Grace Joint School District 148sd148.org/wp-content/uploads/district/curriculum/PhysicalScience.pdf · determine the mass, weight, volume, and density of objects and explain the relationship

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Grace Joint School District 148

Science – Physical Science District Course # Course Description Open to 9 One year course

Prerequisite None

Graduation Requirement: District and State

Content: Students will study the interfaces among the geosphere, hydrosphere, and atmosphere of our planet, and Earth’s relationship to other

bodies in space. Students will also learn and practice earth science laboratory methods and skills, using technology to create and/or complete

projects. Adopted Materials

Physical Science

Glencoe/McGraw-Hill

Copyright 1999

The grade that a student receives in this course will be a reflection of how well the student understands the content and acquires laboratory and

technology skills. The course grade will be calculated from scores obtained on tests, projects, laboratory activities and a semester final. The

semester final is also called the End of Course Exam (EOC), which will count as 10% of the student’s final grade and determine whether or not the

student has met the State Standards in Science for this particular course.

Course Scope and Sequence for Semester (Physics) I

Unit No. 1 Methods & Measurement 2 weeks

Unit No. 2 Matter in Motion 3 weeks

Unit No. 3 Forces in Motion 3 weeks

Unit No. 4 Energy 2 weeks

Unit No. 5 Waves 1 weeks

Unit No. 6 Sound & Light 3 weeks

Unit No. 7 Electricity 3 weeks

Course Scope and Sequence for Semester (Chemistry) II

Unit No. 8 Properties & States of Matter 3 weeks

Unit No. 9 Atomic Structure 2 weeks

Unit No. 10 Periodic Table 2 weeks

Unit No. 11 Chemical Bonding 2 weeks

Unit No. 12 Chemical Reactions 3 weeks

Unit No. 13 Special Classes of Compounds 2 weeks

Unit No. 14 Atomic Energy 2 weeks

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Course Title

Physical Science

District Reference

Methods & Measurement District Reference

Instructional Objective

1. Review the scientific method and measure in the metric system (Systeme Internationale). Standard Reference

Science 8-9 ES.4

NO. Know Be Able To: Language: Text Assessment

Correlation

1 The metric system is the universal

measurement of science and the most

commonly used units are milli, centi,

base, and kilo.

Measure phenomena using the metric

system.

LSRW

List prefixes and values in order from

smallest to largest.

Record measurements of common

items.

Ch. 2

Pg. 35

2 How common metric and customary

English measurements compare; for

example, miles vs. kilometer, quart vs.

liter, inches vs. centimeter and pound

vs. kilogram.

Manipulate or convert metric units when

collecting and analyzing data.

LSRW

Match metric to English units

Measure a classroom object and

convert within the metric system and

record data.

Ch. 2

Pg. 52

3 Know the definitions of mass, weight,

volume, and density.

Use the metric system of measurement to

determine the mass, weight, volume, and

density of objects and explain the

relationship between the four properties.

LSRW

Listen to teacher instruction and

Write definitions.

Create a graphic organizer that shows

the relationship between mass,

weight, volume and density.

Ch. 2

Pg. 43

Unit Matter in Motion District Reference


2. Investigate and understand the basic attributes of motion and the forces that act on objects. Standard Reference

8-9 ES.4

NO. Know: Be Able To: Language: Text Assessment

Correlation

Page 3 of 22

1 Motion is defined as an object’s

change in position relative to a

reference point.

Give examples of how the motion of an

object can be described by its position,

direction of motion, and speed.

LSRW

Identify and record observed objects

in motion.

Verbally share the observed examples

relative to motion and a reference

point.

Ch. 3

Pg. 64

2 Speed is defined as the distance

traveled divided by the time interval

during which the motion occurred.

Distinguish between and calculate

constant speed and average speed.

Read and follow lab instructions.

Record the data on a graph and

report out your analysis.

Ch. 3

Pg. 66

3 Velocity is defined as the speed of an

object in a particular direction.

Calculate the average velocity of a

moving object, given the object’s change

in position and time.

v = x2 - x1 / t2 - t1

Explain how two objects moving at

the same speed can have different

velocities by analyzing graphs.

Read and solve word problems to

differentiate between speed and

velocity.

Ch. 3

Pg. 72

4 Acceleration is defined as a change in

velocity over time. Velocity indicates a

change in speed and/or a change In

Direction.

Calculate the average acceleration of an

object, given the object’s change in

speed with respect to time.

a = v2 - v1 / t2 - t1

Demonstrate how a change in direction

represents acceleration.

Explain how an object moving at

constant speed can be accelerating

with a change in direction.

Write a story problem to demonstrate

an acceleration rate.

Ch. 3

Pg. 73

5 How constant speed, average speed,

and acceleration are represented on

graphs

Represent constant speed, average

speed, and acceleration through the

development and interpretation of

appropriate data tables and graphs.

Read and interpret provided graphs to

compare constant speed, average

speed and acceleration.

Orally summarize the differences.

Page 4 of 22

6 Objects change their motion only when

a net force is applied.

Apply forces to objects to create motion.

Calculate net force.

Listen to an explanation of net force.

Given specific scenarios, describe

how an object will move when a net

force is applied.

Ch. 3

Pg. 82

7 Friction is a force that opposes motion

between two surfaces that are in contact

Demonstrate the effects of friction on

motion.

Explain how friction is a force.

Verbally assess the effects of friction

from different materials.

Tell ways to reduce friction.

Ch. 3

Pg. 82

8 Gravity is the force of attraction

between objects that is due to their

masses.

Predict how the gravitational force

between two bodies would differ for

bodies of different masses or different

distances apart.

State the Law of Gravitational force.

Compare the effects of gravity on

Earth versus outer space.

Ch. 3

Pg. 83

Unit Forces and Motion


3. Investigate and understand the relationship between motion and forces. Standard Reference


Correlation

1 Gravity is the force of attraction that

causes objects to fall toward the center

of the Earth

Observe projectile motion. Illustrate

projectile motion. Evaluate the effect of

gravity and air resistance on falling

objects.

Write a definition of gravity and air

resistance.

Describe how gravity affects

projectile motion.

Ch. 3

Pg. 83, 96

Page 5 of 22

2 Newton’s 1st Law of Motion, (Law of

Inertia) states that an object at rest will

remain at rest and an object in motion

will remain in motion at a constant speed

unless acted on by an unbalanced force.

Given specific scenarios, compare the

motion of an object acted on by balanced

forces with the motion of an object acted

on by unbalanced forces.

Partner read and restates Newton’s

First Law of Motion.

Write Cornell notes from reading.

Draw and label diagrams

demonstrating balanced and

unbalanced forces.

Ch. 3

Pg. 81

3 Newton’s 2nd Law of Motion states that

the acceleration of an object depends on

the mass of the object and the amount of

force applied.

Role plays a demonstration on

Newton’s Second Law of Motion.

Calculate the acceleration of an object,

given the object’s mass and the net force

on the object F=ma.

Listen to an explanation on F=ma.

Write Cornell notes.

Predict how objects of different

masses will accelerate when subject

to the same force.

Share calculation results in small

groups.

Ch. 4

Pg. 94

4 Newton’s 3rd Law of Motion states that

whenever an object exerts a force on a

second object, the second object exerts

an equal and opposite force on the first.

Apply Newton’s Third Law to explain

various scenarios

Watch and listen to a video or

demonstration on Newton’s Third

Law.

Write Cornell notes.

Illustrate with everyday examples

that for every action there is an equal

and opposite reaction.

Ch. 4

Pg. 110

5 Work is done when a force causes an

object to move in the direction of the

force.

Determine when work is being done on

an object. Calculate the amount of work

done on an object. W=Fxd

Role plays examples and non-

examples of work.

Write work formula in a motion

foldable.

Ch. 5

Pg. 126

6 Power is the rate at which work is done

or energy is transformed.

Given various scenarios, calculate

power output P=W/t.

Explain the relationship between

work and power.

Write power formula in the motion

foldable.

Ch. 7.

Pg. 202

Page 6 of 22

Unit Energy

Instructional Objectives 4. Understand that energy can be transferred and transformed but it can neither be destroyed nor created.

Standard Reference


Correlation

1 Kinetic energy is the energy of

motion. Potential energy is stored

energy.

Understand that Kinetic Energy is

determined by the mass and/or velocity of a

moving object. Understand that PE changes

based on the object’s position, shape, or

condition.

Choral read background information

on kinetic and potential energy.

Draw and label a roller coaster

diagram showing points of Potential

and Kinetic Energy.

Ch. 5

Pg. 125

2 Total mechanical energy equals the

potential energy plus the kinetic

energy.

Compare and contrast kinetic, potential, and

mechanical energy.

Sort examples of KE, PE and ME

into a graphic organizer. Ch. 5

Pg. 129

3 The law of conservation of energy

states that the total energy in a closed

system is constant and cannot be

created or destroyed but can be

changed from one form to another.

Give examples of when kinetic energy and

potential energy are transformed from one

form to another.

Describe the different forms of

energy and explain how they can be

transformed and transferred.

Ch. 5

Pg. 129

4 Heat is thermal energy (the total

kinetic energy of particles)

transferred between objects at

different temperatures.

Identify how heat energy can be transferred

through conduction, radiation and

convection.

Define conduction, convection and

radiation.

Draw And label examples of each of

the three forms of heat transfer.

Ch. 5

Pg. 135

Waves District Course

Instructional Objectives

5. Understand that waves carry energy from place to place without the transfer of matter. Standard Reference


Correlation

Page 7 of 22

1 A wave is any periodic disturbance

that transfers energy through matter

or space.

Identify the function of waves. Explain how waves are created and

carry energy.

Ch. 18

Pg. 498

2 Mechanical waves transfer energy

through a medium (solid, liquid, or

gas). Electromagnetic waves transfer

energy without the need to go

through a medium.

Distinguish between mechanical and

electromagnetic waves.

Take notes on mechanical and


Create a Venn diagram comparing

the two types of waves.

3 In transverse waves, particles move

perpendicular to the direction of the

wave, whereas in longitudinal waves,

the particles move parallel to the

direction of the waves.

Compare and contrast the properties of

transverse and longitudinal waves.

Record observations from a

demonstration of transverse and

longitudinal waves.

Write a creative description of the

particle motion in the two waves.

Ch. 18

Pg. 499

4 The properties of a transverse wave

include amplitude, wavelength,

frequency, and velocity.

Describe how wave properties influence the

energy transferred by a wave.

Define key wave property

vocabulary.

Draw and label a wave diagram.

Create written or picture analogies or

the vocabulary.

Ch. 18

Pg. 499

Sound and Light District Course


6. Understand how sound and light energy are formed and then transferred to other places by waves. Standard Reference


Correlation

1 Sound waves are mechanical,

longitudinal waves of vibrating

matter.

Explain how sound waves are produced and

transmitted.

Turn and tell a neighbor how sound

waves are produced and transmitted.

Ch. 18

2 Sound travels faster in warmer

temperatures and solid materials.

Explain how temperature and the density of

the medium affect the speed of sound.

Graph the speed of sound in media of

different temperatures and density.

Page 8 of 22

3 The Doppler effect is an apparent

change in sound frequency caused

by the motion of the source and/or

listener.

Give examples of the Doppler effect. Listen to demonstrations of the

Doppler Effect.

Share a hypothesis about what causes

the sound to change.

Ch. 18

Pg. 511

4 Light is composed of photon

particles that travel in transverse


Explain how visible light can be modeled as a

wave or a particle.

Read the explanation in the textbook. Ch. 19

Pg. 529

Optical

illusions

5 All light (EM radiation) travels at

300,000 km/s through space. Light

changes speed and bend

(refraction) as it moves through

different media.

Observe how the medium affects the speed of

light.

Predict if light will speed up or

slowdown in various transparent

media.

Compose a story on how rainbows

are created.

Ch. 19

Pg. 528

6 The EM spectrum is divided into

regions based on the length of the

waves, from gamma (shortest) to

radio (longest).

Recognize the regions of the electromagnetic

spectrum from least energy, lowest frequency,

longest wavelength to highest energy, highest

frequency and shortest wavelength.

Describe the uses of electromagnetic waves of

different frequencies.

Draw and label a diagram of the

properties and characteristics of the

EMS.

Name, define and place the forms of

energy on the EMS diagram.

Brainstorm a list of uses for the EMS

waves.

Write the order and color the visible

light spectrum on the diagram.

Ch. 19

Pg. 528

Electricity and Magnetism District Course


7. Understand that stationary and moving charged particles result in the phenomena of electricity and magnetism. Standard Reference


Correlation

Page 9 of 22

1 The electrons that orbit the

nucleus of an atom carry a negative

electric charge, while the protons

in the nucleus carry a positive

charge.

Describe the 3 main parts of an atom.

Describe neutral and charged atoms.

Name the subatomic particles and

the electric charge they carry.

Partner share how a neutral atom

becomes charged.

2 The laws of electric charges states

that like charges repel and opposite

charges attract

Describe the action and forces that occur

between like and unlike charges.

Draw a model of two objects

repelling and two object attracting.

Ch. 22

Pg. 592

3 Objects may become electrically

charged by gaining or losing

electrons.

Demonstrate the methods of electrostatic

charging including friction, conduction &

induction.

Report out in small groups the

results discovered in static

electricity demonstrations.

Ch. 22

Pg. 593

4 An electric charge will be static on

insulators and moving through

conductors.

Compare the flow of electrons through

conductors and insulators.

Define and list examples of

conductors and insulators.

Record data from labs comparing

conductors to insulators.

Ch. 21

Pg. 594, 595

5 Electric current is a measure of the

rate at which charges pass a certain

point (unit amps).

Voltage is a measure of how much

work is needed to move a charge

between two points (unit volts).

Resistance is the opposition to the

flow of electric charge (unit ohms).

Recognize the relationship between current,

voltage and resistance by applying Ohm’s

Law.

V = I x R

Summarize the relationship among

current, voltage and resistance.

Read word problems and calculate

the unidentified variable in V= I x R

Ch. 21

Pg. 605

6 In a series circuit, all parts

(battery, wires, and loads) are

connected in a single loop In a

parallel circuit, loads are connected

side by side.

Construct a series and a parallel circuit.

Analyze simple arrangements of electrical

components in both series and parallel circuits.

Role plays a series and parallel

circuit.

Write a story about the travels of an

electron through a circuit.

State the advantages of a series

versus a parallel circuit.

Ch. 21

Pg. 608

Page 10 of 22

7 Magnetism is caused by the

alignment of atomic N & S poles

within materials containing iron.

Describe how the Law of Magnetic force

represents a magnetic field.

Demonstrate where the lines of force are the

strongest in a magnetic field.

Recite the Law of magnetic force.

Represent a magnetic field by

drawing lines of force extending

from magnets.

Ch. 22

8 Electricity and magnetism are two

aspects of a single electromagnetic

force. Moving electric charges

produce magnetic forces, and

moving magnets produce electric

forces

Demonstrate and explain that an electric

current flowing in a wire will create a magnetic

field around the wire (i.e., electromagnetic

effect).

Demonstrate and explain that moving a magnet

near a wire will cause an electric current to

flow in the wire (i.e., the generator effect).

Write the instructions on how to

build an electromagnet.

List the benefits of electromagnets.

Verbally brainstorm ways to

increase the strength of an

electromagnet.

Ch. 22

9 An electromagnet is made up of a

solenoid (coils of wire) wrapped

around an iron core.

Identify the electromagnetic energy

transformations involved in an electric motor

and a generator.

Create a flow chart of how the

energy is transferred from

mechanical to electrical in various

technologies

Ch. 22

Pg. 628

Semester Two

Properties and State of Matter District Course


8. Physical and chemical properties can be used to describe and classify matter and explain the interactions

between molecules or atoms.

Standard Reference


Correlation

Page 11 of 22

1 Physical properties of matter

include color, hardness,

solubility, density, melting point,

boiling point, conductivity,

malleability, and state.

Identify physical properties. Write a definition of physical.

Draw and explain physical

properties, using examples of

everyday items

Ch. 9

Pg. 254

2 Chemical properties of matter

include flammability and

reactivity.

Identify chemical properties. Write a definition of chemical.

Draw and explain chemical

properties, using examples of

everyday items.

Ch. 9

Pg. 259

3 A physical change occurs when

matter changes shape or states,

but retains its original properties.

Chemical changes create new

substances with new properties

Differentiate between chemical and physical

changes and provide examples of both.

Observe and listen to demonstrations

on types of changes.

With a partner, sort and classify

examples different changes into

physical or chemical.

Verbally share examples with

class.

Ch. 9

Pg. 256,

257

4 The three normal states of

matter are solid, liquid, and gas.

Describe each of the three states, “phases”, of

matter in terms of particle motion, energy,

arrangement, and spacing.

Partner graffiti walk, writing

background knowledge of 3 states on

blank posters.

Listen to teacher instruction on

missing information.

Create a foldable with

definitions, drawings, and labels

of the three states of matter.

Ch. 8

Pg. 214-

217

Page 12 of 22

5 An element is a pure substance

that cannot be separated into

simpler substances by physical or

chemical means.

A compound is composed of two

or more elements chemically

combined.

A mixture is a combination of

Two or more substances not

chemically combined.

Recognize the difference between pure

substances (elements and compounds) and

mixtures.

Take Cornell notes during an

instructional show and tell of actual

elements, compounds, and mixtures.

Define heterogeneous and

homogenous mixtures, using

examples. In small groups, discuss

and classify many examples of

common household substances into

elements, compounds, and mixtures.

Ch. 9

Pg. 246

6 A solution is a homogenous

mixture of two or more

substances uniformly dispersed

throughout a single phase.

Identify solute and solvent, and the factors that

affect solubility.

Describe a solution, and explain the

concept of solubility.

For different solutions, write the

solute and solvent.

Ch. 9

Pg. 248

Atomic Structure district Course


9. Atomic models are used to help us understand and explain how elements and compounds interact. Standard Reference


Correlation

1 The discoveries of Dalton (atomic

theory), Thomson (the electron),

Rutherford (the nucleus), and Bohr

(planetary model of atom).

Compare and contrast how the early models of

atoms support the current atomic model.

Listen to video on the early atomic

theories. Take Cornell notes: write 3

main ideas from each theory.

Ch. 10

Page 13 of 22

2 Negatively charged electrons orbit

the nucleus of an atom containing

positively charged protons and no

charge neutrons.

Identify, define, and describe the location of

the main subatomic particles as inferred by the

current atomic models.

Describe Rutherford’s “gold foil”

experiment that led to the discovery

of the nuclear atom.

Draw and label a Bohr model of the

atom, include the mass and charge of

each subatomic particle.

In small groups, discuss, draw, share

an analogy of the electron cloud

theory.

Ch. 10

3 The atomic # represents the # of

protons, while the atomic mass

represents the total mass of

protons, neutrons, and electrons.

Using models of atoms distinguish between

and determine both the atomic number and

atomic mass.

Define and describe the main

subatomic particles.

Given limited information (ex:

atomic # and mass), calculate the

number of protons, electrons, and

neutrons for 10 elements.

Ch. 10

Pg. 278

4 An isotope of an element contains

different numbers of neutrons.

Describe the structure of an isotope. Define isotope.

Describe what determines atomic

mass.

Explain uses of carbon isotopes.

Ch. 10

Pg. 279

The Periodic Table District Course


10. The periodic table represents the repeating patterns of physical and chemical properties occurring Standard Reference


Correlation

Page 14 of 22

1 Symbols represent elements.

Elements are listed in order

according to the number of protons

The symbol color denotes solid,

liquid or gas, and the square color

denotes metal, metalloids, or

nonmetals.

Identify the components of the Periodic Table,

such as atomic number, atomic mass, symbols,

and colors.

Read the key to the periodic table.

Copy one element’s square from the

periodic table, label all the

information.

Calculate the number of protons,

electrons, and neutrons for that

element.

Build a model of that element out of

wire and clay. Present model to class.

Ch. 10

Pg. 284,

286, 287

2 A period displays (periodic)

patterns of atomic size,

conductivity, reactivity, etc... A

group shares the same physical and

chemical properties.

Explain the characteristic trends of elements

arranged by periods (rows).

Describe the distinctive properties of the

element families/groups (columns).

Gallery walk and read about

different periods include

characteristics and pictures of

elements.

Create a flip book of group

characteristics and common

elements.

Ch. 10

Pg. 288

3 Each atom has distinct energy

levels that electrons can enter or

exit.

The energy levels of the atom are

filled in a certain manner and each

energy level has a maximum

number of electrons it can hold.

List the maximum number each energy level

can hold to at least the third level.

With a partner, draw a large Bohr

model with a nucleus and 3 energy

levels. Using different beans

representing protons, neutrons, and

electrons, correctly place beans in the

nucleus or in energy levels to

represent an element.

Draw and label the model. Repeat for

4 different elements.

Ch. 10

Pg. 273

Chemical Bonding District Course


11. Atoms bond with each other by transferring or sharing their valence electrons to form compounds Standard Reference

Page 15 of 22


Correlation

1 Atoms bond with each other by

transferring or sharing their

valence electrons to form

compounds.

Describe what valence electrons are and

how they are involved in the bonding

process.

Listen to teacher explanation.

Given the atomic #, calculate the

# of valence electrons.

Ch. 11

2 Ions are charged particles

formed by the loss or gain of an

Electron(s).

Describe how an atom forms an ion

through the process of ionization.

Listen to a visual animated

explanation of ionic bonding.

Define cation and anion.

Draw how an ionic compound,

salt, is formed, using Bohr

models of the atoms.

Label Diagram

Ch. 11

Pg. 304

3 Ionic bonds are formed when

electrons are transferred to

another atom.

Covalent bonds are formed

when electrons are shared

between atoms.

Compare and contrast the ionic and

covalent bond formation. Identify

properties and examples of each.

Create a Venn diagram

comparing and contrasting ionic

and covalent bonds, included

bonding: metal-nonmetals,

nonmetals-nonmetals, metal

materials.

Draw how water is formed, using

Bohr models of the atoms.

Label diagram.

Ch. 11 Pg.

304-305

Page 16 of 22

4 The difference between

atom/molecule,

symbol/formula,

and element/compound

Use the Periodic Table to predict

possible chemical combinations of atoms

using oxidation numbers of individual

atoms and write their formulas

Define oxidation number.

Calculate oxidation number.

Identify which groups gain or

lose elections.

Predict which elements will bond

based on their groups.

Ch. 11

Pg. 314-

320

Chemical Reactions District Course


12. Reactions transform one or more reactants into one or more new products. The reaction is

represented by a chemical equation which must be balanced.

Standard Reference


Correlation

1 Chemical reactions change

reactants into products.

Evidenced may include color

change, precipitate formation,

as formation, and energy

change.

Explain that a chemical reaction is

accompanied by a change of properties and

a change in energy, resulting in the

formation of new substances and.

As a class, verbally review the

characteristics of a chemical

reaction.

In small groups, list and draw 5

examples chemical reactions.

Share drawings with the class

Ch. 16

2 Chemical equation use symbols

and number to represent the

molecular change in a reaction

State the relationship between a chemical

reaction and a chemical equation.

Define equation, reactant,

product, subscript, and

coefficient.

Write a chemical equation, box

the reactants, and underline the

products.

Ch. 16

Pg. 448

Page 17 of 22

3 The Law of Conservation of

Mass states that mass is neither

created nor destroyed, therefore,

the # of reactant atoms must

equal the # of product atoms on

each side of the equation

Identify and balance the reactants and

products expressed in a chemical equation.

Listen and watch a demonstration

on how to balance a chemical

equation.

Cornell notes on steps and rules

for balancing an equation.

With a partner at the white board,

balance an equation.

Ch. 9

Pg. 260

4 Endothermic reactions absorb

energy and the temperature of

the products decreases.

Exothermic reactions release

energy and the temperature of

the products increases.

Describe the difference between an

exothermic and endothermic reaction. State

examples of each.

Watch and listen to a

demonstration of exothermic and

endothermic reactions.

Summarize each reaction.

Write a mnemonic on each type

of reaction. Share with the class.

Read and follow lab directions.

Write lab results

Ch. 16

Pg. 458

5 Rates of reactions are

influenced

by temperature, concentration,

surface area, and

catalyst/inhibitors.

Identify and explain how various factors

affect the rates of chemical reactions.

Read about reaction rates.

In partners, one person defines

catalyst, giving examples. The

other defines inhibitor.

Then teach your lab partner, as

they take notes.

Ch. 16

Pg. 457

Special Classes of Compounds District Course


Standard Reference

Page 18 of 22


Correlation

1 Acids increase the # of

hydronium ions (H+) in water.

Bases increase the # of

hydroxide (OH-) ions in water.

Differentiate between acids and bases. State the uses and properties of

acids and bases.

2 pH is a value used to express

the acidity (1-6) or basicity (8-

3) of a solution.

Describe how the pH scale and chemical

indicators are used to identify acids and

bases.

Draw and label a pH scale.

List various chemical indicators

and tell what they are used for

3 Neutral solutions are neither

acidic nor basic with a pH # of

7.

Understand the process of neutralization.

Write the steps and products of

a neutralization reaction.

4 Organic compounds are carbon-

based molecules.

Distinguish between inorganic and organic

compounds.

Write notes on the properties of

inorganic and organic

compounds.

5 Hydrocarbons are composed

only of hydrogen and carbon in

the shape of chains or rings.

Model the structure and function of

hydrocarbons.

Explain the structure and function

of the hydrocarbon model to a

partner.

6 Hydrocarbons can be made into

long chains by polymerization

reactions

Investigate petrochemical products and the

process of polymerization.

Define petrochemical products

and polymerization.

7 Carbohydrates are used as a

primary source of energy for

cells, lipids are a form of stored

energy, proteins build and form

structures, while nucleic acids

store genetic information.

Describe the characteristics of the

biochemicals: carbohydrates, lipids,

proteins, and nucleic acids.

Create a graphic organizer of the

common biochemicals.

Atomic Energy District Course

Page 19 of 22


. Standard Reference


Correlation

1 Radioactivity is the process by

which an unstable nucleus

releases particles.

Describe, in general, how radioactivity

occurs including the concepts of half-life

and transmutation.

Define half-life and

transmutation.

Explain aloud why a nucleus is

unstable.

Ch. 24

Pg. 674

2 Alpha particles consist of two

protons and two neutrons, beta

particles are released electrons

or positrons, and gamma rays

consist of high energy photons.

Describe and contrast the products of

radioactive decay: alpha particles, beta

particles, and gamma rays.

Chart the properties and products

of alpha, beta and gamma

radiation.

Ch. 24

Pg. 679,

680

3 Radioactive isotopes are used

for medical and industrial

purposes.

Identify the uses of radioactive isotopes. Read about current uses of

radioactive isotopes in a jigsaw

activity.

Report the uses from jigsaw

activity to whole group.

Ch. 24

Pg. 692

4 Fission occurs when a large

nucleus splits in two and

releases energy.

Fusion occurs when two small

nuclei combine to form a large

nucleus and release energy.

Distinguish between the processes of

nuclear fusion and nuclear fission.

Draw and label a diagram of each

process.

Compare and contrast the

processes and products of fission

versus fusion.

Ch. 24

Pg. 689-

691

5 Neutrons released from large

nuclei collide with surrounding

material, releasing more

neutrons which cause a chain

relation.

Trace the events, in general, in a nuclear

chain reaction.


demonstration of a nuclear chain

reaction.

Create a written summary of the

events in a nuclear chain reaction.

Ch. 24

Pg. 689

Page 20 of 22

6 Detectors include photographic

plates, cloud chambers, Geiger,

Etc...

Identify current technologies, used to

detect and measure radioactive particles.


video/demonstration of current

technologies.

Report out to whole class one

technology used.

Ch. 24

7 Nuclear energy does not emit

greenhouse gases but does

create radioactive waste.

Recognize the benefits that nuclear energy

provides as well as the hazards that can

result in its use.

Write an evaluation of the pros

and cons of nuclear energy

System Thinking District Course


Systems thinking make it possible to analyze and understand complex phenomena. Standard Reference

NO. Be Able To: Text Assessment

Correlation

1 Explain that there is order and predictability in the universe and that patterns and similarities allow us to

organize information about our universe.

2 Use observations and data as evidence on which to base scientific explanations and predictions about earth

processes.

3 Develop scientific explanations based on scientific knowledge, logic, and analysis.

4 Develop or use models to explain physical science concepts.

5 Identify and analyze systems in physical science that do, or do not, change with time

6 Explain the relationships between past, present, and future.

Inquiry District Course


The process of asking and answering questions about the natural world Standard Reference


Correlation

Page 21 of 22

1 Develop the ability to design experiments by:

Designing appropriate and testable experiments

Understanding the importance of controls in experiments

Identifying variables and recognizing the importance of changing only one variable at a time when

conducting experiments

Predicting the outcome of an experiment and comparing the prediction to an actual outcome

Critiquing experimental designs

2 Develop the ability to acquire data through experimentation and observation by:

Becoming familiar with, and practiced in selecting, the appropriate scientific apparatus,

instrumentation, or available technology

Being able to work collaboratively in groups

Observing essential safety precautions associated with all laboratory procedures

3 Develop the ability to record and manipulate data by:

Using SI units in all cases of measurement and observation

Designing and using data tables for the orderly recording of observations and measurements

Creating graphs of recorded data that include labels and numerical values or scales for all axes

Carrying out computations and/or numerical calculations for analyzing data

4 Develop the ability to communicate and share results by:

Writing lab reports and scientific papers

Reading appropriate scientific articles and reports

Presenting oral reports in both an individual and collaborative fashion

Using discipline-appropriate language or vocabulary to communicate scientific ideas clearly

Using mathematical models in the exploration of patterns and relationship

Technology and Problem Solving District Course


Understand the interaction between science and technology and how both can solve problems. Standard Reference


Correlation

1 Identify scientists that have made significant contributions to advance our knowledge in the fields of Physics

and Chemistry.

2 Know that science and technology are interrelated to each other, society, and to the workplace

Page 22 of 22

3 Explore the environmental issues that impact the geo and biosphere.

4 Distinguish between renewable and non-renewable energy resources for Earth’s populations.

Documents

Grace Joint School District 148sd148.org/wp-content/uploads/district/curriculum/PhysicalScience.pdf · determine the mass, weight, volume, and density of objects and explain the relationship