Physical Science

Cedar Grove School District Cedar Grove, NJ

2019 Grade 9 Physical Science

Revisions Approved by the Cedar Grove Board of Education October 2019

Superintendent of Schools Mr. Michael J. Fetherman

Board of Education Mrs. Christine Dye, President Mr. David Schoner, Vice-President Mrs. Nicole DiChiara Mrs. Michele Mega Mr. Leonard Splendoria

Physical Science Course Description

Within the New Jersey Student Learning Standards for Science there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design. When these concepts, such as “cause and effect”, are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

This course covers the physical sciences. One half of the year will be dedicated to the study of chemistry. The other half of the year will be the study of physics. The general topics of each discipline will be covered, but in a less in depth and slower pace than the individual chemistry and physics courses. The course is designed to promote the development of scientifically and technologically literate students through the assimilation of facts, concepts and the acquisition of process skills. The course maintains a traditional emphasis of physical science, while integrating earth science and space science. There is a lab component within the scheduled class time.

This curriculum was written in accordance with the

NEW JERSEY STUDENT LEARNING STANDARDS for SCIENCE

The standards can be viewed at http://www.state.nj.us/education/aps/cccs/science/

with additional curricular connections to the

NEW JERSEY STUDENT LEARNING STANDARDS for MATHEMATICS, LANGUAGE ARTS, and 21st CENTURY LIFE AND CAREERS

These standards can be viewed at https://www.nj.gov/education/cccs/

Physical Science Unit 1: Nature of Science Instructional Time: 3 Weeks In this unit, students will learn about the field of science. Students will apply the scientific method and learn to question, predict answers to their question, and test to prove or disprove their predictions. Students will need to take linear measurements and organize the collected data into graphs. The use of equations and algebraic manipulation of those equations will be required for problem solving. Students will learn how to convert units of measure using dimensional analysis. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Analyze data to support the claim that Newton’s second law of motion describes the mathematical HS-PS2-1 relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of HS-PS2-2 objects is conserved when there is no net force on the system. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force HS-PS2-3 on a macroscopic object during a collision. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic HS-PS2-5 field and that a changing magnetic field can produce an electric current. Communicate scientific and technical information about why the molecular-level structure is HS-PS2-6 important in the functioning of designed materials. 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP10. Plan education and career paths aligned to personal goals.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • Why study Sherlock Holmes in physical science? from planets and stars to birds and billiard balls. • Why do scientists study space? • Mathematics is a tool used to model objects, events, • What is the difference between a scientific theory and and relationships in the natural and designed world. a law? • Understanding the development of scientific ideas is • What is physical science? essential for building scientific knowledge. • What steps do scientists use to solve problems? • Scientific inquiry involves asking scientifically-oriented • What are the three types of graphs and how are they questions, collecting evidence, forming explanations, used? connecting explanations to scientific knowledge and • How can you analyze data using various types of theory, and communicating and justifying graphs? explanations. • What is the difference between a direct and indirect relationship and what are their characteristic shapes on a graph? Concepts Formative Assessment • Science is a method for studying the natural world Students who understand the concepts are able to: • Nature follows a set of rules • Analyze data • Science falls into three different categories: life • Construct/interpret graphs and best fit line science, earth science, and physical science. • Employing the scientific method

• Science changes • Make measurements • The scientific method is a pattern of investigational • Use dimensional analysis to convert metric units procedures • Manipulate basic algebraic equations • A hypothesis is a possible explanation for a problem • Construct models • An experiment tests the effect of one thing on another • Solve for density using D = m/v using a control • A variable is a quantity that can have more than a single value • A factor that does not change during an experiment is called a constant • A model represents an idea, event, or object to help people better understand • A scientific theory is an explanation of things or events based on knowledge gained from many observations and investigations • A scientific law is a statement about what happens in nature that seems to be true all the time • Density is a characteristic feature of matte Suggested Learning Activities  Sherlock Holmes video  Lab: Volume Measurements  Lab: Linear Measurement  Lab: Density of Metals Performance Expectations Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Patterns  Planning and carrying out  Different patterns may be observed investigations to answer questions or at each of the scales at which a test solutions to problems in 9–12 system is studied and can provide builds on K–8 experiences and evidence for causality in progresses to include investigations explanations of phenomena. (HS- that provide evidence for and test PS2-4) conceptual, mathematical, physical Cause and Effect and empirical models.  Empirical evidence is required to  Plan and conduct an investigation differentiate between cause and individually and collaboratively to correlation and make claims about produce data to serve as the basis for specific causes and effects. (HS-PS2- evidence, and in the design: decide 1),(HS-PS2-5) on types, how much, and accuracy of  Systems can be designed to cause a data needed to produce reliable desired effect. (HS-PS2-3) measurements and consider Systems and System Models limitations on the precision of the  When investigating or describing a data (e.g., number of trials, cost, risk, system, the boundaries and initial time), and refine the design conditions of the system need to be accordingly. (HS-PS2-5) defined. (HS-PS2-2) Analyzing and Interpreting Data  Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.  Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in 3

order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS- PS2-6) Cross-Curricular Connections English/Language Arts Mathematics  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- 4

presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to  Model with mathematics. (HS-ETS1-1),(HS-ETS1- address a question or solve a problem. (HS-PS2-1) 2),(HS-ETS1-3),(HS-ETS1-4) MP.4 RST.11-12.7  Use units as a way to understand problems and to  Synthesize information from a range of sources (e.g., guide the solution of multi-step problems; choose and texts, experiments, simulations) into a coherent interpret units consistently in formulas; choose and understanding of a process, phenomenon, or concept, interpret the scale and the origin in graphs and data resolving conflicting information when possible. (HS- displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1 ETS1-3) RST.11-12.9  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1- 4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 2: Motion Instructional Time: 3 weeks This unit will introduce the students to motion. Students will explore mathematical models of velocity and acceleration. Students will apply the concepts of motion to examine projectiles and circular motion. Likewise, students will learn how to present measurements of motion. Position and time will be recorded and organized into data tables and graphs. This data will be used to calculate speed and acceleration. The concept of momentum will be introduced and students will be asked to consider the momentum of a speeding cyclist versus a slow moving automobile. The concepts of circular motion will be applied to analysis of rotating amusement rides. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Analyze data to support the claim that Newton’s second law of motion describes the mathematical HS-PS2-1 relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of HS-PS2-2 objects is conserved when there is no net force on the system. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force HS-PS2-3 on a macroscopic object during a collision. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic HS-PS2-5 field and that a changing magnetic field can produce an electric current. New Jersey Student Learning Standards for Mathematics HSN-VM.A.3. Solve problems involving velocity and other quantities that can be represented by vectors. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems HSG-GPE.B.5. (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • How is an objects speed calculated? from planets and stars to birds and billiard balls. • What information does a distance-time graph • Mathematics is a tool used to model objects, events, provide? and relationships in the natural and designed world. • How are distance and displacement different? • Understanding the development of scientific ideas is • What is the difference between speed and velocity? essential for building scientific knowledge. • How is the motion of two objects relative to each • Scientific inquiry involves asking scientifically-oriented other described? questions, collecting evidence, forming explanations, • How can an objects momentum be calculated? connecting explanations to scientific knowledge and • How are acceleration, velocity and time related? theory, and communicating and justifying explanations. • What are three ways an object can accelerate? • What are the similarities and differences between straight line motion, circular motion, and projectile motion? Concepts Formative Assessment • Motion occurs when an object changes its position Students who understand the concepts are able to:

relative to a reference point. • Calculate speed • Displacement is the distance and direction of a change • Calculate acceleration in position from a starting point. • Construct and interpret speed graphs • Speed is the rate at which an objects position changes. • Construct and interpret acceleration graphs • The slope on a distance vs time graph is the velocity • Calculate momentum • Velocity of an object includes the object’s speed and its • Determine the slop of a graph direction of motion relative to a reference point • The momentum of an object is the product of its mass and velocity • Acceleration is the rate of change of velocity • The speed of an object increases if the acceleration is in the same direction as the velocity • Acceleration towards the center of a circular path is called centripetal acceleration Suggested Learning Activities  Speed  Graph velocity  Velocity  Graph acceleration  Acceleration  Projectile motion  Momentum  Circular motion  Graph motion Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS2.A: Forces and Motion Patterns Investigations  Momentum is defined for a  Different patterns may be  Planning and carrying out particular frame of reference; it is observed at each of the scales at investigations to answer questions the mass times the velocity of the which a system is studied and or test solutions to problems in 9–12 object. (HS-PS2-2) can provide evidence for builds on K–8 experiences and  If a system interacts with objects causality in explanations of progresses to include investigations outside itself, the total phenomena. (HS-PS2-4) that provide evidence for and test momentum of the system can Cause and Effect conceptual, mathematical, physical change; however, any such  Empirical evidence is required to and empirical models. change is balanced by changes in differentiate between cause and  Plan and conduct an investigation the momentum of objects correlation and make claims individually and collaboratively to outside the system. (HS-PS2- about specific causes and produce data to serve as the basis 2),(HS-PS2-3) effects. (HS-PS2-1),(HS-PS2-5) for evidence, and in the design:  Systems can be designed to

decide on types, how much, and cause a desired effect. (HS-PS2-3)

accuracy of data needed to produce Systems and System Models

reliable measurements and consider  When investigating or describing

limitations on the precision of the a system, the boundaries and

data (e.g., number of trials, cost, initial conditions of the system risk, time), and refine the design need to be defined. (HS-PS2-2) accordingly. (HS-PS2-5) Analyzing and Interpreting Data  Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.  Analyze data using tools, technologies, and/or models (e.g.,

computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS- PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

Cross-Curricular Connections English/Language Arts Mathematics  Integrate multiple sources of information presented in  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- diverse media or formats (e.g., visually, quantitatively, ETS1-3),(HS-ETS1-4) MP.2 qualitatively, orally) in order to address a question or  Model with mathematics. (HS-ETS1-1),(HS-ETS1- solve a problem. (HS-PS2-1) SL.9-10.2 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Make strategic use of digital media (e.g., textual,  Use units as a way to understand problems and to graphical, audio, visual, and interactive elements) in guide the solution of multi-step problems; choose and presentations to enhance understanding of findings, interpret units consistently in formulas; choose and reasoning, and evidence and to add interest. (HS-PS1-4) interpret the scale and the origin in graphs and data SL.9-10.5. displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS- ETS1-3) RST.11-12.9 Differentiation and Accommodations Strategies Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 3: Forces and Newton’s Laws Instructional Time: 4 Weeks In this unit, students will examine Newton’s laws of motion. Students will learn how objects interact through forces and the effects of these forces on the motion of objects. Students will learn how a force is required for circular motion and that an object is accelerating during circular motion. Momentum and how it is conserved in collision will also be explored.

The perception of falling due to the starting and stopping of a subway train will be contrasted with the interpretation of what happens due to Newton’s Law of Inertia. The benefits of the use of lightweight components on racing cars, motorcycles, and bicycles will be explained via Newton’s second law. A person’s mass and weight on Earth versus the person’s mass and weight on moon to explain that weight is a force and mass is a universal property of matter. The concept of momentum will be built upon to show that the application of a force will result in an impulse. The students will then be asked to examine various automobile safety devices, such as airbags and seatbelts, and explain how they function using the concepts of momentum, impulse, and force. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Analyze data to support the claim that Newton’s second law of motion describes the mathematical HS-PS2-1 relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of HS-PS2-2 objects is conserved when there is no net force on the system. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force HS-PS2-3 on a macroscopic object during a collision Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects. New Jersey Student Learning Standards for Mathematics HSN-VM.A.3. Solve problems involving velocity and other quantities that can be represented by vectors. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems HSG-GPE.B.5. (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all • How is force and motion related bodies, from planets and stars to birds and billiard • How is the net force acting on an object determined? balls. • What variables determine the amount of sliding friction • Mathematics is a tool used to model objects, between two surfaces? events, and relationships in the natural and • What is the difference between mass and weight? designed world. • If you jump out of an airplane, will you continue to • Understanding the development of scientific ideas accelerate until the parachute opens? is essential for building scientific knowledge. • What is inertia and how is it related to Newton’s first law • Scientific inquiry involves asking scientifically- of motion? oriented questions, collecting evidence, forming • How can an object’s acceleration be calculated using explanations, connecting explanations to scientific Newton’s second law? knowledge and theory, and communicating and • How does Newton’s first law explain what happens in a

justifying explanations. crash? Concepts Formative Assessment • A force is a push or a pull Students who understand the concepts are able to: • The net force is the sum of all the forces acting on • Use unbalanced forces to explain changes in motion an object • Solve for: • Unbalanced forces cause the motion of an object o Weight to change o Mass • Friction is a force that always opposes motion o Acceleration • Gravity is an attractive force between all objects o momentum with mass • The motion of an object will remain constant unless acted upon by an unbalanced force • Inertia is a resistance to a change in motion • Acceleration is proportional to the force acting on an object • For every force, there is an equal and opposite force • Force is an interaction • A centripetal force is required for circular motion • In a collision, momentum is conserved. Suggested Learning Activities 1. Force 2.2.3. Gravity 1.1. Interaction between 2 objects 2.2.4. Free fall 1.2. A push or a pull 2.2.5. Lab: acceleration due to gravity 1.3. Net force 2.2.6. Lab: Projectile motion 1.3.1. Friction 2.3. Third Law 1.3.2. Air resistance 2.3.1. Action - reaction 2. Newton’s Laws 3. Circular motion 2.1. First law 3.1. Centripetal force 2.1.1. Inertia 4. Momentum 2.1.2. Constant velocity 4.1. Conservation of momentum 2.2. Second Law 4.2. Lab: momentum 2.2.1. Acceleration 4.3. Video: Bill Nye - momentum 2.2.2. Weight Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS2.A: Forces and Motion Patterns Investigations • Newton’s second law accurately  Different patterns may be  Planning and carrying out predicts changes in the motion observed at each of the scales at investigations to answer questions of macroscopic objects. (HS-PS2-1) which a system is studied and can or test solutions to problems in 9–12 • Momentum is defined for a provide evidence for causality in builds on K–8 experiences and particular frame of reference; it explanations of phenomena. (HS- progresses to include investigations is the mass times the velocity of PS2-4) that provide evidence for and test the object. (HS-PS2-2) Cause and Effect conceptual, mathematical, physical • If a system interacts with  Empirical evidence is required to and empirical models. objects outside itself, the total differentiate between cause and  Plan and conduct an investigation momentum of the system can correlation and make claims individually and collaboratively to change; however, any such about specific causes and effects. produce data to serve as the basis change is balanced by changes (HS-PS2-1),(HS-PS2-5) for evidence, and in the design: in the momentum of objects  Systems can be designed to cause decide on types, how much, and outside the system. (HS-PS2- a desired effect. (HS-PS2-3) accuracy of data needed to produce 2),(HS-PS2-3) Systems and System Models reliable measurements and consider PS2.B: Types of Interactions  When investigating or describing 11

limitations on the precision of the • Newton’s law of universal a system, the boundaries and data (e.g., number of trials, cost, gravitation and Coulomb’s law initial conditions of the system risk, time), and refine the design provide the mathematical need to be defined. (HS-PS2-2) accordingly. (HS-PS2-5) models to describe and predict Analyzing and Interpreting Data the effects of gravitational and  Analyzing data in 9–12 builds on K–8 electrostatic forces between and progresses to introducing more distant objects. (HS-PS2-4) detailed statistical analysis, the • Forces at a distance are comparison of data sets for explained by fields consistency, and the use of models (gravitational, electric, and to generate and analyze data. magnetic) permeating space  Analyze data using tools, that can transfer energy through technologies, and/or models (e.g., space. Magnets or electric computational, mathematical) in currents cause magnetic fields; order to make valid and reliable electric charges or changing scientific claims or determine an magnetic fields cause electric optimal design solution. (HS-PS2-1) fields. (HS-PS2-4),(HS-PS2-5) Using Mathematics and Computational • Attraction and repulsion Thinking between electric charges at the  Mathematical and computational atomic scale explain the thinking at the 9–12 level builds on structure, properties, and K–8 and progresses to using transformations of matter, as algebraic thinking and analysis, a well as the contact forces range of linear and nonlinear between material objects. (HS- functions including trigonometric PS2-6),(secondary to HS-PS1- functions, exponentials and 1),(secondary to HS-PS1-3) logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4)  Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS- PS2-3)  Obtaining, Evaluating, and Communicating Information

 Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- information presented in diverse formats and ETS1-3),(HS-ETS1-4) MP.2 media (e.g., quantitative data, video, multimedia)  Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS- in order to address a question or solve a ETS1-3),(HS-ETS1-4) MP.4 problem. (HS-PS2-1) RST.11-12.7  Use units as a way to understand problems and to guide  Synthesize information from a range of sources the solution of multi-step problems; choose and interpret (e.g., texts, experiments, simulations) into a units consistently in formulas; choose and interpret the coherent understanding of a process, scale and the origin in graphs and data displays. (HS-PS1- phenomenon, or concept, resolving conflicting 2),(HS-PS1-3) HSN-Q.A.1 information when possible. (HS-ETS1-3) RST.11- 12.9  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS- ETS1-1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 4: Work and Energy Instructional Time: 3 Weeks In this unit, students will learn about work and energy. Students will explore how energy is transferred between objects as work is done on or done by the object. Students will be asked to contrast the popular definition of work with the scientific definition and be asked to identify whether scientific work has been performed in several “work” scenarios. Students will measure the power they can generate by timing a sprint up a flight of stairs. The relationship between work and energy and conservation of energy will be reinforced through a lab in which a cart must be lifted to the top of a ramp, and rolled down the ramp. The mechanical advantage of machines will be demonstrated by arranging a system of pulleys to lift a mass. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Analyze data to support the claim that Newton’s second law of motion describes the mathematical HS-PS2-1 relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of HS-PS2-2 objects is conserved when there is no net force on the system Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects Conduct an investigation and evaluate the experimental design to provide evidence that fields exist MS-PS2-5 between objects exerting forces on each other even though the objects are not in contact. Create a computational model to calculate the change in the energy of one component in a system HS-PS3-1 when the change in energy of the other component(s) and energy flows in and out of the system are known. Design, build, and refine a device that works within given constraints to convert one form of energy HS-PS3-3 into another form of energy. 21st Century Career Ready Practices  CRP2. - Apply appropriate academic and technical skills.  CRP4. - Communicate clearly and effectively and with reason.  CRP6. - Demonstrate creativity and innovation.  CRP8. - Utilize critical thinking to make sense of problems and persevere in solving them.  CRP12. - Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all • What is work? bodies, from planets and stars to birds and billiard • What is energy? balls. • How do machines make work easier? • Mathematics is a tool used to model objects, • How is it possible to determine the mechanical advantage events, and relationships in the natural and and efficiency of a machine? designed world. • What is the difference between kinetic and potential • Understanding the development of scientific ideas energy? is essential for building scientific knowledge. • What are some forms of potential energy? • Scientific inquiry involves asking scientifically- • What is mechanical energy? oriented questions, collecting evidence, forming • Is energy conserved? explanations, connecting explanations to scientific • How are power and energy related? knowledge and theory, and communicating and justifying explanations. Concepts Formative Assessment • Energy is transferred to an object when work is Students who understand the concepts are able to: done on the object • determine efficiency • Machines, via mechanical advantage, are capable • calculate mechanical advantage of increasing one factor at the expense of another • solve problems involving: factor o work • No machine is 100% efficient o conservation of energy

• Efficiency is the ratio of work input to work output o power • Mechanical advantage is the ratio of force input to force output • Potential energy is stored energy • All moving objects have kinetic energy • Energy cannot be created or destroyed, but can be transformed • Power is the rate at which work is done • Mechanical energy can be kinetic or potential Suggested Learning Activities 1. Work 3.2. Kinetic 2. Power 3.3. Conservation of energy 2.1. Lab: power (measure power generated by 3.3.1. Lab: conservation of energy (carts rolling climbing a staircase) down a ramp.) 3. Mechanical Energy 4. Machines 3.1. Potential energy 4.1. Efficiency 3.1.1. Elastic 4.2. Mechanical advantage 3.1.2. Gravitational 4.2.1. Lab: Pulleys (compare force applied vs. weight lifted via a system of pulleys) Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS3.A: Definitions of Energy Patterns Investigations  Energy is a quantitative  Different patterns may be  Planning and carrying out property of a system that observed at each of the scales at investigations to answer questions depends on the motion and which a system is studied and can or test solutions to problems in 9– interactions of matter and provide evidence for causality in 12 builds on K–8 experiences and radiation within that system. explanations of phenomena. (HS- progresses to include investigations That there is a single quantity PS2-4) that provide evidence for and test called energy is due to the fact Cause and Effect conceptual, mathematical, physical that a system’s total energy is  Empirical evidence is required to and empirical models. conserved, even as, within the differentiate between cause and  Plan and conduct an investigation system, energy is continually correlation and make claims individually and collaboratively to transferred from one object to about specific causes and effects. produce data to serve as the basis another and between its (HS-PS2-1),(HS-PS2-5) for evidence, and in the design: various possible forms. (HS-PS3-  Systems can be designed to cause decide on types, how much, and 1),(HS-PS3-2) a desired effect. (HS-PS2-3) accuracy of data needed to produce  At the macroscopic scale, Systems and System Models reliable measurements and energy manifests itself in  When investigating or describing consider limitations on the multiple ways, such as in a system, the boundaries and precision of the data (e.g., number motion, sound, light, and initial conditions of the system of trials, cost, risk, time), and refine thermal energy. (HS-PS3-2) (HS- need to be defined. (HS-PS2-2) the design accordingly. (HS-PS2-5) PS3-3) Analyzing and Interpreting Data PS3.B: Conservation of Energy and  Analyzing data in 9–12 builds on K– Energy Transfer 8 and progresses to introducing  Conservation of energy means more detailed statistical analysis, that the total change of energy the comparison of data sets for in any system is always equal to consistency, and the use of models the total energy transferred to generate and analyze data. into or out of the system. (HS-  Analyze data using tools, PS3-1) technologies, and/or models (e.g.,  Energy cannot be created or computational, mathematical) in destroyed, but it can be

order to make valid and reliable transported from one place to scientific claims or determine an another and transferred optimal design solution. (HS-PS2-1) between systems. (HS-PS3- Using Mathematics and Computational 1),(HS-PS3-4) Thinking  Mathematical expressions,  Mathematical and computational which quantify how the stored thinking at the 9–12 level builds on energy in a system depends on K–8 and progresses to using its configuration (e.g. relative algebraic thinking and analysis, a positions of charged particles, range of linear and nonlinear compression of a spring) and functions including trigonometric how kinetic energy depends on functions, exponentials and mass and speed, allow the logarithms, and computational concept of conservation of tools for statistical analysis to energy to be used to predict analyze, represent, and model data. and describe system behavior. Simple computational simulations (HS-PS3-1) are created and used based on  The availability of energy limits mathematical models of basic what can occur in any system. assumptions. (HS-PS3-1)  Use mathematical representations  Uncontrolled systems always of phenomena to describe evolve toward more stable explanations. (HS-PS2-2),(HS-PS2-4) states—that is, toward more Constructing Explanations and uniform energy distribution Designing Solutions (e.g., water flows downhill,  Constructing explanations and objects hotter than their designing solutions in 9–12 builds surrounding environment cool on K–8 experiences and progresses down). (HS-PS3-4) to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS- PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1- presented in diverse formats and media (e.g., quantitative 1),(HS-ETS1-3),(HS-ETS1-4) MP.2 data, video, multimedia) in order to address a question or  Model with mathematics. (HS-ETS1-1),(HS-ETS1- solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose understanding of a process, phenomenon, or concept, and interpret units consistently in formulas; choose resolving conflicting information when possible. (HS-ETS1- and interpret the scale and the origin in graphs and 3) RST.11-12.9 data displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 5: Thermal Energy Instructional Time: 3 Weeks In this unit students will learn about heat and the transfer of heat. Students will explore how the movement of heat can be used to produce mechanical energy, how mechanical energy can be used to move heat, and applications of heat transfer. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force HS-PS2-3 on a macroscopic object during a collision. Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects Conduct an investigation and evaluate the experimental design to provide evidence that fields exist MS-PS2-5 between objects exerting forces on each other even though the objects are not in contact. Create a computational model to calculate the change in the energy of one component in a system HS-PS3-1 when the change in energy of the other component(s) and energy flows in and out of the system are known. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a HS-PS3-2 combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Design, build, and refine a device that works within given constraints to convert one form of energy HS-PS3-3 into another form of energy. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two HS-PS3-4 components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • What is the difference between temperature and from planets and stars to birds and billiard balls. thermal energy? • Mathematics is a tool used to model objects, events, and • How can you calculate changes in thermal energy? relationships in the natural and designed world. • Name the three ways thermal energy can be • Understanding the development of scientific ideas is transferred? essential for building scientific knowledge. • How can the energy found in food be quantified? • Scientific inquiry involves asking scientifically-oriented • What is a calorie? questions, collecting evidence, forming explanations, • What is a food Calorie? connecting explanations to scientific knowledge and • How much heat is released from a burning candle? theory, and communicating and justifying explanations. • What is specific heat? • What is the difference between radiation from the sun and radiation from a radioactive element? • Why do temperatures drop so quickly on a clear night in autumn? • What type of heating system is used in homes? • How do refrigerators work? • What is a heat pump? • What are the 4 strokes in a four stroke engine?

Concepts Formative Assessment • Temperature is a measure of the kinetic energy of the Students who understand the concepts are able to: particles in an object • Calculate change in thermal energy • Thermal energy is the sum of potential and kinetic energy • Calculate the energy contained in a substance of the particles in an object

• Heat is the transfer of thermal energy due to a temperature difference • A calorie is the amount of heat require to raise the temperature of 1 g of water by 1° C • Specific heat is the heat required to raise the temperature of 1 gram of a substance by 1° C • Water has an unusually high specific heat • Metals have low specific heat • Conduction, convection and radiation are modes of heat transfer • Convection is the transfer of heat in a fluid by the movement of warm and cool particles. • Radiation is the transfer of energy by radioactive waves. • Conduction is the transfer of energy by collisions between particles • A heat engine is a device that converts heat energy to mechanical energy • A heat pump uses mechanical energy to transport thermal energy • Heat engines are less than 100% efficient Suggested Learning Activities 1. Temperature 5.3 Conduction 2. Thermal Energy 5.4 Radiation 2.1 Calories 5.5 Insulators 2.1Lab: calories in a potato chip 6. Converting energy 3. Heat 6.1 Heat engine 3.1 Lab/Demo: Heat of fusion of wax 6.1.1 Steam engine 3.2 Lab/Demo: Heat of combustion of wax 6.1.2 Internal combustion engine 4. Specific Heat 7. Transferring energy 5. Heat Transfer 7.1 Heat pump 5.1 Demo: Immersion heater water and oil 7.1.1 Air conditioners 5.2 Convection 7.1.2 Refrigerator Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS3.A: Definitions of Energy Patterns Investigations  Energy is a quantitative property  Different patterns may be  Planning and carrying out of a system that depends on the observed at each of the scales at investigations to answer questions motion and interactions of matter which a system is studied and can or test solutions to problems in 9– and radiation within that system. provide evidence for causality in 12 builds on K–8 experiences and That there is a single quantity explanations of phenomena. (HS- progresses to include investigations called energy is due to the fact PS2-4) that provide evidence for and test that a system’s total energy is Cause and Effect conceptual, mathematical, physical conserved, even as, within the  Empirical evidence is required to and empirical models. system, energy is continually differentiate between cause and  Plan and conduct an investigation transferred from one object to correlation and make claims individually and collaboratively to another and between its various about specific causes and effects. produce data to serve as the basis possible forms. (HS-PS3-1),(HS-PS3-2) (HS-PS2-1),(HS-PS2-5) for evidence, and in the design:  At the macroscopic scale, energy  Systems can be designed to cause

decide on types, how much, and manifests itself in multiple ways, a desired effect. (HS-PS2-3) accuracy of data needed to such as in motion, sound, light, Systems and System Models produce reliable measurements and thermal energy. (HS-PS3-2)  When investigating or describing and consider limitations on the (HS-PS3-3) a system, the boundaries and precision of the data (e.g., number  These relationships are better initial conditions of the system of trials, cost, risk, time), and refine understood at the microscopic need to be defined. (HS-PS2-2) the design accordingly. (HS-PS2-5) scale, at which all of the different Analyzing and Interpreting Data manifestations of energy can be  Analyzing data in 9–12 builds on modeled as a combination of K–8 and progresses to introducing energy associated with the motion more detailed statistical analysis, of particles and energy associated the comparison of data sets for with the configuration (relative consistency, and the use of models position of the particles). In some to generate and analyze data. cases the relative position energy  Analyze data using tools, can be thought of as stored in technologies, and/or models (e.g., fields (which mediate interactions computational, mathematical) in between particles). This last order to make valid and reliable concept includes radiation, a scientific claims or determine an phenomenon in which energy optimal design solution. (HS-PS2-1) stored in fields moves across Using Mathematics and space. (HS-PS3-2) Computational Thinking PS3.B: Conservation of Energy and  Mathematical and computational Energy Transfer thinking at the 9–12 level builds on  Conservation of energy means K–8 and progresses to using that the total change of energy in algebraic thinking and analysis, a any system is always equal to the range of linear and nonlinear total energy transferred into or functions including trigonometric out of the system. (HS-PS3-1) functions, exponentials and  Energy cannot be created or logarithms, and computational destroyed, but it can be tools for statistical analysis to transported from one place to analyze, represent, and model another and transferred between data. Simple computational systems. (HS-PS3-1),(HS-PS3-4) simulations are created and used  The availability of energy limits based on mathematical models of what can occur in any system. (HS- basic assumptions. PS3-1)  Use mathematical representations  Uncontrolled systems always of phenomena to describe evolve toward more stable explanations. (HS-PS2-2),(HS-PS2-4) states—that is, toward more Constructing Explanations and uniform energy distribution (e.g., Designing Solutions water flows downhill, objects  Constructing explanations and hotter than their surrounding designing solutions in 9–12 builds environment cool down). (HS-PS3- on K–8 experiences and progresses 4) to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated

effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9– 12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to  Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS- address a question or solve a problem. (HS-PS2-1) ETS1-3),(HS-ETS1-4) MP.4 RST.11-12.7  Use units as a way to understand problems and to  Synthesize information from a range of sources (e.g., guide the solution of multi-step problems; choose and texts, experiments, simulations) into a coherent interpret units consistently in formulas; choose and understanding of a process, phenomenon, or concept, interpret the scale and the origin in graphs and data resolving conflicting information when possible. (HS- displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1 ETS1-3) RST.11-12.9  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1- 4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 6: Electricity Instructional Time: 4 Weeks In this unit students will learn about electric charge. The flow of electric charge through circuits will be explored and analyzed by application of Ohm’s Law. Students will calculate electrical energy and its associated cost. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Analyze data to support the claim that Newton’s second law of motion describes the mathematical HS-PS2-1 relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of HS-PS2-2 objects is conserved when there is no net force on the system. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force HS-PS2-3 on a macroscopic object during a collision. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic HS-PS2-5 field and that a changing magnetic field can produce an electric current. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a HS-PS3-2 combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Design, build, and refine a device that works within given constraints to convert one form of energy HS-PS3-3 into another form of energy. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the HS-PS3-5 forces between objects and the changes in energy of the objects due to the interaction 21st Century Career Ready Practices  CRP2. - Apply appropriate academic and technical skills.  CRP4. - Communicate clearly and effectively and with reason.  CRP6. - Demonstrate creativity and innovation.  CRP8. - Utilize critical thinking to make sense of problems and persevere in solving them.  CRP12. - Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • Why does a balloon stick to the wall after rubbing it in from planets and stars to birds and billiard balls. your hair? • Mathematics is a tool used to model objects, events, • What is electricity? and relationships in the natural and designed world. • How is electricity commercially produced? • Understanding the development of scientific ideas is • How can objects become electrically charged? essential for building scientific knowledge. • Why are we more likely to experience static shocks in • Scientific inquiry involves asking scientifically- the winter? oriented questions, collecting evidence, forming • What produces lightning and thunder? explanations, connecting explanations to scientific • How is electricity measured? knowledge and theory, and communicating and • What is the relationship between amp, volts, and ohms? justifying explanations. • What is the purpose of a fuse and a circuit breaker? • How did the invention of the light bulb change the world? • What was the battle of the currents? • How did Nikola Tesla change the world? • Why is alternating power used for power? Concepts Formative Assessment • Like charges repel; opposite charged attract Students who understand the concepts are able to: • Charge by contact is the transfer of charge by • Calculate current, resistance, and voltage using Ohm’s touching Law • Charge by induction is a temporary charge that is • Diagram parts of a battery

induced by separating charges caused by the • Diagram series and parallel circuits proximity of a charge object. • Calculate electric power • Electric current is the flow of electrons • Calculate electric energy usage • Chemical reactions in a battery are responsible for • Calculate the cost of electric energy used the potential difference between the terminals • Resistance is like “friction” for the flow of charge • There is one pathway for current in a series circuit • There are multiple pathways for current in a parallel circuit • Fuses and circuit breakers are used to protect circuits from drawing too much current and overheating Suggested Learning Activities 1. Static Electricity 2.1.3 Resistance 1.1 Demo: stick balloons to a wall 2.2 Series and Parallel 1.2 Electric charge 2.2.1 Lab: Build series and parallel circuits 1.3 Conductors / insulators 2.3 Open / closed 1.4 Lab: construct an electroscope 2.4 Power / energy 1.5 Video: Thomas Edison 2.4.1 Cost on energy 2. Circuits 2.5 Circuit protection 2.1 Ohm’s Law 2.5.1 Fuse 2.1.1 Voltage 2.5.2 Circuit breaker 2.1.1.1 batteries 2.6 Video: Bill Nye – electricity 2.1.2 Current 3. Video: Tesla – Mad electricity Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out Investigations PS3.A: Definitions of Energy Patterns  Planning and carrying out  These relationships are better  Different patterns may be investigations to answer questions or understood at the microscopic observed at each of the scales test solutions to problems in 9–12 scale, at which all of the at which a system is studied and builds on K–8 experiences and different manifestations of can provide evidence for progresses to include investigations energy can be modeled as a causality in explanations of that provide evidence for and test combination of energy phenomena. (HS-PS2-4) conceptual, mathematical, physical associated with the motion of Cause and Effect and empirical models. particles and energy associated  Empirical evidence is required to  Plan and conduct an investigation with the configuration (relative differentiate between cause and individually and collaboratively to position of the particles). In correlation and make claims produce data to serve as the basis for some cases the relative position about specific causes and evidence, and in the design: decide on energy can be thought of as effects. (HS-PS2-1),(HS-PS2-5) types, how much, and accuracy of data stored in fields (which mediate  Systems can be designed to needed to produce reliable interactions between particles). cause a desired effect. (HS-PS2-3) measurements and consider This last concept includes Systems and System Models limitations on the precision of the data radiation, a phenomenon in  When investigating or (e.g., number of trials, cost, risk, time), which energy stored in fields describing a system, the and refine the design accordingly. (HS- moves across space. (HS-PS3-2) boundaries and initial PS2-5) PS3.B: Conservation of Energy and conditions of the system need Analyzing and Interpreting Data Energy Transfer to be defined. (HS-PS2-2)  Analyzing data in 9–12 builds on K–8  Uncontrolled systems always and progresses to introducing more evolve toward more stable detailed statistical analysis, the states—that is, toward more comparison of data sets for uniform energy distribution consistency, and the use of models to (e.g., water flows downhill,

generate and analyze data. objects hotter than their  Analyze data using tools, technologies, surrounding environment cool and/or models (e.g., computational, down). (HS-PS3-4) mathematical) in order to make valid PS3.D: Energy in Chemical Processes and reliable scientific claims or  Although energy cannot be determine an optimal design solution. destroyed, it can be converted (HS-PS2-1) to less useful forms—for Using Mathematics and Computational example, to thermal energy in Thinking the surrounding environment.  Mathematical and computational (HS-PS3-3),(HS-PS3-4) thinking at the 9–12 level builds on K– 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4)  Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6) Cross-Curricular Connections

English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1- presented in diverse formats and media (e.g., quantitative 1),(HS-ETS1-3),(HS-ETS1-4) MP.2 data, video, multimedia) in order to address a question or  Model with mathematics. (HS-ETS1-1),(HS-ETS1- solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose understanding of a process, phenomenon, or concept, and interpret units consistently in formulas; choose resolving conflicting information when possible. (HS-ETS1- and interpret the scale and the origin in graphs and 3) RST.11-12.9 data displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

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Physical Science Unit 7: Solid, Liquids, and Gases Instructional Time: 4 Weeks In this unit students will learn the states of matter and the change of states of matter. The relationship between energy and the state of matter will be examined via kinetic theory, heating/cooling curves, and calculations with special attention paid to the unique properties of water. Fluid mechanics and gas laws will be introduced and used to explain the behaviors or liquids and gases. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Analyze data to support the claim that Newton’s second law of motion describes the mathematical HS-PS2-1 relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of objects HS-PS2-2 is conserved when there is no net force on the system. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force HS-PS2-3 on a macroscopic object during a collision. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and HS-PS2-4 predict the gravitational and electrostatic forces between objects. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic HS-PS2-5 field and that a changing magnetic field can produce an electric current. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a HS-PS3-2 combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Design, build, and refine a device that works within given constraints to convert one form of energy into HS-PS3-3 another form of energy. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two HS-PS3-4 components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the HS-PS3-5 forces between objects and the changes in energy of the objects due to the interaction 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • Why does matter exists in solid, liquid and gaseous from planets and stars to birds and billiard balls. forms? • Mathematics is a tool used to model objects, events, • How and why do phase changes occur? and relationships in the natural and designed world. • What is temperature? • Understanding the development of scientific ideas is • What is the difference between temperature and heat? essential for building scientific knowledge. • Do substances gain or lose energy as phase change takes • Scientific inquiry involves asking scientifically- place? oriented questions, collecting evidence, forming • When did mankind first take to the skies? explanations, connecting explanations to scientific • Why do airplanes fly? knowledge and theory, and communicating and • Why does the temperature stay at 0˚C when ice melts? justifying explanations. • Ships are made of metal and yet they float. Why? • What is the relationship between temperature, volume and pressure of a gas? 26

• What is the centigrade scale based on? • What is the difference between 10w30 and 10w40 motor oil? Concepts Formative Assessment • Matter can exist as solid, liquid, gas, or plasma. Students who understand the concepts are able to: • Kinetic theory explains how the particles that make • Convert between Kelvin and Celsius up gases behave • Describe the behavior of matter and phase changes • Temperature is a measure of the kinetic energy of a with respect to KMT substance • Solve problems using gas law calculations • Thermal energy is the total energy of the particles of • Create and interpret graphs of properties of gases a substance including kinetic and potential energy • Fluids flow and exert force on objects • Buoyant force of a fluid acts in the opposite direction of gravity • Pascal’s principle states that the pressure applied to a fluid is transmitted throughout the fluid • Bernoulli’s principle states that there is an inverse relationship between velocity and pressure • Viscosity is the resistance to flow • Gases respond to changes in temperature, pressure, and volume in predictable ways Suggested Learning Activities 1. Kinetic molecular theory of matter 3.2 Pascal’s principle 1.1 Temperature 3.2.1 Demo: Pascal’s principle 1.2 Thermal energy 3.3 Bernoulli’s principle 1.3 Movie: Modern Marvels - Gases 4. Gas laws 2. Changes of state 4.1 Boyles 2.1 Heating and cooling curves 4.1.1 Demo: Boyles law 2.1.1 Lab: Heating curves 4.2 Charles 2.2 Hot air and lighter than air balloons 4.3 Gay-Lussac 2.3 Water is weird 4.3.1 Demo: Gay-Lussac’s law 3. Fluids 4.4 Graphs 3.1 Archimedes’ principle 4.5 Movie: Newton’s Apple – gas pressure 3.1.1 Lab: make a metal boat Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS3.A: Definitions of Energy Patterns Investigations  Energy is a quantitative property  Different patterns may be  Planning and carrying out of a system that depends on the observed at each of the scales at investigations to answer questions or motion and interactions of matter which a system is studied and can test solutions to problems in 9–12 and radiation within that system. provide evidence for causality in builds on K–8 experiences and That there is a single quantity explanations of phenomena. (HS- progresses to include investigations called energy is due to the fact PS2-4) that provide evidence for and test that a system’s total energy is Cause and Effect conceptual, mathematical, physical conserved, even as, within the  Empirical evidence is required to and empirical models. system, energy is continually differentiate between cause and  Plan and conduct an investigation transferred from one object to correlation and make claims individually and collaboratively to another and between its various about specific causes and effects. produce data to serve as the basis for possible forms. (HS-PS3-1),(HS- (HS-PS2-1),(HS-PS2-5) evidence, and in the design: decide PS3-2)  Systems can be designed to cause on types, how much, and accuracy of  At the macroscopic scale, energy a desired effect. (HS-PS2-3) data needed to produce reliable manifests itself in multiple ways, Systems and System Models

measurements and consider such as in motion, sound, light,  When investigating or describing limitations on the precision of the and thermal energy. (HS-PS3-2) a system, the boundaries and data (e.g., number of trials, cost, risk, (HS-PS3-3) initial conditions of the system time), and refine the design  These relationships are better need to be defined. (HS-PS2-2) accordingly. (HS-PS2-5) understood at the microscopic Analyzing and Interpreting Data scale, at which all of the different  Analyzing data in 9–12 builds on K–8 manifestations of energy can be and progresses to introducing more modeled as a combination of detailed statistical analysis, the energy associated with the motion comparison of data sets for of particles and energy associated consistency, and the use of models to with the configuration (relative generate and analyze data. position of the particles). In some  Analyze data using tools, cases the relative position energy technologies, and/or models (e.g., can be thought of as stored in computational, mathematical) in fields (which mediate interactions order to make valid and reliable between particles). This last scientific claims or determine an concept includes radiation, a optimal design solution. (HS-PS2-1) phenomenon in which energy Using Mathematics and Computational stored in fields moves across Thinking space. (HS-PS3-2)  Mathematical and computational PS3.B: Conservation of Energy and thinking at the 9–12 level builds on Energy Transfer K–8 and progresses to using algebraic  Conservation of energy means thinking and analysis, a range of that the total change of energy in linear and nonlinear functions any system is always equal to the including trigonometric functions, total energy transferred into or exponentials and logarithms, and out of the system. (HS-PS3-1) computational tools for statistical  Energy cannot be created or analysis to analyze, represent, and destroyed, but it can be model data. Simple computational transported from one place to simulations are created and used another and transferred between based on mathematical models of systems. (HS-PS3-1),(HS-PS3-4) basic assumptions.  The availability of energy limits  Use mathematical representations of what can occur in any system. phenomena to describe explanations. (HS-PS3-1) (HS-PS2-2),(HS-PS2-4)  Uncontrolled systems always Constructing Explanations and evolve toward more stable Designing Solutions states—that is, toward more  Constructing explanations and uniform energy distribution (e.g., designing solutions in 9–12 builds on water flows downhill, objects K–8 experiences and progresses to hotter than their surrounding explanations and designs that are environment cool down). (HS- supported by multiple and PS3-4) independent student-generated ETS1.A: Defining and Delimiting sources of evidence consistent with Engineering Problems scientific ideas, principles, and  Criteria and constraints also theories. include satisfying any  Apply scientific ideas to solve a design requirements set by society, such problem, taking into account possible as taking issues of risk mitigation unanticipated effects. (HS-PS2-3) into account, and they should be Obtaining, Evaluating, and quantified to the extent possible Communicating Information and stated in such a way that one  Obtaining, evaluating, and can tell if a given design meets

communicating information in 9–12 them. (secondary to HS-PS3-3) builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS- PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- information presented in diverse formats and media ETS1-3),(HS-ETS1-4) MP.2 (e.g., quantitative data, video, multimedia) in order to  Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS- address a question or solve a problem. (HS-PS2-1) ETS1-3),(HS-ETS1-4) MP.4 RST.11-12.7  Use units as a way to understand problems and to guide  Synthesize information from a range of sources (e.g., the solution of multi-step problems; choose and texts, experiments, simulations) into a coherent interpret units consistently in formulas; choose and understanding of a process, phenomenon, or interpret the scale and the origin in graphs and data concept, resolving conflicting information when displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1 possible. (HS-ETS1-3) RST.11-12.9  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS- ETS1-1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1- 4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 8: Classifications of Matter Instructional Time: 4 weeks Students will learn how to classify matter and explore the difference between chemical and physical properties. Student Learning Objectives Use the periodic table as a model to predict the relative properties of elements based on the HS-PS1-1 patterns of electrons in the outermost energy level of atoms. Construct and revise an explanation for the outcome of a simple chemical reaction based on the HS-PS1-2 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the HS-PS1-3 bulk scale to infer the strength of electrical forces between particles. Develop a model to illustrate that the release or absorption of energy from a chemical reaction HS-PS1-4 system depends upon the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the HS-PS1-5 temperature or concentration of the reacting particles on the rate at which a reaction occurs. Refine the design of a chemical system by specifying a change in conditions that would produce HS-PS1-6 increased amounts of products at equilibrium. Use mathematical representations to support the claim that atoms, and therefore mass, are HS-PS1-7 conserved during a chemical reaction. Develop models to illustrate the changes in the composition of the nucleus of the atom and the HS-PS1-8 energy released during the processes of fission, fusion, and radioactive decay. 21st Century Career Ready Practices  CRP2. - Apply appropriate academic and technical skills.  CRP4. - Communicate clearly and effectively and with reason.  CRP6. - Demonstrate creativity and innovation.  CRP8. - Utilize critical thinking to make sense of problems and persevere in solving them.  CRP12. - Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • How many elements are there? from planets and stars to birds and billiard balls. • How can we simplify the study of elements? • Mathematics is a tool used to model objects, events, • What is an element? and relationships in the natural and designed world. • What is a compound? • Understanding the development of scientific ideas is • What is a mixture? essential for building scientific knowledge. • How is it possible to identify unknown substance? • Scientific inquiry involves asking scientifically-oriented • What is the difference between a physical property questions, collecting evidence, forming explanations, and a chemical property? connecting explanations to scientific knowledge and • How can components of a mixture be separated? theory, and communicating and justifying explanations. • Safety first! Concepts Formative Assessment • An element is a substance composed of only one kind Students who understand the concepts are able to: of atom • Identify chemical vs. physical change • A compound is a substance composed of 2 or more • Classify matter as an element, compound, or type of elements mixture • A mixture is a blend of different substances in which • Identify physical vs. chemical properties each retains its original identity • Devise a process to separate a given mixture • Mixtures can be heterogeneous or homogeneous • A suspension is a heterogeneous mixture composed of a liquid and solid particles that settle • A colloid is a heterogeneous mixture with particles that never settle

• A homogeneous mixture is a mixture that is uniform throughout • A physical property is any characteristic of a material that you can observe without changing the identity of the substance • A chemical property is any characteristic of a material that you can observe that produces one or more new substances • Mixtures can be separated based on physical properties • Distillation is process for separating materials based on different boiling points • Chemical changes produce new substances • Physical changes tend to be reversible • The law of conservation of matter states that matter is not created or destroyed in a chemical reaction Suggested Learning Activities 1. Classify matter 1.4.5 Intro to solutions 1.1 Demo: examples of types of matter 1.6.7 Distillation 1.2 Elements 1.4.7.1 Demo: distillation apparatus 1.3 Compounds 2. Properties 1.4 Mixtures 2.1 Physical 1.4.1 Lab: separate a mixture 2.2 Chemical 1.4.2 Homogeneous 3. Change 1.4.3 Heterogeneous 3.1 Physical Suspensions 3.2 Chemical 1.4.4 Colloids 4. Law of conservation of mass New Jersey Student Learning Standards for Science / NGSS and Foundations for the Unit Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out Investigations PS1.A: Structure and Properties of Patterns  Planning and carrying out Matter  Different patterns may be investigations to answer questions or observed at each of the scales at test solutions to problems in 9–12 which a system is studied and can builds on K–8 experiences and provide evidence for causality in progresses to include investigations explanations of phenomena. (HS- that provide evidence for and test PS2-4) conceptual, mathematical, physical Cause and Effect and empirical models.  Empirical evidence is required to  Plan and conduct an investigation differentiate between cause and individually and collaboratively to correlation and make claims produce data to serve as the basis for about specific causes and effects. evidence, and in the design: decide on (HS-PS2-1),(HS-PS2-5) types, how much, and accuracy of data  Systems can be designed to cause needed to produce reliable a desired effect. (HS-PS2-3) measurements and consider Systems and System Models limitations on the precision of the data  When investigating or describing (e.g., number of trials, cost, risk, time), a system, the boundaries and and refine the design accordingly. (HS- initial conditions of the system PS2-5) need to be defined. (HS-PS2-2) Analyzing and Interpreting Data  Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for

consistency, and the use of models to generate and analyze data.  Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- information presented in diverse formats and media ETS1-3),(HS-ETS1-4) MP.2 (e.g., quantitative data, video, multimedia) in order to  Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS- address a question or solve a problem. (HS-PS2-1) ETS1-3),(HS-ETS1-4) MP.4 RST.11-12.7  Use units as a way to understand problems and to guide  Synthesize information from a range of sources (e.g., the solution of multi-step problems; choose and texts, experiments, simulations) into a coherent interpret units consistently in formulas; choose and understanding of a process, phenomenon, or interpret the scale and the origin in graphs and data concept, resolving conflicting information when displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1 possible. (HS-ETS1-3) RST.11-12.9  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS- ETS1-1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1- 4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 9: Atoms and the Periodic Table Instructional Time: 4 Weeks In this unit students will explore the parts of an atom. There will be an introduction to atomic models and a discussion of how the models have changed over time. The development and structure of the periodic table will be a major topic. Radioactivity and the practical applications of fusion and fission will be examined. Student Learning Objectives Use the periodic table as a model to predict the relative properties of elements based on the patterns HS-PS1-1 of electrons in the outermost energy level of atoms. Construct and revise an explanation for the outcome of a simple chemical reaction based on the HS-PS1-2 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the HS-PS1-3 bulk scale to infer the strength of electrical forces between particles. Develop a model to illustrate that the release or absorption of energy from a chemical reaction HS-PS1-4 system depends upon the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the HS-PS1-5 temperature or concentration of the reacting particles on the rate at which a reaction occurs. Refine the design of a chemical system by specifying a change in conditions that would produce HS-PS1-6 increased amounts of products at equilibrium. Develop models to illustrate the changes in the composition of the nucleus of the atom and the HS-PS1-8 energy released during the processes of fission, fusion, and radioactive decay Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion HS-ESS1-1 in the sun’s core to release energy that eventually reaches Earth in the form of radiation. 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • What is the smallest unit of matter? from planets and stars to birds and billiard balls. • What is the location of subatomic particles in an atom? • Mathematics is a tool used to model objects, events, • How has the model of the atom changed over time? and relationships in the natural and designed world. • How does the current model of the atom resemble a • Understanding the development of scientific ideas is bee hive? essential for building scientific knowledge. • What is heavy water? • Scientific inquiry involves asking scientifically-oriented • What does radioactive mean? questions, collecting evidence, forming explanations, • What is the fuel for a nuclear power plant? connecting explanations to scientific knowledge and • What fuels the sun? theory, and communicating and justifying • How can we determine the age of fossils and artifacts? explanations. • How are element organized? Concepts Formative Assessment • The atom is composed of protons, electrons, and Students who understand the concepts are able to: neutrons • Diagram atoms • Protons and neutrons are in the nucleus • Locate common elements in common groups • Electrons are in a cloud around the nucleus • Calculate number of protons, neutrons, and • Neutrons and protons can be subdivided into quarks electrons in an atom • Protons are positive. Electrons are negative. Neutrons • Calculate average atomic mass 34

are neutral. • Atom number is the number of protons in the nucleus • Mass number is the number of protons and neutrons • Isotopes are atoms of the same element with different number of neutrons • Groups on the periodic table share similar physical and chemical properties • Elements are classified as metal, nonmetal, and metalloids • Radioactive atoms are unstable • Nuclear fusion powers the sun • Nuclear fission is used in nuclear power plants • Carbon dating is used to determine the age of artifacts Suggested Learning Activities 1. Parts of the atom 2.1 Plum pudding 1.1 Electrons 2.2 Bohr 1.2 Nucleus 3. Periodic Table 1.2.1 Protons 3.1 Periods 1.2.2 Neutrons 3.2 Groups 1.3 Atomic mass 4. Radioactivity 1.4 Atomic number 4.1 Decay 1.5 Isotopes 4.2 Fission 2. Model of the atom 4.2Fusion New Jersey Student Learning Standards for Science / NGSS and Foundations for the Unit Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS1.A: Structure and Properties of Patterns Investigations Matter  Different patterns may be  Planning and carrying out • Each atom has a charged observed at each of the scales at investigations to answer questions or substructure consisting of a which a system is studied and can test solutions to problems in 9–12 nucleus, which is made of protons provide evidence for causality in builds on K–8 experiences and and neutrons, surrounded by explanations of phenomena. (HS- progresses to include investigations electrons. (HS-PS1-1) PS2-4) that provide evidence for and test • The periodic table orders Cause and Effect conceptual, mathematical, physical elements horizontally by the  Empirical evidence is required to and empirical models. number of protons in the atom’s differentiate between cause and  Plan and conduct an investigation nucleus and places those with correlation and make claims about individually and collaboratively to similar chemical properties in specific causes and effects. (HS- produce data to serve as the basis for columns. The repeating patterns PS2-1),(HS-PS2-5) evidence, and in the design: decide of this table reflect patterns of  Systems can be designed to cause on types, how much, and accuracy of outer electron states. (HS-PS1- a desired effect. (HS-PS2-3) data needed to produce reliable 1),(HS-PS1-2) Systems and System Models measurements and consider PS1.C: Nuclear Processes  When investigating or describing a limitations on the precision of the • Nuclear processes, including system, the boundaries and initial data (e.g., number of trials, cost, risk, fusion, fission, and radioactive conditions of the system need to time), and refine the design decays of unstable nuclei, involve be defined. (HS-PS2-2) accordingly. (HS-PS2-5) release or absorption of energy. Analyzing and Interpreting Data The total number of neutrons plus  Analyzing data in 9–12 builds on K–8 protons does not change in any and progresses to introducing more nuclear process. (HS-PS1-8) detailed statistical analysis, the comparison of data sets for consistency, and the use of models to

generate and analyze data.  Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS- PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in

multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to address  Model with mathematics. (HS-ETS1-1),(HS-ETS1- a question or solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose and understanding of a process, phenomenon, or concept, interpret units consistently in formulas; choose and resolving conflicting information when possible. (HS- interpret the scale and the origin in graphs and data ETS1-3) RST.11-12.9 displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 10: Elements and Properties Instructional Time: 4 Weeks This unit will examine the properties of elements and the organization of those elements on the periodic table. Student will know what properties define a metal versus what properties define a nonmetal. Students will explore how to predict the properties of elements based upon the location in the periodic table. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Use the periodic table as a model to predict the relative properties of elements based on the patterns HS-PS1-1 of electrons in the outermost energy level of atoms Construct and revise an explanation for the outcome of a simple chemical reaction based on the HS-PS1-2 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the HS-PS2-3 bulk scale to infer the strength of electrical forces between particles. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system HS-PS2-4 depends upon the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the HS-PS2-5 temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from HS-LS1-6 sugar molecules may combine with other elements to form amino acids and/or other large carbon- based molecules 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • Is it possible to make a new element? from planets and stars to birds and billiard balls. • Why is our water chlorinated? • Mathematics is a tool used to model objects, events, and • Are neon lights limited to neon gas only? relationships in the natural and designed world. • Name three metals that would be attracted by a • Understanding the development of scientific ideas is magnet? essential for building scientific knowledge. • What makes a metal a metal? • Scientific inquiry involves asking scientifically-oriented • Why do noble gases have low reactivity? questions, collecting evidence, forming explanations,

connecting explanations to scientific knowledge and theory, and communicating and justifying explanations. Concepts Formative Assessment • Metals possess loosely held electrons that are easily lost Students who understand the concepts are able to: in reactions • Position an element in the correct family on the • Nonmetals possess tightly held electrons and gain periodic table given the elements properties electrons in reactions • Predict the properties of an element based upon its • Metals’ loosely held electrons explain their conductivity position on the periodic table and malleability properties. • Know noteworthy properties on common elements • Nonmetals tightly held electrons explains why they are

brittle and insulators. • Most elements are too reactive to be found in their elemental state • Metals are found on the left side of the periodic table and are generally shiny, malleable, ductile, and good insulators. • Alkali and alkaline earth metals are reactive • Nonmetals are located on the right side of the periodic table and are generally dull, poor conductors, and brittle • Some groups on the periodic table contain metalloids: elements that have some properties of metals and nonmetals. Suggested Learning Activities 1. Periodic table 3.2 Video: modern marvels - carbon 1.1 Families 3.3 Noble gases 1.2 Properties 3.4 Halogens 1.3 Lab: Flame test 3.4.1 Video: halogens 1.4 Video: elements 4. Transition elements 2. Metals 4.1 Video: transition metals 2.1 properties 3. Nonmetals 3.1 Properties Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS1.A: Structure and Properties of Patterns Investigations Matter  Different patterns may be observed  Planning and carrying out • The periodic table orders at each of the scales at which a investigations to answer questions or elements horizontally by the system is studied and can provide test solutions to problems in 9–12 number of protons in the atom’s evidence for causality in builds on K–8 experiences and nucleus and places those with explanations of phenomena. (HS- progresses to include investigations similar chemical properties in PS2-4) that provide evidence for and test columns. The repeating patterns Cause and Effect conceptual, mathematical, physical of this table reflect patterns of  Empirical evidence is required to and empirical models. outer electron states. (HS-PS1- differentiate between cause and  Plan and conduct an investigation correlation and make claims about 1),(HS-PS1-2) individually and collaboratively to specific causes and effects. (HS-PS2- produce data to serve as the basis for 1),(HS-PS2-5) evidence, and in the design: decide  Systems can be designed to cause a on types, how much, and accuracy of desired effect. (HS-PS2-3) data needed to produce reliable Systems and System Models measurements and consider  When investigating or describing a limitations on the precision of the system, the boundaries and initial data (e.g., number of trials, cost, risk, conditions of the system need to be time), and refine the design defined. (HS-PS2-2) accordingly. (HS-PS2-5) Analyzing and Interpreting Data  Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.  Analyze data using tools,

technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K– 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS- PS2-6) Cross-Curricular Connections

English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to address  Model with mathematics. (HS-ETS1-1),(HS-ETS1- a question or solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose and understanding of a process, phenomenon, or concept, interpret units consistently in formulas; choose and resolving conflicting information when possible. (HS- interpret the scale and the origin in graphs and data ETS1-3) RST.11-12.9 displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 11: Chemical Bonding Instructional Time: 4 Weeks In this unit the various mechanisms of chemical bonding will be investigated. Students will learn the role of valance shell electrons in chemical bonding. Students will learn when and why the types of bonds occur and will learn how to represent these bonds with Lewis Dot structure and chemical formulas. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Use the periodic table as a model to predict the relative properties of elements based on the patterns HS-PS1-1 of electrons in the outermost energy level of atoms Construct and revise an explanation for the outcome of a simple chemical reaction based on the HS-PS1-2 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the HS-PS2-3 bulk scale to infer the strength of electrical forces between particles. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system HS-PS2-4 depends upon the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the HS-PS2-5 temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from HS-LS1-6 sugar molecules may combine with other elements to form amino acids and/or other large carbon- based molecules 21st Century Career Ready Practices  CRP2. - Apply appropriate academic and technical skills.  CRP4. - Communicate clearly and effectively and with reason.  CRP6. - Demonstrate creativity and innovation.  CRP8. - Utilize critical thinking to make sense of problems and persevere in solving them.  CRP12. - Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • Why are noble gases nonreactive? from planets and stars to birds and billiard balls. • Why do chemical bonds form? • Mathematics is a tool used to model objects, events, • What does “8 is great” mean? and relationships in the natural and designed world. • What is relationship between group number and • Understanding the development of scientific ideas is valance electrons? essential for building scientific knowledge. • How can you predict charges in ionic bonds? • Scientific inquiry involves asking scientifically-oriented • What does a chemical formula supply? questions, collecting evidence, forming explanations, • What is Lewis Dot structure? connecting explanations to scientific knowledge and • What is the relationship between group number and theory, and communicating and justifying explanations. the number of bonds formed? • What are structural formulas? • What is a polar bond? Concepts Formative Assessment • Noble gasses have complete valance shells and are Students who understand the concepts are able to: nonreactive • Create Lewis Dot diagrams • Group number = number of valance electrons • Write and interpret chemical formulas • Elements gain stability by losing or gaining electrons to • Name compounds complete outer shell • Ions are positively or negatively charged due to loss or gain of electrons • Ionic compounds are composed of ions • In an ionic compounds, electrons are transferred from

metals to nonmetals; metal ions are always positive, nonmetal ions are always negative • The magnitude of the charge reflects the number of electrons lost or gained • An electron is shared between two nonmetals in a covalent bond • A polar bond is a covalent bond where the electrons are shared unequally • Molecules are composed of covalently bonded atoms • The carbon family forms 4 bonds; nitrogen family 3 bonds, oxygen family 2 bonds, halogens 1 bond • A polyatomic ion is a positively or negatively charged covalently bonded group of atoms Suggested Learning Activities 1. Chemical formulas 2.3.1 Oxidation numbers 1.1 Lewis Dot 2.4 Ionic 1.2 Structural 2.4.1 Ions 2. Chemical bonds 2.4.2 Polyatomic ions 2.1 Lab: Molecular models 2.5 covalent 2.2 Video: bonding 2.6 Double and triple bonds 2.3 Valance electrons 2.7 Polar bonds Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS1.A: Structure and Properties of Patterns Investigations Matter  Different patterns may be observed  Planning and carrying out • The periodic table orders at each of the scales at which a investigations to answer questions or elements horizontally by the system is studied and can provide test solutions to problems in 9–12 number of protons in the atom’s evidence for causality in builds on K–8 experiences and nucleus and places those with explanations of phenomena. (HS- progresses to include investigations similar chemical properties in PS2-4) that provide evidence for and test columns. The repeating patterns Cause and Effect conceptual, mathematical, physical of this table reflect patterns of  Empirical evidence is required to and empirical models. outer electron states. (HS-PS1- differentiate between cause and  Plan and conduct an investigation correlation and make claims about 1),(HS-PS1-2) individually and collaboratively to specific causes and effects. (HS-PS2- produce data to serve as the basis for 1),(HS-PS2-5) evidence, and in the design: decide  Systems can be designed to cause a on types, how much, and accuracy of desired effect. (HS-PS2-3) data needed to produce reliable Systems and System Models measurements and consider  When investigating or describing a limitations on the precision of the system, the boundaries and initial data (e.g., number of trials, cost, risk, conditions of the system need to be time), and refine the design defined. (HS-PS2-2) accordingly. (HS-PS2-5) Analyzing and Interpreting Data  Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.  Analyze data using tools, technologies, and/or models (e.g.,

computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K– 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS- PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards

 Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to address  Model with mathematics. (HS-ETS1-1),(HS-ETS1- a question or solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose and understanding of a process, phenomenon, or concept, interpret units consistently in formulas; choose and resolving conflicting information when possible. (HS- interpret the scale and the origin in graphs and data ETS1-3) RST.11-12.9 displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 12: Chemical Reactions Instructional Time: 5 Weeks In this unit students will learn how chemical compounds change through reactions. Students will learn the different types of reactions and why these reactions occur. The reaction rate and factors that influence it will be examined. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Use the periodic table as a model to predict the relative properties of elements based on the patterns HS-PS1-1 of electrons in the outermost energy level of atoms Construct and revise an explanation for the outcome of a simple chemical reaction based on the HS-PS1-2 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the HS-PS2-3 bulk scale to infer the strength of electrical forces between particles. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system HS-PS2-4 depends upon the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the HS-PS2-5 temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from HS-LS1-6 sugar molecules may combine with other elements to form amino acids and/or other large carbon- based molecules 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • What information does a chemical equation offer? from planets and stars to birds and billiard balls. • What roles do coefficients play in balancing • Mathematics is a tool used to model objects, events, equations? and relationships in the natural and designed world. • How are chemical reactions classified? • Understanding the development of scientific ideas is • What factors affect reaction rates? essential for building scientific knowledge. • Why is there a strip of sandpaper located on the back • Scientific inquiry involves asking scientifically-oriented of a matchbook? questions, collecting evidence, forming explanations, • What is catalyst? connecting explanations to scientific knowledge and theory, and communicating and justifying explanations. Concepts Formative Assessment • A balanced chemical equation describes the Students who understand the concepts are able to: rearrangement of atoms in a chemical reaction • Balance equations • A chemical reaction is a process that involves one or • Classify reactions more reactants changing into one or more products • Interpret reaction coordinate diagrams • A balanced chemical equation indicates relative amounts of reactants and products • Reactions can be classified based on how atoms are rearranged

• There are 5 basic classes of chemical reactions: combustion, synthesis, decomposition, single replacement, double replacement • Some reactions products are called a precipitate when two aqueous ionic substances are combined • Exothermic reactions release energy, endothermic reactions absorb energy • Five factors that affect reaction rate include: temperature, concentration, surface area, nature of reactants, catalyst • Activation energy is the energy required to start a reaction Suggested Learning Activities 1. Balancing equations 3.1.1 Lab: steel wool and copper sulfate (room 2. Classify reactions temperature vs. hot solution) 2.1 Combustion 3.2 Concentration 2.1.1 Demo: Observation of combustion reactions 3.3 Surface area 2.2 Synthesis 3.4 Nature of reactants 2.3 Decomposition 3.5 Catalyst 2.3.1 Lab: decomposition of hydrogen peroxide 3.6 Lab: vinegar and baking soda using MnO2 catalyst 4. Energy 2.4 Single replacement 4.1 Activation energy 2.5 Double replacement 4.2 Endothermic 3. Reaction Rate 4.3 Exothermic 3.1 Temperature Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out PS1.A: Structure and Properties of Patterns Investigations Matter  Different patterns may be observed  Planning and carrying out • A stable molecule has less at each of the scales at which a investigations to answer questions or energy than the same set of system is studied and can provide test solutions to problems in 9–12 atoms separated; one must evidence for causality in builds on K–8 experiences and provide at least this energy in explanations of phenomena. (HS- progresses to include investigations order to take the molecule apart. PS2-4) that provide evidence for and test (HS-PS1-4) Cause and Effect conceptual, mathematical, physical PS1.B: Chemical Reactions  Empirical evidence is required to and empirical models. • Chemical processes, their rates, differentiate between cause and  Plan and conduct an investigation and whether or not energy is correlation and make claims about individually and collaboratively to stored or released can be specific causes and effects. (HS-PS2- produce data to serve as the basis for understood in terms of the 1),(HS-PS2-5) evidence, and in the design: decide collisions of molecules and the  Systems can be designed to cause a on types, how much, and accuracy of rearrangements of atoms into desired effect. (HS-PS2-3) data needed to produce reliable new molecules, with consequent Systems and System Models measurements and consider changes in the sum of all bond  When investigating or describing a limitations on the precision of the energies in the set of molecules system, the boundaries and initial data (e.g., number of trials, cost, risk, that are matched by changes in conditions of the system need to be time), and refine the design kinetic energy. (HS-PS1-4),(HS- defined. (HS-PS2-2) accordingly. (HS-PS2-5) PS1-5) Analyzing and Interpreting Data • In many situations, a dynamic  Analyzing data in 9–12 builds on K–8 and condition-dependent and progresses to introducing more balance between a reaction and detailed statistical analysis, the the reverse reaction determines comparison of data sets for the numbers of all types of

consistency, and the use of models to molecules present. (HS-PS1-6) generate and analyze data. • The fact that atoms are  Analyze data using tools, conserved, together with technologies, and/or models (e.g., knowledge of the chemical computational, mathematical) in properties of the elements order to make valid and reliable involved, can be used to describe scientific claims or determine an and predict chemical reactions. optimal design solution. (HS-PS2-1) (HS-PS1-2),(HS-PS1-7) Using Mathematics and Computational Thinking

 Mathematical and computational

thinking at the 9–12 level builds on K–

8 and progresses to using algebraic

thinking and analysis, a range of

linear and nonlinear functions

including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically,

textually, and mathematically). (HS- PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to address  Model with mathematics. (HS-ETS1-1),(HS-ETS1- a question or solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose and understanding of a process, phenomenon, or concept, interpret units consistently in formulas; choose and resolving conflicting information when possible. (HS- interpret the scale and the origin in graphs and data ETS1-3) RST.11-12.9 displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

Gifted and Talented https://docs.google.com/document/d/1hktkr4hVNjhF53EKtKUKwfNVWvFCERzj4IjZD3bsecA/edit?usp=sharing

ESL/ELL Students https://docs.google.com/document/d/1eqfZ04Y9jeCYYK0NdNp33UDPUFPp9ac6W3vIi-2x8nU/edit?usp=sharing

At-Risk Students https://docs.google.com/document/d/1WHNpvaktxA7dEqkjNPVKoZqRYd8FecuZrmU2N7SYgK0/edit?usp=sharing

Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing

Physical Science Unit 13: Radioactivity and Nuclear Instructional Time: 4 Weeks Students will explore reactions that involve the nucleus of the atom. The Alpha, Beta, and gamma decay will be examined. The process of fission and fusion will be discussed as well as the applications of both of these processes. Student Learning Objectives New Jersey Student Learning Standards for Science / NGSS Use the periodic table as a model to predict the relative properties of elements based on the patterns HS-PS1-1 of electrons in the outermost energy level of atoms Construct and revise an explanation for the outcome of a simple chemical reaction based on the HS-PS1-2 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the HS-PS2-3 bulk scale to infer the strength of electrical forces between particles. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system HS-PS2-4 depends upon the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the HS-PS2-5 temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from HS-LS1-6 sugar molecules may combine with other elements to form amino acids and/or other large carbon- based molecules 21st Century Career Ready Practices  CRP2. Apply appropriate academic and technical skills.  CRP4. Communicate clearly and effectively and with reason.  CRP5. Consider the environmental, social and economic impacts of decisions.  CRP6. Demonstrate creativity and innovation.  CRP7. Employ valid and reliable research strategies.  CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.  CRP11. Use technology to enhance productivity.  CRP12. Work productively in teams while using cultural global competence. Enduring Understandings Essential Questions • The same basic rules govern the motion of all bodies, • What is radioactivity? from planets and stars to birds and billiard balls. • What is the fuel in a nuclear power plant? • Mathematics is a tool used to model objects, events, • How does a nuclear power plant work? and relationships in the natural and designed world. • How are nuclear power plants controlled? • Understanding the development of scientific ideas is • If noble gases are nonreactive, why is radon gas a essential for building scientific knowledge. health hazard? • Scientific inquiry involves asking scientifically-oriented • What is a half-life? questions, collecting evidence, forming explanations, • How is it possible to determine the age of artifacts connecting explanations to scientific knowledge and and fossils? theory, and communicating and justifying explanations. • Why do nuclear power plants produce more energy than traditional fossil fuel plants? Concepts Formative Assessment • The world around us is radioactive Students who understand the concepts are able to: • Controlled nuclear reactions generate 20% of the • Balance transmutation reactions worlds electricity • Diagram fission reactions • Isotopes are atoms of the same elements with a • Diagram fusion reactions different number of neutrons • Illustrate a chain reaction • Unstable isotopes are radioactive • Recognize common radioisotopes • Radioactivity is the process of nuclei decaying and

emitting matter and/or energy • When elements decay they form new elements • Transmutation is the process of changing from one element to a new element • The alpha particle is equivalent to a helium nucleus • A fission chain reaction is caused by the release of neutrons in every fission • Nuclear fission is the process of splitting heavy nuclei in to lighter nuclei • Nuclear fusion is the process in which light nuclei combine • E=mc2 deals with the equivalence of matter and energy • Radon is a hazardous gas that may be present in your home Suggested Learning Activities The prevalence of radon gas in homes in the local area will be used as teaching tool to introduce the concept of radioactivity, the decay process, and health hazards of radioactivity. Half-life will be discussed in terms of carbon dating ancient relics. Nuclear disasters will be studied and used to learn the process of fission.

1. Radioactivity 1.1 Isotopes 1.2 Decay 1.2.1 Alpha 1.2.2 Beta 1.2.3 Gamma 1.3 Transmutation 1.4 Half-life 1.5 Radiometric dating 1.6 Video: irradiation 2. Fission 2.1 Power plants 2.2 Video: Modern marvels – nuclear power 2.3 Video: Chernobyl 3. Fusion 3.1 Hydrogen bomb 3.2 Stars Performance Expectations Science and Engineering Practices DCI Crosscutting Concepts Planning and Carrying Out Investigations PS1.C: Nuclear Processes Patterns  Planning and carrying out investigations • Nuclear processes, including  Different patterns may be observed to answer questions or test solutions to fusion, fission, and radioactive at each of the scales at which a problems in 9–12 builds on K–8 decays of unstable nuclei, system is studied and can provide experiences and progresses to include involve release or absorption evidence for causality in investigations that provide evidence for of energy. The total number explanations of phenomena. (HS- and test conceptual, mathematical, of neutrons plus protons does PS2-4) physical and empirical models. not change in any nuclear Cause and Effect  Plan and conduct an investigation process. (HS-PS1-8)  Empirical evidence is required to individually and collaboratively to differentiate between cause and

produce data to serve as the basis for correlation and make claims about

evidence, and in the design: decide on specific causes and effects. (HS-PS2-

types, how much, and accuracy of data 1),(HS-PS2-5)

needed to produce reliable  Systems can be designed to cause a

measurements and consider limitations desired effect. (HS-PS2-3)

on the precision of the data (e.g., Systems and System Models number of trials, cost, risk, time), and  When investigating or describing a refine the design accordingly. (HS-PS2-5) system, the boundaries and initial Analyzing and Interpreting Data conditions of the system need to be  Analyzing data in 9–12 builds on K–8 and defined. (HS-PS2-2) progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.  Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1) Using Mathematics and Computational Thinking  Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Obtaining, Evaluating, and Communicating Information  Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Communicate scientific and technical

information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6) Cross-Curricular Connections English/Language Arts Standards Mathematics Standards  Integrate and evaluate multiple sources of information  Reason abstractly and quantitatively. (HS-ETS1-1),(HS- presented in diverse formats and media (e.g., ETS1-3),(HS-ETS1-4) MP.2 quantitative data, video, multimedia) in order to address  Model with mathematics. (HS-ETS1-1),(HS-ETS1- a question or solve a problem. (HS-PS2-1) RST.11-12.7 2),(HS-ETS1-3),(HS-ETS1-4) MP.4  Synthesize information from a range of sources (e.g.,  Use units as a way to understand problems and to texts, experiments, simulations) into a coherent guide the solution of multi-step problems; choose and understanding of a process, phenomenon, or concept, interpret units consistently in formulas; choose and resolving conflicting information when possible. (HS- interpret the scale and the origin in graphs and data ETS1-3) RST.11-12.9 displays. (HS-PS1-2),(HS-PS1-3) HSN-Q.A.1  Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3),(HS-ETS1- 1),(HS-ETS1-3) WHST.9-12.9  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4) SL.11-12.5 Differentiation and Accommodations Strategies Special Education Students https://docs.google.com/document/d/1LLYqXNhBHhnTozbG26ogMZJa_1aiiXxfAZWix9mOeuY/edit?usp=sharing

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Students with 504Plans https://docs.google.com/document/d/1cyNmfOi0vBwAOWgsTw5RVjHVim1KlYyJ_TgWxP8U-_0/edit?usp=sharing