NORTH ALLEGHENY SCHOOL DISTRICT
SCIENCE CURRICULUM
June 2000
COURSE TITLE: Physical Science
COURSE NUMBER: 4409
GRADES: 9 and 10
COURSE TERMINAL COMPETENCIES:
*Optional Units or Objectives
1. Students will use the English and Metric system of measurement correctly.
2. Students will analyze data in the form of charts, tables, and graphs.
3. Students will develop increased awareness of the importance of measurement in their lives.
4. Students will interchange units within the Metric and English systems.
5. Students will develop skill in defining problems in science.
6. Students will make accurate observations.
7. Students will make logical inferences based on data analysis.
8. Students will use available data to accept or reject hypotheses.
9. Students will develop skill in estimating.
10. Students will understand the importance of research by scientists in today's technological world.
11. Students will be able to apply analytical thinking related to problem solving.
12. Students will identify basic characteristics of matter and energy.
13. Students will describe specific examples of how matter and energy can undergo transformations of state and form.
*14. Students will identify sources and consequences of pollution in our environment.
*15. Students will project problem areas where solutions could depend upon future technological advancements.
Unit 1: REVIEW OF PHYSICAL SCIENCE: DIVERSITY OF MATTER
A. INSTRUCTIONAL OBJECTIVES
1. Students will list and explain rules of laboratory safety.
2. Students will list rules for making good observations. (ST 3.2.10 A)
*3. Students will be able to use the scientific method in presenting a Science Fair Project and oral report. (ST 3.2.10 C, D)
a. Core in preparing a written laboratory report.
4. Students will be able to use laboratory equipment for measuring.
5. Students will be able to explain the value of the use of standard units of measure.
6. Students will be able to define hypothesis, model, theory, fact, and scientific law. (ST 3.2.10 A)
7. Students will be able to test explanations. (ST 3.2.10 C – ST 3.2.10 B)
8. Students will be able to use correct metric units of length, mass, area, volume, and density.
9. Students will be able to use the dimensional analysis method of conversion of units in the English and Metric systems. (ST 3.1.10 D)
10. Students will be able to compare and differentiate between mixtures, pure substances, and alloys. (ST 3.4.10 A)
11. Students will be able to define and give examples of elements, compounds, and mixtures. (ST 3.4.10 A)
12. Students will be able to define matter in terms of its general properties.
13. Students will be able to define the phases of matter and describe what happens when phase changes occur. (ST 3.4.10 A)
B. CONTENT
1. Scientific Knowledge
2. Scientific Method
3. Physical Science Investigations
4. Scientific Instruments
5. Matter and Energy
6. Mass, Volume, and Density
7. Physical and chemical properties
8. Phases of matter and their changes
9. Elements, compounds, mixtures, and solutions
C. SUGGESTED ACTIVITIES
1. Controlling Factors (laboratory)
a. Place water under different conditions of heat, surface area, and moving air
b. Measure rate of evaporation
2. Observing Properties (field)
a. Collect at least six different kinds of objects
b. List the general and specific properties of each
3. Using Scientific Instruments (hands-on)
a. Calculate the masses of different objects using a balance and spring scale
b. Calculate the area and volume of different objects using metric rulers
c. Calculate the volume of liquids using a graduated cylinder
4. Calculating Density (hands-on)
a. Measure the volume and determine the mass of objects
b. Calculate the density of each object
5. Charles Law (field)
a. Partially fill a toy balloon
b. Subject balloon to various temperatures (not to exceed 150 degrees F) and measure its diameter
6. Melting Ice and Boiling Water (lab)
a. Monitor and record the temperature of an ice-water mix
b. Monitor and record the temperature of boiling water
7. Observing a Phase Change
a. Heat a pan of water until it boils
b. Lower a beaker, open-end down, over the boiling water
c. Observe, describe, and explain the changes
D. TIME
Weeks (5 periods per week, 40 minutes per class)
Unit 2: COMPOSITION OF MATTER
A. INSTRUCTIONAL OBJECTIVES
1. Students will be able to identify subatomic particles. (ST 3.4.10 A)
2. Students will be able to diagram atoms.
3. Students will be able to give similarities and differences between physical, chemical, and nuclear changes.
4. Students will be able to interpret and use the periodic table of elements.
(ST 3.4.10 A – ST 3.1.10 C)
5. Students will describe chemical families using the periodic table. (ST 3,4.10 A – ST 3.1.10 C)
6. Students will list different properties of each chemical family. (ST 3.4,10 A – 3.1.10 C)
7. Students will give examples of physical, chemical, and nuclear changes.
*8. Students will explain controlled and uncontrolled nuclear fission and nuclear fusion chain reactions.
9. Students will explain the importance of selected elements within each chemical family.
*10. Students will explain critical mass.
B. CONTENT
1. Changing models of atomic structure
2. Subatomic particles
3. Atomic number and atomic mass
4. Nuclear changes
5. Electron placement
6. The molecule: a combination of atoms
7. Ionic and covalent bonding
8. Periodic table of elements
9. Metals and nonmetals
10. Chemical families
C. SUGGESTED ACTIVITIES
1. Decay chain of uranium - 23B (paper lab)
a. Data from figure 4-14, p.98 textbook
b. Prepare a graph based on the data
2. Salt Crystals (lab)
a. Sprinkle sodium chloride crystals on a dark surface
b. Examine the crystals under a hand lens and make sketches
c. Relate the structure of the crystals to the composition of a sodium chloride molecule
3. Ionic Crystals (lab)
a. Dissolve enough aluminum sulfate into 200 ml. of warm distilled water to produce a saturated solution; pour into a flask
b. Weigh and record the mass of a well-formed aluminum crystal
c. Place the crystal in the flask, cover, and store under conditions of uniform temperature.
d. Observe the growing crystal daily, occasionally wiping with a clean, soft cloth
e. Weigh and record the mass of the crystal after 1, 2, and 3 weeks and describe changes in the crystal
4. The Frasch Process (library investigation)
a. Use reference books to determine how the Frasch process is used to remove sulfur from the ground
b. State the properties of sulfur that make the Frasch process possible
5. Metals and Nonmetals (field investigation)
a. Locate as many pure elements in the home as possible
b. Classify those pure elements as metals or nonmetals
c. Explain the difference between the number of metals and the number of non-metals located
6. Flame Tests (teacher demonstration)
a. The instructor will hold a nicrome wire tester in a burner flame and then, while hot, dip the wire into crystals of sodium chloride
b. The instructor will heat the crystals in the edge of the flame and students will record the color of the flame
c. Steps "a" and "b" will be repeated for lithium chloride, calcium chloride, potassium chloride, copper chloride, strontium chloride, and barium chloride
D. TIME
6 Weeks (5 periods per week, 40 minutes per class)
Unit 3: CHEMISTRY OF MATTER
A. INSTRUCTIONAL OBJECTIVES
1. Students will distinguish between metals and nonmetals, ionic and nonionic compounds, acids, bases, and salts. (ST 3.4.10 A)
2. Students will balance four types of chemical equations. (ST 3.4.10 A)
3. Students will identify reactants and products in a chemical reaction. (ST 3.4.10 A)
4. Students will write the chemical formula for simple compounds. (ST 3.4.10 A)
5. Students will distinguish between exothermic and endothermic reactions.
(ST 3.4.10 A)
*6. Students will distinguish between alkanes, alkenes, and alkynes. (ST 3.4.10 A)
7. Students will differentiate between bonding by transfer and sharing. (ST 3.4.10 A)
*8. Students will identify the steps in petroleum refining as physical or chemical
B. CONTENT
1. Chemical properties and the valence electrons
2. Symbols, formulas, and chemical equations
3. Synthesis, decomposition, and replacement reactions
4. Energy conservation, exothermic reactions, and endothermic reactions
5. Reaction rates, catalysts
6. Properties and ions of acids, bases, and salts
7. Concentration and strength of acids and bases
8. Litmus, phenolphthalein, and other pH indicators
9. Bonding of carbon
10. Types of carbon compounds
11. Carbohydrates and proteins
12. Digestion and metabolism
C. SUGGESTED ACTIVITIES
1. Balance chemical equations on worksheets provided by instructor
2. Precipitation reaction (lab)
a. Observe and record the appearance of barium chloride solution and dilute sulfuric acid
b. Pour the acid in the barium chloride; observe and record any changes
3. Percentage composition (lab)
a. Heat potassium or sodium chlorate to liberate the oxygen
b. Calculate the percentage composition by dividing the final weight of the compound by its original weight
4. Exothermic and Endothermic reactions (lab)
a. Record the temperature of a test tube containing nitric acid and sodium hydroxide
b. Combine the liquids; observe and record any change in temperature
c. Write a balanced equation for the reaction
d. Repeat the exercise using water and 2 alka-seltzer tablets
5. Testing for Acids and Bases (lab)
a. Students bring in common household substances (i.e. orange juice, ammonia, shampoo)
b. Stations are set up with a different substance at each station
c. Students proceed from station to station testing each substance with red and blue litmus paper to determine if the substance is an acid or a base
6. Food Additives (field investigation)
a. Collect labels or wrappers of at least 3 food products
b. List the additives or substances that have been added to these foods
c. Try to determine the purpose of each additive or substance and whether it is organic
7. Digestion (field investigation)
a. Dissolve an unsalted cracker in you mouth; whew without swallowing
b. After one minute observe and record any change in taste
c. Try to explain the change in taste, if any
D. TIME
6 Weeks, (5 periods per week, 40 minutes per class)
Unit 4: MECHANICAL ENERGY AND MOTION
A. INSTRUCTIONAL OBJECTIVES
1. Students will explain the principle of buoyancy.
2. Students will calculate work in newton meters and foot-pounds.
3. Students will calculate power in watts and horsepower.
4. Students will be able to identify and give examples of six types of simple machines. (ST 3.4.10 C – ST 3.1.10 E)
5. Students will be able to explain the difference between first, second, and third class levers, and how they are used. (ST 3.4.10 C – ST 3.1.10 E)
6. Students will solve efficiency and mechanical advantage problems for levers, the wheel and axle, pulleys, and the inclined plane. (ST 3.4.10 C – ST 3.1.10 E)
*7. Students will explain torque and calculate torque in Newton meters.
8. Students will describe energy conversions in internal and external combustion engines.
9. Students will compare linear functions by graphing.
10. Students will state and apply Newton's law of motion. (ST 3.4.10 B, C)
11. Students will relate acceleration to speed and time.
12. Students will relate speed to distance and time.
13. Students will differentiate between speed and velocity.
14. Students will differentiate between potential and kinetic energy.
15. Students will list different forms of energy
*16. Students will give examples of spontaneous and nonspontaneous conversions.
B. CONTENT
1. Force, combinations of forces and measurement of force
2. Work, and measurement of work
3. Machine and mechanical advantage
4. Machines and efficiency
5. Levers and torque
6. Power and measuring power
7. Motion, speed, velocity, and acceleration
8. Newton’s Laws of motion
9. Energy and its forces
10. Mechanical energy: kinetic and potential
11. Conversion and conservation of energy
12. Engines
C. SUGGESTED ACTIVITIES
1. Measuring Work (hands-on investigation_
a. Weight yourself in pounds and Newton’s
b. Measure the height of a stairway in feet and meters
c. Calculate the amount of work you must do, in foot-pounds, and in Newton-meters (joules), to ascent the stairs
2. Measuring power (hands-on investigation)
a. Time yourself as you run up the same flight of steps measured in activity #1
b. Calculate the amount of power, in horsepower, watts, and kilowatts that you used to run up the steps
3. The mechanical advantage of a Jack (hands-on investigation)
a. Measure the distance a car would rise in one stroke of its jack; measure the distance the jack handle moves
b. Divide the distance the jack handle moves by the distance the car moves to calculate mechanical advantage
4. The mechanical advantage of a pulley (lab investigation)
a. Weigh a given mass with a spring scale
b. Attach a line to the mass and run it over a pulley that is attached to a ring stand; measure the force needed to pull down on the string
c. Measure the distance the weight moves, and the distance moved by the hand pulling down on the string
d. Repeat steps "b" and "c" with one end of the string attached to the ring stand, the pulley with the attached mass hanging from the middle of the string, and the free end of the string attached to the spring scale
5. The torque of a lever with two equal forces
a. Hang a meter stick (balanced) from a ring stand
b. Hang sets of five washers by loops on thread, one on each side of the center of gravity of the meter stick, adjusting the washers until the meter stick is in equilibrium
c. Weight each set of washers with a spring scale (In Newton’s)
d. Record the distance from the fulcrum to the washers (in meters)
e. Multiply the answers to "c" and "d" to get the clockwise and counter clockwise torque
6. The torque of a lever with two unequal forces
a. The procedure is the same as activity #5 except 5 washers are used on one side of the fulcrum and two are used on the other side
b. The washers are moved until the lever is in equilibrium
c. The mass of the washers is multiplied by the distance from the fulcrum to get the clockwise and counter clockwise torque
7. Speed, distance, and time
a. While one student holds the case of a steel measuring type, another student holds the free end of the tape and a third student holds a stopwatch
b. Then the timer says, "go"; the student holding the free end of the tape walks briskly and steadily until the timer says, "stop"
c. The distance traveled is divided by the elapsed time to calculate the speed
8. Measuring rate at acceleration (demonstration with student write up)
a. Elevate one end of an air track and place a carriage at the upper end
b. Turn the air track for one second and measure the distance the carriage moves
c. Repeat procedures "a" and "b" for 2 and 3 second intervals
d. Calculate the differences in distance covered by the carriage and calculate the rate of acceleration
9. Rate of falling (hands-on investigation)
a. Simultaneously drop a marble and a lead weight, and compare the speed with which they fall
b. Simultaneously drop two pieces of paper, one folded twice and one folded four times (they should fall flat). Compare the speed with which they fall
c. Write a statement on how Aristotle and Galileo arrived at their conflicting opinion as to factors that affect the rate of falling
10. The pendulum (laboratory activity)
a. Measure the period of pendula that vary in mass, length of swing, path of swing, type of string and length of string
b. State a law that governs the period of a pendulum
D. TIME
Approximately 6 Weeks, (5 periods per week, 40 minutes per class)
Unit 5: ELECTRICAL ENERGY AND MAGNETISM
A. INSTRUCTIONAL OBJECTIVES
1. Students will relate electricity to atomic structure.
*2. Students will relate electricity to lightning.
3. Students will explain induction and electromagnetism.
4. Students will define current, voltage, and resistance.
5. Students will describe how energy conversions take place.
*6. Students will compare AC/DC current.
6. Students will solve voltage, amperage, resistance, and power problems.
(ST 3.4.10 B)
8. Students will define and contrast series and parallel circuits.
*9. Students will relate magnetism to electricity. (ST 3.4.10 C)
10. Students will draw lines of magnetic force.
11. Students will define and describe magnetic properties.
*12. Students will define and describe the step-up transformer, step-down transformer, generator, and electromagnet work.
*13. Students will describe and give uses of batteries, full cells, solar cells, and thermocouples. (ST 3.4.10 B)
*14. Students will describe and give uses of electrolysis and electroplating.
*15. Students will figure out an electric bill and read an electric meter.
*16. Students will explain the role of fuses and circuit breakers.
17. Students will compare safe and unsafe uses of electricity.
B. CONTENT
1. Electrical charges, conduction, induction, and lighting
2. Voltage
3. Electrical circuits and currents
4. Sources of DC electricity; cells, solar cells, ad the thermocouple
5. Electronics; vacuum tubes and transistors
6. Magnetic substances and forces
7. Magnetic fields
8. Electromagnetism
9. Induction
C. SUGGESTED ACTIVITIES
1. Static electricity (demonstration and hand-on investigation)
a. Vigorously rub a fluorescent light tube with a plastic sandwich bag in a darkened room Observe the tube
b. Rub a plastic rod with a flannel cloth and hold near small pieces of paper, pith balls, and electroscope, and a fine stream of water. Observe and record the results. Interpret the results
2. A giant electroscope (field investigation)
a. Tear two long strips from a newspaper and hold them together at one end with one hand
b. Using the thumb and forefinger of your free hand, lightly stroke downward on the strips for a minute or two. Explain the results
3. Electrical circuits (lab investigation)
a. Using wire, a knife switch, a lamp unit, and a dry cell, make an electric circuit. Draw a diagram of the circuit
b. Connect multiple cells and lamp units in series and in parallel
4. Electricity in the home (field investigation)
a. One at a time, have a parent turn off each circuit breaker (or unscrew each fuse) while you observe which parts of your house lose power. Make a chart of this information
b. After the teacher has graded your chart, post it on your service panel
5. Effect of a magnet on a television set
a. Hold a magnet near the picture screen of a black-and-white (NOT COLOR) TV set that is turned on. Observe and record the results
b. Explain the results in terms of how a picture tube works
6. Constructing an electromagnet (lab investigation)
a. Wind at least 25 turns of fine insulated wire around a large nail
b. Connect the ends of a wire to a dry cell and hold the nail near paper clips or staples
D. TIME
Approximately 4 Weeks, (5 periods per week, 40 minutes per class)
Unit 6: HEAT ENERGY AND WAVES
A. INSTRUCTIONAL OBJECTIVES
1. Students will solve problems in calories and BTU's. (ST 3.1.10 D)
2. Students will convert between Fahrenheit, Celsius, and Kelvin temperatures.
(ST 3.1.10 D)
3. Students will differentiate between heat and temperature, thermometer and calorimeter, degree, BTU, calorie and Kilocalorie.
4. Students will explain heat energy in terms of the internal energy of matter.
5. Students will compare transverse, longitudinal, and standing waves.
6. Students will relate speed, frequency, and wavelength and relate them to the pitch of sound and the color of light. (ST 3.4.10 C)
*7. Students will relate the speed of sound to the density of the medium.
(ST 3.4.10 C)
8. Students will relate amplitude to the loudness of sound and the brightness of light. (ST 3.4.10 C)
*9. Students will determine the pitch of a stringed instrument, and explain how wind, stringed, and percussion instruments make sounds.
*10. Students will define primary, secondary, and complementary colors, explain how they mix, and explain how this process differs form the mixing of pigment.
*11. Students will define transparent, opaque, luminous, and nonluminous.
*12. Students will compare parts of the eye to parts of a camera.
13. Students will relate angle of incidence to angle of reflection and angle of refraction. (ST 3.4.10 C)
14. Students will explain the causes of, and corrections for, common eye defects. (ST 3.4.10 C)
15. Students will compare and contrast plane, convex, and concave mirrors and lenses, and real and virtual images. (ST 3.4 10 C)
B. CONTENT
1. Heat and the motion of molecules
2. Temperature: What it is, how it is measured
3. The Kinetic Theory: temperature, heat, and changes in phase
4. Heating and refrigeration systems
5. Sound Waves: their creation, nature, and speed
6. Pitch and loudness; frequency and amplitude
7. Music, resonance, and interference; acoustics
8. Light and the transverse wave; the speed of light
9. Color and frequency; intensity and brightness
10. Reflection and mirrors
11. Refraction and lenses; the eye
12. The electromagnetic spectrum
C. SUGGESTED ACTIVITIES
1. Calibration of thermometer (laboratory investigation)
a. Place an unmarked thermometer in boiling water and use a grease pencil to mark the highest point reached by the liquid in the thermometer
b. Place the thermometer in a beaker of ice and water and mark the lowest point reached by the liquid in the thermometer
c. Use a ruler to divide the distance between the two marks into ten equal spaces
2. Find the specific heat of iron (laboratory investigation)
a. Find the mass and temperature of six iron washers and place them in a calorimeter
b. Add enough water at 40 degree to 45 degree c to cover the washers
c. Find the temperature of the washers to calculate the temperature change
d. Find the temperature change of the water, deducting the final temperature from the beginning temperature
e. Using the formulas for heat gained and heat lost, mathematically calculate the specific heat of iron using your collected data
3. Collecting solar energy (hands-on investigation)
a. Fill two cans, one black, one white, with equal quantities of water at equal temperatures. Place the two cans at equal distances from a 100-watt light bulb
b. Turn on the light and alternately record the temperature of the water in each can. Explain any difference in rate of temperature change
4. Sources of sound (field investigation)
a. Sit down by yourself for five minutes. Record each and every sound you can hear during this 5-minute period
b. Note which sounds you would normally ignore or not hear
5. Comparing tuning forks
a. Note the frequencies stamped on various sounds. Strike the tuning forks with a soft object and listen
b. Form a statement as to how pitch and frequency are related
c. Have a partner strike his/her turning fork at the same time you strike yours. Listen to both simultaneously. Is the combination of pitches pleasing or harsh?
d. Repeat step "c" with other combination of frequencies
6. Sound and a medium (demonstration
a. Listen for the sound of a bell inside a bell jar
b. Now pump all the air from the bell jar until a partial vacuum forms
c. Again listen for the sound of a bell. Record what you hear and make an inference based on your observation
7. The efficiency of an electric light bulb (field investigation)
a. Locate the carbons containing new light bulbs at home; determine the amount of light produced by the bulb (in lumens) and the wattage of the bulb
b. Divide the number of lumens by the number of watts; the higher the quotient, the more efficient the bulb
8. Using a plane mirror (hand-on investigation)
a. While standing two meters away from a full length mirror (The glass cabinet doors in Rooms 18 an 19 will do), have a classmate place pieces of masking tape where you see the reflection at the top of your head and the bottom of your feet. Compare this distance with your actual height.
b. Repeat step "a", standing at a greater distance from the mirror. Note and explain any changes
9. Using lenses (hands-on investigation)
a. Hold a convex lens very close to an object (and at arms length from yourself) and observe the object until the object can be clearly seen through the lens. Is the image larger or smaller? Right side up or upside-down?
b. Move the lens away from the object. The image will blue, and then re-form. how does the image appear now? Explain
D. TIME
Approximately 6 Weeks, (5 periods per week, 40 minutes per class)
E. RESOURCES
1. Basic Text: Exploring Physical Science, Prentice-Hall, 1999
2. Supplemental Text: Physical Science Investigation " "G
D. TIME
Approximately 6 Weeks, (5 periods per week, 40 minutes per class)
Unit 7: PHYSICAL SCIENCE: PRESENT AND FUTURE (Optional)
A. INSTRUCTIONAL OBJECTIVES
*1. Students will describe the operation and characteristics of radio, television, lasers, and computers.
*2. Students will give examples of the role of chemistry in the food, textile, construction, and health industries.
*3. Students will explain the advantages and disadvantages of the development and use of various energy resources.
*4. Students will distinguish between the future theoretical and practical concerns of physical science.
*5. Students will predict the areas of science and technology in which major changes are likely.
B. CONTENT
1. Electronic resources: radio, TV, lasers, computers.
2. Industrial resources: chemistry and food, fibers, construction, and health
3. Energy resources: Fossil fuels, hydroelectric, nuclear, and solar energy
4. The environment: Impact of resources on air, land, and water
5. New ideas in energy development
6. New ideas in industry and electronics
7. New ideas in physical science
C. SUGGESTED ACTIVITIES
1. Growing plants in sand (hands-on investigation)
a. Place 2 or 3 coleus seeds in each of several milk cartons full of sand. Maintain uniform conditions of light, heat, and water.
b. Use various amounts of chemical fertilizer in each carton; observe and explain any difference in rate of growth
2. Car pooling (field investigation)
a. From a safe vantage point near a secondary road or residential street, observe passing traffic during evening rush hour
b. Observe the number of cars containing only the driver and use this information to evaluate recent efforts toward the encouragement of car-pooling.
D. TIME
Approximately 2 Weeks, (5 periods per week, 40 minutes per period). (This unit could be expanded if additional time were available)