Course Title: PHYSICAL SCIENCE IIIA. Course Description

Transcription

1 Course Title: PHYSICAL SCIENCE IIIA Course Description Course No: 3355 Grade level: 9-12 Text and Resource Options: A. Science Explorer: Physical Science, Part I; Prentice Hall B., Part I; Globe Fearon* C. Holt Science and Technology: Physical Science, Part I; Holt* Bold=Primary Adoption *=Being phased out Course Content: Key Content Standards and Course Objectives Forces and Motion: The motion of objects can be observed and measured (2-1a-g), Newton s laws predict the motion of most objects (Physics: 9/12-1e,f), the velocity of an object is the rate of change of its position (8-1a-f), unbalanced forces cause changes in velocity (8-2a-g), tools and machines are used to apply forces to make things move (2-1d). 2. Energy: Electricity and magnetism are related effects that have many useful applications in everyday life (4-1a-g), visible light is a small band within a very broad electromagnetic spectrum (7-6a-g), light has a source and travels in a direction (3-2), sound is made by vibrating objects and can be described by its pitch and volume (2-1g), movements of thermal energy (6-3a-d). 3. Chemistry: energy and matter have multiple forms and can be changed from one form to another (3-1a-i), elements have distinct properties and atomic structure and all matter is comprised of one or more of over 100 elements (8-3a-f), elements and their combinations account for all the varied types of matter in the world (5-1a-i). Investigation and Experimentation Students will ask meaningful questions and conduct careful investigations addressing the content of the above Physical Science standards. The following objectives are based on the Grade K-12 Literacy Common Core Readiness Anchor Standards. Please refer to the Common Core State Standards online for specific standards. Reading Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Methods of Study 1. Students will complete all activities assigned. 2. Students will participate in discussion with other class members and/or teacher. Course Value: One Semester (Open entry/open exit) Credit Value: 1 5 credits This course will focus on the foundational standards from which the grades 9-12 physical science and chemistry standards are based. This course, along with Physical Science IIB, can serve as one component of the Alternative Education s science credit requirement for graduation. Note that some exploratory activities are used, but lack of facilities that conform to state safety guidelines for laboratories precludes many laboratory activities. Key Content Standards and Course Objectives (cont). CCSS Writing Standards Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Evaluation of Performance Standards 1. Students will complete all assignments with a minimum of 70% accuracy. 2. The supervising teacher will be satisfied with the quality of the student s work. 3. The student must receive a minimum score of 70% on a teacher assigned final evaluation. 4. Letter grade contracts are optional and require a higher level of performance.

2 PHYSICAL SCIENCE IIIA Course Outline: 3355 I. Textbook Assignment: A. Science Explorer: Physical Science, Part I (5.0 credits) Read: Chapters Complete: all Section Review exercises. Complete: Reviewing Content and Checking Concepts sections. Complete one of the Extension Activities listed below. B., Part I (5.0 credits) Read: Chapters Complete: Checking Concepts, Thinking Critically and Interpreting Visuals (if given) at the end of each lesson. Complete: The Chapter Challenges at the end of each chapter o Key Term Challenges o Content Challenges o Concept Challenges Complete one of the Extension Activities listed below. C. Holt Science and Technology: Physical Science, Part I (5.0 credits) Read: Units 1-4. Complete: Section Review exercises. Complete: Chapter Review activities (Omit: Concept Mapping ). Complete one of the Extension Activities listed below. II. III. Extension Activity Options: A. Using the Internet, and the search term Newton s laws of motion, conduct research on one of Sir Isaac Newton s laws of gravity. Use at least two different web sites for your information, and write a 4-paragraph essay based upon your research. Include a graphic depicting the law of motion that you are writing about. The graphic can either be imported from the Internet, or hand-drawn. Use Writing Rubric Exp. III. B. Create a computer drawing with Microsoft Word showing how an inclined plane, wheel and axle, screw, and pulley can be used together to unload a transatlantic container ship C. Create a PowerPoint presentation illustrating at least three types of simple machines and how they work. Your presentation must include at least 10 slides with labeled simple machines. Include a Title/Cover page in your presentation. D. Concepts and Challenges Textbook: Complete 2 Web Info Searches from Chapters E. Teacher generated activity, approved by the site administrator. Evaluation A. See your teacher for a unit test. B. All Writing assignments must meet the proficient level of the rubric provided by the teacher. C. All textbook work must meet 70% accuracy level for a C grade

3 PHYSICAL SCIENCE IIIA Course Syllabus: 3355 Textbook Assignment: (5.0 credits) All textbook work must meet 70% accuracy level for a C grade. Before beginning the course, be sure to: Review the Objectives and Key Terms located in the yellow box at the beginning of each chapter. Review information on all maps, charts, graphs, and pictures throughout each chapter. Review the Chapter Summary located in the green box at the end of each chapter. Chapters 1-4 Read Chapters 1-4, pages o Chapter 1 (5 lessons), Chapter 2 (5 lessons) o Chapter 3 (10 lessons), Chapter 4 (8 lessons) Complete all Lesson Reviews including Checking Concepts, Thinking Critically, and Interpreting Visuals (if given) Complete all Chapter Challenges at the end of the chapter o Key Concepts, Content Challenges, Concept Challenges Complete weekly and Assessment Chapters 5-8 Read Chapters 5-8, pages o Chapter 5 (9 lessons), Chapter 6 (5 lessons) o Chapter 7 (6 lessons), Chapter 8 (7 lessons) Complete all Lesson Reviews including Checking Concepts, Thinking Critically, and Interpreting Visuals (if given) Complete all Chapter Challenges at the end of the chapter o Key Concepts, Content Challenges, Concept Challenges Complete weekly and Assessment Chapters 9-11 Read Chapters 9-11, pages o Chapter 9 (6 lessons), Chapter 10 (6 lessons) o Chapter 11 (4 lessons) Complete all Lesson Reviews including Checking Concepts, Thinking Critically, and Interpreting Visuals (if given) Complete all Chapter Challenges at the end of the chapter o Key Concepts, Content Challenges, Concept Challenges Complete weekly and Assessment Complete at least one Extension Activity

4 PHYSICAL SCIENCE IIIA Course Syllabus: 3355 Complete at least one Extension Activity For Writing Activities, complete all parts of the writing process, and turn in the following with your final draft. 1. Thinking Map paragraph rough draft 3. Revised rough draft incorporating teacher s comments and corrections paragraph typed final draft Extension Activity Options: Complete two Web Info Searches from Chapters 1-11 (see page xviii at the beginning of book). Write a one-page paper or complete a 5-10 slide PowerPoint presentation based on your research. Complete two Integrating the Sciences activities from Chapters 1-11 (see page xvi-xvii at the beginning of the book). After reading The BIG Idea, complete the Science Log Writing Activity. Write a one-page paper or complete a 5-10 slide PowerPoint presentation based on your research. Teacher generated activity. Writing Rubric Expository: Level III Writing Standards 1. The writing includes at least 4 paragraphs that focus on a topic or thesis. 2. The writer supports the main idea(s) with facts, details and examples from primary and secondary sources. 3. The writer organizes and records information on charts, maps, and graphs, when appropriate. 4. The writer uses transitions between sentences and paragraphs to unify ideas. 5. The writing contains a conclusion that summarizes the writer s arguments and restates the position/thesis. 6. The writer uses a variety of sentence types and some descriptive language. 7. The writing contains few errors in grammar, punctuation, capitalization and spelling, and these errors do not interfere with the reader s understanding. Teacher/Student Notes for Extension Activity:

5 Chapters 1-4 Vocabulary Select at least three Vocabulary Words, and draw a Circle Map including a minimum of six categories. You may use the Dictionary Definition, which is listed after each vocabulary word, as one of your categories. Study all vocabulary words. element: energy: matter: objective: predict: principle: property: substance: a basic chemical substance that consists of only one type of atom (like Oxygen or Hydrogen) power that is used to produce heat or work anything that has mass and takes up space something that you are working hard to achieve to say what is going to happen before it happens a basic truth, law, or assumption (something you believe is true) a quality (or characteristic) that describes something any type of solid or liquid Circle Map Categories Dictionary Definition Student Definition Part of Speech Meaningful Sentence Illustration What it is (examples) What it isn t (non-examples) Word Parts Cognates Synonyms Antonyms Related Words/Word Family Sentence from book

6 Chapters 1-4 Directions: Please answer all of the following questions. You may write your answer in paragraph form or use the appropriate Thinking Map to show that you know the information. 1. Identify the three most familiar states of matter, define each one, and give one example for each. (Ch. 1.2) 2. Describe the five ways in which matter changes. (Ch 1.4) 3. Define density and specific gravity, and explain the relationship between them. (Ch 2.2 and 2.3) 4. Using the Periodic Table, the Guide to Reading Element Data, and the Key (Ch 3.5, pages 66 and 67), answer the following questions: What is the atomic number for Oxygen? What is the state of matter of Magnesium? What is the chemical symbol of Sodium? What is the average atomic mass for Gold? 5. Using a double-bubble thinking map, compare and contrast compounds and mixtures. (Ch 4.2, 4.3, and 4.4) 6. Identify the five organic compounds needed by living things. Tell why each one is important. (Ch 4.8)

7 Chapters 5-8 Vocabulary Select at least three Vocabulary Words, and draw a Circle Map including a minimum of six categories. You may use the Dictionary Definition, which is listed after each vocabulary word, as one of your categories. Study all vocabulary words. classify: compound: formula: pressure: reaction: solution: to decide which group something belongs to a substance that is made up of two or more different substances a series of numbers or letters that represent a rule in math or science the force that something causes when it pushes on another thing action in response to some influence or event a liquid which has a substance mixed completely into it Circle Map Categories Dictionary Definition Student Definition Part of Speech Meaningful Sentence Illustration What it is (examples) What it isn t (non-examples) Word Parts Cognates Synonyms Antonyms Related Words/Word Family Sentence from book suspension: a substance in which particles are mixed with a fluid but don t dissolve

8 Chapters 5-8 Directions: Please answer all of the following questions. You may write your answer in paragraph form or use the appropriate Thinking Map to show that you know the information. 1. Instant coffee is a solution formed from powdered coffee and hot water. Identify the solute and the solvent in this solution. (Ch 5.2) 2. Compare the effect of an increased amount of solute on both the boiling point and freezing point of a solution. (Ch 5.6 and 5.7) 3. Explain the properties of a solution, a suspension, and a colloid. List some examples of each one. (Ch 5.1, 6.1 and 6.4) 4. What are the major causes of air and water pollution, and how can we reduce pollution? (Ch 6.5) 5. Write the chemical formula for each molecule shown below. The element listed first in the key is written first in the chemical formula. Use your text or the periodic table (p.66-67) to help you find symbols of elements you may not know. (Ch 7.1) 6. Use the chemical equation to answer the questions.(ch 8.2) 2Na + Cl 2 2NaC 1. What are the reactants? 2. What is the product? 3. What part of the equation represents the term and? 4. What part of the equation represents yields? 5. Is the equation balanced? How do you know? 7. Describe the double-replacement reaction between magnesium carbonate and hydrochloric acid, and tell how this reaction can help relieve a stomach ache. (Ch. 8.7)

9 Chapters 9-11 Vocabulary Select at least three Vocabulary Words, and draw a Circle Map including a minimum of six categories. You may use the Dictionary Definition, which is listed after each vocabulary word, as one of your categories. Study all vocabulary words. symbol: precaution: tendency: a sign, picture, or object that represents something else something that you do to stop something bad or dangerous from happening something that happens often or is expected to happen Circle Map Categories Dictionary Definition Student Definition Part of Speech Meaningful Sentence Illustration What it is (examples) What it isn t (non-examples) Word Parts Cognates Synonyms Antonyms Related Words/Word Family Sentence from book concentration: the level of strength of one substance in a unit amount of another substance experiment: to do a scientific test to find out or show something process: conclusion: a series of things you do to get a particular result form a decision that something is true which you make after a lot of investigation investigation: an attempt to find out the reasons for something, such as a crime or accident

10 Chapters 9-11 Directions: Please answer all of the following questions. You may write your answer in paragraph form or use the appropriate Thinking Map to show that you know the information. 1. Give three examples of chemical formulas that are acids and give three examples of chemical formulas that are not acids. Explain the difference. (Ch 9.1) 2. Make a list of the uses and dangers of sulfuric acids. (Ch 9.1) 3. What is an indicator? Name at least one common, everyday substance that is an indicator. (Ch 9.3) 4. Each of the following is a property of pure metals except being (Ch 10.3) a. ductile b. malleable c. a poor conductor of heat d. solid 5. A layer of zinc placed over iron is an example of. (Ch 10.6) 6. Corrosion should be prevented because corrosion (Ch 10.5) a. causes surfaces to react b. discolors metal c. makes the metal shiny d. plates metal 7. Give a definition, list the properties, and give some examples for the following: Metals (Ch 10) Nonmetals (Ch 11.1) Metalloids (Ch 11.2) 8. What is a radioactive element? Name four elements on the periodic table that are naturally radioactive? What are radioisotopes? (Ch 11.3)