course of study guide - lower cape may regional...

LOWER CAPE MAY REGIONAL SCHOOL DISTRICT

COURSE OF STUDY GUIDE

TITLE OF COURSE: Modern Physical Science / Honors Physical Science

DEPARTMENT: Science DATE REVISED: 8-15-14

GRADE: 9th

_____________________________________

I. COURSE ORGANIZATION

Length: ____40 weeks___________ Credits: _____3__________

Periods Per Week: _____1 x 43 minutes and 2 x 126 minutes_______

Prerequisite: Modern PS- None Honors PS – Successfully completed Algebra 1______

II. COURSE DESCRIPTION

Modern Physical Science - Students will be introduced to the procedures and tools scientists use to

explore the world around them. This includes the Scientific Method, the Metric System and how

scientists share their information. Students will then study introductory Physics through Motion and

Forces principles along with investigating the different forms of Energy. The second half the year the

students will learn some Chemistry which is the study of matter and its changes. Students will

investigate numerous problems and questions using given mathematical values to gain added insight

into these physical concepts.

Honors Physical Science - This course is recommended for the highly-motivated and academically-

gifted 9th grader who has a strong interest in Science. The curriculum, while similar to that of Modern

Physical Science, will also have a greater emphasis on mathematical concepts of Physics and

principles of Chemistry. Students will investigate numerous problems and questions while using

mathematical problem solving activities to gain added insight into these physical concepts.

III. COURSE MISSION

Students will understand that physical science principles, including fundamental ideas about

matter, energy, and motion, are powerful conceptual tools for making sense of the phenomena

in physical, living, and Earth systems science.

IV. DEPARTMENT MISSION

The primary goal of the Science Department of Lower Cape May Regional High School is to

support the school's mission statement of preparing students to lead successful lives by helping

them to: communicate effectively, think critically and creatively, solve problems resourcefully,

use technology effectively, work cooperatively, and develop as self-directed learners

VI. COURSE LEVEL SUMMATIVE ASSESSMENTS

Standardized Forms- Publisher based Tests and Quiz’s

Authentic Assessments

Projects

Formal Labs Reports

Math Skills handouts

Projects and Presentations including posters, models, multimedia presentations

VII. FORMATIVE ASSESSMENT TASKS

Warm Up Activities - open ended responses, conclusions and analysis of exploratory activities,

student journals

Section Review’s (Teacher made Questions),

Open Notebook Assessments; fill in the blanks, essay, short answer, cloze passages, diagrams, flow charts

Class discussions

Student Participation

Teacher Observation

VIII. CONTENT/SUGGESTED INSTRUCTIONAL TIME

Content Pacing Guide & Standards

Unit Title: Scientific Practices

Content Chapter 1 Introduction to Science

NJ State Standards 5.1.12.A.2 Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations. 5.1.12.A.3 Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. 5.1.12.B.1 Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations.

RST.9-10.3. Follow precisely a complex multistep procedure when

carrying out experiments, taking measurements, or performing technical

tasks, attending to special cases or exceptions defined in the text.

RST.9-10.4. Determine the meaning of symbols, key terms, and other

Time Frame 15 class periods 7 class periods

domain-specific words and phrases as they are used in a specific scientific

or technical context relevant to grades 9–10 texts and topic.

RST.9-10.8. Assess the extent to which the reasoning and evidence in a

text support the author’s claim or a recommendation for solving a

scientific or technical problem.

1.1 The Nature of Science

5.1.12.C.1 Refinement of understandings, explanations, and models occurs as new evidence is incorporated. 5.1.12.C.2 Data and refined models are used to revise predictions and explanations 5.1.12.C.3 Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges.







TE- Revised Scientific Theories p. 10

5 class periods 2 class periods

1.2 The Way Science Works

5.1.12.B.1 Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. 5.1.12.B.3 Empirical evidence is used to construct and defend arguments.

5.1.12.B.4 Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions.

RST.9-10.2. Determine the central ideas or conclusions of a text; trace the

text’s explanation or depiction of a complex process, phenomenon, or

concept; provide an accurate summary of the text.







Quick Lab- Making Observations and Measurement


1.3 Organizing Data 5.1.12.A.2 Use of mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. 5.1.12.A.3 Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence.








Quick Lab - Making Measurements p. 30-33

Unit Title: Chemistry

Content - Ch. 2 Matter Classifying Matter, Properties of Matter Changes of Matter

5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table bases on their physical and chemical properties.

RST.9-10.1. Cite specific textual evidence to support analysis

of science and technical texts, attending to the precise details of

explanations or descriptions.

Inquiry Lab- Physical Properties Lab


Ch. 3 States of Matter 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table bases on their physical and chemical properties.

WHST.9-10.1. Write arguments focused on discipline-specific

content.

1. Introduce precise claim(s), distinguish the claim(s)

from alternate or opposing claims, and create an

organization that establishes clear relationships among

the claim(s), counterclaims, reasons, and evidence.

2. Develop claim(s) and counterclaims fairly, supplying

data and evidence for each while pointing out the

strengths and limitations of both claim(s) and

counterclaims in a discipline-appropriate form and in a

manner that anticipates the audience’s knowledge level

and concerns.

3. Use words, phrases, and clauses to link the major

sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between

reasons and evidence, and between claim(s) and

counterclaims.

4. Establish and maintain a formal style and objective

tone while attending to the norms and conventions of


the discipline in which they are writing.

WHST.9-10.4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task,

purpose, and audience.

WHST.9-10.5. Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific

purpose and audience.

Provide a concluding statement or section that

follows from or supports the argument presented

Inquiry Lab- Icy Water Lab

Ch. 4 Atoms 5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.

RST.9-10.6. Analyze the author’s purpose in providing an

explanation, describing a procedure, or discussing an

experiment in a text, defining the question the author seeks to

address.

RST.9-10.8. Assess the extent to which the reasoning and

evidence in a text support the author’s claim or a

recommendation for solving a scientific or technical problem.

WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

WHST.9-10.7. Conduct short as well as more sustained

research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiple sources on the

subject, demonstrating understanding of the subject under

investigation.

WHST.9-10.8. Gather relevant information from multiple

authoritative print and digital sources, using advanced searches

effectively; assess the usefulness of each source in answering

the research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism

and following a standard format for citation.

Inquiry Lab- Naming Atoms – Atomic Model Time – Line development of Atomic Theory


Ch. 5 The Periodic Table 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table bases on their physical and chemical properties.


5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/co -relational relationships, and anomalous data

RST.9-10.7. Translate quantitative or technical information

expressed in words in a text into visual form (e.g., a table or

chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words.

Inquiry Lab – Exploring Periodic Trends

Ch. 6 The Structure of Matter 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table bases on their physical and chemical properties. Inquiry Lab- Bonding and Chemical Formulas; Naming Compounds; ; Writing Chemical Formulas; Melting Sugar and Salt p. 175;


Ch. 7 Chemical Reactions 5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.

WHST.9-10.2. Write informative/explanatory texts, including

the narration of historical events, scientific procedures/

experiments, or technical processes.

1. Introduce a topic and organize ideas, concepts, and

information to make important connections and

distinctions; include formatting (e.g., headings),

graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.

2. Develop the topic with well-chosen, relevant, and

sufficient facts, extended definitions, concrete details,

quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

3. Use varied transitions and sentence structures to link

the major sections of the text, create cohesion, and

clarify the relationships among ideas and concepts.

4. Use precise language and domain-specific vocabulary

to manage the complexity of the topic and convey a

style appropriate to the discipline and context as well

as to the expertise of likely readers.

5. Establish and maintain a formal style and objective

tone while attending to the norms and conventions of

the discipline in which they are writing.

6. Provide a concluding statement or section that follows

from and supports the information or explanation

presented (e.g., articulating implications or the

significance of the topic).

Inquiry Lab- Matter and Chemical Reactions


Ch. 8 Solutions 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 5.2.12.A.5 Describe the process by which solutes dissolve


in solvents 5.2.12.A.6 Relate the pH scale to the concentrations of various acids and bases





Inquiry Lab- Dissolving Salt and Sugar p. 257; What will dissolve a non-polar substance p. 270

Ch. 9 Acids, Bases, and Salts 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 5.2.12.A.5 Describe the process by which solutes dissolve in solvents 5.2.12.A.6 Relate the pH scale to the concentrations of various acids and bases Virtual Lab - Acid-Base Reactions


Ch. 10 Nuclear Changes 5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 5.2.12.A.4 Explain how the properties of isotopes, including half-lives, decay modes, and nuclear resonances, lead to useful applications of isotopes 5.2.12.D.3 Nuclear reactions (fission and fusion) convert very small amounts of matter into energy. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments. Quick Lab- Modeling Decay and Half-Life p. 335


Unit Title: Physics

Content Ch 10 Motion

5.2.12.E.1 The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time. 5.2.12.E.2 Objects undergo different kinds of motion (translational, rotational, and vibrational). 5.2.12.E.3 The motion of an object changes only when a net force is applied.

RST.9-10.5. Analyze the structure of the relationships among

concepts in a text, including relationships among key terms

(e.g., force, friction, reaction force, energy).





Active Physics- Running the Race Lab Activity SE- Static, Sliding, and Rolling Friction p. 386-387


Ch. 11 Forces 5.2.12.E.3 The motion of an object changes only when a net force is applied. 5.2.12.E.4 The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.





Active Physics – Gravity and Freefall Lab Discovery Channel Video – Roller Coaster

Ch. 13 Work and Energy 5.2.12.D.1 The potential energy of an object on Earth’s surface is increased when the object’s position is changed from one closer to Earth’s surface to one farther from Earth’s surface. 5.2.12.D.4 Energy may be transferred from one object to another during collisions. 5.2.12.D.3 Nuclear reactions (fission and fusion) convert very small amounts of matter into energy




RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts

Inquiry Lab- Investigating Pendulums p. 457;


Ch. 14 Heat and Temperature 5.2.12.C.1 Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy. 5.2.12.C.2 Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When the vibrational energy of the molecules of a pure substance becomes great enough, the solid melts.








RST.9-10.10. By the end of grade 10, read and comprehend

science/technical texts in the grades 9–10 text complexity band

independently and proficiently.

Quick Lab- Conductors and Insulators p. 484;


12

Honors Class – Additional activities to increase depth of understanding, and the application of core standards solving problems. The chapter standards are the same as college bound, however, assessments and student expectations are more rigorous, with an increase of the number of inquiry based investigations, higher order questions and answer format, and application of math skills solving content based problems.

Content Unit Title: Introduction to Scientific Practices Chapter 1 Introduction to Science

Scientific Practice Standards 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1

Part 1- The Nature of Science

5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 TE- Revised Scientific Theories p. 10 SE- Millennium Bridge p. 13

Part 2- The Way Science Works 5.1.12.B.1 5.1.12.B.3

5.1.12.B.4 Quick Lab- Making Observations p. 16

Part 3- Organizing Data 5.1.12.A.2 5.1.12.A.3 Quick Lab- Precision vs. Accuracy p. 27; Making Measurements p. 30-33

Unit - Physics

Content Ch 11 Motion

5.2.12.E.1 5.2.12.E.2 5.2.12.E.3 Active Physics- Running the Race Lab Activity SE- Static, Sliding, and Rolling Friction p. 386-387 Math Skills- Velocity p. 369; Acceleration p. 375

Ch. 12 Forces 5.2.12.E.3 5.2.12.E.4 Active Physics – Gravity and Freefall Lab Discovery Channel Video – Roller Coaster SE- How Do Airbags Work? p.399; Black Holes p. 411 Math Skills- Newton’s Second Law p. 401; Momentum p. 415

Ch. 13 Work and Energy 5.2.12.D.1 5.2.12.D.4 5.2.12.D.3 Inquiry Lab- Investigating Pendulums p. 457; TE- Potential and Kinetic Changes p. 447; Accounting for Energy p. 465 SE- Energy of a Rolling Ball p. 462-463 Math Skills- Work p. 432; Power p. 434; Mechanical Advantage p. 436; Potential Energy p. 446; Kinetic Energy p. 448; Efficiency p. 460

Ch. 14 Heat and Temperature 5.2.12.C.1 5.2.12.C.2 Inquiry Lab- Absorption of Radiant Heat p. 482 Quick Lab- Conductors and Insulators p. 484; TE- History of Heating and Cooling p. 488 SE- Why Does the Wind Blow? P. 483; How are Homes Heated and Cooled/ p. 488-489; Math Skills- Temperature Scale Conversions p. 477; Specific Heat p. 486

Unit Title – Chemistry Ch. 2 Matter Classifying Matter, Properties of Matter Changes of Matter

5.2.12.A.1 5.2.12.A.2 5.2.12.A.3 Inquiry Lab- Physical Properties Lab Teacher Extension- Desalination p. 60 Student Extension – How glass is made p. 65 Math Skills – Math Skills- Density

Ch. 3 States of Matter 5.2.12.A.2 5.2.12.A.3 Virtual Lab- Changes in Matter p. 75; Boiling and Freezing p. 102-103; Inquiry Lab- Icy Water Lab TE- Lifejacket Buoyancy p. 91; SE- Plasma p. 82-83; Math Skills- Pascal’s Principle; Boyles Law

Ch. 4 Atoms 5.2.12.A.1 5.1.12.C.2 5.1.12.C.3 Inquiry Lab- Naming Atoms – Atomic Model Time – Line development of Atomic Theory Quick Lab- Modeling Isotopes p. 122 Nuclear Medicine p. 123 Math Skills – Converting Moles to Grams, Grams to Moles. Mole Ratios

Ch. 5 The Periodic Table 5.2.12.A.3 5.1.12.C.2 5.1.12.B.1 Inquiry Lab – Exploring Periodic Trends Quick Labs - The Cost of Metals p. 160 TE- Mendeleev’s Competition p. 149; SE- Mercury in Fish p. 147

Ch. 6 The Structure of Matter 5.2.12.A.3 Inquiry Lab- Bonding and Chemical Formulas; Naming Compounds; ; Writing Chemical Formulas; Melting Sugar and Salt p. 175; SE- DNA Fingerprinting p. 205 Math Skills- Writing Covalent and Ionic Formulas p. 193

Ch. 7 Chemical Reactions 5.2.12.A.1 5.1.12.C.3 Inquiry Lab- Matter and Chemical Reactions Virtual Lab – Reaction with Metals SE- Bioluminescence p. 223; Ozone p. 236 Math Skills- Balancing Chemical Equations p. 227

Ch. 8 Solutions 5.2.12.A.2 5.2.12.A.5 5.2.12.A.6 Inquiry Lab- Dissolving Salt and Sugar p. 257; What will dissolve a non-polar substance p. 270 Virtual Lab – Solutions Quick Lab- Making Butter p. 262 Chromatography p. 264 SE- How Is Crude Oil is Turned Into Gasoline? P. 265 Math Skills- Molarity p. 280

Ch. 9 Acids, Bases, and Salts 5.2.12.A.2 5.2.12.A.5 5.2.12.A.6 Virtual Lab - Acid-Base Reactions TE- pH of Blood p. 298; SE- Acid Rain p. 301; Math Skills- Determining pH p. 299;

Ch. 10 Nuclear Changes 5.2.12.A.1 5.2.12.A.4

5.2.12.D.3 5.1.12.C.3

Inquiry Lab- Radiation and Film p. 325; Quick Lab- Modeling Decay and Half-Life p. 335 TE- Graphing Half-Life pl 335; Three Mile Island p. 349 SE- The Power of Fission p. 343 Math Skills – Half Life p. 334

IX. MODIFICATIONS: INCLUSION TECHNIQUES/ENRICHMENTS

Possible instructional techniques may include but may not be limited to the following:

Resource Center – A course of study will be modified t accommodate the specific needs of a

Special education student as outlined in his/her IEP.

Inclusion – Peer tutoring, computer software, oral tests, visual organizers, study guides, and

cooperative learning activities

Enrichments – Field trips, guest speakers, brochure design, simulations, drama, and poetry

Students are provided with a basic text and/or supplemental curricular materials that are used for assigned

reading, discussion, and information-gathering. Through teacher-directed instructional activities, students

are asked to acquire knowledge, develop an understanding of content, apply information to their own lives,

analyze data, synthesize material, and make evaluative judgments.

When planning each lesion, teachers select specific objectives, organize material to achieve maximum

understanding, make associations, and check for understanding at frequent intervals. Technology materials

are used when appropriate. Suggestions for specific assignments and student activities are found in the

teacher’s resource guide of the approved textbook series.

X. INTERDISCIPLINARY CONNECTIONS/MULTICULTURAL MATERIALS

Videos: Discover Schools – Forces and Motions

Roller Coaster Physics

Chemical Reactions

Atoms and Molecules

Publisher Based materials -

Video Field Trip – Concepts in Action

Holt Science Spectrum - Virtual Investigations

***English Language Arts Standards: RST.8.1-10

***Writing in History, Science, Technical Subjects.8.1-10,

***Speaking and Listening L.8.1-6, Language.8.1-6

***Mathematics: 8.EE.1-7, 8.SP.1-4

Arts: 1.3.8.D.1-2

Health/PE:

Technology: 8.1.8.A.1-5, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.D.3, 8.1.8.E.1, 8.2.8.A.1,

8.2.8.B.1-3, 8.2.8.D.1, 8.2.8.E.1, 8.2.8.F.1-2, 8.2.8.G.1

World Language: 7.1.AL.B.5

21st Century Life/Careers: 9.1.8.A.1-4, 9.1.8.B.1-2, 9.1.8.C.1-3, 9.1.8.D.1-5, 9.1.8.E.3, 9.1.8.F.1,

9.3.8.B.6

21st Century Themes: Global Awareness, Civic Literacy, Health Literacy

21st Century Skills: Creativity and Innovation, Media Literacy, Critical Thinking and

Problem Solving, Life and Career Skills, Information and Communication Technologies

Literacy, Communication and Collaboration Information Literacy

Careers: Applicable career options are discussed as they arise throughout the science

program. Career options include, but are not limited to, the following career clusters:

Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction

Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business,

Management, and Administration Career Cluster; Education and Training Career Cluster;

Finance Career Cluster; Government and Public Administration Career Cluster; Health

Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career

Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and

Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster;

Science, Technology, Engineering and Mathematics Career Cluster; Transportation,

Distribution, and Logistics Career Cluster.

XI. TECHNOLOGICAL INTERGRATION

Promethean Smart Board – presentations and active student participation

Teacher designed webpage for students/parents - http://www.lcmrschooldistrict.com/demers/home/index.html

Use of wireless Dell Laptops/Apple iPads for: internet research, production of multimedia presentations,

Elmo – visual document camera for presentation

Multimedia presentations; classroom and available on teacher web site.

Java apps Science animations; virtual labs, self tutorials, and class presentations http://phet.colorado.edu/en/simulations, www.teachersdomain.org, www.ciese.org,

www.solarviews.com, www.strandmaps.nsdl.org, www.starchild.org, www.gsfc.nasa.gov,

www.lpi.usra.edu, www.nsdl.org, www.kepler.nasa.gov, www.k12science.org, www.cotf.edu,

www.learner.org, www.sciencenetlinks.com, www.go.hrw.com, www.scillinks.org,

www.teachertube.com,

XII. Resources:

Holt Science Spectrum Textbook – Holt, Rinehart, and Winston, Copyright 2008

Holt Science Spectrum Math Skills Workbook

Active Physics – It’s About Time, Copyright 2000

http://www.lcmrschooldistrict.com/demers/home/index.html

http://phet.colorado.edu/en/simulations

http://www.starchild.org/

http://www.gsfc.nasa.gov/

http://www.sciencenetlinks.com/

http://www.scillinks.org/

http://www.teachertube.com/

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