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Science Curriculum Matrix Physical Science August 1, 2009

The Science Vertical Team has revised the Physical Science Curriculum Matrix for 2009-2010. In addition to the necessary correlation to the Virginia Science Standards of Learning, the Physical Science content is organized by both concepts and topics. We encourage you to utilize this document while planning for instruction. A more dynamic version of this matrix is available on our wiki site at http://acpsscience.pbworks.com/. We anticipate making additional updates to this document as the school year progresses. Please contact Tony Borash with your comments and suggestions at [email protected]. In addition to this document, we recommend that you review the Physical Science Curriculum Framework for additional clarification regarding the Physical Science SOL. The other important document for review is the Physical Science Enhanced Scope and Sequence for unit and lesson planning resources. Unfortunately, the Virginia Department of Education has not yet released this document. Thanks, The Science Vertical Team

Physical Science: Scientific Investigation, Reasoning, and Logic COURSE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand: • Middle school science labs should teach safe operating procedures as well as content. Students need to learn how to handle glassware, electronic equipment, and chemicals safely. Students need to learn when to use protective equipment, such as goggles and hair ties. Good housekeeping should also be part of good lab safety. • Understanding the properties of materials allows students to better handle those materials safely.

Knowledge/Comprehension Level • • •

Name each type of lab equipment in the classroom. Identify any equipment that must be protected from water, heat, or shock. Identify chemicals that require care in handling, and say what to do if you aren’t sure.

Application/Analysis Level •

•

•

Vocabulary chemicals equipment glassware goggles lab safety wafting

Conduct any basic lab, demonstrating safe handling of beakers, acids and bases, hot plates, open flames, etc. (Teacher observes the lab after safety procedures have been taught.) Make safe observations of a number of chemicals. (Teacher can supply common household substances, such as ammonia, vinegar, salt, baking soda, etc. Teacher should note the proper use of wafting, stirring or moving small quantities of material, etc. Teacher should make sure that there is adequate time for students to clean up after the lab.) Compare the techniques used to handle strong chemicals versus those used to handle salt water. (This could be an oral or a written comparison.)

Synthesis/Evaluation Level Work with a partner to create a lesson that demonstrates a specific lab procedure and its appropriate safety technique. You may create a poster, a skit, a PowerPoint slideshow, a cartoon, or any other media of your choice. Present your project to the class. (Make sure students get all the critical techniques: open flame, glassware, hot plates, acids and bases, washing up, personal dress - hair ties, goggles, no loose clothing.) SOL: PS.1 The student will plan and conduct investigations in which (a) chemicals and equipment are used safely •

August 1, 2009

Physical Science: Scientific Investigation, Reasoning, and Logic COURSE: Physical Science CONCEPT: SCALE: Measurement ENDURING UNDERSTANDING: Measurement represents properties on a numerical scale. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand:

Knowledge/Comprehension Level

Vocabulary balance triple-beam electronic density graduated cylinder metric system scientific notation S. I. units spring scale

• The results of scientific • see Appendix A: Tools of Science Matching investigations cannot be easily • see Appendix B: Label the Metric Prefix on the Metric Staircase compared with one another Application/Analysis Level unless scientists make standard measurements using • Measure the mass and volume of a set of different samples of a substance. Calculate the density for each piece. Compare the densities for each piece reliable tools. Most countries and perform an error analysis if they are different. around the world use SI (metric) measurements. Synthesis/Evaluation Level • Measurement tools must be • Create a Metric Staircase, using the prefixes from nano to giga. Your work calibrated before using to should show accurate intervals between steps, be colorful and legible. ensure accurate and reliable • Design a lab using metric measurement. results. • Write a scenario where mixing or confusing US Customary and Metric • Metric units are based on measurements causes a humorous problem. multiples of ten, making • Design a lab where the measurements accumulate and demonstrate how conversions between units small errors along the way can cause large errors in final results. simple. • Extremely large or small measurements can be expressed in scientific notation. SOL: PS.1 The students will plan and conduct investigations in which (b) length, mass, volume, density, temperature, weight, and force are accurately measured and reported using metric units (SI International System of Units); (c) conversions are made among metric units, applying appropriate prefixes; (d) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and spring scales are used to gather data; (e) numbers are expressed in scientific notation where appropriate

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Name ______________________ Measurement Tools of Science Write the name of the measuring tool next to its image. 1.

2.

2.________________________ 1._____________ 4. 3.

5.

3.___________________

4.____________________

5.____________________ Images from: Fotosearch ® Stock Photography and Stock Footage, Publitek, Inc. dba Fotosearch 21155 Watertown Road, Waukesha, WI 531861898 USA. [email protected], visited 1/26/09. Triple beam balance image from: http://www.botany.hawaii.edu/nlc_biology/1408/ labex1rev.htm. updated 9/20/01, visited 1/26/09.

Spring scale image from: Science Lab.com © 1997 - 2005 ScienceLab.com, Inc. http://www.sciencelab.com/page/S/PVAR/10G58 visited 1/26/09.

Name ______________________ Measurement Units and Prefixes Label the steps with the appropriate metric prefix. Include the digits that represent that value and the same value in scientific notation.

______giga_________ _______mega________ ______kilo =103_________ _____hecto = 102__________ ____deka = 101___________ 0 _______________________ base unit = 10 (meter, liter, gram, Newton) ____________________________________ ______deci_________ _______centi________ ______milli_________ _______micro________ _______nano________ _______________

Scientific Investigation, Reasoning, and Logic COURSE: Physical Science CONCEPT: COMMUNICATION ENDURING UNDERSTANDING: Information can be collected, organized, communicated, and verified in a deliberate manner. Essential Understandings Assessment Samples – Bloom’s Levels Vocabulary Students should understand that:


• Scientific information is not • Visit five websites addressing any science question. Use the address to static, but constantly determine if the site is likely to be a primary or secondary source of evolving. New discoveries information. Check the actual page’s date and determine if the site is likely replace older to contain the most current information. understandings. Application/Analysis Level Documented research • Test your ability to recognize five different research methods. (Appendix A) provides primary sources of data (.edu and .gov sites are Synthesis/Evaluation Level usually reliable and current). • Conduct your own research on a topic of interest to you. Select the Information from secondary research method most appropriate for your topic. Write a two-page paper or tertiary sources should be complete with MLA bibliographies using at least three text or internet verified and checked for sources. bias. • While many scientific investigations are experimentally based, some are based on systematic observation. • Scientists use their own curiosity about the world in guiding their research. Creative problem solving can lead to break-through discoveries. SOL PS.1 The student will plan and conduct investigations in which (f) research skills are utilized using a variety of resources; (l) research methods are used to investigate practical problems and questions; (n) an understanding of the nature of science is developed and reinforced

bias primary source research methods research skills

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Research Methods - Teacher Resource http://www.mcli.dist.maricopa.edu/proj/res_meth/login.html This website, called “Research Methods - the Laboratory” describes five different ways to conduct research. The site runs a practice quiz and an assessment. Levine, A. “Research Methods - the Laboratory.” Maricopa Center for Learning and Instruction. 2001. Maricopa Community Colleges. 27 June 2009.

Scientific Investigation, Reasoning, and Logic COURSE: Physical Science CONCEPT: COMMUNICATION ENDURING UNDERSTANDING: Information can be collected, organized, communicated, and verified in a deliberate manner. Essential Understandings Assessment Samples – Bloom’s Levels Vocabulary Students should understand that: • Scientists often design controlled experiments to answer their questions and draw conclusions. • Scientists communicate their results through scientific papers, which clearly present the methods used and results obtained. • If other scientists can repeat the experiment with similar results, they validate the original work.

Knowledge/Comprehension Level •

Fill in the blank with the appropriate term. (See Appendix D)


Analyze the scenario for IV, DV, hypothesis, constants, control, and number of repeated trials. (See Appendix E)

Synthesis/Evaluation Level

average conclusion constant control dependent variable experiment hypothesis independent variable range repeated trials valid

Create an experiment which tests how fast a pendulum can swing. Create an EDD for the experiment, write the procedure, create the data table, do the procedure with an appropriate number of repeated trials, and graph your average data (including the range of data) on an appropriate graph. Analyze the data and write a conclusion. Compare your results with a partner and evaluate your own experiment, deciding what improvements ought to be made if you were to do it over. (See Appendix F for an EDD) SOL PS.1 The student will plan and conduct investigations in which (g) independent and dependent variables, constants, controls, and repeated trials are identified; (h) data tables showing the independent and dependent variables, derived quantities, and the number of trials are constructed and interpreted; (i) data tables for descriptive statistics showing specific measures of central tendency, the range of the data set, and the number of repeated trials are constructed and interpreted; (j) frequency distributions, scattergrams, line plots, and histograms are constructed and interpreted; (k) valid conclusions are made after analyzing data; (m) experimental results are presented in appropriate written form. •

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Name __________________________________ Date __________________ Block _____ Basic Experimental Design Vocabulary Write the term that goes with the definition. Spelling counts! 1. The part of the experiment that you observe/measure; your results. _______________________________________________________ 2. The part of the experiment that involves doing the procedure more than once to get more reliable data. ________________________________________________________ 3. The purposefully changed variable in your experiment. ________________________________________________________ 4. The level of independent variable that is not treated so that you can compare results. ________________________________________________________ 5. Those variables that you hold the same so they will not affect the results. ________________________________________________________

Scenario Analysis - Notes for Teacher Use one of the scenarios from the Cothron book or create your own. After introducing the experimental design scenarios and teaching the vocabulary, choose one of the scenarios as an assessment. Example Scenario and Analysis Questions: Bob the Pendulum was curious about whether or not he would swing higher if he gained mass. Bob thought that the less mass he had, the higher he would swing. He stayed the same length and released from the same angle. His mass varied from 10, 20, 30, 40, and 50 kg. Analyze Bob’s experiment and complete as much of an EDD as possible, based on the information in the story. Be sure to explain what Bob should do to make his experiment valid. Source: Cothron, J.H., Giese, R. N., and Rezba R. J. “Students and Research: Practical Strategies for Science Classrooms and Competitions.” 3rd Edition, Rev. 2000. Kendall Hunt. 27 June 2009.

Template for an Experimental Design Diagram (EDD), modified from Cothron, Giese, and Rezba (2000); full citation in Appendix E. Title: The Effect of ___________ on _____________ Hypothesis: If ____, then the _____. IV: _________________________ Levels of IV Repeated Trials Control:_____________________ DV:_________________________ Constants:_______________________________________________

Physical Science: Matter: Structure COURSE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – SOL/Blooms Students should understand:


• All matter is made of tiny • Sort the examples by their state of matter (S, L, G). (Appendix A) particles (atoms and • How would the energy and motion of air particles change as their molecules) that are constantly temperature increases from 0 K to 373 K? moving at a rate that depends Application/Analysis Level on the temperature of the • Without touching, how could you tell if a clear cube sitting on a table (at substance. room temperature) is water or plastic? • We classify matter into three • Use the heating curve to answer the questions. (Appendix B) states: solid, liquid, or gas, based on the arrangement and Synthesis/Evaluation Level energy of its particles. • Conduct an experiment to find the melting point and boiling point of a • Particles move faster as the saltwater solution. temperature of a substance • Explain why a gas has no specific shape or volume, using your increases. Therefore, the understanding of particle motion and temperature. shape and volume of a substance changes as the substance heats up. SOL: PS.2 The student will investigate and understand the basic nature of matter. Key concepts include (a) the particle theory of matter; (c) solids, liquids, and gases.

Vocabulary atom boiling point gas heating curve liquid melting point molecule particle particle theory solid

August 1, 2009

Appendix A PS.2.ac Sort the examples into the three common states of matter. block of wood vapor inside a helium balloon particles tightly packed together, vibrating in place pool of syrup particles rapidly bouncing off all objects in the room particles sliding past each other variable shape, definite volume salt crystals carbonation bubbles in soda variable shape and volume broth in vegetable soup air ice definite shape and volume SOLID

LIQUID

GAS

Name __________________________________ Date __________________ Block _____

Please use the following numberless heating curve to answer the following analysis questions:

c T (ºC)

d

b a

Heat Added 1. Line segment a represents what state(s)? ______________________________ 2. What “point” was the material’s temperature at line segment a? _________________________________________________________________________ 3. How does temperature change at line segment b? _________________________________________________________________________ 4. The line segment b represents what state(s)? ___________________________ 5. What is happening to temperature at line segment c? __________________________________________________________________________ 6. What is happening to the substance at c? ________________________________ 7. What “point” has been reached at c? ____________________________________ 8. What state(s) of matter exist(s) at line segment d? _____________________________ 9. Which line segment represents the material as the vapor heats? ___________ 10. What state of matter could be shown just before line segment a? _________________

Physical Science: Matter: Structure COURSE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – SOL/Blooms Students should understand


• Every substance can be • Organize the substances as element, compound, or mixture. (Appendix A) classified as an element, a • Classify different substances as organic or inorganic. (Appendix B) compound, or a mixture. We • Describe the characteristic tastes of an acid and a base. use symbols to represent • How does a chemical salt form? elements and formulas to Application/Analysis Level represent compounds. • Look around the classroom. Are there more elements, compounds, or Mixtures have no set mixtures in the room? How can you tell? representation. • Write a word equation showing the reaction that produces salty water. • Organic compounds contain carbon from living organisms. Synthesis/Evaluation Level Inorganic compounds do not • Why can’t you write a formula for a glass of chocolate milk? contain carbon. • We can sort compounds into acids and bases. Acids contain hydrogen ions and are characteristically sour. Bases contain hydroxide ions and are characteristically bitter. When acids and bases react together, they form salt and water. SOL: PS.2 The student will investigate and understand the basic nature of matter. Key concepts include (b) elements, compounds, mixture, acids, bases, and salts;

Vocabulary acid base compound element inorganic mixture organic salt

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APPENDIX A Name: Date: Block:

Organic/Inorganic Activity DIRECTIONS: Examine the following chemical formulae for familiar substances. Determine whether each is organic or inorganic. Indicate your choice by writing O in the blank before Organic compounds and I in the blank before Inorganic compounds. _____ 1. aspirin C9H8O4 _____ 2. TNT C6H2(NO2)3CH3 _____ 3. fertilizer (NH4)2HPO4 _____ 4. baking soda NaHCO3 _____ 5. table salt NaCl _____ 6. laughing gas N2O _____ 7. Bleach (laundry) NaClO _____ 8. Diamond C _____ 9. Freon (refrigerant) CCl2F2 _____ 10. Limestone CaCO3 _____11. Marble CaCO3 _____12. Milk of magnesia Mg(OH) _____13. Pyrite (fool's gold) FeS2 _____14. Quartz SiO2 _____15. Chert SiO2 _____16. Sugar C12H22O11 _____17. Butter C9H14O6 _____18. Cinnamon C9H8O _____19. Pepper C17H19O3N _____20. Water H2O

APPENDIX A

Key

Name: Date: Block:

Organic/Inorganic Activity DIRECTIONS: Examine the following chemical formulae for familiar substances. Determine whether each is organic or inorganic. Indicate your choice by writing O in the blank before Organic compounds and I in the blank before Inorganic compounds. _O_ 1. aspirin C9H8O4 _O_ 2. TNT C6H2(NO2)3CH3 _I _ 3. fertilizer (NH4)2HPO4 _O_ 4. baking soda NaHCO3 _I _ 5. table salt NaCl _I _ 6. laughing gas N2O _I _ 7. Bleach (laundry) NaClO _O_ 8. Diamond C _O_ 9. Freon (refrigerant) CCl2F2 _O_ 10. Limestone CaCO3 _O_ 11. Marble CaCO3 _I_ 12. Milk of magnesia Mg(OH) _I_ 13. Pyrite (fool's gold) FeS2 _I_ 14. Quartz SiO2 _I_ 15. Chert SiO2 _O_ 16. Sugar C12H22O11 _O_ 17. Butter C9H14O6 _O_ 18. Cinnamon C9H8O _O_ 19. Pepper C17H19O3N _I_ 20. Water H2O

Physical Science: Matter: Structure COURSE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – SOL/Blooms Students should understand: • We can identify and organize all matter on the basis of its physical and chemical properties. • Certain physical properties, such as density, solubility, and melting/boiling points are characteristic of the substance and do not depend on how much you have. • Chemical properties describe how a reactant chemically changes into a different product.


Indicate whether a certain property of a specific substance is physical or chemical. (See Appendix A)


•

• •

Have students measure mass and derive volumes for a variety of substances. After they calculate the densities, have them rank the densities from least to greatest. Indicate whether each substance would sink or float in water. Archimedes determined whether a “golden” crown was pure gold in the apocryphal tale. Have students solve a similar problem, using values for brass as the alternative metal. Vinegar can cause steel wool to rust. Does this demonstrate vinegar’s acidity or basicity? How can you tell? The element gallium changes from solid to liquid at about 30ºC. Does this illustrate a chemical or physical property? Why?

Vocabulary chemical properties: acidity basicity combustibility reactivity physical properties: boiling point color density mass melting point odor solubility viscosity volume

Synthesis/Evaluation Level •

• •

Auto mechanics understand that the “thickness” of engine oil must vary with seasonal temperatures. Why? What oil is more appropriate during the summer and what is better for winter? (Hint: how does temperature affect the viscosity of liquids?) Design an experiment to isolate a soluble substance from a mixture. Design an experiment to determine the reactivity of a substance.

SOL: PS.2 The student will investigate and understand the basic nature of matter. (d) characteristics of types of matter based on physical and chemical properties; (e) physical properties (shape, density, solubility, odor, melting point, boiling point, color); (f) chemical properties (acidity, basicity, combustibility, reactivity).

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APPENDIX A Name: Date: Block:

Physical vs. Chemical Properties DIRECTIONS: Examine the following statements. Determine whether each is describing a physical property or a chemical property of matter by circling the word or phrase that indicates a key characteristic. Indicate your decision by writing P in the blank for physical properties and C in the blank for chemical properties. _____1. Pennies are a copper color. _____2. Water boils at 100oC (212oF). _____3. Orange juice is more acidic than bleach. That means its pH is lower than bleach. _____4. Ammonia’s scent is so strong that nurses use it to revive people who have fainted. _____5. More sugar dissolves more quickly in hot tea than in iced tea. _____6. Because it is so dense, lead is used as a shielding material to protect humans from X-rays and gamma radiation. _____7. Copper, silver, and gold can be hammered and molded into many different shapes to make jewelry. _____8. Sodium is a highly volatile element. It reacts immediately upon contact with water. _____9. Drain cleaner is a strong base. It is caustic to materials with which it comes into contact. _____10. Galena is an element whose melting point is near human body temperature. So, it’s like chocolate; it melts in your hands! _____11. Paper’s ability to burn is somewhat lower than gasoline’s.

Version 1.0 beta (6/2/2008)

Name: Date: Block:

Physical vs. Chemical Properties Answer Key DIRECTIONS: Examine the following statements. Determine whether each is describing a physical property or a chemical property of matter by circling the word or phrase that indicates a key characteristic. Indicate your decision by writing P in the blank for physical properties and C in the blank for chemical properties. __P__1. Pennies are a copper color. Characteristic: color __P__2. Water boils at 100oC (212oF). Characteristic: boiling point __C__3. Orange juice is more acidic than bleach. That means its pH is lower than bleach. Characteristic: acidity __P__4. Ammonia’s scent is so strong that nurses use it to revive people who have fainted. Characteristic: odor __P__5. More sugar dissolves more quickly in hot tea than in iced tea. Characteristic: solubility __P__6. Because it is so dense, lead is used as a shielding material to protect humans from X-rays and gamma radiation. Characteristic: density __P__7. Copper, silver, and gold can be hammered and molded into many different shapes to make jewelry. Characteristic: shape __C__8. Sodium is a highly volatile element. It reacts immediately upon contact with water. Characteristic: reactivity __C__9. Drain cleaner is a strong base. It is caustic to materials with which it comes into contact. Characteristic: acidity __P__10. Galena is an element whose melting point is near human body temperature. So, it’s like chocolate; it melts in your hands! Characteristic: melting point __C__11. Paper’s ability to burn is somewhat lower than gasoline’s. Characteristic: combustibility Version 1.0 beta (6/2/2008)

Physical Science: Matter: Structure COURSE: Physical Science CONCEPT: COMMUNICATION: Model ENDURING UNDERSTANDINGS: Models vary in complexity and facilitate understanding through the use of familiar concepts. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand: • Matter is made up of atoms. The atoms of each element are unique for that element. • Atomic models represent our understanding of atomic structure. • Models of the atom have evolved over time because scientists build on each other’s discoveries of atomic details.

Knowledge/Comprehension Level • •

Use the Bohr model to diagram one atom of lithium. Label each subatomic particle and its charge. Arrange a timeline of atom models using the contributions of Dalton, Thomson, Rutherford, and Bohr. Draw models showing each scientist’s interpretation of atomic structure.

Application/Analysis Level • •

Use Bohr models for carbon and nitrogen to show how each of these elements is unique. Compare and contrast the Bohr atomic model and the electron cloud model. Explain how they show the location and motion of subatomic particles.

atom atomic model electron electron cloud energy level/shell negative charge neutral neutron nucleus positive charge proton subatomic particle


Choose one of the scientists who contributed to our current understanding of the structure of the atom and prepare to defend his research/findings before a panel of inquiry. Thinking as that scientist, be able to interpret his findings in layman’s terms, address critiques of his work, as well as any inconsistencies that exist in that work.

SOL: PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include (a) the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and (b) the modern model of atomic structure.

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Physical Science: Matter: Periodicity COURSE: Physical Science CONCEPT: SYSTEMS ENDURING UNDERSTANDING: A system is an organized collection of parts, which displays observable and predictable patterns. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand: •

•

•

The periodic table of elements is a tool developed to show how element properties vary based on their atomic number. Elements in the same chemical family share properties, such as reactivity. Elements in the same period show a predictable variation in properties, based on increasing atomic number.


• • • •

Draw a Periodic Table key box for oxygen. Identify oxygen’s atomic number and atomic mass. List how many protons, electrons, and neutrons are in one atom of oxygen. What is another name for a chemical family? Are families in the Periodic Table arranged in columns or rows? Are the periods of the Periodic Table arranged in columns or rows? Play “What Element am I?” game successfully. (Appendix A) Play “Diagram That Atom” game successfully. (Appendix B)

atomic mass atomic number chemical element chemical family chemical symbol compounds mass number periods


•

•

How are the elements of a family similar to each other? Describe how the number of valence electrons varies as you go down the Alkaline Earth family. How are the elements of a period different from each other? Describe how the number of valence electrons varies as you move from left to right in Period 4. Complete the “Alien Periodic Table.” (Prentice-Hall Physical Science. Pearson Education. 2000.)


Participate in a webquest to research and present information about an element in an advertising format. (Appendix C)

SOL: PS.4 The student will investigate and understand the organization and use of the periodic table of elements to obtain information. (a) symbols, atomic number, atomic mass, chemical families (groups), and periods

August 1, 2009

Appendix A

What Element am I? A PTE Game

Materials: (1 per team) Mini Whiteboard Whiteboard marker Whiteboard eraser Copy of the PTE List of elements and their characteristics

Procedure: Divide class into 5-6 teams. Distribute team materials. Give game directions. (for teacher or other caller)

DIRECTIONS: The whiteboard will begin with the youngest person in the group. The caller (teacher or designated student) will read a characteristic of an element on the PTE and then ask “What element am I?” Immediately after that question the writer will, referring to the PTE, write the response neatly, largely and clearly on the whiteboard. When asked by the caller, all teams’ writers will reveal their boards to the caller for verification of the correct answer. The team recorder will keep track of all points earned by the team in this competition. The board will be passed to the person to the left of the original writer and the game will proceed until all the questions have been exhausted, or time runs out. Sample list of element questions for the caller: 1. I have 5 protons and electrons. What element am I? [BORON] 2. My chemical symbol is Sn. What element am I? [TIN] 3. I am a noble gas with 3 energy levels of electrons. What element am I? [ARGON] 4. My atomic number is 8. What element am I? [OXYGEN] 5. I am in period 4, group 7. What element am I? [MANGANESE] 6. I have 18 neutrons. What element am I? [CHLORINE] 7. I have 92 protons and electrons. What element am I? [URANIUM] 8. My chemical symbol is Pb. What element am I? [LEAD] 9. I am a metalloid with 4 energy levels of electrons. What element am I? [GERMANIUM or ARSENIC] 10. My atomic number is 37. What element am I? [RUBIDIUM] 11. I am in period 6, group 12. What element am I? [MERCURY] 12. I have 26 protons and electrons. What element am I? [IRON]

Appendix B

Diagram that Atom!

Materials: (1 per team) Mini Whiteboard Whiteboard marker Whiteboard eraser Copy of the PTE Procedure: 1. Divide class into 5-6 teams of students. 2. Distribute materials to each team. 3. Give game directions: DIRECTIONS: The whiteboard will begin with the tallest person in the group. The leader (teacher) will announce which element will be drawn for the first round of the competition. Immediately after that announcement, the first writer will begin the atomic diagram by drawing ONE component of the atomic structure. The whiteboard will then be passed in a counterclockwise direction to the next writer on the team who will diagram ONE more component of the atom, or label the component that has already been diagrammed. The whiteboard will continue around the group until the entire atom has been accurately diagrammed, or until time is called, whichever comes first. At that time, the leader (teacher) will decide which group is the most accurate and complete and award points accordingly. RULE CLARIFICATIONS: What counts as “ONE component”? The writer can only write one thing down per turn. So, if the atom has 5 electrons, one writer can only draw or label ONE electron and pass the board on to the next writer. Same rule applies to neutrons, protons and energy levels. Helpful Hints: 1. Give teams time to plan their strategy before you call out the atom to be diagrammed. 2. Announce the element (your choice) to be diagrammed and begin the clock. [Usually 2 minutes is a good amount of time to begin with. Decreasing the time as successive rounds are played the same day, or later, increases the students’ fluency with this task and prepares them for later activities regarding bonding.] 3. Engage in multiple rounds as time allows.

Appendix C

PART A: Complete the following task from the “Element ADventure WebQuest”. Your task will be to prepare an advertising sample for the partners at Dewey, Cheatem & Howe. You and your partner must develop a commercial which "sells" a selected element from the Periodic Table. Commercials will then be presented live in front of the partners of Dewey, Cheatem & Howe, who will then select the most qualified applicant team for their new luxury career. (http://web.buddyproject.org/web017/web017/quest.html)

PART B: As a class, representing the personnel department of Dewey, Cheatem & Howe carefully evaluate each candidates ad campaign and select the two most highly qualified applicants based on all influencing factors. Be able to justify your choices to your colleagues.

WebQuest Citation: Gibson, D. “Periodic Table ADventure.” 2000. Princeton Middle School. 9 June 2009.

Physical Science: Matter: Periodicity COURSE: Physical Science CONCEPT: COMMUNICATION ENDURING UNDERSTANDING: A system is an organized collection of parts, which display observable and predictable patterns. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand: •

•

•

The elements fall into three basic categories; metals, nonmetals, and an inbetween set, metalloids. Metals make up the largest set of elements, most of which share metallic characteristics, such as luster, malleability, and good conductivity. Nonmetals make up about 20% of the elements, and are dull, brittle, and poor conductivity.


• • •

Use a blank copy of the Periodic Table and three different colors of pencil. Lightly color the background of the key boxes for the metals, metalloids, and nonmetals. Make sure each category has a different color. An element is ductile and conducts electricity. How would you classify it? An element shatters when hit with a hammer. How would you classify it? An element is a gas. How would you classify it?

metal metalloid nonmetal


What are the major distinctions between metals and nonmetals? Why are metalloid properties similar to both metals and nonmetals?


Prepare a “missing element” report in the manner of a missing person report. Describe every characteristic of an element other than its name and classification (as metal, metalloid, or nonmetal). Include both physical and chemical properties of your “missing” element. (You can offer a reward for the student who “finds” the element.) SOL: PS.4 The student will investigate and understand the organization and use of the periodic table of elements to obtain information. (b) classification of elements as metals, metalloids, and nonmetals •

August 1, 2009

Physical Science: Matter: Periodicity COURSE: Physical Science CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. Essential Understandings Assessment Samples – SOL/Blooms Students should understand: •

•

•

•

•


Vocabulary chemical bond chemical formula compound covalent bond ion ionic bond subscript superscript

Only a small group of • List the number of valence electrons for atoms in the following families: elements is chemically stable Alkali Metals, Alkaline Earth Metals, Transition Metals, Oxygen, and as single atoms. These Halogen. Show one element from each family as an ion. elements have full valence • What’s the “magic” or stable number of valence electrons? levels. • A popular antacid contains CaCO3 (calcium carbonate). Table sugar Most elements will react with (sucrose) is C12H22O11. Rust (iron hydroxide) is Fe(OH)3. List each element each other to form and how many atoms of that element are in each compound. compounds, which are more Application/Analysis Level stable than single atoms. • What number of valence electrons separates metals and nonmetals? Formulas represent the ratio • Why don’t Noble Gases form compounds? of atoms in a compound. • Predict the formulas for three possible ionic compounds using metals from Subscripts count atoms and Group 1 and nonmetals from Group 17. coefficients count molecules. • Predict the formulas for three possible covalent compounds using Use the distributive property nonmetals from Groups 14-17. of math to get a total atom count for the compound. Synthesis/Evaluation Level Metals form ionic compounds • You and your partner have been commissioned to create a YouTube videoby giving valence electrons type presentation summarizing either ionic or covalent bonding. If video to nonmetals. Superscripts cameras are available, film the presentation to show in class. (exemplar: show the charge and value Henry, Pip, and Doffy. “And Then We Bond.” Ionic Bonding 11:1. 2008. of positive and negative YouTube,com. 11 June 2009. ions. Nonmetals form covalent compounds with each other by sharing valence electrons. SOL: PS.4 The student will investigate and understand the organization and use of the periodic table of elements to obtain information. (c) simple compounds (formulas and the nature of bonding).

August 1, 2009

Physical Science: Matter: Structure COURSE: Physical Science CONCEPT: CHANGE & CONSTANCY: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Essential Understandings Students should understand: • We observe changes in the material world every day. If only the appearance of something has changed, we have observed a physical change. • Physical changes do not result in forming a new chemical substance. • Physical changes are relatively easy to undo must of the time (ie: mix/unmix, freeze/melt).

Assessment Samples – SOL/Blooms Knowledge/Comprehension Level • •

Recall as many physical properties of matter as you can. Decide how you can change each physical property such that only the material’s appearance changes.

Vocabulary appearance physical change

Application/Analysis Level • Explain why allowing the butter to sit in the sun and melt is a physical change. • Explain why burning a log in the fireplace is not a physical change. • When you put an ice pop in the freezer, will its composition change? • Why is dissolving sugar in water for hummingbirds to eat a physical change? Synthesis/Evaluation Level

Construct a demonstration of as many methods of forming and separating mixtures as possible to verify that each process represents a physical change of matter. SOL: PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. (a) physical changes •

August 1, 2009

Physical Science: Matter: Reactions COURSE: Physical Science CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. Essential Understandings Students should understand:

Assessment Samples – SOL/Blooms Knowledge/Comprehension Level

Vocabulary nuclear reactions nuclear fusion nuclear fission

Changes to the nucleus of an • Draw a picture of a nuclear fission reaction. Show the reactant(s) and atom result in a new product(s). element. Both types of • Draw a picture of a nuclear fusion reaction. Show the reactant(s) and nuclear changes involve a product(s). tremendous amount of Application/Analysis Level energy. • Create a simple flip-book that demonstrates either nuclear fission or • Nuclear fission reactions split nuclear fusion, focusing on the processes that release nuclear energy. nuclei into smaller daughter • Construct a model for the fission reactions that occur in a nuclear power products. Natural radioactive plant. decay occurs in unstable atoms at a predictable rate. Synthesis/Evaluation Level • Nuclear fusion reactions • Participate in a panel discussion on the use of nuclear energy to power an occur in stars, building larger electricity generating station. Make sure to supply a “White Paper” stating nuclei from collisions and supporting your position. between smaller nuclei. • Discuss how the Laws of Conservation of Mass and Energy are upheld • Radioactivity can be useful during nuclear reactions. or harmful to humans and the environment, so must be used and stored safely. SOL: PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. (b) nuclear reactions (products of fusion and fission and their effects on human beings and the environment) •

August 1, 2009

Physical Science: Matter: Reactions GRADE: Physical Science CONCEPT: CONSTANCY & CHANGE: Equilibrium Enduring Understanding: Stability occurs when changes are counterbalanced. Essential Understandings Students should understand: • Some of the changes to matter that we observe are profound, and can be described with chemical reactions. • Reactants chemically change into new products without gaining or losing mass. In a reaction, the chemical bonds between atoms of the reactants break to form the new substances of the products. • Chemical changes are not easy to undo (ie: steel to rust, baked cookie to raw dough).

Assessment Samples – SOL/Blooms Knowledge/Comprehension Level • • • •

Recall as many chemical properties of matter as you can. Decide how you can change each chemical property such that it is clear that there is a new substance after the change. What are the three parts of a chemical reaction equation? Which reaction needs energy to proceed? Which reaction releases energy?

Application/Analysis Level Explain why allowing butter to burn is a chemical change. Explain why splitting wood for the fireplace is not a chemical change. When you put an ice pop in the freezer, will its composition change? Imagine you are mixing and baking a cake. Which part of the procedure demonstrates physical changes and which part represents chemical changes? • Work with the chemical equations. (Appendix A) • • • •

Vocabulary balanced equation chemical change chemical equation chemical formula chemical reaction coefficient endothermic exothermic Law of Conservation of Mass product reactant reaction arrow subscript


Construct a demonstration using common substances that illustrates a chemical change. Verify that there is a new substance after the change. Prove that the change is either exothermic or endothermic.

SOL: PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. (c) chemical changes

August 1, 2009

Name __________________ Date __________Block____

Chemical Equations Answer all questions in Parts A and B referring to the following equation: 2Na + Cl2 ! NaCl Part A. Counting atoms. 1. How many atoms of sodium are on the reactant side of the equation? _______ 2. What is the term for the “2” in front of sodium? ________________ 3. How many atoms of chlorine are on the reactant side of the equation? _______ 4. How many molecules of salt does the equation show? ______ 5. Is the equation balanced as written? ______

Part B. Upholding the Law of Conservation of Mass. 1. How many atoms of sodium would the product have to have in order to not change the total mass of sodium? ________ 2. Is it “allowed” to remove the subscript “2” from chlorine? _______ 3. Is it “allowed” to add a subscript “2” to NaCl? ________ 4. How many atoms of chlorine would the product have to have in order to not change the total mass of chlorine? ________ 5. How many molecules of salt are needed to balance this reaction? ______

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. Essential Understandings Assessment Samples – SOL/Blooms Students should understand:


• People use energy to do work or cause a change. All systems have a finite total amount of energy. Energy in a system is balanced between potential energy and kinetic energy. As kinetic energy is used, some is always converted to thermal energy. • Potential energy is stored and depends on position or chemistry. Position could be an object’s height above the ground or the amount of stretch of an elastic material. • Kinetic energy is energy of motion, and depends on the mass and velocity of the moving object.

• •

Identify each scenario as showing potential or kinetic energy. (App. A) As a pendulum swings, locate the points along its trajectory that show 100% kinetic energy, 0% kinetic energy, and 50% kinetic energy.


• •

Demonstrate, through the use of a golf swing, swinging baseball bat, juggling, or other activity as approved by the teacher, the changing of potential and kinetic energy in the system. Play “Energy Conversion Dominos”. (App. B) Showing your work, solve each problem. (App. C)

Vocabulary energy energy conversion elastic potential energy gravitational potential energy kinetic energy potential energy velocity


•

•

Create a cartoon that illustrates transformations of gravitational potential, elastic potential, and kinetic energy. Write a secret caption for your cartoon explaining the transformations. Include humorous dialogue that lets the reader know what is going on, but assumes that they understand energy conversions. Create 3 word problems that involve solving for: gravitational potential energy, kinetic energy, and total energy. Solve each problem on a separate page. Trade problems with a classmate at solve each other’s problems. Trade back and check your answers. Explain why a pendulum cannot swing forever. (Hint: thermal energy)

SOL: PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. (a) potential and kinetic energy

August 1, 2009

Name ___________________ Date _________ Block _____ Potential or Kinetic? Label each scenario as potential energy (PE) or kinetic energy (KE). __________ 1. A B & O train engine chugging up the mountain. __________ 2. A Greyhound bus idling at the station. __________ 3. A diver on the edge of the high dive board. __________ 4. An arrow pulled back in the bowstring. __________ 5. Water behind the Hoover Dam. __________ 6. Niagra Falls. __________ 7. A pepperoni pizza. __________ 8. A can of VOLT. __________ 9. Books piled on top of the shelf. __________10. A set of batteries in a flashlight.

Energy Conversion Domino Activity Materials: Set of 24 Energy Conversion Dominoes (per group of 2-6 students) (See Energy Conversion Domino Card template in the file entitled “E Conv Dominoes.doc”.) Procedure: 1. Distribute materials to groups. 2. Read and explain the directions to learners. DIRECTIONS: • Place the cards face down on a table. • Distribute 12 of the dominoes equally among the players. That is, two players will each draw six dominoes, three players will each draw four, four players will each draw three, and five or six players will each draw two. (The game is not suitable for a larger number of players.) • Whoever has the double beginning with the earliest letter of the alphabet (in the order “chemical,” “electrical,” and “motion”) plays it first, and play continues counterclockwise from that point. o In “regular” dominoes, the highest “double” is played first. The energy conversion dominoes corresponding to “doubles” are those that convert a form of energy to the same form—for example, the refinery (converting one form of chemical fuel to another chemical fuel), the transformer (converting electric energy to another form of electric energy), and the drive shaft (converting one form of motion to another form of motion). • Succeeding players complete their turn as follows: if they have a domino in their hand that can connect to exposed ends of dominoes on the board (e.g., the internal combustion engine, which uses chemical fuel, connected to the chemical fuel output of the refinery), they may play one domino from their hand per turn. If they cannot properly play a domino from their hand, they must draw from the facedown pile of dominoes (historically called the “graveyard”) until they draw a domino that can be properly played. • The first player to play all of his/her dominoes wins. • NOTE: Proper play of the energy conversion dominoes requires not only matching the same forms of energy but matching them in the same direction. That is, the energy output from one domino must match the energy input to the domino adjacent to it. (This is not a requirement of regular dominoes!)


Name ____________________ Date ___________ Block _____ Potential and Kinetic Energy Problems Directions: Solve the following word problems. Write the correct formulas and show the steps of your work for each problem. 1. Calculate the gravitational potential energy of a roller coaster car whose weight is 1350 newtons, poised on top of a 25-meter hill.

2. What is the total energy of the roller coaster at the bottom of the hill?

3. Calculate the kinetic energy of the same roller coaster (137.76 kg) moving at a velocity of 25 m/s.

4. Prove that the velocity of the roller coaster affects its kinetic energy more than its mass.

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: CHANGE & CONSTANCY: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand:


• Energy comes in many forms, all of which can change to other forms. • Mechanical energy is the energy in a system of moving parts, and is both potential and kinetic. • Chemical energy is potential energy stored in chemical bonds. • Electrical energy is kinetic and results from moving electric charges.

•

Name five examples of each type of energy: mechanical, chemical, and electrical.

chemical energy electrical energy mechanical energy


Make a flow chart showing the sequence of energy conversions from coal to electricity in a coal-fired electrical generation plan.


Create a dichotomous identification key to help another student classify the energy of common objects or situations as mechanical, chemical, or electrical.

SOL: PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. (b) mechanical, chemical, and electrical energy.

August 1, 2009



• Energy comes in many forms, all of which can change to other forms. • Heat energy (thermal energy) results from any other energy conversion. • Light is part of a spectrum of energies that don’t require particles in which to travel. • Sound is mechanical energy, resulting from vibrating particles of matter.

•

List three situations where heat energy is evident. List three examples of light energy. List three different sources of sound energy.

heat light sound


Give an example of an energy conversion that ends with heat. Give an example of a tool or device that uses light energy. Give an example of an energy conversion that ends with sound energy.

Synthesis/Evaluation Level • •

With a group of partners, create a skit to illustrate what happens when mechanical energy converts to heat. Prove that sound is a form of mechanical energy.

SOL: PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. (c) heat, light, and sound

August 1, 2009

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: SCALE: Measurement ENDURING UNDERSTANDING: Measurement represents properties on a numerical scale. Essential Understandings Assessment Samples – SOL/Blooms Students should understand:


• When we measure something’s temperature, we are measuring the average kinetic energy of its particles. • Scientists use the Celsius and Kelvin temperature scales rather than the Fahrenheit scale. • The ideal temperature of absolute zero Kelvin is the temperature at which all particle motion would stop.

•

Label, with accurate quantities, the boiling and freezing points of water, average room temperature, body temperature and absolute zero on three separate thermometer diagrams labeled with the Kelvin, Fahrenheit and Celsius scales. (See Appendix A.)

•

Draw a series of labeled sketches to the represent molecular motion of water molecules at 0ºC, 37ºC, and 90ºC.

Vocabulary absolute zero temperature scales: Celsius Fahrenheit Kelvin


Use what you know about the kinetic (particle) theory of matter to explain why it is so difficult to actually reach absolute zero.


Develop a lesson to teach your parents how to “Think in Celsius.” Make sure that you include common benchmark temperatures relating Fahrenheit to Celsius and how to mathematically convert from one scale to the other. Write a convincing argument for why the US should convert to S.I. temperature scales.

SOL: PS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include (a) Celsius and Kelvin temperature scales and absolute zero

August 1, 2009

3 Temperature Scales Activity

APPENDIX A

Name: Date: Block: DIRECTIONS: There are three thermometers below, one representing each of the three scales we study – Celsius, Kelvin, and Fahrenheit. Fill in the correct temperatures on each of the thermometers for boiling/condensation point of water, average room temperature, melting/freezing point of water, and absolute zero.

K

o

F

o

C




• One can change the state of matter of a substance by adding or removing heat energy, however, adding or removing heat does not always coincide with a change in temperature. • Substances have unique melting and boiling points, which can characterize a substance. Melting and boiling points are unique for a particular substance and we can use them to identify the substance.

• •

Describe what a phase change, or change of state, is and why it happens. What is the identity of a clear, colorless, odorless substance that condenses at 100ºC and freezes at 0ºC? How can you support your identification?


Explain how each term differs from its opposite for the following sets of terms: freezing/melting; vaporizing/condensing; heating/cooling. Analyze a time/temperature graph of a phase change experiment to determine the temperature at which the phase change occurs (freezing point, melting point, or boiling point), as well as explaining what is happening at the atomic level when the plateaus on the graph occur. (See Appendix A for a blank diagram. You will need to explain “latent heat” if you use the site questions, available at: www.galaxynet.com/~corvid/psc/psca_phase_change_worksht.htm.)

boiling point condensation freezing point melting point vaporization heat heat transfer phase change state of matter


Create a cartoon that illustrates a minimum of three phase changes. Write captions for your cartoon explaining the transformations. Include humorous dialogue that lets the reader know what is going on, but takes for granted that they have certain scientific knowledge to understand the humor (e.g. Plays on words, etc.).

SOL: PS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include (b) phase change, freezing point, melting point, boiling point, vaporization, and condensation

August 1, 2009

Phase Change Diagram Assessment Name: Date: Block: DIRECTIONS: Use the following phase change diagram to answer the questions.

Reference: “Mr. Rick’s High School Physical Science Pages”. “Phase Change Worksheet”. rev. 8/28/2003. visited 16 June 2009. Version 1.0 beta (6/2/2008)

Physical Science: Force, Motion, and Energy: Energy GRADE: Physical Science CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand that:


Vocabulary conduction convection (equilibrium) heat transfer radiation

• Heat energy moves from one • Using a triple circle Venn diagram, compare and contrast conduction, material to another or from convection, and radiation. Include an example of each, with explanations one object to another if they where needed. are different temperatures • Draw a clearly labeled diagram for each method of heat transfer: until they equilibrate at a conduction, convection, and radiation. common temperature. Application/Analysis Level • When two objects touch, • Contrast temperature and heat, giving examples to clarify your ideas. heat moves from warm to • Design an experiment to illustrate equilibration between hot and cold cool via conduction. water, using one of the methods of heat transfer. • Uneven heating of fluid particles causes a cycle of Synthesis/Evaluation Level heat transfer called • Write a short essay describing what life on Earth might be like if heat convection. Winds and ocean transfer via radiation did not exist. currents form due to convection. • Radiant heat transfer does not require particle motion. We feel heat from the sun due to solar radiation. SOL PS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include (c) conduction, convection, radiation

August 1, 2009

Physical Science: Force, Motion, and Energy: Energy GRADE: Physical Science CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand that: • Humans have developed many technologies that take advantage of heat transfer mechanism. • Machines that remove unwanted heat include refrigerators and car radiators. Heat pumps move heat in or out of a system. Heat engines and thermostats convert heat energy to mechanical energy.


Use a picture to help describe how heat moves through an internal combustion engine. Make sure that you include the transformation from heat energy to mechanical energy. (Note to teacher: You may supply an illustration of a heat engine from the text or internet.)

Vocabulary heat engine heat pump heat transfer refrigeration thermostat


When I set the thermostat to my home’s heat pump to 23ºC, my house is comfortable both summer and winter. Explain how the thermostat and heat pump together make me comfortable in both seasons.


Hydrogen, electric, and solar powered cars may become more common in the future. Choose one alternative to the internal combustion engine and evaluate its impact on heat transfer to and from the environment. SOL PS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include (d) applications of heat transfer (heat engines, thermostats, refrigeration, and heat pumps). •

August 1, 2009

Physical Science: Force, Motion, and Energy: Energy GRADE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – Blooms’ Levels Students should understand:


Vocabulary amplitude compression frequency interference longitudinal wave medium rarefaction reflection resonance sound speed vibration wavelength

• Waves carry energy, and • Draw and label a model showing the parts of a longitudinal (compression) have the characteristics of wave: wavelength, compression, rarefaction, and frequency. Include the wavelength, frequency, and directions of particle and wave motion. amplitude. The longer the • Which longitudinal wave represents greater amplitude: a wave with a thick wavelength, the lower the compression or one with a thin compression? Explain your choice. frequency of the wave. Application/Analysis Level • Sound is mechanical energy • Describe the resonance that occurs in one of these situation: 1) When you caused by vibrations moving pluck a guitar string. or 2) When an opera singer tries to shatter a though the particles of a wineglass. What happens, and why? medium. The energy travels • Imagine you are listening to a thunderstorm while inside your house - all in longitudinal (compression) the windows and doors are closed. Why do you hear the thunder? Give a waves. general description of the frequency of the wave of thunder. • Sound travels at different speeds depending on the Synthesis/Evaluation Level medium. Sound travels • Build a stringed instrument and use it to show how wavelength and much more slowly than light. frequency are related. • Sound waves can interfere constructively and cause other materials to resonate, creating a louder sound effect. SOL: PS.8 The student will investigate and understand characteristics of sound and technological applications of sound waves. (a) wavelength, frequency, speed, and amplitude; (b) resonance

August 1, 2009

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: CONSTACY & CHANGE: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand:


• Density and type of particles affects the speed of the sound wave moving through them. • The speed of a sound wave is also affected by changing the temperature (kinetic energy) of the particles. • Ultrasonic technology, such as sonar, uses reflection and interference patterns in sound, which are changed into an image formed by a series of light and dark patterns.

• •

Sort the following media in order of increasing speed of sound transmission: air, water, wood, steel List the factors that cause the speed of sound waves to vary.

echolocation radar sonar ultrasound


Sort the following media in order of increasing speed of sound transmission: air, water, wood, steel, rubber Apply the concepts of sound transmission and reception to an explanation of SONAR, ultrasound, and/or echolocation: o o

baby ultrasound writing prompt (see APPENDIX A) Hunt for Red October scene writing prompt (see APPENDIX B)


Assume the role of a recording studio architect. How will you design the layout of the studio? Think about the design of major performance halls (feel free to do a little internet background research!). What materials will you choose for floors, walls, and ceilings? Use your knowledge of how sound behaves in different materials to design the “perfect pitch” studio. SOL: PS.8 The student will investigate and understand characteristics of sound and technological applications of sound waves. (c) the nature of mechanical waves; (d) technological applications of sound. •

August 1, 2009

APPENDIX A

BABY ULTRASOUND Writing Prompt

Name: ____________________________ Date: _____________________________

Examine the 2-D and 3-D neonatal ultrasound images on this page. Maybe you’d even be able to examine your own ultrasound images! Describe how these images were created by incorporating your knowledge of how sound waves act in the process of ultrasound. Try your best to explain what it is about the process used to create them that specifically makes these two types of images so different.


APPENDIX B

THE HUNT FOR RED OCTOBER Writing Prompt

Name: ______________________ Date: ________________________

In the movie, “The Hunt for Red October.” the sonar engineer, Jonesy, is able to detect the presence of the Russian submarine, despite their best efforts to “run silently.” He picks up a hint of difference on the quality of the sounds being emitted all around them in the depths of the ocean. What, to the untrained ear, sounds at first like any natural whale sound, is sped up to reveal that it is indeed the UNnatural, mechanical sound of a submarine turbine running at drastically lower speed. Explain, using the appropriate sound and wave energy terms, what is technically happening in this scene. What characteristics is Jonesy picking up, how does his equipment work to pick up these traits, how is he thinking it through and what does he manipulate in order to reach his conclusion?

. Version 1.0 beta (6/2/2008)

Physical Science: Force, Motion, and Energy: Energy GRADE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand that:


Vocabulary amplitude crest diffraction interference reflection refraction transverse wave trough wavelength

• Light is electromagnetic • Label the transverse wave with the appropriate terms. (see PS.9 App A energy that travels in a diagrams, for an template for labeling wave parts) transverse wave. Light • Draw labeled diagrams illustrating reflection and refraction. exhibits characteristics of Application/Analysis Level particles (photon packets) • Why does white light emerging from a prism always refract in the same and waves. sequence: ROYGBIV? • When light hits an object, it • Use the term “diffraction” to describe and explain the silver lining effect will be absorbed, reflected, (bands of light and dark) sometimes seen in clouds or the rainbow effect or transmitted. When light seen on a CD. moves from one medium to another, its speed changes, Synthesis/Evaluation Level causing refraction. • 1. Use the interference of light to discuss what happens when two waves • Some objects reflect rather coincide such that one wave’s amplitude is twice that of the other. How big than transmit light. will the amplitude be during the moment that both crests coincide? • Light diffracts, or bends 2. What is the resulting amplitude if two waves with the same amplitude slightly, at the edge of coincide such that the trough of the first wave meets the crest of the objects and while passing second wave? through small openings. • Light waves can interfere with each other either constructively or destructively. SOL PS.9 The student will investigate and understand the nature and technological applications of light. Key concepts include (a) the wave behavior of light (reflection, refraction, diffraction, and interference)

August 1, 2009

Appendix A: Electromagnetic Radiation (PS.9.c); parts of a wave (PS.9.a). Teacher Key. To use with students, photocopy the pertinent diagram and whiteout the terms. Draw lines for wherever you want students to insert a label.

Image from Trustees of Princeton University: http://web.princeton.edu/sites/ehs/osradtraining/radiationproperties/spectrum.jpg This page last modified on: 10/12/2006 05:25:23, accessed May 25, 2008. (You may want to have students label this diagram for: wavelength, crest, trough, amplitude, and direction of motion.)

Wave image from Science & Engineering Encyclopaedia Version 2.3 © 2001-2008 Dirac Delta Consultants Limited at: http://www.diracdelta.co.uk/science/source/t/r/transverse%20wave/image001.jpg accessed May 25, 2008. Version 1.0 beta (6/2/2008)

Physical Science: Force, Motion, and Energy: Energy GRADE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand that: • Mirrors reflect light. Planar mirrors reflect incident light at the same angle. Curved mirrors reflect light at different angles. • Lenses refract light, making images smaller or larger, depending on the degree of convexity or concavity. • A prism refracts white light into its components.


Sketch what happens when light strikes a planar mirror. Sketch what happens when light strikes a convex lens.


• •

Vocabulary lens mirror concave convex

The Hubble Space Telescope, which uses several sets of mirrors to collect and reflect starlight, generated blurry images when it was first launched in 1990. Explain why the reflected light did not focus in the center as was expected. (source for Hubble info: http://hubblesite.org/the_telescope/hubble_essentials/) Explain how a lens-based telescope differs from a mirror-based telescope. Describe the difference in lenses required to build a microscope and a telescope.

Synthesis/Evaluation Level Design a system for seeing into your grandparents’ spooky attic without having to climb through the trapdoor. Explain what lenses or mirrors you use. SOL PS.9 The student will investigate and understand the nature and technological applications of light. Key concepts include (b) images formed by lenses and mirrors •

August 1, 2009

Physical Science: Force, Motion, and Energy: Energy GRADE: Physical Science CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Essential Understandings Assessment Samples – Bloom’s Levels Students should understand that:


• The electromagnetic spectrum organizes a wide range of radiation wavelengths, frequencies, and energies.

•

• All portions of the spectrum travel at the same speed in a vacuum, and change their speed with different media.

•

Label the electromagnetic wave diagram. (See PS.9 App A)


Explain why we use radio waves for cell phones but x-rays for examining a broken bone. Use energy, frequency, and wavelength in your response. How is a radio wave different from gamma radiation?


Vocabulary electromagnetic spectrum gamma radiation infrared radiation microwaves radio waves ultraviolet light visible light X-rays

Discuss why solar electromagnetic radiation travels at different speeds on the earth. Design a brand new piece of technology that uses a specific portion of the electromagnetic spectrum. Explain how the instrument works, using the terms energy, frequency, and wavelength.

• • We use different type of electromagnetic radiation for radios, infrared devices, medicine, and other technologies. SOL PS.9: The student will investigate and understand the nature and technological applications of light. Key concepts include (c) the electromagnetic spectrum

August 1, 2009

Physical Science: Force, Motion, and Energy: Force & Motion COURSE: Physical Science CONCEPT: SYSTEMS Enduring Understanding: A system is an organized collection of parts, which display observable and predictable patterns. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand: • Speed describes how far something moves in one unit of time. Knowing an object’s velocity means you know both its speed and which direction it is moving. • Acceleration occurs by increasing speed, decreasing speed, or changing direction. • Speed and acceleration graph differently on a distance versus time plot.


If it takes your friend 1 minute to walk 8 meters to the water fountain, what was her speed? Convert the speed into meters per second. How long would it take her if she walked the same distance at 600 m/s?

•

What is the velocity of an east bound train moving at 100 km/s?


Consider a distance versus time graph where the line plots as perfectly horizontal. What speed does the line represent?

•

A motion sensor detected two runners’ motion and plotted their positions on a distance versus time graph. Both lines showed a positive slope, but one was straight and the other was curved. Contrast the motion of each runner.

acceleration deceleration negative slope no slope positive slope speed velocity

Synthesis/Evaluation Level Do you believe that a rider on the whirling teacup ride at the county fair is experiencing acceleration? Why or why not? • Create a speed or velocity word problem for a partner to solve. Make sure you provide two of the three required variables, and that you use metric measurements. Solve the problem yourself before you try it on your friend. SOL: PS.10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. (a) speed, velocity, and acceleration •

August 1, 2009

Physical Science: Force, Motion, and Energy: Force & Motion COURSE: Physical Science CONCEPT: CHANGE & CONSTANCY: Cause & Effect Enduring Understanding: Observable changes occur in nature, and inferences can be made to explain their causes. Essential Understandings Assessment Samples – SOL/Blooms Vocabulary Students should understand:


inertia Laws of Motion mass motion newton weight

A force is a push or pull that • State the difference between mass and weight. can change the motion of an • Calculate your weight on Earth, on Mercury, and on Jupiter. object. Forces can move, • Define each of Newton’s Laws of Motion. slow, or stop objects. • Calculate the force needed to accelerate a 50 kg mass at 20 m/s/s. • All matter has mass, which Application/Analysis Level is independent of gravity. • Write and perform a 2-minute “weight loss” or “body build” commercial, Weight is a force; and is the science-style, which clearly differentiates between mass and weight and product of an object’s mass uses humor effectively. times the acceleration of • Using your favorite sport or activity as a focus, make three cartoons, gravity. PowerPoint slides, or sketches which identify situations that illustrate each • Newton’s Laws of Motion of Newton’s Laws of Motion. describe the motion of • Which of Newton’s Laws of Motion describes the motion of an untied everyday objects. helium balloon? Explain. • Inertia, Newon’s 1st Law is a property every object with Synthesis/Evaluation Level mass possesses. The more • As a member of the Executive Board of the local television station, critically inertia something has, the evaluate each of the commercials created and judge which one is the best, harder it is to both start and based on a set of criteria, determined by the “board,” but to include stop moving it. nd accuracy in depicting true weight change as a result of existing in a location • F=ma, the 2 Law, says that with a different gravity factor than Earth. as mass increases, • Defend the “Click it or Ticket” highway seatbelt law, using your knowledge acceleration decreases for an of Newton’s 1st Law of Motion. equal applied force. • Newton’s 3rd Law explains how forces operate in equal and opposite pairs. SOL: PS.10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. (b) Newton’s laws of motion •

August 1, 2009

Physical Science: Force, Motion, and Energy: Force & Motion COURSE: Physical Science CONCEPT: SYSTEMS: Interactions Enduring Understanding: Parts of a system interact to form a functional whole. Essential Understandings Assessment Samples – SOL/Blooms Students should understand: •

•

•

A force is a push or pull that causes objects to move, stop moving, change speed, or change direction and is measured in Newtons. In physics, work is done on an object if a force moves the object over a distance. Power describes how much time it takes to do work. We use machines to make work easier for us. The calculated mechanical advantage of the machine indicates whether the machine changed distance, direction, or force. Every machine’s efficiency is less than 100% due to friction.


•

Solve the work and power problems. (Appendix A) Name and illustrate each of the six simple machines. In qualitative terms, describe if they reduce the amount of effort you need to use, change the distance over which work is done, or reverse the direction of the work. Give the general formulas for mechanical advantage and mechanical efficiency.

Application/Analysis Level • • •

Vocabulary force mechanical advantage mechanical efficiency power simple machines work

Examine the machines in your kitchen. Explain how each makes the task it performs easier for the cook. What is the mechanical advantage of the zig-zag roads climbing up the Blue Ridge mountains? How are ideal mechanical efficiency and actual mechanical efficiency different?


Create a Rube Goldberg compound machine that uses all 6 simple machines. Make sure that each simple machine has an active role. Write a short paragraph in the style of Goldberg’s cartoons to explain the job of the machine. • Read the information on Dominion Power’s webpage: Reading Our Meter < http://www.dom.com/dominion-virginia-power/customer-service/yourservice/reading-our-meter.jsp> Calculate the amount of power used by a 2400 watt dishwasher running for 2 hours and a 5500 watt water heater running for 2 hours. Record the kilowatts of power the Interactive Electric Meter would show. Relate the amount of power to the amount of electrical energy each appliance uses. SOL: PS.10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. (c) work, force, mechanical advantage, efficiency, and power; (d) applications (simple machines, compound machines, powered vehicles, rockets, and restraining devices). •

•

August 1, 2009

Name _________________________ Date ______________ Block ______

Calculating Work and Power

Write down the formulas for work:

and power:

Show your reasoning and/or calculations for all the problems. I was driving along the highway, and suddenly my car stopped! I needed to get my car out of the road, onto a side lane. My car weighs 13,000 newtons and the side lane was about 10 meters away. 1. How much work would I do on the car if I could not push it?

2. How much work would I do if I ate my Wheaties and was able to push the car all 10 meters?

3. What if I was smart and called a tow truck to bring the car to the nearest service station, about 20 km away?

4. How much power would the tow truck use if it hauled my car to the service station in 10 minutes?

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Essential Understandings Assessment Samples – SOL/Blooms Students should understand: • Static and current electricity differ in that current electricity can be controlled as it flows through a system of conductors. • Simple circuits may be wired in series, allowing any break in the flow to open the entire circuit. • Parallel circuits are more practical in many situations, because current can flow by the open portion and complete the rest of the circuit. • Ohm’s Law defines the relationship between the resistance of a material, current, and voltage in a circuit. The current in a circuit is inversely related to the resistance of the material.


Match each set of terms with the best definition or description. Explain how electrical resistance is similar to friction.

Application/Analysis Level • • •

Describe a situation where static electricity might occur. State whether the static charges are useful or not, and why. Describe how the flow of electrons differs between direct current and alternating current. Refer to the set of diagrams, and identify which represents a series circuit and which represents a parallel circuit. Trace the flow of electricity through each resistor.

Vocabulary amperes (amps) current resistance ohms Ohm’s Law voltage volts

Synthesis/Evaluation Level • •

•

Design a circuit with at least three loads that will continue to supply current to either load if one is disconnected. How much current will result in a circuit that has 50 ohms of resistance and runs on 220 volts? Explain why this circuit should be wired with a thick (10 gauge) conductor. Design a circuit with known values for resistance and voltage. Calculate the current for that circuit. If you have access to an ammeter, compare your calculation with the actual measurement of amps for the circuit.

SOL: PS.11 The student will investigate and understand basic principles of electricity and magnetism. Key concepts include (a) static electricity, current electricity, and circuits

August 1, 2009

Appendix A. Electricity: Static or Current? 1. a balloon 2. cling wrap 3. power saw 5. plastic chair 6. computer 7. cell phone 9. Chevy Volt 10. van der Graff 11. dryer static

4. ceiling lights 8. window clings 12. lightning

Copy the examples into the appropriate column. Static Current

Appendix B: Electricity Terms Matching Write the letter of the best definition choice next to the term. __ 1. static electricity

a. moving electric charges

__ 2. static discharge

b. electrons transferred between objects

__ 3. friction

c. transverse wave that carries electrical energy and magnetic fields

__ 4. electricity

d. force that resists motion

__ 5. series circuit

e. a circuit that allows current to flow along multiple paths

__ 6. electromagnetic wave

f. lightning

__ 7. current electricity

g. material that allows charges to flow

__ 8. parallel circuit

h. the origin of electrical potential

__ 9. conductor

i. a device that opens or closes a circuit

__ 10. resistor (load)

j. the flow of electric charge along conductors

__ 11. source

k. a device that uses electric current

__ 12. switch

l. a circuit that allows current to flow along only one path

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Essential Understandings Assessment Samples – SOL/Blooms Students should understand: • Electricity and magnetism are related: Magnetic fields can produce electrical current in conductors and electricity can produce a magnetic field, causing iron and steel to act like magnets. • Electromagnets are temporary magnets whose magnetism depends on electric current.

Knowledge/Comprehension Level • Make a two-column chart that lists all the facts you recall about electricity and about magnetism. • Locate the elements that will conduct electricity on the Periodic Table. • Identify the most common magnetic elements on the Periodic Table.

Vocabulary electric field electromagnet

magnet magnetic field


Compare and contrast magnetic and electric fields. Provide at least one example for each type of field. Explain why a salvage yard crane uses an electromagnet.


Build an electromagnet that can pick up at least 15 paper clips, using a 6volt battery. Write a paragraph describing how it works. • Invent a recycling machine to separate aluminum cans from steel cans. SOL: PS.11 The student will investigate and understand basic principles of electricity and magnetism. Key concepts include (b) magnetic fields and electromagnets •

August 1, 2009

Physical Science: Force, Motion, and Energy: Energy COURSE: Physical Science CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Essential Understandings Assessment Samples – SOL/Blooms Students should understand: • Generators and motors are energy converters that use the relationship between electricity and magnetism. • Generators change mechanical energy into electrical energy through a system of magnets and coils of wire. • Motors change electricity into mechanical energy to do work.


Describe the energy conversions that take place in a generator. List every place you might find a motor.

Vocabulary generator motor


Compare the different energy conversions occurring in generators with those occurring in motors. Explain what happens when a magnet moves over or past a conductor.


Recommend a method of converting a renewable source of mechanical energy into electricity for your home. Follow the energy through its conversions to the appliances in your home. Give details as to where generators and motors are in the system.

SOL: PS.11 The student will investigate and understand basic principles of electricity and magnetism. (c) motors and generators

August 1, 2009

Science SOL PS-CoverPage

Science SOL PS-CoverPage

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