Science High School Science Standard 1.1

9-12.Physical Science.1.1 Newton's laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion but have limitations.

Essential Questions - 21st Century Skills and Readiness Competencies:

1a. How can forces act on an object without changing the object’s motion?

1b. Why do equal but opposite actions and reaction forces not cancel?

2. Why would a person weigh less on the top of a mountain than at sea level?

3a. How is the change in velocity graphed when a car accelerates, maintains constant velocity, and slows down to a stop away from its origin?

3b. What would the displacement versus time graph of a child walking home from school look like?

4. How would the velocity of a bowling ball be affected after striking the bowling pins?

5. What factors affect the acceleration of an object during a collision?

Evidence Outcomes:

1. Identify the limitations of Newton’s laws in extreme situations.

2. Examine the effect of changing masses and distance when applying Newton's law of universal gravitation to a system of two bodies.

3. Gather, analyze, and interpret data and create graphs regarding position, velocity, and acceleration of moving objects.

4. Develop, communicate, and justify an evidence-based scientific prediction regarding the effects of the action-reaction force pairs on the motion of two interacting objects.

5. Develop, communicate, and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force.

Academic Vocabulary:

acceleration balanced force collision displacement distance force gravity mass net force origin unbalanced forces velocity weight

Assessment:

1a.- 5. The Fear of Physics assessment is embedded within the website.

1b. Evaluate the Newton's Laws Simulations foldable for accuracy and completeness.

2a. Evaluate the Phet Colorado Gravity Lab report.

2b. Grade the Mass and Inertia Practice Worksheet.

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Science High School Science Standard 1.1

3a. Evaluate the Phet Colorado Force and Motion Basics Simulation Lab report.

3b. Use a formal lab report for assessment. Specifically pay attention to the students' graph features (e.g., labels, curves.) A conclusion explaining each graph is also effective in assessing student understanding.

3c. Assessment for the Velocity and Position lab will be based upon the lab questions and graphs generated.

4a.- 5. Assessment for Science Discover simulations are the quizzes located at the end of the website.

4b. Evaluate the Hot Wheels Lab by examining the predictions and conclusions of lab report.

Suggested Activities/Strategies:

1a. In the Fear of Physics Lesson, students work through each simulation video, answer questions, and record the questions that are missed.

1b. Use the Newton's Laws Simulations for students to work through simulations and create a foldable for Newton's laws. Each law should include the definition and three examples.

2a. In the Phet Colorado Gravity Lab, students use the gravity simulation to relate gravitational force to masses of objects and distance between objects, as well as to explain Newton's third law of gravitational forces.

2b. Students practice problems adjusting mass to see how inertia is affected.

3a. Using the Phet Colorado Force and Motion Basics Simulation, students will explore the forces at work in a tug of war or by pushing a virtual refrigerator, crate, and person. They can

Resources/Technology: Newton's Laws Einstein's Theory of Relativity Newton's Laws and Causes of Motion Graphic Organizer Unit Plan on Newton's Laws

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Science High School Science Standard 1.1

create an applied force and see how it makes objects move. They are also able to change friction to see how it affects the motion of objects.

3b. Use the LoggerPro Lab (with a sonic range motion detector) to help students gain an understanding of the different graphs for a variety of motions and positions.

3c. Using the Velocity and Position lab, students graph out velocity versus time and position versus time graphs for real-life motion examples.

4a. & 5. Use the simulation to understand action-reaction forces in Newton's Laws of Motion and the effect of acceleration. Students work through Newton's laws and acceleration simulations, then create a foldable for each of the laws to include an explanation, an example, and graphic for each.

4b. In the Hot Wheels Lab, students predict the distance the car will travel as the height of the ramp increases and they should write a conclusion based on their data.

1a.- 5a. Fear of Physics Lesson 1b. Newton's Laws Simulation 2a. Phet Colorado Gravity Simulation 2b. Mass and Inertia Practice 3a. Phet Colorado Motion and Forces Simulation 3b. Logger Pro Lab 3c. Velocity-Position Graph 4a.- 5. Simulations on Newton's Laws 4b. Hot Wheels Lab

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Science

High School Science Standard 1.2 9-12.Physical Science.1.2 Matter has definite structure that determines characteristic physical

and chemical properties.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1a. What patterns can be observed in the

properties of elements and families in the

Periodic Table?

1b. How has the current model of the atom

evolved?

1c. How do the subatomic particles of the

atom determine an element's

density, reactivity, and stability?

2a. How do physical and chemical properties

differ?

2b. How can you use the physical and

chemical properties of an element to identify

it?

2c. What properties do nanoscale particles

have that are different than those

in macroscopic samples of the same

substance?

3a. What characteristics differentiate a pure

substance from a mixture?

3b. Why are elements considered the building

blocks of compounds?

3c. What has to occur in order for atoms to

become a molecule?

4a. What were the periodic trends used by

Dmitri Mendeleev when creating the Periodic

Table?

4b. What are the unique physical and chemical

properties of each group on the Periodic

Table?

Evidence Outcomes:

1. Develop, communicate, and justify an

evidence-based scientific explanation

supporting the current model of an atom.

2. Gather, analyze, and interpret data on

chemical and physical properties of elements,

e.g., density, melting point, boiling point, and

conductivity.

3. Develop a model that differentiates atoms

and molecules, elements and compounds, and

pure substances and mixtures.

4. Use characteristic physical and chemical

properties to develop predictions and

supporting claims about elements’ positions

on the Periodic Table.

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Science

High School Science Standard 1.2 Academic Vocabulary:

alkali metal

alkaline earth metal

atom

bonding

chemical change

chemical property

compound

conductivity

density

electron

element

halogen

heterogeneous mixture

homogeneous mixture

mixture

molecule

neutron

noble gas

periodic trends

physical change

physical property

proton

rare earth element

subatomic

transition metal

Assessment:

1. Use the blank Bohr’s model sheet to assess

understanding in the M & M atom activity.

2a. Assess accuracy of the worksheet.

2b. Assess accuracy of responses on the

Virtual Physical and Chemical Lab Report.

3a. Assess the accuracy and completeness of

the flow chart.

3b. Grade the Element, Compounds, and

Mixture quiz.

4a. Assess accuracy of student answers

to questions that follow the task. Answer

Key provided.

4b. Grade journal entries for reflecting

an understanding of periodic trends,

electronegativity, electron affinity, metallic

character, atomic radii, ionic radii, trends,

sizes, and ionization energy.

4c. Grade the Particles in Elements,

Compounds, and Mixtures lab report with a

focus on accuracy of the products in the

chemical equation.

2a. Physical and Chemical Properties

Worksheet

4a. Trends

4b. Journal Rubric

Suggested Activities/Strategies:

1. Use M & M candies to represent the

subatomic particles of the atom structure.

Create different models using the Periodic

Table and Bohr’s model to visualize how

atoms are arranged.

Resources/Technology:

Atomic Theory PowerPoint

Classification of Matter PowerPoint

Periodic Table of the Elements PowerPoint

Tutorial for Classification of Matter

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Science

High School Science Standard 1.2 2a. Watch the PowerPoint presentation on the

differences between chemical and physical

properties.

2b. Have students copy the table/graph on the

simulation, then determine whether the

changes in each event are physical or

chemical.

3a. Develop a model representing the

classification of matter.

3b. In the interactive Element, Compound,

Mixture Application Quiz, students read the

scenarios and determine each classification.

4a. Have students determine how the Periodic

Table can be used to predict chemical

and physical properties.

4b. Have students read the information on

electronegativity, watch the video, and

summarize the different trends on the periodic

table in their journal. Repeat for electron

affinity, metallic character, ionization energy,

and atomic radii.

4c. In the Particles in Elements, Compounds,

and Mixtures lab, students identify and record

the different classifications of matter, then

translate those to chemical equations.

1. M&M Bohr Model

2a. Physical and Chemical Properties

PowerPoint

2b. Virtual Physical and Chemical Change

Lab

3a. Classification of Matter

3b. Elements, Compounds, Mixtures Quiz

4a. Periodic Trends

4b. Electronegativity

4b. Electron Affinity

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Science

High School Science Standard 1.2 4b. Metallic Character

4b. Ionization Energy

4b. Atomic Radius

4c. Particles in Elements, Compounds, and

Mixtures Lab

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Science

High School Science Standard 1.3 9-12.Physical Science.1.3 Matter can change form through chemical or nuclear reactions

abiding by the laws of conservation of mass and energy.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1a. What patterns of chemical reactions exist?

1b. How are chemical reactions distinguished

from nuclear reactions?

1c. How is the conservation of mass exhibited

in a nuclear reaction and through the process

of recycling?

2a. What evidence identifies that a chemical

reaction has occurred?

2b. How is the Law of Conservation of Mass

demonstrated through the balancing of

chemical equations?

2c. How would the equations for a chemical

reaction differ from that of a nuclear reaction?

2d. What are the ways that you can

differentiate between different types of

chemical reactions?

3a. How do the reactants and products differ in

synthesis, decomposition, and single

replacement reactions?

3b. How are the products of fusion and fission

different?

4. What is the relationship between the

amount (mass) of products and reactants in a

chemical reaction?

Evidence Outcomes:

1. Examine, evaluate, question, and ethically

use information from a variety of sources and

media to investigate the conservation of mass

and energy.

2. Recognize, analyze, interpret, and balance

chemical equations (synthesis, decomposition,

combustion, and replacement) and nuclear

equations (fusion and fission.)

3. Predict reactants and products for different

types of chemical and nuclear reactions.

4. Predict and calculate the amount (mass) of

products produced in a chemical reaction

based on the amount of reactants.

Academic Vocabulary:

alpha ray

beta ray

chemical reaction

coefficient

combustion

Assessment:

1a. Assess accuracy of responses to the journal

article.

1b. Use the check data sheet on the Law of

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Science

High School Science Standard 1.3 decomposition

double replacement

endothermic reaction

exothermic reaction

fission

fusion

gamma ray

mole ratio

nuclear decay

product

reactant

single replacement

subscript

synthesis

Conservation of Matter as assessment.

2a. Check for accuracy as students are

working on Identifying Types of Reactions

and Predicting Products.

1.- 4. For the vinegar and baking soda

stoichiometry lab, use the lab report

as assessment.

2. & 3. In the Balancing Chemical Equations,

the assessment is embedded in the lesson.

2b. & 3b. Grade the Alpha, Beta, and Gamma

Decay Animation quiz.

3a. For the Predicting Products of Chemical

Reactions activity, students will play a scatter

game wherein they have to predict the

products in under three minutes.

2. & 4. Check the S'more stoichiometry lab

worksheet for accuracy. Key attached.

2, 3, & 4. Assessment for classifying,

balancing, and product prediction can be

found on the Chem Tutor-Web site in the

practice problems.

2. & 3. Nuclear Decay 1

2. & 3. Nuclear Decay 2

2. & 4. S'mores Stoichiometry Student Key

2, 3, & 4. Chem Tutor

Suggested Activities/Strategies:

1a. Have students read the Law of

Conservation of Mass and Energy and then

journal three real-life examples of how the law

applies.

Resources/Technology:

Conserving Matter

Tutorial on How to Predict Products

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Science

High School Science Standard 1.3 1b. In the Law of Conservation of Matter Lab,

have students conduct an experiment in which

they understand and apply the Law of

Conservation of Matter.

2a. Using the Identifying Types of Reactions

and Predicting Products link, students translate

word equations into chemical formula

products for each type of reaction.

1.- 4. Use the Vinegar and Baking Soda Stoich

Lab for predicting and calculating the amount

of products, percentage yield, and error

analysis.

2. & 3. Use the Balancing Nuclear Equations

and Predicting Products interactive website for

student practice of concepts.

2b. & 3b. Students watch the video and

then practice Nuclear decay (fission) through

Alpha, Beta, and Gamma on the quiz.

3a. Students use the quizlet to practice

predicting products in chemical reactions, then

they play a "scatter game" in under

three minutes.

2. & 4. Use the S'more-making activity to

teach balancing chemical equations, stoich,

limiting, reagents, and excess reagents.

2, 3, & 4. Use the Stephen Murray IPC

website worksheet to classify and balance

chemical reactions.

2, 3, & 4. Use the Nuclear Fission

Simulation to show the decay of a nucleus.

1a. Law of Conservation of Mass

1b. Law of Conservation of Matter Lab

1.- 4. Vinegar and Baking Soda Stoich Lab

2a. Identifying Reactions and Predicting

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Science

High School Science Standard 1.3 Products

2. & 3. Balancing Nuclear Equations and

Predicting

2b. & 3b. Alpha, Beta, and Gamma Decay

Videos and Quizzes

3a. Predicting Products of Chemical

Reactions

2. & 4. S'mores Stoichiometry Lab Sheet

2, 3, & 4. Stephen Murray IPC Website

2, 3, & 4. Nuclear Fission

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Science High School Science Standard 1.4

9-12.Physical Science.1.4 Atoms bond in different ways to form molecules and compounds that have definite properties.

Essential Questions - 21st Century Skills and Readiness Competencies:

1a. How can various substances be classified as ionic or covalent compounds?

1b. What will happen when an element gains, loses, or shares valence electrons to achieve noble gas configuration?

2a. What are the different types of bonds and what role do electrons play in forming them?

2b. What types of elements form ionic covalent bonds and how do the electrons behave?

3. Where can you find ionic and covalent bonding, for example, in your house?

4. What kind of information is needed to identify chemical bonding in an unknown substance?

5. How do observations of physical and chemical properties help you to predict their bonding classification?

Evidence Outcomes:

1. Describe the role electrons play in atomic bonding.

2. Predict the type of bonding that will occur among elements based on their position in the Periodic Table.

3. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding.

4. Gather, analyze, and interpret data on the chemical and physical properties of different compounds such as density, melting point, boiling point, pH, and conductivity.

5. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds’ classification as ionic, polar or covalent.

Academic Vocabulary:

anion boiling point cation chemical bond chemical property conductivity configuration covalent bonding density double bond ionic bonding melting point non-polar molecule octet rule

Assessment:

1a. Use the ionic bonding activity worksheet as assessment.

1b. Grade the Simulation on Valence Electrons discussion questions.

2a. Have students complete the assessment questions at the end of the different activities on elements, compounds and mixtures, using chemical bonding, and the Periodic Table.

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Science High School Science Standard 1.4

pH physical property polar molecule polyatomic ion single bond triple bond valence electron

2b. Assess the Simulation on Ionic and Covalent Bonding foldable for completeness and accuracy.

3. Assess by checking the accuracy of the lab packet report.

4a. Assess student knowledge of ionic and covalent bonding using the Sugar and Salt Bonding lab report.

4b. Use the tables and conclusions from the Physical and Chemical Characteristics lab as assessment.

5a. Have students create a foldable portfolio and complete the practice worksheets on the site as assessment.

5b. Grade the Naming Covalent Compounds worksheet.

5c. Grade the Ionic Bonding Practice worksheet.

1a. Ionic Bonding Activity

Suggested Activities/Strategies:

1a. Use the ionic bonding activity and complete the questions.

1b. Students reset the valence electrons simulation, play through, and answer the discussion questions at the end.

2a. Have students complete the lab in which they classify elements, compounds, and mixtures based on chemical bonding and the Periodic Table.

2b. Students watch an animation on bonding and then create a foldable. On the foldable, they should write the basic definition of the

Resources/Technology: YouTube on Ionic and Covalent Bonding Tutorial on Chemical Bonding

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Science High School Science Standard 1.4

different types of bonding and draw a dot diagram for each type.

3. In the lab, students identify differences between chemical and physical changes and properties.

4a. Use the Sugar and Salt Bonding lab to illustrate how ionic and covalent bonding differ in physical properties, such as melting point and conductivity.

4b. In the attached lab, students collect physical and chemical data and practice drawing conclusions on the data gathered.

5a. Students create a foldable to relate the different characteristics in determining chemical bonding.

5b. Students use worksheet practice for differentiating between the different types of bonds based on where the elements are on the Periodic table and then write the formula for the bond created.

5c. Use the Ionic Bonding Practice worksheet for student practice.

1a. Ionic Bonding Activity 1b. Simulation on Valence Electrons 2a. Classification and Chemical Bonding 2b. Simulation on Ionic and Covalent Bonding 3. Physical and Chemical Changes Lab 4a. Physical and Chemical Characteristics Lab 4b. Sugar and Salt Bonding Lab 5a. Physical/Chemical Change Foldable 5b. Naming Covalent Compounds 5c. Ionic Bonding Worksheet

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Science High School Science Standard 1.5

9-12.Physical Science.1.5 Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined.

Essential Questions - 21st Century Skills and Readiness Competencies:

1a. What are the most common forms of energy in our physical world?

1b. What characteristics define the different energy forms?

2a. What factors can be measured to determine the amount of energy associated with an object?

2b. What variables are needed to calculate the amount of kinetic energy or potential energy an object possesses?

3a. What evidence is needed to categorize types of energy or to know when one type of energy has been transformed into another?

3b. What makes an energy form renewable or nonrenewable?

4a. What makes some forms of energy difficult to measure?

4b. What measurements must be obtained in order to calculate an object's potential and kinetic energies?

4c. How are mechanical energy and its transformations evident in everyday activities?

Evidence Outcomes:

1. Identify different energy forms and calculate their amounts by measuring defining characteristics.

2. Use appropriate measurements, equations, and graphs to gather, analyze, and interpret data on the quantity of energy in a system or an object.

3. Use direct and indirect evidence to develop predictions of the types of energy associated with objects.

4. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy.

Academic Vocabulary:

chemical energy direct evidence electrical energy heat energy indirect evidence joule kinetic energy mechanical energy

Assessment:

1a. Assess the content and completeness of the foldable.

1b. Evaluate the energy consumption change per student.

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Science High School Science Standard 1.5

non-renewable energy nuclear energy potential energy radiation energy renewable energy specific heat thermal energy variable

1, 2, & 3. Evaluate the formal lab report including the data table, conclusion questions, and formal conclusion.

1, 2, & 4. Assess the final laboratory report for each group. Rubrics for individual and group work are included in the lesson plans.

3. & 4. Use the lab questions and report for assessment. Assess the rocket itself for accuracy in following directions using a rubric.

4. Use the lab report and calculations for assessment.

3a. & 4a. Rubric for the Rocket

Suggested Activities/Strategies:

1a. Examine the link, create a foldable to summarize, using examples for each type of energy described.

1b. Students answer questions on how much carbon and energy is required for their lifestyle. Upon completion, have them go back and alter five answers in order to consume less energy.

1, 2, & 3. Use the Radiant Energy to Heat Lab to identify the conversion from solar energy to radiant energy and to measure each form. Analyze and interpret data on a chart to determine what factors affect how much solar energy is converted into radiant energy. Predict all types of energy conversions that occur in this lab.

1, 2, & 4. In the Energy Efficiency in the Home Activity, students identify and calculate the various types of energy used daily in their homes.

Resources/Technology: NEED-Energy Analysis

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Science High School Science Standard 1.5

3. & 4. In the Stomp Rocket Lab, students identify different energy conversions that occur in the rockets they design. Students observe the changes in potential and kinetic energies throughout a rocket's flight.

4. Use the Mechanical Energy Lab to measure kinetic and potential energy as rolling balls down a slope.

1a. Forms of Energy 1a. Different Forms of Energy Foldable Ideas 1b. Interactive Carbon Footprint 1, 2, & 3. Converting Radiant Energy to Heat 3. & 4. Stomp Rocket Lab 1, 2, 3, & 4. Energy Efficiency in the Home 4. Mechanical Energy Lab

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Science High School Science Standard 1.6

9-12.Physical Science.1.6 When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases.

Essential Questions - 21st Century Skills and Readiness Competencies:

1. How does the Law of Conservation of Energy help us to solve quantitative and qualitative problems involving complex systems?

2a. How is energy conserved in a daily process such as driving a car or in riding a roller coaster?

2b. Why does a swinging pendulum never return to its highest position?

3a. Why is 100 percent efficiency impossible in an energy transformation?

3b. Which type of energy production method is the most efficient and why?

4. Scientists or engineers often say energy is “lost.” What might be a more accurate word than “lost" and why?

5. What factors are needed to determine the energy of mechanical versus electromagnetic waves?

Evidence Outcomes:

1. Describe energy transformations both quantitatively and qualitatively.

2. Use direct and indirect evidence to develop and support claims about the conservation of energy in a variety of systems, including transformations to heat.

3. Evaluate the energy conversion efficiency of a variety of energy transformations.

4. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate energy conservation and loss.

5. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy.

Academic Vocabulary:

amplitude compression diffraction efficiency electromagnetic wave frequency interference Law of Conservation of Energy longitudinal wave mechanical wave

Assessment:

1. Evaluate the Virtual Energy Conversions lab report with a specific emphasis on the conclusion.

1, 2, & 3. Use the KE-PE Transformation PowerPoint clicker questions to assess.

4. The Energy Efficiency lab worksheet will serve as assessment. Also, after students view the website and video for the Lab Home, have

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Science High School Science Standard 1.6

power rarefaction reflection refraction speed of light transverse wave wavelength work

them write a short essay to compare and contrast five features of the Lab home to their own home.

5a. Use the Electromagnetic and Mechanical Waves PowerPoint clicker questions to assess all or portions of the Wave Unit.

5b. Check the Radio & EM simulation lab for accuracy.

5c. Check Sound Lab for accuracy.

Suggested Activities/Strategies:

1. Use the Virtual Energy Conversions lab in which students watch the animation and then have them write a lab report showing the different types of energy conversions.

1, 2, & 3. Use the Kinetic Energy (KE)/Potential Energy (PE) Transformation Skate Park interactive simulation, lesson plans, PowerPoint with assessment questions, and student directions.

4. Use the Energy Efficiency Lab Activity comparing the heat output and efficiency of four types of light bulbs. This activity can be adapted to a variety of learning levels.

5a. The Electromagnetic and Mechanical Wave Properties Activities link includes online interactive simulations, lessons, labs, and worksheets for mechanical and electromagnetic waves, properties, energy, and interference.

5b. Have students work through and record data in the Radio Waves and Electromagnetic simulation to understand how frequency affects the amount of energy.

Resources/Technology: Energy Efficiency Support Materials Instructional Framework for Energy YouTube on Green Energy

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Science High School Science Standard 1.6

5c. Students work through the Sound Simulation to develop an understanding of how sound is a type of mechanical wave and how frequency effects pitch. Students should record their lab data.

1. Virtual Energy Conversions 1, 2, & 3. Kinetic Energy/Potential Energy Transformation 4. Energy Efficiency Lab Worksheet 4. Energy Efficiency (Teacher Instructions) 4. Energy Efficiency Lab (Student Instructions) 4. Energy Efficiency Website 5a. Electromagnetic and Mechanical Wave Properties Activities 5b. Phet Colorado Simulation on Radio and Electromagnetic Waves 5c. Phet Colorado Sound Simulation (Mechanical Waves)

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