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Knox County Schools Curriculum Mapping Project (Assessment at Grade 11)

Spring 2002 Revision-Physical Science—Lynn Camp High School
** (Key Vocabulary in Bold Print) ** ||
 * Grade : **9**
 * Physical Science ** ||  Topic:   ||   Key Concepts   ||   Activities/Demonstrators/Connections
 * August || Scientific Inquiry and Process Skills
 * August || Scientific Inquiry and Process Skills

Applications and Connections || Students will formulate **testable** **hypotheses** and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. Students will use equipment (e.g., microscopes, lasers), tools (e.g., beakers), **techniques** (e.g., microscope skills**)**, technology (e.g., computers), and mathematics to improve scientific **investigations** and communications. Students will use **evidence**, **logic**, and scientific knowledge to develop and revise scientific explanations and models. Students will design and conduct different kinds of scientific investigations for a wide variety of reasons. Students will communicate and defend the designs, procedures, observations, and results of scientific investigations. Students will review and analyze scientific investigations and explanations of other investigations including peers.

Science and Technology
Students will apply scientific **theory** and **conceptual** understandings to solving problems of technological design (e.g., Styrofoam cups, transistors, computer chips) and examine the interaction between science and technology.

Science in Personal and Social Perspective Students will explore the impact of scientific knowledge and discoveries on personal and community health; recognize how science influences human population growth, use science to analyze the use of natural resources by an increasing human population; investigate how science can be used to solve environmental quality problems; use science to investigate **natural and human-induced hazards**; and analyze how science and technology are necessary but not sufficient for solving **local, national, and global issues**.

History and Nature of Science Students will analyze the role science plays in everyday life and compare different careers in science; recognize that scientific knowledge comes from **empirical** standards; logical arguments, and **skepticism**, and is **subject to change** as new evidence becomes available; and investigate advances in science and technology that have important and long-lasting effects on science and society. || Skills to be introduced and integrated throughout all units all year.

As a reference/resource, please look at link below to Jefferson County’s curriculum work:

http://www.jefferson.k12.ky.us/corecontent

Click on “Search the Core Content Guide”. Search “Course” Level – “High” Grade “9” Core Content Area – “Science” Click on “Start Search” Click on “9th Science” “Units” by skill domains


 * Appendix contain: **
 * Performance Standards **
 * Sample Open Response Questions **
 * Scoring Guide **
 * Sample Lesson Plans and MORE!! **

Password: ccg2001
|| ** (Key Vocabulary in Bold Print) **  || (I,,R, **M**) Objects change their **motion** only when a net force is applied. **Laws of motion** are used to describe the effects of forces on the motions of objects. (SC-H-1.4.1) (I, R, **M**) **Gravity** is a **universal force** that each mass **exerts** on every other mass. (SC-H-1.4.2) || ==== ==== || (I,R,**M**) The total energy of the universe is constant. Energy can be transferred in many ways, but it can neither be created nor destroyed. (SC-H-1.5.1) (I,R,**M**) All energy can be considered to be either **kinetic energy**, potential energy, or energy contained by a **field** (e.g., electric, magnetic, gravitational). (SC-H-1.5.2) (I,R,**M**) **Heat** is the **manifestation** of the **random** motion and **vibrations** of atoms, **molecules**, and **ions**. The greater the **atomic or molecular motion**, the higher the temperature. (SC-H-1.5.3) (I,R,**M**) The **universe** becomes less orderly and less organized over time. Thus, the overall effect is that the energy is spread out uniformly. For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat. (SC-H-1.5.4) || ==== ==== || (I,R,**M** ) The **electric force** is a universal force that exists between any two charged objects. Opposite charges attract while like **charges** **repel**. (SC-H-1.4.3) (I, R,**M**) Electricity and **magnetism** are two aspects of a single **electromagnetic** force. Moving electric charges produce magnetic forces. Moving magnets produce electric forces. This idea underlines the operation of **electric motors** and **generators**. (SC-H-1.4.4) || ==== ==== || (I, R,**M**) **Waves**, including **sound** and **seismic** waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in **frequency** can provide information about **relative motion**. (SC-H-1.6.1) (I, R,**M**) Electromagnetic waves, including **radio waves**, **microwaves**, **infrared radiation**, **visible light**, **ultraviolet radiation**, **x-rays**, and **gamma rays**, result when a charged object is **accelerated**. (SC-H-1.6.2) || ==== ==== ||
 * Grade : **9**
 * Physical Science ** ||  Topic:   ||   Key Concepts   ||   Activities/Demonstrators/Connections
 * ** September **
 * Mid. Oct. ** || ** Motions and Forces ** || // Students will investigate forces and the effects of forces on the motions of objects. //
 * ** Mid-Oct. **
 * November ** || ** Energy and Heat ** || // Students will examine how energy is transferred (e.g., collisions, light waves) and recognize that the total energy of the universe is constant; distinguish between types of energy (e.g., kinetic energy, potential energy, energy fields); examine how everything tends to become less organized and less orderly over time (e.g., heat moves from hotter to cooler objects). //
 * ** November **
 * Mid. Dec. ** || || // Students will investigate gravitational and electromagnetic forces. //
 * ** January **
 * Mid. Feb. ** || ** Waves ** || // Students will investigate energy transfer caused when waves and matter interact (e.g., atoms and molecules can absorb and emit light waves); investigate electrical energy through matter. //

** (Key Vocabulary in Bold Print) ** ||
 * Grade : **9**
 * Physical Science ** ||  Topic:   ||   Key Concepts   ||   Activities/Demonstrators/Connections
 * ** Mid. Feb. **
 * March **


 * Mid. Feb. **
 * March ** || ** Matter **
 * Atoms **

(I, R,**M**) **Matter** is made up of minute particles called **atoms**, and atoms are composed of even smaller components. (SC-H-1.1.1) (I,R,**M**) The components of an atom have measurable **properties**, such as **mass** and **electrical charge**. (SC-H-1.1.1) (I,R,**M**) Each atom has a positively charged **nucleus** surrounded by negatively charged **electrons**. The **electric force** between the nucleus and the electrons holds the atom together. (SC-H-1.1.1) (I,R,**M**) The atom's nucleus is composed of **protons** and **neutrons** that are much more massive than electrons. When an **element** has atoms that differ in the number of neutrons, these atoms are called different **isotopes** of the element. SC-H-1.1.2) (I,R,**M**) The **forces** that hold the nucleus together, at **nuclear distances**, are usually stronger than the electric forces that would make it fly apart. Nuclear reactions convert a fraction of the mass of interacting **particles** into **energy**, and they can release much greater amounts of energy than **atomic interactions**. (SC-H-1.1.3)  (I,R,**M)** **Fission** is the splitting of a large nucleus into smaller pieces**.** (SC-H-1.1.3)  (I,R,**M**) **Fusion** is the joining of two **nuclei** at extremely high **temperature** and **pressure**. Fusion is the process responsible for the energy of the Sun and other **stars**. (SC-H-1.1.3)
 * States of Matter ** || // Students will analyze atomic structure and electric forces; examine nuclear structure, nuclear force, and nuclear reactions (e.g., fission, fusion, radioactivity). //

// Students will investigate how the structure of matter (e.g., outer electrons, types of bonds) relate to chemical properties of matter; investigate how the structure of matter (e.g., constituent atoms, distances and angles between atoms) relates to physical properties of matter. // (I,R,**M**) **Solids**, **liquids**, and **gases** differ in the distances between molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly **rigid**; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules, or atoms move almost independently of each other and are relatively far apart. (SC-H-1.2.5) (I,R,**M**) In **conducting** materials, electrons flow easily; whereas, in **insulating** materials, they can hardly flow at all. **Semi-conducting** materials have intermediate behavior. At low temperatures, some materials become **superconductors** and offer no **resistance** to the **flow of electrons**. (SC-H-1.2.6) ||  ||

** (Key Vocabulary in Bold Print) ** || (I,R,**M**) An element is composed of a single type of atom. (SC-H-1.2.2) (I,R,M) When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties. The periodic table is a consequence of the repeating pattern of outermost electrons. (SC-H-1.2.2) (I,R,**M**) **Bonds** between atoms are created when outer electrons are paired by being transferred or shared. (SC-H-1.2.3) (I,R,**M**) A compound is formed when two or more kinds of atoms bind together chemically. (SC-H-1.2.3) (I,R,**M**) The **physical properties** of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule including the constituent atoms. (SC-H-1.2.4) ||  || (I,R,**M**) Chemical reactions occur all around us and in every cell in our bodies. These reactions may release or consume energy. Rates of chemical reactions vary. Reaction rates depend on concentration, the temperature, and properties of reactants. Catalysts speed up chemical reactions. (SC-H-1.3.1) ||  ||
 * Grade : **9**
 * Physical Science ** ||  Topic:   ||   Key Concepts   ||   Activities/Demonstrators/Connections
 * ** April **
 * May ** || **Chemical**
 * Properties ** || (I,R,**M**) Atoms interact with each other by transferring or sharing outermost electrons. These outer electrons govern the **chemical properties** of the element. (SC-H-1.2.1)
 * April **
 * May ** || Chemical Reactions || // Students will investigate chemical reactions and the release or consumption of energy; examine the transfer of electrons or hydrogen ions between reacting ions, molecules, or atoms. //
 * May ** || Chemical Reactions || // Students will investigate chemical reactions and the release or consumption of energy; examine the transfer of electrons or hydrogen ions between reacting ions, molecules, or atoms. //