a-g Physical Science - Weebly · 2018. 7. 25. · • Describe how a generator produces an electric current. • Distinguish between alternating current and direct current. • Explain

a-g Physical Science Gorman Learning Center (052344)

Basic Course Information

Title: a-g Physical Science Transcript abbreviations: a-g Physical Science A / 6E1006 , a-g Physical Science B / 6E1013 Length of course: Full Year Subject area: College-Preparatory Elective ("g") / Laboratory Science – Physical Sciences UC honors designation? No Prerequisites: None Co-requisites: None Integrated (Academics / CTE)? No Grade levels: 9th, 10th, 11th, 12th Course learning environment: Classroom Based

Course Description

Course overview:

Physical Science is a year long college preparatory science laboratory course designed to introduce students to the physical sciences and prepare them for courses in chemistry and physics. Students will gain an understanding of how these scientific disciplines are interrelated and how the advances made in each area of study impact our society. Students will learn of the medical and technological advances made because of the concepts they are learning and how these inventions impact our health and wellbeing.

The course includes written lab reports, individual presentations, internet simulations, research papers and outside activities. It covers the foundational California state standards for physics and chemistry as well as the science standards for investigation and experimentation. Students will be engaged in activities that increase their knowledge and skills in using the scientific method, designing experiments, and scientific modeling. The class provides the student with instruction and opportunities to use critical thinking, analysis and problem solving.

Students will:

• Learn to collect and analyze data from the internet, graphs, charts and their own experiments.

• Use scientific thinking and processes to solve hypothetical and real world problems. • Students will Ask questions and state hypotheses using prior scientific knowledge in

order to plan and implement scientific investigation. • Communicate and evaluate scientific reasoning that leads to conclusions • Students will understand Newton’s laws of motion • Understand the laws of conservation of energy and momentum and how we can use them

to predict the movement of objects • Use quantitative measurements and calculations to demonstrate the laws of physics • Understand the transference of energy and that heat and the loss of energy often happen

in the transference • Understand the properties waves including radio waves, X Rays and waves of water, light

and sound • Understand the relation of magnetic and electric phenomena and how they can be

harnessed • Understand atomic structure and the periodic table and how they are related • Understand the ability of atoms to form bonds between electrons and protons and

between atoms and molecules • Know how to describe chemical reactions by writing balanced equations • Understand the properties of solids, liquids and gases • Understand that acids, bases, and salts are three classes of compounds that form ions in

water solutions • Understand that solutions are homogeneous mixtures of two or more substances • Understand that energy is exchanged or transformed in all chemical reactions and

physical changes of matter • Explain the factors that affect chemical reaction rates • Understand that chemical equilibrium is a dynamic process at the molecular level. • Communicate knowledge and understanding using both oral and written expression. • Create detailed lab reports • Write research papers, informational pamphlets and make presentations to the class. • Through the course of various labs, simulations and activities, the course will include all

of the Scientific Investigation & Experimentation Standards. • Students will do a research project on either medical advances made using an

understanding of the laws of physics or a research project on types of alternate energy sources and uses.

• Each student will give a presentation on the concepts of a chapter of the text. They may use the links provided with online text resources or something approved by the teacher.

*This course was written following, Glencoe Physical Science and the Glencoe Physical Science Activity Book, but can be followed using a variety of other textbooks and/or materials. (The books and activities are not limited to those listed.)

Course content: Unit 1--The Nature of Science

Students will:

• Identify the steps scientists often use to solve problems. • Describe why scientists use variables. • Compare and contrast science and technology. • Name the prefixes used in SI and indicate what multiple of ten each one represents. • Identify SI units and symbols for length, volume, mass, density, time, and temperature. • Convert related SI units. • Identify three types of graphs and explain the ways they are used. • Distinguish between dependent and independent variables. • Analyze data using the various types of graphs.

1. Students will read the following: 1. Glencoe Physical Science

1. Read chapter One 2. Answer the chapter questions

2. Students will choose and complete three of the following Activities:

1. Activity: Converting Kitchen Measurements (Glencoe Workbook p. 5)

Students measure materials with standard cooking measurements and then convert to SI measurements. Students then perform conversion calculations.

1. Activity: Determining the Density of a Pencil (Text p. 19)

Students measure the mass of a pencil in grams and the size using displaced water volume then calculate the density

1. Activity: Graphing Scientific Data (Glencoe Workbook p. 32)

Students create a graph and add given data and use the graph to make predictions

1. Activity: Relationships (Lab activity #1 Glencoe Workbook)

Students will measure the effect of increasing forces on the length of a rubber band and create graph

1. Virtual Activity: How is a controlled experiment performed? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E16/E16.html)

A virtual lab where students use the scientific method to recognize a problem, form and test a hypothesis and analyze data.

Unit 2--Motion

Students will:

• Distinguish between distance and displacement. • Explain the difference between speed and velocity. • Interpret motion graphs. • Identify how acceleration, time, and velocity are related. • Explain how positive and negative acceleration affect motion. • Describe how to calculate the acceleration of an object. • Explain how force and motion are related. • Describe what inertia is and how it is related to Newton’s first law of motion. • Identify the forces and motion that are present during a car crash. • Define Newton’s second law of motion. • Apply Newton’s second law of motion. • Describe the three different types of friction. • Observe the effects of air resistance on falling objects. • Describe the gravitational force. • Distinguish between mass and weight. • Explain why objects that are thrown will follow a curved path. • Compare circular motion with motion in a straight line. • State Newton’s third law of motion. • Identify action and reaction forces. • Calculate momentum. • Recognize when momentum is conserved.


1. Read chapters 2 and 3 2. Answer the chapter questions

2. Online Learning--Students will explore the following interactive sites and videos: 1. The Physics Classroom--Students will explore Physics topics through interactive

Online Learning--Students will explore the following interactive sites and videos: 2. and tutorials. 3. What is Motion video (5 min) 4. Speed, Velocity and Acceleration video (14 min) 5. Newton's 3 Laws of Motion and Forces (11 min) 6. Introduction to Gravitation-Kahn Academy video (8 min)

3. Students will choose and complete five of the following activities:

1. Webquest Project: http://glencoe.mcgraw-hill.com/sites/0078779626/student_view0/unit1/webquest_projects.html

In this project, students work in groups to research the physics behind roller coasters, create an online roller coaster and then design an actual model where they choose the materials and build a roller coaster.

• Activity: Force of Gravity

Students compare drop time of different masses (Text 67)

1. Activity: Force and Acceleration (Text p. 57)

Students use a spring scale and textbook and observe the effect of force on the acceleration of the book.

1. Activity: Comparing Motion from Different Forces (Text p. 58) 2. Activity: Measuring the Effects of Air Resistance (Text p. 89) 3. Activity: Comparing Friction (Text 71)

Students observe slopes necessary for different objects to begin to slide.

1. Activity: The Momentum of Colliding Objects (Text p. 90) 2. Virtual Activity: What is the relationship between distance, average speed,

and time? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E12/E12.html)

Students will Use the formula d = vt to determine the relationship between distance, average speed, and time and apply the mathematical formula to predict the distance cars will travel.

• Virtual Activity: Conservation of Momentum in a Vehicle Collision

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E24/E24.html

Students will predict, describe, and compare the speed and direction of motion of two vehicles after a collision under the specific conditions including mass, speed, elasticity and direction.

Unit 3--Energy and Work

Students will:

• Describe how electric charges exert forces on each other. • Compare the strengths of electric and gravitational forces. • Distinguish between conductors and insulators • Explain how objects become electrically charged. • Describe how voltage difference causes current to flow. • Explain how batteries produce a voltage difference in a circuit. • List the factors that affect an object’s electrical resistance. • Define Ohm’s law. • Describe the difference between series and parallel circuits. • Recognize the function of circuit breakers and fuses. • Calculate electrical power. • Calculate the electrical energy used by a device. • Explain how a magnet exerts a force. • Describe the properties of temporary and permanent magnets. • Explain why some materials are magnetic and some are not. • Model magnetic behavior using magnetic domains. • Describe the magnetic field produced by an electric current. • Explain how an electromagnet produces a magnetic field. • Describe how electromagnets are used. • Explain how an electric motor operates. • Define electromagnetic induction. • Describe how a generator produces an electric current. • Distinguish between alternating current and direct current. • Explain how a transformer can change the voltage of an alternating current.


1. Read chapters 4-6 2. Answer the chapter questions

2. Online Learning--Students will explore the following interactive sites and videos:

• Amusement Park Physics-- Explore the forces behind the fun with this interactive site. Students can even design your own Rollercoaster!

1. Amusement Park Physics with a NASA Twist!-- Students will examine how the physics of motion applies to aeronautics and astronautics.

2. Amusement Park Physics Video (4 min) 3. The Physics Classroom--Students will explore Physics topics through interactives and tutorials. 4. Thermal Energy--Students learn about Thermal energy on this site.


1. Activity: Energy Conversions Activity (Text p. 99)

Using steel wool and batteries students will demonstrate how electrical energy is converted into other forms of energy

1. Activity: Bouncing Balls (Text p. 106)

Students will calculate the gravitational potential energy of different balls and observe average bounce height & compare

1. Activity: Swinging Energy (Text p. 116)

Students will construct a pendulum to compare the exchange of potential and kinetic energy when a swing is interrupted.

1. Activity: Doing Work with a Simple Machine (Text p. 125)

Students use string and broom handles to make a basic pulley to demonstrate effectiveness

Students will construct a pendulum to compare the exchange of potential and kinetic energy when a swing is interrupted.

1. Activity: Levers (Text p. 147)

Students will measure the lengths of the input arm and output arm of a lever and calculate the ideal mechanical advantage of a lever to determine the mass of a coin.

1. Activity: Using Simple Machines (Text p. 148)

Students will model lifting devices based on a block and tackle and on an inclined plane and calculate the output work that will be accomplished. They will measure the force needed by each machine to lift a weight and calculate the input work and efficiency for each model machine.

1. Activity: Temperature and Kinetic Energy (Text p. 157)

Comparing how quickly food coloring changes in hot vs. cold water

1. Activity: Comparing Thermal Conductors (Text p. 169) using metal, wood and plastic spoons students put butter and plastic beads and pour boiling water to compare speeds of beads dropping.

2. Activity: Convection in Gases and Liquids (Text p. 171)

Students will: model and observe the formation and activity of convection currents in water using pepper and flame

1. Activity: Conduction in Gases (Text p. 180)

Measure and graph temperature changes in air near a heat source and observe conduction of heat in air. Calculate the average rate of temperature change

• Simulation: Energy Forms and Changes

http://phet.colorado.edu/en/simulation/energy-forms-and-changes

Students will explore the conservation of energy and predict how energy will flow when objects are heated or cooled, or for objects in contact that have different temperatures and describe how energy can change from one form of energy into another.

• Virtual Activity: How is energy converted from one form to another? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.html) Students will identify examples of energy conversions that take place in a series of energy transformation.

• Virtual Activity: What is the relationship between work, force, and distance? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E13/E13.html)

Students will determine the relationship between work, force, and distance using the formula W = Fd. They will apply the formula W = Fd to predict how much work is being done.In their report they will identify and explain the scientific units of work, force, and distance.

• Virtual Activity: How do the insultation properties of various materials compare? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS06/PS06.html)

Students will explain how insulation affects the transfer of energy and compare the properties of insulating materials.

• Project Design a cooking device (http://glencoe.mcgraw-hill.com/sites/0078779626/student_view0/unit2/unit_project_2.html)

Students will research energy and heat sources and design a cooking device.

Unit 4--Electricity and Energy Resources

Students will:

• Describe how electric charges exert forces on each other. • Compare the strengths of electric and gravitational forces. • Distinguish between conductors and insulators • Explain how objects become electrically charged. • Describe how voltage difference causes current to flow. • Explain how batteries produce a voltage difference in a circuit. • List the factors that affect an object’s electrical resistance. • Define Ohm’s law. • Describe the difference between series and parallel circuits. • Recognize the function of circuit breakers and fuses. • Calculate electrical power. • Calculate the electrical energy used by a device. • Explain how a magnet exerts a force. • Describe the properties of temporary and permanent magnets. • Explain why some materials are magnetic and some are not. • Model magnetic behavior using magnetic domains. • Describe the magnetic field produced by an electric current. • Explain how an electromagnet produces a magnetic field. • Describe how electromagnets are used. • Explain how an electric motor operates. • Define electromagnetic induction. • Describe how a generator produces an electric current. • Distinguish between alternating current and direct current. • Explain how a transformer can change the voltage of an alternating current. • Discuss properties and uses of fossil fuels. • Explain how fossil fuels are formed. • Describe how the chemical energy in fossil fuels is converted into electrical energy. • Explain how a nuclear reactor converts nuclear energy to thermal energy. • Describe advantages and disadvantages of using nuclear energy to produce electricity. • Discuss nuclear fusion as a possible energy source. • Analyze the need for alternate energy sources. • Describe alternate methods for generating electricity. • Compare the advantages and disadvantages of various alternate energy sources.



2. Online Learning--Students will explore the following interactive sites and videos:

• Static Electricity--Methods of charging, Electric force, and Electric fields are explored here.

• Current Electricity--Learn about Electric Potential, Electric Current and Resistance, and Circuit Connections on this site.

• The Magic of Electricity and Magnetism Documentary (1 hour)--This documentary explores Electricity and Magnetism in detail.

• A Simple Electric Motor (3 min)--Learn about a simple electric motor in this short video.

• The Electromagnetism Show (1 hour)--Observe Electromagnetism on this show.


1. Activity: Identifying Conductors and Insulators (Text p. 206

Using a battery, wires and flashlight bulb, compare the conductivity of various materials.

1. Activity: Comparing Series and Parallel Circuits (Text p. 214)

Students will design and construct series and parallel circuits and compare and contrast

the behaviors of series and parallel circuits.

• Activity: Making a Compass

Students create a magnet from a foam cup, and a magnetized needle. Students explain why this works.

1. Activity: Magnets, Coils, and Currents (Text p. 245)

Students will: Observe how a magnet and a wire coil can produce an electric current in a wire and compare the currents created by moving the magnet and the wire coil in different ways.

1. Activity: Controlling Electromagnets (Text p. 246)

Students will measure relative strengths of electromagnets and determine which factors affect the strength of an electromagnet.

1. Activity: Solar Heating (Text p. 277)

Students will record temperature changes in different colored boxes in sunlight

1. Activity: Investigating Battery Addition (Text p. 202)

Students will create a circuit with one D cell battery and another with two batteries and observe the difference in light put out by small bulb.

1. Activity: Observing Magnetic Interference (Text p. 227)

Students will observe magnetic interference by suspending a paper clip below a magnet and placing paper then foil and other materials between and observing results.

1. Activity: Designing an Efficient Water Heater (Text p. 259)

Students will measure the mass of a candle and use it to increase the temperature of a beaker of water and re-measure the candle. Students will repeat the process using an aluminum chimney and compare. Students try other additions to improve the efficiency of the water heater.

• Virtual Activity: How are voltage, current, and resistance related? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E14/E14.html)

Working with a prewired schematic diagram, students will:

Design a series circuit using standard components including a resistor, a voltage source, and a switch. Use Ohm's law to describe the relationship between voltage, current, and resistance in an electric circuit. Adjust the current in a simple circuit by varying voltage and resistance. Calculate the power of an electric circuit. Relate the power generated by an electric circuit to the rate at which heat is released by a resistor as electric current passes through it.

• Virtual Activity: How does a generator work? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS22/PS22.html)

Students will describe how a generator produces an electric current using electromagnetic induction. They will calculate the output of a generator given the strength of the magnetic field, the number of turns in the wire coil, and the speed of the spinning wire coil.

• Virtual Activity: How much electricity is used in a house? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E10/E10.html)

Students will compare electricity consumption of various home appliances, evaluate electricity conservation options, and calculate how much money can be saved by conserving

Unit 5--Energy on the Move

Students will:

• Recognize that waves carry energy but not matter. • Define mechanical waves. • Compare and contrast transverse waves and compressional waves. • Define wavelength, frequency, period, and amplitude. • Describe the relationship between frequency and wavelength. • Explain how a wave’s energy and amplitude are related. • Calculate wave speed. • State the law of reflection. • Explain why waves change direction when they travel from one material to another. • Compare and contrast refraction and diffraction. • Describe how waves interfere with each other. • Explain how sound travels through different mediums. • Identify what influences the speed of sound. • Describe how the ear enables you to hear. • Recognize how amplitude, intensity, and loudness are related. • Describe how sound intensity is measured and what levels can damage hearing. • Explain the relationship between frequency and pitch. • Discuss the Doppler effect. • Distinguish between noise and music. • Describe why different instruments have different sound qualities. • Explain how string, wind, and percussion instruments produce music. • Describe the formation of beats. • Recognize some of the factors that determine how a concert hall or theater is designed. • Describe how some animals use sound waves to hunt and navigate. • Discuss the uses of sonar. • Explain how ultrasound is useful in medicine. • Describe how electric and magnetic fields form electromagnetic waves. • Explain how vibrating charges produce electromagnetic waves. • Describe properties of electromagnetic waves. • Describe the waves in the different regions of the electromagnetic spectrum. • Compare the properties of different electromagnetic waves. • Identify uses for different types of electromagnetic waves. • Explain how modulating carrier waves enables information to be transmitted by radio waves. • Distinguish between amplitude modulation and frequency modulation. • Identify various ways of communicating using radio waves. • Describe how light waves interact with matter. • Explain the difference between regular and diffuse reflection. • Define the index of refraction of a material. • Explain why a prism separates white light into different colors. • Explain how you see color. • Describe the difference between light color and pigment color. • Predict what happens when different colors are mixed. • Explain how incandescent and fluorescent light bulbs work. • Analyze the advantages and disadvantages of different lighting devices. • Explain how a laser produces coherent light.

• Describe various uses of lasers. • Distinguish polarized light from unpolarized light. • Explain how a hologram is made. • Determine when total internal reflection occurs. • Describe the uses of optical fibers. • Describe how an image is formed in three types of mirrors. • Explain the difference between real and virtual images. • Identify examples and uses of plane, concave, and convex mirrors. • Describe the shapes of convex and concave lenses. • Explain how convex and concave lenses form images. • Explain how lenses are used to correct vision problems. • Compare refracting and reflecting telescopes. • Explain why a telescope in space is useful. • Describe how a microscope uses lenses to magnify small objects. • Explain how a camera creates an image.



2. Online Learning--Students will explore the following interactive sites and videos: 1. Waves, Light, and Sound--Students will become familiar with these topics on this interactive site. 2. Waves, Light and sound and the Nature of Reality (24 min)--Through this easily understood

video, student will learn about quantum waves, light waves, sound waves, reflection and refraction.

3. Sound Waves Documentary (1 hour)


• Activity: Waves in Different Mediums (Text p. 302)

Students will observe in partners how the speed of a wave is affected by the type of material it is traveling through by using different ropes, coils and cloths. Students will Demonstrate transverse and compressional waves and compare the speed of waves traveling through different mediums.

• Activity: Measuring Wave Properties (Text p. 312)

Students will work in groups using long springs/slinkies and stopwatches. They will create transverse waves of different amplitudes and calculate wave frequencies using different pulses

• Activity: Making Music (Text p. 338)

Students will demonstrate how to make music using water and test tubes and predict how the tones will change when there is more or less water in a test tube and explain why this happens and how resonance amplifies the sound from a test tube.

• Activity: Blocking Noise Pollution (Text p. 344)

Using sound meters, students will design an experiment that will rate the effectiveness of different materials in blocking out sound.

• Activity: The Shape of Satellite Dishes (Text p. 366)

Using a flashlight, foil lined bowls and books, students observe the difference of light intensity of the two surfaces and infer why satellite dishes are shaped the way they are.

• Activity: Rainbows of Light

At the beginning of the chapter on light, students compare the colors of light from a flashlight directed at a prism, bubbles and a CD and record their answers and try to explain where the colors come from. At the end of the chapter they will revisit their results and add given the knowledge gained.

• Activity: Make a Light Bender (Text p. 405)

Using a clear container of water and pencils identify reflection and refraction images in water at different angles and draw a diagram. Students then predict how the angles would change with surface changes.

• Activity: Polarizing Filters (Text p. 406)

Using polarized filters and a flashlight students will demonstrate when light does and does not shine through a pair of polarizing filters. Students then predict what would happen when you add a third polarizing filter and test their hypothesis.

• Activity: Reflections of Reflections (Text p. 423)

Using plane mirrors and protractors, students will observe the amount of images created with the mirrors at different angles. Students chart graph and predict.

• Activity: Make a Refracting Telescope (Text p. 438)

Students will create a refracting telescope using concave and convex lenses

• Virtual Activity: What are some characteristics of waves? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E05/E05.html)

Students will identify characteristics of waves and discover the relationship between wavelength and the frequency of a wave. They will relate the amplitude of a wave to the magnitude of disturbance of a medium.

• Virtual Activity: How is an oscilloscope used to tune a musical instrument?

Students will use an oscilloscope to tune a trombone by matching the waveforms and calculate the frequency of a pitch when given wavelength and velocity.

• Virtual Activity: What is the electromagnetic spectrum?

http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT05/CT05.html

Students will match visual representations of waves to their written descriptions and identify and describe the parts of the electromagnetic spectrum. They will then compare and order different types of electromagnetic waves by frequency, wavelength, and energy.

• Virtual Activity: How are colors created? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS19/PS19.html)

Students will explore how colors are created and investigate the effects that can be created with colored lighting. They will then explain how white light is produced.

Unit 6--The Nature of Matter

Students will:

• Define substances and mixtures. • Identify elements and compounds. • Compare and contrast solutions, colloids, and suspensions. • Identify substances using physical properties. • Compare and contrast physical and chemical changes. • Identify chemical changes. • Determine how the law of conservation of mass applies to chemical changes. • Explain the kinetic theory of matter. • Describe particle movement in the four states of matter. • Explain particle behavior at the melting and boiling points. • Explain Archimedes’ principle. • Explain Pascal’s principle. • Explain Bernoulli’s principle and explain how we use it. • Explain how a gas exerts pressure on its container. • Explain how a gas is affected when pressure, temperature, or volume is changed. • Identify the names and symbols of common elements. • Identify quarks as subatomic particles of matter. • Describe the electron cloud model of the atom. • Explain how electrons are arranged in an atom. • Compute the atomic mass and mass number of an atom. • Identify the components of isotopes. • Interpret the average atomic mass of an element.

• Explain the composition of the periodic table. • Use the periodic table to obtain information. • Explain what the terms metal, nonmetal, and metalloid mean. • Describe the structure of an atom and its nucleus. • Explain what radioactivity is. • Contrast properties of radioactive and stable nuclei. • Discuss the discovery of radioactivity. • Compare and contrast alpha, beta, and gamma radiation. • Define the half-life of a radioactive material. • Describe the process of radioactive dating. • Describe how radioactivity can be detected in cloud and bubble chambers. • Explain how an electroscope can be used to detect radiation. • Explain how a Geiger counter can measure nuclear radiation. • Explain nuclear fission and how it can begin a chain reaction. • Discuss how nuclear fusion occurs in the Sun. • Describe how radioactive tracers can be used to diagnose medical problems. • Discuss how nuclear reactions can help treat cancer.



2. Online Learning--Students will explore the following interactive sites and videos: 1. States of Matter video (4.5 min)--States of Matter will be explored in this video.

• Subatomic Physics video collection (20 min)--Check out this collection of animated videos where we will understand how to or more nucleons merge or fuse together to create something.

1. Kinetic Theory of Matter--5 min video 2. Archimedes' Principle--7 min video 3. Pascal's Principle--4 min video 4. Bernoulli's Principle--3 min video 5. Periodic Table--Crash Course--11 min video giving a tour of the Periodic Table of elements. 6. Radioactivity--24 min lesson on how radioactivity was discovered.


• Activity: Water Distillation

Students use water, beaker, evaporating dish, hot plate, burner and paper to demonstrate what happens when water is distilled. Students will think critically about what happened in the process.

• Activity: Separating Mixtures (Text p. 453)

Students put water, clay, soil, sand, gravel and pebbles into a bottle and shake to mix. Form hypotheses about what order the materials will settle in. Observe to test hypothesis and explain why they settled in the order that they did.

• Activity: Checking Out Chemical Changes (Text p. 466)

Students will observe the results of adding dilute hydrochloric acid to baking soda and infer that the production of new substances indicates that a chemical change has occurred. They will then design an experiment that allows them to compare the activity of baking soda with that of a product formed when baking soda reacts.

• Activity: The Expansion of Gas (Text p. 475)

Students observe how a balloon of air expands and contracts with changes in temperature.

• Activity: How Thermal Energy Affects Matter (Text p. 484)

Students will observe and explain the thermal energy changes that occur as matter goes from the solid to gas state by melting ice to steam.

• Activity: Testing the Viscosity of Common Liquids (Text p. 496)

Students will test the viscosity of several fluids by tracking the time it takes for a marble to reach the bottom of each liquid.

• Virtual Activity: How can a molecular model be built? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E02/E02.html)

Students will construct a model of a molecule based on its chemical formula.

• Virtual Activity: What factors influence the pressure of a gas in a container? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS08/PS08.html)

Students will explain how the pressure in a container of gas is affected when the volume is changed as well as explain the relationship between the temperature and pressure of a gas.

• Virtual Activity: How is an atom's structure related to its position on the periodic table?

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E19/E19.html)

Students will describe the periodic table of elements and use it to find information about elements. They will then compare selected elements from the periodic table and explore families and periods

• Virtual Activity: How can you simulate the radioactive half-life of an element? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E18/E18.html)

Students will collect radioactive decay rate data for hypothetical isotopes over a period of 20 000 years and determine, compare, and contrast half-lives of four radioactive elements

1. Culminating field trip to the Exploratorium

Unit 7--Diversity of Matter

Students will:

• Describe the properties of a typical metal. • Identify the alkali metals and alkaline earth metals. • Differentiate among three groups of transition elements.

• Recognize hydrogen as a nonmetal. • Compare and contrast properties of the halogens. • Describe properties and uses of the noble gases. • Distinguish among metals, nonmetals, and metalloids. • Describe the nature of allotropes. • Recognize the significance of differences in crystal structure in carbon. • Understand the importance of synthetic elements. • Describe how a compound differs from its component elements. • Explain what a chemical formula represents. • Explain that the electric forces between oppositely charged electrons and protons are essential to forming

compounds • State a reason why chemical bonding occurs. • Describe ionic bonds and covalent bonds. • Identify the particles produced by ionic bonding and by covalent bonding. • Distinguish between a nonpolar covalent bond and a polar covalent bond. • Explain how to determine oxidation numbers. • Write formulas and names for ionic compounds. • Write formulas and names for covalent compounds. • Identify the reactants and products in a chemical reaction. • Determine how a chemical reaction satisfies the law of conservation of mass. • Determine how chemists express chemical changes using equations. • Identify what is meant by a balanced chemical equation. • Determine how to write balanced chemical equations. • Identify the five general types of chemical reactions. • Define the terms oxidation and reduction. • Identify redox reactions. • Predict which metals will replace other metals in compounds. • Famous chemists have made tremendous contributions to health and society



2. Online Learning--Students will explore the following interactive sites and videos: 1. Properties of Metals--5 min video 2. Properties of Metals and Nonmetals--5 min video 3. Properties of Gases--14 min video 4. Formation of Crystals--23 min video. Watch crystals grow! 5. Chemical bonding explained--2 min video 6. Chemical bonding taught by dogs!--2 min. Dogs teaching Chemistry! 7. Balancing Chemical Equations--Khan Academy--14 min


• Activity: What type is it? (Text p. 583)

Using a hammer and a conductivity tester, students will create a chart of the appearance, malleability, and electrical conductivity of: samples of C, Mg, Al, S, and Sn. Students will then locate the elements of the periodic table and compare their chart to what would be expected of an element in that location. Then students will be assigned an element and students will predict their properties based on the periodic table.

• Activity: Slippery Carbon (Text p. 592)

Students make a model of graphite’s molecular structure and use it to explain why this structure makes it a good lubricant.

1. Activity: Chemical Bonds and Mixing (Text p. 601)

This lab will demonstrate the influence the types of chemical bonds have on how compounds. Students will combine oil, water, and food coloring and observe, then add rubbing alcohol and observe the change.

• Activity: Become a Bond Breaker (Text p. 622)

Students will observe the effect of heat on melting points of selected substances. Students will then design an experiment and make inferences that relate ease of melting and forces of attraction between particles of a substance.

• Activity: Catalyzed Reaction (Text p. 651)

Students observe MnO2 act as a catalyst to H2O2

• Internet Research Activity: Fossil Fuels and Greenhouse Gases (Text p. 652)

Students will observe how fossil fuels are used in their daily lives and gather data on the process of burning fossil fuels and how greenhouse gases are released and research the chemical reactions that produce greenhouse gases.

• Virtual Activity: What properties do elements have? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/E21/E21.html)

Students will compare and contrast the properties of elements and identify elements based on their properties.

• Virtual Activity: How can you tell which elements form chemical bonds?

(http://www.glencoe.com/sites/common_assets/science/virtual_labs/E20/E20.html)

Students will construct models of atoms showing the number of protons, neutrons, and electrons for each element and arrange electrons in energy levels around the atomic nucleus. They will then predict and determine whether or not elements will form chemical bonds in order to become more stable.

• Virtual Activity: What is a balanced chemical equation? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS16/PS16.html)

Students will demonstrate an understanding of conservation of mass by balancing a chemical equation. They will determine coefficients needed to balance reactants and products in a chemical equation and calculate formula weights in order to balance the equation.

1. Poster Project: Students will research the lives and accomplishments of a famous chemist and create a poster to share with the class.

Unit 8--Interactions of Matter

Students will:

• Determine how things dissolve. • Examine the factors that affect the rates at which solids and gases dissolve in liquids. • Define the concept of solubility. • Identify how to express the concentration of solutions. • List and define three types of solutions. • Describe the effects of pressure and temperature on the solubility of gases. • Examine how some solutes break apart in water solutions to form • positively and negatively charged particles. • Determine how some solutions conduct electricity. • Describe how antifreeze works. • Identify several kinds of solutes that do not dissolve well in water. • Explain how solvents work in terms of polarity. • Determine how to choose the right solvent for the job.

• Compare and contrast acids and bases and identify the characteristics they have. • Examine some formulas and uses of common acids and bases. • Determine how the process of ionization and dissociation apply to acids and bases. • Determine what is responsible for the strength of an acid or a base. • Compare and contrast strength and concentration. • Examine the relationship between pH and acid or base strength. • Examine electrical conductivity. • Identify a neutralization reaction. • Determine what a salt is and how salts form. • Compare and contrast soaps and detergents. • Examine how esters are made and what they are used for. • Identify the difference between organic and inorganic carbon compounds. • Examine the structures of some organic compounds. • Differentiate between saturated and unsaturated hydrocarbons. • Identify isomers of organic compounds. • Define aromatic compounds. • Identify the nature of alcohols and acids. • Identify organic compounds you use in daily life. • Explain how carbon compounds are obtained from petroleum. • Determine how carbon compounds can form long chains. • Define the terms polymerization and depolymerization. • Compare and contrast proteins, nucleic acids, carbohydrates, and lipids. • Identify the structure of polymers found in basic food groups. • Identify the structure of large biological polymers. • Identify how different alloys are used. • Explain how the properties of alloys determine their use. • Examine the versatile properties of ceramics. • Identify how ceramic materials are used. • Explain what a semiconductor is. • Identify what a polymer is and the variety of polymers around us. • Explain what a composite material is and why composites are used.



2. Online Learning--Students will explore the following interactive sites and videos: 1. Solids, liquids and gasses--2 min video 2. Solubility-Khan Academy--14 min video 3. pH of acids and bases--8 min video 4. Electrical Conductivity--5 min video 5. Organic Compounds in the Ecosystem--3 min video 6. Hydrocarbon Power--11 min video


Activities:

• Activity: Boiling Point of Solutions (Text p. 680)

Students perform a lab to determine how adding salt affects the boiling point of water.

• Activity: Saturated Solutions (Text p. 686)

Students perform a lab to observe the effects of temperature on the amount of solute that dissolves.

• Activity: Acid Concentrations (Text p. 706)

Students determine the relative concentrations of common acid substances.

• Activity: Be a Soda Scientist (Text p. 716)

Students observe evidence of a neutralization reaction using an indicator. Students compare the acidity levels in soft drinks and design an experiment that uses the independent variable of acid content of soft drinks and the dependent variable of amount of base added to determine the relative acidity of the drinks.

• Activity: Alcohols and Organic Acids (Text p. 735)

Students combine potassium permanganate, sodium hydroxide and ethanol and control the environment by stoppering the test tube and recording changes. Students identify the structural formula of ethanol and predict the formula of the acid produced when ethanol undergoes a chemical reaction in the presence of potassium permanganate.

• Activity: Preparing an Ester (Text p. 748)

Students prepare an ester from an alcohol and an acid and detect the results of the reaction by the odor of the product.

• Activity: What can you do with this stuff? (Text p. 777)

Students predict the properties of a combination of glue and borax, create the subject, examine the properties and determine a use for it.

1. Activity: Can polymer composites be stronger than steel? (Text p. 778)

Students measure the force required to flex wood, steel, and fiberglass composite rods, calculate the relative flexibility of each rod, and estimate the performance of each material. Students graph results and determine the specific performance number, which is used to compare different materials, by dividing the slope of each line by the density of the corresponding material.

• Virtual Activity: How is the solubility of a compound determined? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS15/PS15.html)

Students will describe saturated and unsaturated solutions and explain how compound solubility is determined at different temperatures.

• Virtual activity: How is the acidic concentration of a solution determined? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS17/PS17.html)

Students will perform titrations to neutralize an acidic solution and calculate the concentration of the acidic solution and record the results in their lab journal

• Virtual Activity:What are the energy outputs of different types of fuel? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS13/PS13.html)

Students will burn different types of fuel and calculate the heat produced by the fuel. They will also compare the generator outputs of the given masses of fuels. They will use thermodynamics to calculate and compare the heat produced by different types of fuel and measure the electrical energy generated by given masses of different fuels.

• Virtual Activity: How to ratios of elements affect the physical properties of an alloy? (http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS14/PS14.html)

Students will mix copper (Cu) and tin (Sn) to create an alloy—bronze. The bronze

will be used for a statue. It must be neither too brittle nor too malleable to hold a ball of various weights in its outstretched arm. You will mix different ratios of the two elements, and identify and record mixtures appropriate to hold balls of various weights.

Course Requirements and Grading Calculations

Course Requirements and Final Grade Calculation:

Activities and Assignments (80% of semester grade)

Average grade earned on assignments and lab activities completed from the selection of assignments listed for each unit.

Projects or Final Assessment (20% of final grade)

Final Assessment--Students will take a written final assessment or complete an approved Project (see below) or both.

Final Project — Students will choose and complete one final project (First Draft Due in December and Final Project Due in April). The objective of this project is to have students study Botany in the field or lab and examine an aspect that interests them. This project will involve components of the scientific process: making critical observations, recognizing patterns, asking questions and formulating hypotheses, testing hypotheses, then explaining one’s findings. This project will be ongoing throughout the life of the course.

1. Some ideas include but are not limited to the following:

1. Choose a research topic and write a 5 page report (for example: Compare and contrast Kinetic and Potential energy related to Amusement Park rides).

2. Complete a video complete with narration and a written document (For example: Film a documentary about growing crystals or on how a combustion engine works).

3. A scrap-book including written summaries, pictures, diagrams, etc.. of the main topics or topics of interest in each Unit.

Course Materials

Textbooks

Title Author Publisher Edition Website Primary Glencoe Physical Science

National Geographic

Glencoe McGraw Hill

2012 Yes

Documents

a-g Physical Science - Weebly · 2018. 7. 25. · • Describe how a generator produces an electric current. • Distinguish between alternating current and direct current. • Explain