical learning Written assignments Graphical/arts Self-reflection