Title:
Physical Science
Grade: 9
Length:
Study of Matter
Big Idea: Classification of Matter
Solid, liquid, gases, elements, compounds, mixtures.
Matter can be classified in broad categories such as homogeneous and
heterogeneous, or classified according to its composition or by its chemical and
physical properties.
Key concepts: Heterogeneous vs. Homogeneous 1) Describe what constitutes
a mixture and classify as heterogeneous or homogeneous. 2) Classify mixtures as
solutions, suspensions, or colloids. Properties of Matter 3) Classify pure substances
as elements or compounds. 4) Describe the characteristics of an element and the
symbol used to identify elements. 5) Describe the characteristics of a compound.
States of Matter and its Changes 6) Physical properties of matter – viscosity,
melting/boiling points, density, color, solubility, hardness, malleability . 7) Chemical
changes of matter – production of a gas, formation of a precipitate.
Elements compounds and mixtures (3, 4, and 5 above) are at the middle school
level in the 2010 standards. If these topics are now taught in 9 th grade, this will be
a section where we need to be aware of when and how we are transitioning to
the 2010 standards so there are no groups of students who miss this concept.
These topics may be here as a review before moving onto the high school
content. If so, there is a pretest to determine which students need a review.
Instruction will be altered based on the results of these pretests by reviewing the
concepts in small focus groups (with teacher facilitation), based on concepts
needing review, before moving on. The focus groups will use computer
interactives and brief hands on labs/demonstrations to relearn concepts.
Knowledge:
-Homogeneous vs. Heterogeneous.
Classification of matter along with
chemical and physical properties.
- Defining solute and solvent, water
being the universal solvent.
- Determining an increase in temp.
provides more kinetic energy and
affects phase changes, where students
collect their own data to create a
phase change graph?
-Increase in heat results in a change of
density due to increased molecular
motion resulting in less matter per
volume.
Best practices/strategies:
Skills:
- Cooperative learning in group activities
and labs. (cooperative groups are set up at
the beginning of the year and process is
taught at that time)
-accuracy of measurement
-graphing skills
-Developing a hypothesis and Prediction of
objects floating or sinking due to their
density.
- Prediction of amounts of grams dissolved
based on solubility/graph interpretation.
1) Class demonstrations –A) burning sugar to separate out compound and element.
B) Different types of mixtures (emulsion and the use of an emulsifier, Tyndall effect,
Solute and Solvent with club soda and separating out the parts of a solution.
2) Lecture, notes, and discussion of the demonstrated science concepts.
3) Labs – Guided inquiry: Chemical/Physical changes with sugar, vinegar, iodine,
flour, baking soda etc.
4) Solubility Graph – Comparing Sucrose to Cerium Sulfate.
5) Class/student led demonstration and discussion of why objects float and
comparing a golf ball to ping pong ball and floating objects.
6) Graphing and calculation the density of solid objects (students choose object
available, ex. wood) compared to density of a liquid (Students choose from 3-4
choices ex. water). Interpretation of mass vs. volume graphs.
Formative Assessments:
Summative Assessment:
Worksheets, Solubility Graph, Labs for
Chemical/Physical changes and
Density.
Instruction will be altered based on the
results of these activities by reviewing
the concepts in small focus groups
(with teacher facilitation), based on
concepts needing review, before
moving on. The focus groups will use
computer interactives and brief hands
on labs/demonstrations to relearn
concepts. Extension/enrichment
activities for students ready to move
on.
Test - - Properties of Matter
Quiz - - Density
Resources:
Textbook: Prentice Hall- Physical Science Chapters 2 and 3
Manipulative: Lab supplies
Technology
Support Materials: United Streaming Video
Personally designed materials: Water Density Lab, Wood Density Lab,
Chem./Physical Changes Lab
Other Resources:
Title: Physical Science Grade:
Study of matter:
9
Length:
Atomic structure
Big Idea:
Atomic theory has developed over time, revised with each new
discovery, as technological advances allow for more rigorous
testing.
Atoms are mostly empty space, with a very small positively
charged nucleus and much smaller negatively charged
electrons that move around it in distinct energy levels.
Elements with same number of protons, but varying number of
neutrons are isotopes
Elements with same number of protons, but varying number of
electrons are ions.
Key concepts:
Dalton: matter is made of (particles) atoms, which cannot be
divided.
Thompson: atoms are made of smaller particles
Rutherford: atoms have all positive charge concentrated in
the nucleus
Protons, neutrons and electrons can be distinguished by mass,
charge and location in an atom
Atoms of different elements have a different number of
protons.
Electrons move from one energy level to another when the
atom gains or loses energy
Electron cloud model
Most stable electron configuration is when the electrons are in
lowest possible energy level (outermost orbital is filled).
Nuclear forces are what hold the particles in the nucleus
together.
Isotopes of an element have the same atomic number but
different mass number because they have different numbers
of neutrons
Some elements achieve stable electron configurations
through the transfer of electrons between atoms; anions are
the atoms that take electrons (become negatively charged)
and cations are the atoms that give away electrons(become
positively charged).
Knowledge:
Skills:
(previous)Matter is made of
Internet research,
particles that cannot be
destroyed
Best practices/strategies:
After being given some background information and doing a
modeling activity, students will research atomic structure and
design interactive games and models to teach key concepts of
atomic structure.
Students will design an effective quiz (rubric provided) to assess
knowledge gained from visiting the interactive science museum
they have created.
Formative Assessments:
Atomic modeling activity: first 10
elements
Summative Assessment:
Modeling Quiz
All About Atoms: Evaluating a
Science Museum
Atomic structure quiz (synthesis of
questions students created)
Resources: Teachers Domain video clips – atomic structure, colored
pencils
Textbook: Physical Science, Prentice Hall
Manipulative: Atomic Modeling Game
Technology: Computer access; overhead projector and computer
projector
Support Materials:
Personally designed materials:
Other Resources: Having students model Rutherford’s experiment or
view a simulation can help them understand what happened and
how he got the results he did. A simulation can be found at
http://micro.magnet.fsu.edu/electromag/java/rutherford/. Or an
empty trash can be placed behind a teachers lab station (or other
high screen) and have students throw paper wads behind the screen.
After they are told how many landed in the can vs on the floor, they
can determine percentages thrown vs percentages in the can to
approximate how big the trash can is within the space behind the
screen.
Title:
Physical Science
Grade: 9
Length:
Study of Matter
Big Idea: Periodic Trends of the Elements
The organization of the elements, how is the Periodic Table organized, and what
characteristics determine the groups on the Periodic Table.
Key concepts: Periodic Law 1) Describe how Mendeleev arranged the
elements in the table. 2) Explain how the predictions Mendeleev made and the
discovery of new elements demonstrate the usefulness of the Periodic Table. 3)
Describe the arrangement of the elements in the modern Periodic Table. 4)
Explain how the atomic mass of an element is determined and how atomic mass
units are defined. 5) Identify general properties of metals, nonmetals, and
metalloids. 6) Describe how properties of elements change across a period in the
Periodic Table. Representative Groups 1) Relate the number of valence
electrons to groups. 2) Predict the reactivity of some elements based on their
locations within a group. 3) Identify properties of groups of elements - - Alkali,
Alkaline, Halogens, Noble Gases.
Knowledge:
Skills:
- Periodic Table is arranged so elements
with similar chemical and physical
properties are in the same group.
- Demonstrate understanding of
properties of metals and nonmetals
and the specific groups of each.
- Cooperative learning in group activities
and labs.
- Identify characteristics of each group on
the Periodic Table.
- Predict an unknown element’s group
based on characteristics given.
Best practices/strategies:
1) Lecture, notes, and discussion of the described science concepts.
2) Flame testing for characteristics of elements (demo.)
3) Chemical characteristics of elements of different groups (demo.) Alkali, Alkaline,
etc.
4) Element game - - Symbol recognition.
5) Manipulative with colored discs for atomic #, mass #, and electron movement in
creating isotopes.
6) Halogen Lab- guided inquiry
7) New Elements Paper - - Alternative Assessment
8) Research of an element and creating a “mask” to demonstrate understanding of
element properties/information collected.
9) Classroom demos. - - burning magnesium, Lithium and Sodium demos. Helps to
determine placement on the Periodic Table.
10) Interactive Video - - Periodic Table, Discovery Channel.
Formative Assessments:
Summative Assessment:
Worksheets
Lab Reports
Manipulative Packet
Periodic Table Test
New Elements Paper – Alternative
Assessment
Resources:
Textbook: Prentice Hall – Physical Science Chapter 5
Manipulative: Plaster of Paris, paints, etc. to create masks for element project.
Technology: Discovery Channel Videos
Computer technology for research of the element of choice.
Support Materials: Element samples for demonstrative purposes.
Personally designed materials: Rubric for New Elements Paper.
Other Resources:
Title:
Physical Science
Grade: 9
Length:
Study of Matter
Big Idea: Bonding and Compounds
How elements combine to form compounds and the naming of chemical formulas.
Key concepts: Ionic Bonds 1) Recognize stable electron configuration. 2)
Predict an element’s chemical properties using number of valence electrons and
electron dot diagram. 3) Describe how an ionic bond forms and how ionization
energy affects the process. 4) Predict the composition of an ionic compound from
its chemical formula. 5) Relate the properties of ionic compounds to the structure
of crystal lattices.
Covalent Bonds 1) Describe how covalent bonds form and the attraction that
keep atoms together in molecules. 2) Compare polar and non-polar bonds.
Structure of Metals 1) Describe the structure and strength of bonds in metals. 2)
Relate the properties of metals to their structure.
Nomenclature 1) Recognize and describe binary ionic compounds, metals with
multiple ions, and polyatomic ions. 2) Name and determine chemical formulas for
ionic and molecular compounds.
Knowledge:
Skills:
- Characteristics of ionic and covalent
bonds.
- How atoms of elements form bonds to
achieve a stable electron
configuration.
-Cooperative learning in group activities
and labs.
-Identify and diagram covalent and ionic
bonds.
-Predict which compounds are ionic or
covalent based on their chemical formulas.
Best practices/strategies:
1) Lecture, notes, and discussion of the described science concepts.
2) Practice diagramming Ionic and Covalent bonds using marker boards.
3) Labs distinguishing the differences between ionic/covalent bonds (using salt and
sugar). Guided inquiry
4) Modeling Molecules - - using physical models to compare the shapes of
molecules.
Formative Assessments:
Summative Assessment:
Worksheets
Lab activities and questions
Bond and Compound Test
Resources:
Textbook: Prentice Hall – Physical Science Chapter 6
Manipulative:
Technology
Support Materials: Supplies needed for the Modeling Molecules activity.
Personally designed materials:
Other Resources:
Title:
Physical
Grade: 9
Length:
Science
Study of Matter
Big Idea: Reactions of Matter
Conservation of matter is expressed by writing balanced chemical equations with
identifying the reactants and products and simple equations can be written and
balanced.
Key concepts: Chemical Reactions and Describing Reactions 1) Interpret
chemical equations in terms of reactants, products, and conservation of mass. 2)
Balance chemical equations by manipulating coefficients. 3) Convert between
moles, and mass of a substance using mole mass. 4) Calculate amounts of reactants
or products by balancing equations. Types of Reactions 1) Classify chemical
reactions as synthesis, decomposition, single-replacement, double-replacement, or
combustion reaction. Energy Changes in Reactions 1) classify chemical reactions as
exothermic or endothermic. 2) Explain how energy is conserved during chemical
reactions. 2) Describe the factors affecting chemical reaction rates. Nuclear
Chemistry 1) Describe the process of nuclear decay. 2) Balance nuclear equations.
3) Define half-life and relate half-life to the age of a radioactive sample. Nuclear
chemistry also includes why more energy is involved in these types of reactions over
chemical reactions. Medical uses/applications of radioactive isotopes are also
included here. Nuclear fission and fusion is addressed. The fusion process is tied into
the formation of elements and as the energy of the sun and stars.
Highlighted topics are in the 2010 standards for the chemistry course. If the
department decides to leave these topics at the 9th grade level, be sure to
communicate this to the chemistry teacher(s).
Knowledge:
Skills:
- Writing and balancing simple
equations.
- Chemical reactions transfer
thermal energy as endothermic
or exothermic.
- Radioactive decay and half-life
values are used in radioactive
dating.
-Cooperative learning in group activities and labs.
- Practice balancing equations and identifying reaction
types.
-Interpreting radioactive decay graph.
- Predicting how radiometric dating can be used to
determine the age of dinosaur fossils. Additional
background and resources can be found at
http://www.actionbioscience.org/evolution/benton.html)
Best practices/strategies:
1) Lecture, notes, and discussion of the described science concepts.
2) Practice balancing equations and identifying reactions.
3) Catalyst Lab - - MnO2 causes Hydrogen Peroxide to decompose into Oxygen and
water. Guided inquiry
4) Teacher demonstration of different reaction types - - see textbook for reactions.
5) M&M Radioactive Half-life lab with Graph.
Formative Assessments:
Summative Assessment:
Worksheets
Lab Report – Use of a Catalyst
Lab activity – Radioactive Half-life
Chemical Reactions Test
Resources:
Textbook: Prentice Hall – Physical Science Chapter 7
Manipulative:
Technology
Support Materials: Lab and graphing supplies.
Personally designed materials:
Other Resources:
The visions into practice section of the model curriculum contains two activities
highlighting the upper levels of cognitive demand that will be required on the new
assessments. These examples can be found on pages 55 and 56. If these specific
examples are not used, be sure that students have multiple opportunities to practice
the skills highlighted in green.
Visually compare the inside structure of various balls (tennis ball, golf ball, baseball,
basketball/kickball and soccer ball). Determine what makes the ball bounce the highest
(and/or travel farthest), compare, analyze the data, draw conclusions and present
findings in multiple formats.
Explore the benefits of radiation and how it can be used as a tool to sustain life
(sterilization and food irradiation processes, nuclear medicine). Include details about
how the radiation works to accomplish the benefit and the extent (limit or range) that the
benefit will continue as opposed to becoming a harm to life (plants, animals or human
beings) on Earth. Draw conclusions and present an argument based on supporting data
as to when radiation poses a threat as opposed to being beneficial. Present findings in
multiple formats.
Title:
Physical Science
Grade:
9
Length:
Forces and Motion
Big Idea: Motion
Speed and Velocity are vector properties representing the rate at which position
changes.
Key concepts: Introduction to One-Dimensional Vectors 1) Identify frames of
reference and describe how they are used to measure motion. 2) Identify
appropriate SI units for measuring distances.
Displacement Velocity 1) Distinguish between distance and displacement. 2)
Calculate displacement using vector addition.
Interpreting position vs. Time and Velocity vs. Time Graphs 1) Identify appropriate
SI units for measuring speed. 2) Compare and contrast average and
instantaneous speed. 3) Interpret distance-time graphs. 4) Describe how velocities
combine.
Knowledge:
Skills:
-Motion of an object depends on the
observer’s frame of reference.
- Speed is calculated by dividing
distance by elapsed time.
- Speed graphs are plotted and
evaluated.
-Average Speed and average velocity
are not always the same since velocity
has a directional component.
- On Earth, constant velocity is not
possible due to forces acting on
objects.
- Cooperative learning in group activities
and labs.
-Define when an object is considered
moving/not moving.
-Gather data, create graphs and Interpret
speed vs. time graphs.
-Calculate speed and velocity equations.
-Predict the speed of a car, runner,
swimmer, etc. based on graph
interpretation.
- Graph comparison of average speed to
that of constant speed.
Best practices/strategies:
1) Lecture, notes, and discussion of the described science concepts.
2) Frame of Reference worksheet to describe motion.
3) Speed problems and calculations for practice.
4) Speed of a toy car (Inquiry based lab) and Speed of Tennis ball lab with speed
calculations and distance vs. time graph.
5) Constant compared to average speed interpretation of graphs.
Formative Assessments:
Summative Assessment:
Worksheets – Frame of Reference and
Slope and Graphing Speed. Speed
problems
Speed of toy car and Tennis ball lab
Speed Problems Assessment
Resources:
Textbook: Prentice Hall – Physical Science Chapter 11
Manipulative:
Technology: Video clip from United Streaming
Support Materials: Lab supplies
Personally designed materials: Speed of Tennis ball lab
Other Resources:
Title: Physical Science
Grade: 9
Length:
Forces and Motion
Big Idea: Forces
Forces (friction, gravity, contact electric and magnetic) have both magnitude and
direction. The SI unit of force is a Newton.
Key concepts: Force Diagrams 1) Describe examples of force and identify
appropriate S units used to measure force. 2) Explain how the motion of an object
is affected when balanced and unbalanced forces act on it.
Types of Forces 1) compare and contrast the four kinds of friction. 2) Describe how
Earth’s gravity and air resistance affect falling objects.
Knowledge:
Skills:
- Forces have both magnitude and
direction (measured in N).
- Types of frictional force- Sliding,
Rolling, Static, and Fluid.
- Cooperative learning in group activities
and labs.
- Determine the net force acting on a
system. Balanced vs. unbalanced forces.
-Creating and interpreting a force diagram.
- Use of Surface boards and spring scales to
determine how different surfaces and mass
affect the amount of frictional force.
- Predicting the strength of different types of
paper using gravity as the force applied.
-normal forces and tension forces (p63)
- Magnetism and electricity as forces.
- Gravitational force on Earth = 9.8 m/s2
and FG = mg.
- Weight is the force of gravity affecting
the mass of an object.
Best practices/strategies:
1) Lecture, notes, and discussion of the described science concepts.
2) Teacher demonstration of forces with nail and block of wood.
3) Worksheets - -combined forces, frictional forces, and calculating net force
problems and gravity.
4) Friction Lab with surface boards. Structured lab
5) Gravity Lab - - testing the strength of different types of papers using masses and
the constant force of gravity. Guided inquiry lab
6) Discussion of falling objects.
Formative Assessments:
Summative Assessment:
Worksheets - -Friction, Gravity, and
Force Problems.
Friction lab
Gravity lab
Force Assessment
Resources:
Textbook: Prentice Hall – Physical Science Chapter 12
Manipulative: Friction Surface boards
Technology: Video – Honda Rumble Strips - - Along road playing a song (Friction)
Support Materials:
Personally designed materials:
Other Resources:
Title: Physical Science
Grade:
Length:
9
Forces and Motion
Big Idea:
Dynamics (How Forces Affect Motion)
An object does not accelerate unless an unbalanced net force acts on it.
Key concepts: Objects at Rest 1) Describe Newton’s first law of motion and its
relation to inertia. 2) Use the concepts of inertia to explain the movement of objects.
Objects Moving with Constant Velocity and Accelerating Objects 1) Describe
examples of constant acceleration. 2) Calculate acceleration of an object. 3)
Interpret speed – time graph. 4) Classify acceleration as positive or negative. 5)
Describe Newton’s second law of motion and use it to calculate acceleration, force,
and mass values.
Action-Reaction Forces and Motion 1) Explain how action and reaction forces are
related according to Newton’s third law of motion. 2) Calculate the momentum of an
object and describe what happens when momentum is conserved during a collision.
Be sure to explicitly demonstrate that interacting force pairs are not the same as
balanced forces when creating force diagrams. See the first paragraph of page 64
for additional details.
Knowledge:
Skills:
-Identify each of Newton’s laws and state
practical examples of each. Focus is more
on a conceptual understanding. Students
should be able to use the concepts and
ideas in these laws to explain and predict
changes in motion. (p64)
-Calculation of acceleration.
- Cooperative learning in group activities
and labs.
- Prediction of outcomes involving Newton’s
laws when working with manipulative: coins,
index cards, cups.
- Explain how F=ma when applied to the
Rocket ball lab.
-Graph interpretation and calculation of
acceleration when completing Toy Car lab.
- Analysis of motion concepts and
application when completing Physics of
Sports Project.
Best practices/strategies:
1) Lecture, notes, and discussion of the described science concepts.
2) Teacher demonstration of 1st Law - - Inertia with racket balls and student manipulative
with coins, cups, and index cards.
3) Rocket ball lab demonstrating F=ma - students use the data they collect to come up
with the F=ma equation
4) Acceleration of Toy Car lab- - Graph interpretation and calculations.
5) Dr. Julius Sumner Miller Physics Videos - -PBS (20 min.) demonstrating Newton’s laws
and video guide.
Formative Assessments:
Summative Assessment:
Rocket ball lab questions.
Acceleration Graphs and Calculations.
Physics of Sports Project to culminate the
Motion Unit.
Resources:
Textbook: Prentice Hall – Physical Science Chapters 11 and 12
Manipulative:
Technology: Dr. Julius Sumner Miller – Newton’s laws video segments PBS (20min).
Support Materials: Lab supplies – hot wheel cars and tracks, coins, index cards, cups,
golf balls, ping pong balls, etc.
Personally designed materials: Physics of Sports project with rubric.
Other Resources:
“Forces in 1 Dimension” (http://phet.colorado.edu/en/simulation/forces-1d) is an
interactive simulation that allows students to explore the forces at work when trying to
push a filing cabinet. An applied force is created and the resulting friction force and total
force acting on the cabinet are then shown. Forces vs. time, position vs. time, velocity vs.
time, and acceleration vs. time graphs can be shown as can force diagrams representing
all the forces (including gravitational and normal forces).
“Motion Diagrams”
(http://webphysics.davidson.edu/physlet_resources/western_kentucky/MotionDiagrams.ht
ml) is a tutorial from Western Kentucky University that shows how to draw motion
diagrams for a variety of motions. It includes an animated physlet. Motion diagrams in
physical science will only show position and velocity and will not show acceleration.
The Physics Classroom (http://www.physicsclassroom.com/Class/1DKin/U1L1e.cfm)
supports this tutorial on one-dimensional motion that gives a thorough explanation of
acceleration, including an animation to use with students who may still be having
difficulties with acceleration.
The visions into practice section of the model curriculum contains two activities highlighting the
upper levels of cognitive demand that will be required on the new assessments. These examples
can be found on page 64. If these specific examples are not used, be sure that students have
multiple opportunities to practice the skills highlighted in green.
Research the ranges of human reaction time and braking accelerations. Design a traffic light
pattern (e.g., how long the light should stay yellow) for a particular intersection, given the speed
limits. Present the design and rationale to the class. Compare the results for different speed
limits. Explain any patterns and trends observed.
Investigate the relationship between position and time for a cart that rolls down a ramp from rest.
Graph the results. Make a claim about how position and time are related and use evidence to
support the claim. Present the findings to the class. Based on the presentations of other
investigations, propose sources of error and provide suggestions for how the experiments can be
improved.
Title: Physical Science
Grade: 9
Length:
The Universe
Big Idea: History of the Universe
The Big Bang Model is the broadly accepted theory for the origin and evolution of
our universe.
Key concepts: History of the Universe and Galaxy Formation
1) Relate Hubble’s Law to red shifts and to the expansion of the universe.
2) Apply the Big Bang Theory to observations of the present-day universe.
3) Technological innovations and tools used in discoveries (p.66 has many
examples)
Knowledge:
Skills:
- Study of shifts.
-History of the Big Bang Theory.
-Calculate, infer, and predict based
upon Hubble’s Law.
-Cooperative learning in group activities
and labs.
- Compare and contrast the speeds at
which most galaxies are moving away from
earth.
Best practices/strategies:
1) Lecture, notes, and discussion of the science topics.
2) Data analysis – Hubble’s Constant involving graphing and data interpretation.
3) Modeling expansion of the universe “quick lab” that the farther away a galaxy,
the faster it is receding.
Formative Assessments:
Summative Assessment:
Worksheets
Hubble’s Constant - - Graph and
questions.
Resources:
Textbook: Prentice Hall - - Physical Science Chapter 26 section 5.
Manipulative:
Technology: United Streaming Video: How the Universe Works: Big Bang (43 min.)
Support Materials:
Personally designed materials:
Other Resources:
Title: Physical Science
Grade: 9
Length:
The Universe
Big Idea: Stars
Early in formation, stars coalesced out of clouds of hydrogen and helium and
clumped together by gravitational attraction into galaxies.
Key concepts: Formation; Stages of Evolution 1) Demonstrate how distance to
a star is measured. 2) Classify stars according to chemical and physical
properties. 3) Interpret the H-R diagram.
Fusion in Stars 1) Describe how stars form. 2) Estimate how long a star remains on
the main sequence. 3) Predict what happens to a star when it runs out of fuel.
Knowledge:
Skills:
-Distance of stars. Discuss a light-year
and parallax.
- Investigating Parallax Lab - - graphing,
analyzing data, and drawing
conclusions.
-Classification of stars by their color,
size, brightness, chemical composition,
and mass.
- H-R diagram is a graph of surface
temperature or color, and absolute
brightness of a sample of stars.
- Formation of star and nuclear fusion
taking place.
-Star’s mass determines the star’s place
on the main sequence, and how long it
will stay.
- Cooperative learning in group activities
and labs.
- Interpret how a parallax relates to the
distance to a star.
-Graph analysis of an H-R diagram.
- Calculation of light-years.
- Demonstrate understanding of the life
cycle of a massive star (include captions).
“Names of stars and naming the evolutionary
stage of a star from memory will not be
assessed. The emphasis is on the interpretation
of data (using diagrams and charts) and the
criteria and processes needed to make those
determinations.” (p66)
Best practices/strategies:
1) Lecture, notes, and discussion of the science topics.
2) Observe parallax by holding your thumb in front of you (expand).
3) Students construct their own H-R diagrams when provided with temperature,
color, absolute brightness, and star type. For differentiation, there are links to
interactive HR diagrams provided on p 67 and 68.
4) Teacher demonstration of Brown Dwarfs - - pg. 843 TE
5) Students create drawing with captions illustration the life cycle of a massive star.
The emphasis is on interpreting data and how these stages are determined, not on
the names of each stage in the cycle.
Formative Assessments:
Summative Assessment:
Worksheets
Parallax Lab
H-R Diagrams and graphs
Drawings of Life Cycle of a Star
Universe Unit Test
Resources:
Textbook: Prentice Hall – Physical Science Chapter 26 sections 2,3, and 4.
Manipulative:
Technology: United Streaming- How the Universe Works: Extreme Stars (42 min.)
Support Materials: Parallax Lab - - Prentice Hall pg. 856
Personally designed materials:
Other Resources: Invite a local astronomer to discuss spectral types with the
class. That would be a great resource as well as a career tie in. You also might be
able to Skype with professors at Ohio Wesleyan. I think they have a strong
astronomy program there.
These examples are on page 67.***
°Investigate features of a solid planetary body using the WorldWide Telescope. Identify
features that are oldest verses those that are youngest and draw conclusions about the
reasons for the differences using current theory to support the conclusions. Note: I saw an
activity that might be similar to this one in your History of the Universe section. I just
included these here so you can cross-check the rigor of your activity to the one
listed here.
• Investigate the relative ages of star clusters by plotting data and analyzing the results of
the graph created (creating an H-R diagram). Draw conclusions based on the results of the
graph and discuss possible implications of the information learned (see Student Instructions
and Star Gauge). Note: I know you have a similar activity, I just included these here
so you can cross-check the rigor of your activity to the one listed here.
I didn’t see anything I thought was similar to the following examples. I apologize if I
missed them.
• Evaluate data analyzing the penetration ability of Gamma radiation, X-rays, UV, visible
light, infrared and radio wavelengths in Earth’s atmosphere. Based on the analysis and
pertinent wavelength-study considerations (e.g., certain wavelengths of light are blocked
from reaching Earth’s surface by the atmosphere; how efficiently telescopes work at
different wavelengths; telescopes in space are much more expensive to construct than
Earth-based telescopes) recommend to a federal funding agency which telescope project
should receive funds for construction. The two projects to consider are:
Project 1 – A UV wavelength telescope, placed high atop Mauna Kea in Hawaii at 14,000 ft.
above sea level, which will be used to look at distant galaxies.
Project 2 – A visible wavelength telescope, placed on a satellite in orbit around Earth, which
will be used to observe a pair of binary stars located in the constellation Ursa Major (Big
Dipper). (Prather, Slater, Adams, & Brissenden, 2008)
• Use real-time data from the NASA Hubble Mission to research and document the history of
the mission, marking the time, discoveries and impact to humans. There are links at the
NASA site to connect students to astronauts and scientists to allow for primary and
secondary resources in the research. Present a final product (can be an e-portfolio,
presentation or formal poster session) to an authentic audience.
Page 68 of the model curriculum includes multiple resources for supporting student
learning of this difficult to teach topic. Just a reminder that the examples above are
the ones that are fair game for assessments beginning in 2014-2015. The specific
resources listed on page 68 are helpful but are not included directly
Title: Physical science
Grade: 9
Length:
Waves and Energy:
Transfer and
transformation of
energy
Big Idea:
Energy and work are related –
Work is the transfer of energy
Energy is the ability to do work
There are many forms of energy
Energy can be transferred and transformed into its various forms.
Key concepts:
Forces act on objects to change their shape or position to give them
potential energy and can cause changes in their motion (acceleration).
Gravity, molecular, atomic and nuclear forces, electric/magnetic forces,
and friction are those forces.
Knowledge:
Describe the relationship
between work and energy
Identify and give examples of
the major forms of energy and
explain how each is produced
W = FΔx.
Skills:
Cooperative learning in group
activities and labs.
Predicting/hypothesizing outcomes
of an experiment.
Organizing and analyzing
observations
Best practices/strategies:
Lecture and notes on background information – review of concepts of
acceleration and work
Class demonstrations: review of what is work and is not work
Labs: Forces – stations of various activities where the forces must be identified
and explain how the force is produced. Teacher led lab with students
answering a list questions they brainstorm and compile.
Newspaper articles are scanned for identifying what energy conversions take
place (ex. Playing sports, race car driving, car accidents, fires, etc.)
Formative Assessments:
Worksheets
Labs
Resources:
Lab and demonstration materials
Textbook: Prentice Hall- Physical Science
Summative Assessment:
Quizzes – types of forces and energy
conversions
Test – Energy unit
Title: Physical science
Grade: 9
Length:
Waves and Energy:
Conservation of energy
Big Idea:
Energy is continuously converting between many different forms. During these
conversions, energy is never created or destroyed, and the total energy of a closed
system is always constant. The conservation of energy is the underlying law of the
universe.
Key concepts:
Energy is divided into two classes: energy of location or shape (potential
energy) and energy of motion (kinetic energy)
Potential energy is the capacity to do work. (location:Ep=mgh)
Kinetic energy is energy of motion (Ek=1/2mv2)
Total mechanical energy of a system remains constant (Em=Ek+Ep)
Energy can be converted to matter and matter can be converted to
energy (E=mc2) – conservation of energy
Knowledge:
Work and energy are both
measured in Joules
Energy can be converted from
one form to another, some
always converts to heat.
Energy cannot be created or
destroyed.
Ep is converted to Ek as an
object falls
Einstein’s equation shows that
energy and mass are
equivalent, and can be
converted into each other.
Skills:
Cooperative learning in group
activities and labs.
Problems solving and mathematical
calculations
Experimental design
Predicting/hypothesizing outcomes
of changing variables in an
experiment.
Organizing and analyzing self
generated data.
Best practices/strategies:
Lecture and notes on background information
Class demonstrations: Ep vs. Ek – students will identify which type
Video clips of rollercoasters – Ep converting to Ek and back.
Groups will develop a timeline for the development of the E=mc2 equation,
using information gathered from video segments of Einstein’s Big Idea (PBS
Nova)
Labs: Inquiry lab on building a pendulum, Messing with Mass – predicting
what happened to the substances in a chemical reaction – mass/energy is
converted to thermal energy
Formative Assessments:
Worksheets on calculating KE
and PE and relating it to
conservation of energy
Summative Assessment:
Quizzes – Ep and Ek problem solving and lab
Information
Test – Energy unit
Labs
timeline
Resources:
Lab and demonstration materials
PBS video: Einstein’s Big Idea
Textbook: Prentice Hall- Physical Science
Title: Physical Science
Grade: 9
Length:
Waves
Big Idea:
Waves carry energy
Mechanical: a source of energy causes a vibration to pass through a
medium.
Electromagnetic: an electric charge vibrates or accelerates, with or without
a medium.
Key concepts:
Mechanical: transverse. Longitudinal, and surface waves
Electromagnetic: transverse
A wave’s frequency = the frequency of the vibrating source
Wavelength is inversely proportional to frequency
As energy increases, wave amplitude increases
Reflection: speed and frequency do not change, but the wave can be
flipped upside down
Refraction occurs when one side of a wave moves more slowly (more
dense medium)
Diffraction is greater if the wavelength is large compared to the size of the
obstacle or opening.
Interference can be constructive or destructive.
Behaviors of sound can be explained using speed, intensity, loudness,
frequency and pitch
Electromagnetic waves can travel through a vacuum as well as through
matter – the speed of light through a vacuum (c) is 3.0x108 m/s
EM waves vary in wavelength and frequency
EM radiation behaves sometimes like a wave and sometimes like a stream
of particles.
EM waves are used in communication, medicine, and industry
Materials can be translucent, transparent or opaque.
When light strikes a new medium it can be reflected, absorbed or
transmitted
Shorter wavelengths of light refract more than longer waves lengths, so
light separates when it passes through a prism.
The color of an object depends on what the object is made of and the
color of light that strikes the object. There is a fabulous video on this at
http://www.nsf.gov/news/mmg/mmg_disp.cfm?med_id=72089
Primary colors of light: red green and blue
Primary colors of pigments: cyan, yellow and magenta
Doppler Effect - during the Stars/Universe/red shift discussions.
Knowledge:
Demonstrate how waves carry
energy
Describe and differentiate
between the types of waves
Describe and demonstrate the
various behaviors of waves
Make the connection between
wave properties /behaviors and
the technological innovations
that change lives.
Proper research process and
writing in scientific/informational
text format (APA).
Communicating learning and
understanding through visual
presentations in front of peers.
Skills:
Cooperative learning in group
activities and labs.
Calculations of wave frequency,
wave length, and wave speed.
Predicting/hypothesizing outcomes
of an experiment.
Organizing and analyzing
observations and data
Researching and writing in APA
format: waves and their properties;
Designing experiments to
demonstrate wave phenomena.
Presentation to the class on a
technological innovation that uses
wave properties.
Best practices/strategies:
Lecture and notes on background information – review of concepts of
acceleration and work
Class demonstrations: many demonstrations of wave types and behavior
using ropes, slinky, water, musical instruments, etc.
Computer interactive demonstrating general properties of waves:
http://phet.colorado.edu/en/simulation/wave-on-a-string
Labs: Wave types – identifying mechanical and electromagnetic waves.
kaleidoscope lab – geometry connections, measuring angles of incidence
and reflection.
“Radio waves and electromagnetic fields” is an interactive simulation from
PhET that allows students to explore how electromagnetic radiation is
produced. Students can wiggle the transmitter electron manually or have it
oscillate automatically and display the field as a curve or as vectors. There is
a strip chart that shows the electron positions at the transmitter and at the
receiver.
“Geometric Optics” is an interactive simulation from PhET that illustrates how
light rays are refracted by a lens. Students can adjust the focal length of the
lens, move the object, move the lens or move the screen and see how the
image changes.
Students will perform research and write a paper in APA format on waves
and their properties, including technological innovations (including pros and
cons), and performing a demonstration of one of the wave properties. (cross
curricular assignment with English class)
Design and build an electromagnetic generator – small group project which
will assess the best design based on length of sustained ossilations.
Formative Assessments:
Worksheets
Labs
Summative Assessment:
Quizzes – types of waves and
interactions, lab information
Test – waves unit
Project presentations and research
paper
Resources:
Lab and demonstration materials
Internet access
Projector/white board
Textbook: Prentice Hall- Physical Science
Title: Physical Science
Grade: 9
Length:
Waves and Energy:
electricity
Big Idea:
Circuits are explained by the flow of electrons, and current, voltage and resistance
are introduced conceptually to explain what was observed in middle school. The
differences between electrical conductors and insulators can be explained by how
freely the electrons flow throughout the material due to how firmly electrons are held
by the nucleus.
Key concepts:
In an electric circuit, a power source supplies the electrons already in the
circuit with electric potential energy by doing work to separate opposite
charges.
The separation of charge is what causes the electrons to flow in the circuit.
Electrons transfer energy to other objects and transform electrical energy
into other forms (e.g., light, sound, heat) in the resistors.
Current is measured in amperes (A), which is equal to one coulomb of
charge per second (C/s).
Knowledge:
Be able to construct a variety of
circuits, and measure and
compare the potential
difference (voltage) and
current.
Explain that current will increase
as the potential difference
increases and as the resistance
decreases
Skills:
Cooperative learning in group
activities and labs.
Designing experiments.
Measuring, predicting/hypothesizing
outcomes of an experiment.
Organizing and analyzing
observations and data
Best practices/strategies:
Lecture and notes on background information – review of concepts of
electrical conductors and insulators and that a complete loop is needed for
an electrical circuit that may be parallel or in a series.
Class demonstrations: demonstrations of electric attraction and repulsion,
series and parallel circuits,
Labs: Modeling resistance on a wire (40 minutes); Modeling a fuse (40
minutes); Modeling circuits (70 minutes)
Invite a guest speaker from the Logan County Cooperative – history of
electricity in Logan county, how electricity is generated and transported for
our use and many interactive activities to experiment with how resistance
affects current, differential power inputs needed for various types of light
bulbs, etc.
Formative Assessments:
Worksheets
Labs
Summative Assessment:
Quiz – circuits and current, lab info.
Electricity scavenger hunt(LCCoop)
Resources:
Lab and demonstration materials
Optional: lab probeware
Textbook: Prentice Hall- Physical Science
Title: Physical Science
Grade: 9
Length:
Waves and Energy:
Thermal energy
Big Idea:
Heat is the transfer of thermal energy from one object to another because of a
temperature difference.
Heat flows spontaneously from hot objects to cold objects.
Rates of thermal energy transfer and thermal equilibrium are introduced
(thermodynamics).
Key concepts:
Thermal energy depends on the mass, temperature and phase (solid liquid
or gas) of an object.
Temperature is related to the average kinetic energy of the particles in an
object due to their random motions through space.
Three laws of thermodynamics (see knowledge section)
Knowledge:
First law of thermodynamics:
thermal energy is conserved
Second law: thermal energy
can flow from colder objects to
hotter objects only if work is
done on them.
Third law: absolute zero cannot
be reached.
Skills:
Cooperative learning in group
activities and labs.
Designing experiments.
Measuring, predicting/hypothesizing
outcomes of an experiment.
Organizing and analyzing
observations and data
Calculation of specific heat
Best practices/strategies:
Lecture and notes on background information – review of concepts of work
and heat and convection, conduction and radiation.
Class demonstrations: demonstrations of calorimeter, conductors and
insulators, and convection.
Labs: Thermodynamics and conservation of energy (10 min); Using specific
heat to analyze metal (p. 493) – determine specific heat of aluminum and
steel, then analyze the composition of a metal can (65 min).
Formative Assessments:
Worksheets
Labs
Resources:
Lab and demonstration materials
Optional: lab probeware
Textbook: Prentice Hall- Physical Science
Summative Assessment:
Quizzes – heat transfer, laws of
thermodynamics, lab information