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Physical Science

2015-16

This document is currently a work in progress. It will be revised throughout the year. The latest version may be obtained online through the teacher’s web page at GTCHS.org

Course Syllabus

Table of Contents

Course Overview…………………………………………………………………………………………………Pages 3 & 4

Course Outline

Unit 1……………………………………………………………………………………………….…….Pages 5 & 6

Unit 2……………………………………………………………………………………………….…….Pages 7 & 8

Unit 3……………………………………………………………………………………………….…….Pages 9 & 10

Unit 4……………………………………………………………………………………………….…….Pages 11 & 12

Unit 5……………………………………………………………………………………………….…….Pages 13 & 14

Unit 6……………………………………………………………………………………………….…….Pages 15 & 16

Unit 7……………………………………………………………………………………………….…….Pages 17 & 18

Unit 8……………………………………………………………………………………………….…….Pages 19 & 20

Project Evaluation Criteria…………………………………….….………………………………….…….Pages 21

Academic Performance Standards

Inquiry Standards…………………………………………………………………………….…….Pages 37

Content Standards………………………………….……………………………………….…….Pages 38

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Overview 864.250.8844 x-8987

Course Description

Science is about answering questions, solving problems and making good decisions. Physical science includes topics in Chemistry and Physics. In this Physical Science course, students will gain skills in everyday tasks while learning fundamentals of Chemistry and Physics. Each unit of study includes instruction and exercises designed to teach students how to answer questions by citing evidence, solve problems using analytical tools, and make decisions based on criteria.

Featured Learning Outcomes: Students will…

Create digital media to communicate scientific information about the nature of matter, draw a model of the atom and use it to describe atomic properties, design a flowchart to predict how two chemical elements will bond, write and perform a laboratory procedure to demonstrate a chemical reaction, design, build and analyze performance of a matter accelerator, design, build and analyze performance of an electrical circuit, use audio editing software to analyze and manipulate sound waves, and make decisions about alternative energy based on criteria.

Grading

Grading is in accordance with GTCHS Assessment Policy:

Final Grade = 0.5(First Semester Grade) + 0.5(Second Semester Grade)

First Semester Grade = 0.45(First Quarter Grade) + 0.45(Second Quarter Grade) + 0.1(Fall Exam)

Second Semester Grade = 0.45(Third Quarter Grade) + 0.45(Fourth Quarter Grade) + 0.1(Spring Exam)

Quarterly Grades = 0.3(classwork including quizzes) + 0.35(projects) + 0.35(tests)

Classwork will include activities designed to help students learn the content. While quizzes are still considered classwork, they may carry more weight. Test questions will come directly from class work and quizzes.

Homework – Students are expected to work on projects outside of class. Also, students who do not finish classwork in class may have to complete the work at home.

Academic Assistance

Students with a final grade trending below 80% are required to attend Academic Assistance on Thursday’s after school. During this time, students will be are required to read the text and demonstrate comprehension. Additional instruction and resources will be provided as necessary.

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mailto:[email protected]

http://www.gtchs.org/apps/download/2/YzENY3CDjehvA5PzHVwJI4dVdSGtBEhHPDZ1p2PdTo9zK09C.pdf/GTCHS%20Assessment%20Policy.pdf

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Overview 864.250.8844 x-8987Test “Re-takes”

Physical Science students are given multiple opportunities to demonstrate their mastery of the course content. Students who perform poorly on a unit test, but then demonstrate mastery of the material on a subsequent test, may petition to have the previous grade changed up to a maximum percentage score of 80%.

Honors Credit

Students whose first quarter grade is 93 or higher will be eligible for honors credit.* Eligible students will receive honors credit by either: earning two badges, one certification, or maintaining good standing membership in the robotics club throughout the school year.

Badges are offered in the following subject areas: Chemistry, Electricity, Electronics, Engineering, Nuclear Science, Robotics, and other subject areas approved by the instructor. The first badge must be earned by January 15th. The second badge must be earned by April 15th.

Acceptable certifications include: amateur (“technician class”) radio operator, (“junior”) SCUBA diver, Student Pilot or other certification as approved by the instructor. Certificates must be presented by May 13th.

Good standing in the robotics club requires a certain level of participation as determined by the director, typically around 40 hours, and must not be “grounded” at any time during the school year. Robotics club membership will be verified with the club director at various times throughout the school year.

Honor students must make arrangements to meet with the instructor outside of class to verify progress toward achieving honors credit.

*A waiver of this eligibility requirement will be considered on a case-by-case basis.

Communication with Parents

Web Site - Information about what students should be doing will be posted on the teacher’s web page at GTCHS.org.

Parent Portal - Parents may view their student’s grades by accessing the parent portal.

Reminders - Students and parents may sign up to receive class reminders through Remind.com.

Class Code for A-day classes @gtchspsa Class code for B-day classes @gtchspsb

Email ([email protected]) to get answers to quick questions without interrupting class.

Phone calls –During class hours, please leave a message. The number of the phone in the classroom is (864) 250-8844 Ext. 8987.

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https://ps.greenville.k12.sc.us/public/)

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Outline 864.250.8844 x-8987

Unit 1: The Nature of MatterEssential Question: How do you describe the stuff that makes up all the stuff around us?

Relevance: If the nature of matter did not matter, then we would be no more civilized than cats and the cave man. However, our understanding of what matter is and what it does has (arguably) civilized the world, making it possible for us to enjoy an abundant supply of food and water, cheap clean energy, more leisure time than work, and a long life expectancy. Being able to classify matter and describe its nature, is essential to scientific progress.

ProjectStudents will create a communication product using scientific content. The product will be a web page including text, pictures, video, infographics or other media formats of the student’s choosing. The product must address the essential question, providing part of the complete answer. Selected products will be uploaded to Greenville Tech Library’s website where the essential question will be answered completely.

Content KnowledgeStudents will be tested on their knowledge of:

Composition of Matter Physical and Chemical Properties and Changes Kinetic Molecular Theory

Class work will include activities designed to help students learn the content. Students will be assessed formatively through quizzes. Test questions will come directly from class work and quizzes. Student work published at Greenville Tech Library website, will provide additional study resources.

Science Process SkillsStudents will be graded on their skills in obtaining and communicating scientific information:

Choosing a topic based on interest and project limitations. Deciding on product format based on personal skills and the intended audience. Collaborating with others to complete the project on time.

Prior to working on the project, students will have the opportunity to practice and receive feedback on these skills by creating a poster that communicates the most memorable scientific concept they learned in middle school.

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Unit 1 Lesson Plan with Learning Objectives and Schedule of Deliverables

A-Day B-day Lesson Learning Objectives and Deliverables10-Aug 11-Aug 1.1 Welcome Names, icebreaker, need-to-knows, first assignment12-Aug 13-Aug 1.2 Cooperative

Learning IReview normsBroken Circles ActivityEpstein’s Four-stage Rocket and Conflict ResolutionAssessment (TOD): Group Work Questionnaire

14-Aug 18-Aug 1.3 Cooperative Learning II

Conflict Resolution (continued) go over questionnaire results and practice “I feel… statements.Practice Collaborative Learning by creating a group poster “What I learned about science in Middle School”Assign 1st major project, due on review day.Assessment: Student Presentations

17-Aug 20-Aug 1.4 Composition of MatterRead Page 449-456PS-3.4

Pre-test. After the test: Chapter 15 VocabularyExplore: “Elements, Compounds, and Mixtures”Explain: Concept Map

19-Aug 21-Aug 1.5 Physical Prop. And ChangesRead Page 458-461PS-3.1

Formative Assessment: Section 1. Remediation: Directed Reading for Content Mastery. Enrichment: Write a procedure for separating mixture.Introduce Physical Properties and Changes.

24-Aug 25-Aug 1.6 Chemical Properties and ChangesRead Page 461-463PS-4.7

Bellwork: What I think now.Discuss Chemical Properties using NFPA SignageGo through “What’s the Difference” together.Groups come to consensus on differences between physical and Chemical Changes.Conservation of Mass explained. TOD: NOW what I think.

26-Aug 27-Aug 1.7 Solids, Liquids, and GasesRead Page 474–480PS-3.7

Quiz on Ch.15 ,Read Ch.16.Sec.1 & Answer Q’s 1-4 on p.483Heating Curve Lab ActivityDiscuss data and graphs.

28-Aug 1-Sep 1.8 Kinetic TheoryRead Page 481–483PS-3.6

Bellwork: What I think now.Handback and go over graded classwork.Review Lab and work “Kinetic Theory” together.Groupwork: PhET Sim “States of Matter”KMT Explained, TOD: NOW What I think.

31-Aug 3-Sep Review Projects due.Water Filtration Engineering Design Challenge.

2-Sep 4-Sep Test After the test: Student Reflection on Learning

Notes: Students in random groups. Regrouping will occur after Unit 1.

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Unit 2: Atomic Structure and the Periodic TableEssential Question: What do the smallest particles of matter “look” like?

Relevance: The world we can see is affected by the world we cannot see. For example, viruses are microscopic organisms that make us sick. Radiation and nuclear reactions are other effects caused by structures so small we cannot see with our most powerful microscopes. Scientists use models to explain their theories about the things we cannot see, helping us all understand how and why we are affected by the invisible world around us.

ProjectStudents will create scientific drawing based on the Bohr model to describe atomic properties. Drawing will include dimensions and annotations which explain how the model does and does not represent real atoms.


Detailed knowledge about general properties of the atom Basic knowledge about subatomic particles Organization of the Periodic Table Connections between atom structure and the Periodic Table Properties of the elements

Class work will include activities designed to help students learn the content. Formative assessment (e.g. quizzes) will be frequent. Test questions will come directly from class work and quizzes.

Science Process SkillsModeling (Performance Task Assessment p.123)

Explaining how models simulate real structures Making drawings that include dimensions and annotations

Prior to working on the project, students will have the opportunity to practice and receive feedback on these skills by creating and presenting a model of their choice.

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A-Day B-day Lesson Learning Objectives and Deliverables9-Sep 8-Sep 2.1 Observation,

Inference, and hypothesis.

Review Unit 1 TestEngage: Mystery boxes or Launch Lab p.505Explore/Explain: Worksheet/VideoEvaluate: Quiz at end of class or beginning of next.

11-Sep 10-Sep 2.2 Structure of the AtomRead Pages 506- 508PS-2.1,3.3

Engage: What is the difference between elements & atoms?Explore: Groups will Draw the atom, present, and discuss.Explain: PPT the weird symbols, Bohr Model, PNe table.Evaluate: Quiz at end of class or beginning of next.

14-Sep 15-Sep 2.3 Models of the AtomPS2.1,2.4Read Pages 509-511

Video: Just how small is the atom?Enrichment: RAFT activity on history of atomic structureReinforcement: Directed Reading for Content MasteryAssign 2nd project.

16-Sep 17-Sep 2.4 Virtual Lab/Guided inquiry into atomic structure

Quiz on Chap.17, Sec. 1, Review QuizExplore: PhET Sim “Build an Atom”

21-Sep 18-Sep 2.5 Atomic MassRead Pages 512-515PS-2.1,2.2

Explain: PPT Chap.17 Sec.2Evaluate: PPT “Section Check” then VideoRemediate: Continue work on PhET Sim.Enrichment: Beanium Lab practice using scales.

23-Sep 22-Sep 2.6 Periodic Table 1PS-2.3

Explore: Alien Periodic TableExplain: PPT Chap.17, Sec.3 (Periods and Energy Levels)Extend: Create your own periodic table.

25-Sep 24-Sep 2.7 Periodic Table 2Read Pages 520-524PS-2.3

Explain: PPT Chap.17, Sec.3 (Groups and Dot Diagrams)Evaluate: PPT “Section Check”Groups will set up collaborative study environment online.

28-Sep 29-Sep 2.8 Periodic Trends Quiz on Chapter 17.Explore: Jigsaw on characteristics of elements (see TE p. 522)

30-Sep 1-Oct Review Projects due. Review classifying matter.Enrichment: RadioactivityRemediation: Clicker questions.

5-Oct 2-Oct Test After the test: Foldables (p.601)Notes: No school September 7th.

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https://www.youtube.com/watch?v=FSyAehMdpyI


Unit 3: Chemical BondingEssential Question: Why do elements combine to form compounds?

Relevance: In the movie The Martian, Mark Watney had to make water in order to survive. How? The chemical formula for water is a recipe that tells us the basic ingredient and what proportions they are used. Making water from it basic ingredients, hydrogen and oxygen, is dangerous because it requires the combustion of hydrogen. Isn’t it strange to think that water, which is used to put out fire, is made from an ingredient that catches fire?

ProjectStudents will create a flow chart from naming chemical compounds. The chart will differentiate between various bond types and result in rules for naming.


Why elements combine to form compounds. Bond Types Writing formulas and naming compounds.

Class work will include activities designed to help students learn the content. Students will be assessed formatively through weekly quizzes. Test questions will come from classwork and quizzes.

Science Process SkillsMaking and using a classification system (Performance Task Assessment p.121)

Identifying essential characteristics, both general and specific. Establishing criteria for classifying. Creating a decision tree that others can use to classify new objects.

Student will practice this skill by creating a classification system of their choice – collector cards or food, for example.

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A-Day B-day Lesson Learning Objectives and Deliverables7-Oct 6-Oct 0.1 Methods of

ScienceReview Unit 2 Test, Projects, Pre-test dataExplore/Explain Standards of Measure

9-Oct 8-Oct 0.2 Standards of Measurement

Metric mini-Olympics

12-Oct 13-Oct 3.1 Stability in BondingRead Page 602-606PS-2.3,2.5,3.3,4.1-3

Engage: How did The Martian make water?Carousel: Household chemicalsPPT Chapter 20 Section 1 on Stability in BondingFormative Assessment / VideoEnrich/Remediate

14-Oct 15-Oct 3.2a Types of BondsRead Page 608-614PS-2.5,3.3,4.2-4.4

Engage: Atomic bonding is like a Tug of WarCompare/Contrast Ionic and Covalent BondingPPT Chapter 20 Section 2a (ionic bonding)

21-Oct 22-Oct 3.2b Types of Bonds(continued) and Bond Type Classification

Engage: Classification of Matter as a Flow ChartExplore: Groups will make Flow Chart for Bond TypesExplain: PPT Chapter 20 Section 2b (covalent bonding)Formative Assessment, Video, Enrichment and Remediation Unit 3 Project Assignment and Pre-Lab:

30-Oct 23-Oct Lab A) Bond Breaker - Collecting data on bond strength and melting point.

B) Conductivity of Solutions26-Oct 27-Oct Bellwork: Counting Atoms

Enrichment: Build a MoleculeRemediation: Reteach Sec. 1 & Sec. 2.

28-Oct 29-Oct 3.3a NomenclatureRead pages 615-619PS2.5,4.5

Evaluate: Quiz on Chapter 20 Sec 1 and 2Engage: Who cares about polar molecules?Explore/Explain/Classwork: Formulas-to-names, names-to-formulas for Type I, II, and Type IV chemical compounds.

2-Nov 3-Nov 3.3b Nomenclature (continued)Read pages 619-621PS2.5,4.5

Explain: PPT Chapter 20 Section 3 (covalent nomenclature).Writing Formulas and writing names of Type III compounds,Practice writing and naming mixed compounds.

4-Nov 5-Nov Library Research: Using library database to find credible sources of information to support a hypothesis.Classwork becomes homework. Help is here: Ezvid tutorial.

9-Nov 6-Nov Chapter Quiz and Flow charting sftwr

Projects due. Quiz on Chapter 20.Remediation: Project RevisionsEnrichment: Using Software to Create Flow Charts.

11-Nov 10-Nov Review Clicker Q’s13-Nov 12-Nov Test After the test: Foldables on page 631Notes: Student led conferences are October 16th. No school October 19th and 20th.

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Unit 4: Chemical ReactionsEssential Question: What will happen if I mix two chemicals?

Relevance: If you want to go to the lab and mix chemical together, you have to write a procedure that includes safe handling and clean-up of materials we can use. Writing procedures is a relevant life skill used to explain how to do something. For example, how would you explain to an elderly person how to take a picture with an iPhone? You would have to write a step-by-step procedure that someone else could follow. It’s not as easy as it may first seem.

ProjectStudents will design an experiment to determine how a product is affected by changing the amount of one of the recipe ingredients. The recipe might be for a baked food item or for non-food items like playdough, bubble juice, or soap. Students will present the results of their project in a formal write-up that includes a graph, illustrating data collected during the experiment.


Writing and naming chemical formulas Writing balanced chemical equations Classifying chemical reaction equations Predicting products of chemical reactions

Class work will include activities designed to help students learn the content. Students will be assessed formatively through weekly quizzes. Test questions come directly from classwork and quizzes.

Science Process SkillsDesign an Experiment

Formulating a hypothesis which includes experimental variables Writing a procedure, including materials Planning to measure and collect data Addressing possible sources of error and safety concerns

Students will practice science process skill during class though inquiry-based activities.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Outline 864.250.8844 x-8987Unit 4 Lesson Plan with Learning Objectives and Schedule of Deliverables

A-Day B-day Lesson Learning Objectives and Deliverables16-Nov 17-Nov 4.1 Introduction to

Scientific InquiryStudents will practice writing procedures and then write a procedure for the ‘Be a Bond Breaker’ lab.

18-Nov 19-Nov 4.2 Chemical Changes

Evidence of ReactionReactants and productsConservation of Mass

30-Nov 20-Nov 4.3 Chemical Equations

Formative Assessment on Chap 21, Sec 1Writing and Balancing Chemical Equations

23-Nov 24-Nov Design of Experiments

Hypothesis writing practice.Project assignment.

2-Dec 1-Dec 4.4 Classifying Reactions

Formative Assessment on Chap 21, Sec 2Classifying Reactions and more practice balancing.

4-Dec 3-Dec 4.5 Predicting the products of chemical reactions.

Formative Assessment on Chap. 21, Sec 3More practice balancing and classifyingSingle Replacement Reactions, Lab Activity

7-Dec 8-Dec Review Practice predicting product and writing chemical reaction equations.

9-Dec 10-Dec Test Projects due for all students.14-Dec 11-Dec Review for Chemistry Final Exam

Clicker questions with learning objective check list.15 thru 18 Dec

Exams

Notes: Youth In Government field trip Nov. 19th and 20th. No school November 25th through 27th.No school December 21st through January 1st.

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Unit 5: Force and MotionEssential Question: How far will something go if acted on by a force?

Relevance: Roller coasters and Pinewood Derby cars are powered by the transfer of potential energy into kinetic energy. Understanding the physics of these appilications will help you engineer more exciting rides and winning cars. Moreover, learning the process of engineering design will help you develop all kinds of valuable products and services. And, as the saying goes, you can take that to the bank!

ProjectStudents will engineer a solution to a problem. Students will use the engineering design process to develop the solution. Depending on student abilities, behavior, time permitting, facilities and supplies available, students will field test their solutions.


Interpreting motion graphs Calculate linear motion (distance, speed, and acceleration) Calculate the motion of a projectile

Class work will include activities designed to help students learn the content. Students will be assessed formatively through weekly quizzes. Test questions may come directly from the textbook, quizzes and classwork activities.

Science Process Skills Engineering Design

Understanding the Problem Solving the Problem Communicating the Result

Student will practice these skills, in groups, during marble run design activities in class.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Course Outline 864.250.8844 x-8987Unit 5 Lesson Plan with Learning Objectives and Schedule of DeliverablesA-Day B-day Lesson Learning Objectives and Deliverables6-Jan 5-Jan 5.1 Introduction to

PhysicsBellwork: Collect student info for grouping.Think-Pair-Share Activity on Q’s from Chapter 1Group Activity: Graphing Distance verses TimeOptional homework: Self-Check Q’s 1-7 page 46.

8-Jan 7-Jan 5.2 Describing Motion

Bell work: VocabularyDiscuss home work. Optional Clicker QuestionsFormative assessment on Chapter 2, Section 1.Model Roller Coaster Quickbuild.Introduce Engineering Design BriefExtra Credit Assignment: Annotate “NASA Connection”

11-Jan 12-Jan 5.3 Acceleration Bell work: Science Literacy Sample QuestionExplore w/Clicker Questions then work acceleration probs.Project Work: Define the problem and measure inst. vel.Optional homework: Self-Check Q’s 1-7 page 51.

13-Jan 14-Jan 5.4Forces and Motion

Bell work: Discuss Homework then take quiz on Section 2.Explore/Explain: Clicker QuestionsExtend: Project work: Design Constraints

15-Jan 19-Jan 5.5 Forces and Motion (continued)

Vectors and Projectiles (Conceptual Physics Alive!)Optional homework: Self-Check Q’s 1-7 page 56.

20-Jan 21-Jan 5.6Forces and Motion (continued)

Hand back quizzes on Chap.2, Sec.1&2 and make corrections.Frayer models of Velocity and Acceleration.Group mini project: Telling stories with graphs.Quiz on Section 3Optional homework: Self-check Q’s 2,3,6,7,8 on page 82

27-Jan 26-Jan 5.7 Newton’s Second Law, and Gravity

Hand back quizzes on Chap2,Sec.3, corrections, dscus hmwrkCalculating Weight, Drawing Projectile MotionQuiz on Chap3,Sec.2Assign Project, Watch PWD Video, Brainstorming & ResearchOptional Hmwrk: Self-check Q’s 1, 2, 3, 5,and 7 on page 105

29-Jan 28-Jan 5.8 Energy Hand back quizzes on Chap3,Sec.2, corrections, dscus hmwrkThink, Pair, Share: Venn Diagram KE + PESkate Park SimulationTake quiz on Chap 4, Sec.1Project Work: Selecting a DesignAssign: Practice Problems on page 128 and page 130

1-Jan 2-Feb 5.9 Work and Power Hand back quiz on Chap 4, Sec.1, corrections, dscus hmwrk“How powerful are you?” activityFrayer models of Work and PowerQuiz on Chapter 5 Sec.1&2 (know your units!)Project Work: Building and TestingAssign: Problem Set

3-Feb 4-Feb Review Help with problem set in the context of completing projects.8-Feb 5-Feb Test After the test: Reading Articles with BiasNotes: No school December 21st through January 1st. No school on Martin Luther King Day January 18th.

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Unit 6: Electricity and MagnetismEssential Question: How can we control the flow of electrical energy to do work?

Relevance: Multi-rotor aerial vehicles (i.e. drones and quadcopters) are fun fly. The flight controls and electric motor technology did not exist 10 years ago. Engineers refined this technology to some pretty incredible things, like deliver packages, make movies, inspect crops…

ProjectStudents will design, build and analyze an electrical circuits, including and electric motor.


How objects become electrically charged. Why current flows in an electric circuit Ohm’s Law applied to simple series and parallel circuits

Class work will include activities designed to help students learn the content. Students will be assessed formatively through weekly quizzes. Test questions may come directly from quizzes and student products published at Greenville Tech Library website.

Science Process Skills Design a simple circuit given limitations Build a circuit from basic components Analyze a circuit using a digital volt meter (DVM)

Student will practice this skill by using circuit construction and analysis simulation software.

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A-Day B-day Lesson Learning Objectives and Deliverables8-Feb 5-Feb Test10-Feb 9-Feb Test Corrections12-Feb 11-Feb 6.1 Electric Charge Discrepant Event, PhET:Balloons and Static Electricity, Notes.

Assignment: Read Chap 8 Sec 2 Answer Self-Check #415-Feb 16-Feb 6.2 Electric Current Ben’s Big Mistake, Lab:Insulators and conductors, Ohm’s Law

Guided Practice. Reading (p.200-203) about Dry-cells and flash light circuits. Extra Credit: Eddy the Electron.Assignment: Applying Math on Page 205.

17-Feb 18-Feb 6.3 Electrical Energy Ohm’s Law QuizUse PhET Sim to analyze DC Circuits: Series and Parallel, calculating energy and power.

22-Feb 19-Feb 6.4 Circuit Analysis Paul Hewitt Video: Electric CurrentQuiz on Calculating Energy and PowerReview Chapter 7 with Study Guide and Circuit Sims

24-Feb 23-Feb 6.5 Circuit Design Chapter 7 TestAssignment: Read Chapter 8 Sections 1

26-Feb 25-Feb 6.6 Bellwork: Demonstration of MasteryIntroduce Motor Project – Model Work FlowAssign: Read Section 1

29-Mar 1-Mar 6.7 Project Day 1 – Complete 1st design cycle, section 1 quizAssign: Read Section 2

2-Mar 3-Mar 6.8 Project Day 2 - Complete 2nd design cycle, section 2 quiz, complete electromagnet.Assign: Read Section 3

7-Mar 4-Mar 6.9 Project Day 3 - Complete 3rd design cycle, section 3 quiz9-Mar 8-Mar Project Day 4 - Complete 4rd design cycle, Chapter Review

Quiz, Writing Assignment Due11-Mar 10-Mar 7.0 Complete Storyboards15-Mar 14-Mar Demonstration of Mastery

Gallery Walk, Project ReflectionNotes: March 18 is SLC

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Unit 7: WavesEssential Question: How can energy be transferred without transferring matter?

Relevance: Recently students George Mason University invented a fire extinguisher… that uses sound waves! The sound energy generated by the extinguisher is transferred though the air to the fire. The transferred energy interferes with the combustion process and flames are extinguished.

ProjectStudents will produce a stereo recording from two monaural recordings of the same sound-event, using multi-track audio recording and editing software (Audacity).

Content Knowledge Students will be tested on their knowledge of: Nature of Electromagnetic and mechanical waves; transverse and compressional waves, Properties of waves, including: wavelength, frequency, speed and amplitude. Behavior of waves, including reflection, refraction, diffraction, and interference


Science Process Skills Measuring frequency, wavelength, and amplitude of waves. Recording and editing audio/sound files.

Student will practice this skill by using Audacity software during class work.

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A-Day B-day Lesson Deadlines*Mar 14 Mar 15 Introduction Wrap up Unit 6, Gallery Walk, Demonstration of Mastery

Introduce Unit 7 - WavesAssign: Chap 10 Sec 1 Self-check questions 1 and 6

Mar 16 Mar 17 Nature of Waves

Class work: Compare and contrast transverse waves and compressional waves.Assign: Chap 10 Sec 2 Self-check questions 6 and 7

Mar 18 (SLC)Mar 21 Mar 22 Properties of

WavesClass work:Describe the relationships between frequency and wavelength.Explain how a wave’s energy and amplitude are related.Assigned Reading/Optional Homework

Mar 23 Mar 24 Behavior of Waves

Class work:Describe how waves interfere with each other.Formative Assessment on Chapter 10

Mar 25 (Day of service)

Paul Hewitt Video – “Vibrations and Sound 1”

Apr 4 Apr 5 The Nature of Sound

Bell Work: Chapter 11 Section 1Project Work: Proposal

Apr 6 Apr 7 Properties of Sound

Bell Work: Chapter 11 Section 2Project Work: Research

Apr 11 Apr 8 Music Bell Work: Chapter 11 Section 3Project Work: Draft Narrative

Apr 13 Apr 12 Corrections to Bell work, DiscussReview using Clicker Questions

Apr 15 Apr 14 Test on Chapter 10 and 11Reflection on Podcast ProjectFormative Assessment on using Audacity

Apr 18 Apr 19 Review Test Results while those who haven’t taken the test finish. Discuss project grades and creativity rubric.Begin Unit 8 Lesson 1

Student Led Conferences are March 18th. Snow Day March 25th. Spring Break is March 28 through April 1st.

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Unit 8: Essential Question: How can we design a chamber to grow plants on the moon?

Relevance: From our first unit of study:

“If successive generations fail to progress scientifically, then civilization will likely fall due to un-sustainability. The problem facing this generation is not a lack of information about sustainable progress, the problem is deciding what to do with this information. The decision making process all begins with researching the available information and communicating this information to our fellow decision makers.”

And in this final unit, students will make decisions regarding the design of a lunar plant growth chamber.

ProjectStudents will evaluate species of plants on the basis of designated criteria, in writing, using a decision matrix. They will research the survival requirements of the selected plant and design a chamber (box) that includes necessary subsystems. Students may build and submit a prototype of the system for critical design review.


The engineering design process Conditions in space, on the Moon and Mars Plant growth and nutrition, including the basics of photosynthesis Plant life support (sub)systems.


Science Process Skills Researching. Making decisions using a decision matrix. Drawing 3-dimensional objects. Communicating ideas in writing, including drawings. Building models/prototypes.

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Unit 8 Lesson Plan with Learning Objectives and Schedule of Deliverables(tentative)

A-Day B-day Lesson Learning Objectives and Deliverables18-Apr 19-Apr 8.1 Intro Review Unit 7 Test / Test Make-up

Intro to Unit 8 – What was significant about STS-11820-Apr 21-Apr 8.2 Engineering

DesignIntroduction to Engineering DesignChallenge: Lunar Plant Growth ChamberObjectives Making Decisions using a Decision Matrix, andDrawing 3-Dimensional ObjectsAssessment: NASA LPGC Curriculum Lesson 1

25-Apr 26-Apr 8.3 Choosing a Plant Species

Objective: Use a decision matrix to select a plant to grow in space/Moon/Mars.Assessment: NASA LPGC Curriculum Lesson 2

27-May 28-Apr 8.4 Research Objective student will research the survival requirements of compatible plants.

2-May 29-Apr 8.5 Systems approach to design

Lesson on Subsystems for Plant Growth and NutritionObjective: Students will practice and receive feedback on sketching scientific equipment.Assessment: NASA LPGC Curriculum Lesson 3(Unit 7 Test Retakes Due for A-day students.)

4-May 3-May 8.6 Artificial Light Objective: Students will select lighting suitable for growing plants.Also, students will continue practice and receive feedback on sketching scientific equipment, including subsystems.Assessment: NASA LPGC Curriculum Lesson 4(Unit 7 Test Retakes Due for B-day students.)

6-May 5-May 8.7 Review Unit 8 Review Day(Unit 7 Demonstration of Mastery during AA on May 5th

Extra-credit assignment due May 6th)9-May 10May 8.8 Test Unit 8 Test

After the test, in-class completion of Unit 8 Project Proposal.11-May 12-

May8.9 Build Day Objective: Students will actually build Lunar Plant Growth

Chamber from simple materials, including foam board.Tentative: Freshmen Convocation in Auditorium during advisory to recognize honor students and showcase projects.

16-May 13-May

Review Semester Review (Unit 5-Unit 8) Physics Only

17 thru 20 May Exams Semester Exam (NOT an EOC Exam)Notes: No School on April 22nd, May 6th is Student Appreciation Day, May 23rd is a Snow Day.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Performance Evaluation Criteria 864.250.8844 x-8987

Communication Product Rubric

4 = Exemplary 3 = Meets Expectations

2 = Approaching Expectations

1=unsatisfactory 0

Value The product communicates the author’s expertise in the subject.

The product clearly and accurately answers the essential question without requiring the audience to seek additional information, but also provides a bibliography or references where additional info can be found.

The product requires the audience to study to details in order to derive an answer to the essential question.

It is not clear how the product answers the essential question, even after in-depth scrutiny.

No attempt

Organization The product gives the impression that the author is well organized and completes tasks thoroughly.

The product is clearly organized with titles, subheadings and content is coherent with a beginning, middle, and an end.

The product lacks titles and/or subheadings and/or does not have clear a beginning, middle and/or end.

The product is a mish-mash of information that does not fit together.

No attempt

Style The product is strikingly original with unique style.

The product has a coherent theme/template which enhances the value and organization of the product.

The style or lack-thereof, distracts from the value or organization or the product.

The style or lack-thereof, distracts from the value and organization or the product.

No attempt

Readability No noticeable errors in spelling, grammar, word usage, and/or inappropriate language.

A few errors in spelling, grammar, word usage, and/or inappropriate language.

Several errors in spelling, grammar, word usage, and/or inappropriate language.

Numerous errors in spelling, grammar, word usage, and/or inappropriate language.

No attempt

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Communication Product ExampleCreating a communication product like a web page requires the pulling together of several content and design elements into a form that can be published electronically. Text and Graphics must be formatted and edited to fit the web site’s design requirements. Typically, the tasks involved in publishing a web page are accomplished by more than one person (even though most bloggers work on their own, they still are using apps that were developed by someone else). In this example, there are approximately 200 words organized in 5 paragraphs: An introduction, three supporting paragraphs, and a conclusion. In addition there is an image with caption. Also, the page has a title, text wrapping, and a consistent font.

What Is Dark Matter?What is dark matter? The short answer is: Nobody knows. Scientists have observed effects of what they theorize is dark matter but they have yet to observe it directly.

Dark matter was first described in the 1930s by Fritz Zwicky, a Swiss astrophysicist. Zwicky calculated the mass of individual galaxies. His findings were that galaxies simply didn't have enough physical matter to hold them together.

Zwicky’s calculations were based on matter exerting a gravitational pull on adjacent matter. Without enough matter, the stars, planets, gases and other objects in galaxies would fly off into space. Obviously, they don’t.

Scientists hypothesize that there must be something else, some other matter, holding the galaxies together. However, nothing yet has been

observed directly. We can only measure the effects of what we now call “dark matter”.

In conclusion, either matter has properties that we have not properly quantified, or we lack the ability to “see” everything that exists. In either case we just do not know everything there is to know about the universe.

Reference

This example was inspired by an article at LiveScience.com. Follow this link to see the original article: http://www.livescience.com/28402-what-is-dark-matter.html.

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This image shows a computer simulation of what dark matter may look like: not particles, but organized clumps. This image is credited to: Institute for the Physics and Mathematics of the Universe.


http://www.livescience.com/28402-what-is-dark-matter.html


Scientific Drawing Rubric4 = Exemplary 3 = Meets

Expectations2 = Approaching Expectations

1=unsatisfactory 0

Value The drawing includes elements which explain discrepancies in the scale of the particle sizes and the distances in-between.

The drawing is a clear illustration of the orbitals and subatomic particles, including the location and appropriate number of orbitals and particle for the atom represented.

No attempt

Organization Drawing elements are rendered with attention to details, giving the impression that technical drawing standards and specifications have been followed.

The drawing has a title, dimensions, and labels. The overall size of the atom is dimensioned in meters. The subatomic particles are labeled. All text is oriented so as to be readable without rotating the drawing and the text is sized relative to importance.

No attempt

Style Drawing elements are rendered artistically, adding depth and richness with shading and color.

The drawing is neat and presentable. All elements of the drawing fit in the space allowed without being too crowded or too small.

No attempt

Readability No noticeable errors in spelling, grammar, word usage, and/or inappropriate language.

A few errors in spelling, grammar, word usage, and/or inappropriate language.

Several errors in spelling, grammar, word usage, and/or inappropriate language.

Numerous errors in spelling, grammar, word usage, and/or inappropriate language.

No attempt

Note: Percentage score = 8 x rubric score + 69. For example: 4=100, 3=93, 2=85, 1=77, 0=69.

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Scientific Drawing ExampleNote that while the drawing below is good, it does not have all the elements necessary to get a good grade. For example, the drawing does not have a title and there are no dimensions describing the size of the objects in the drawing.

http://1.bp.blogspot.com/-xiBRhrfSIRY/VRAlrBRlUUI/AAAAAAAAA48/LGsWfjvo01M/s1600/2015-03-22%2B09.12.40.jpg

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Classification System Rubric4 = Exemplary 3 = Meets

Expectations2 = Approaching Expectations

1=unsatisfactory 0

Covalent Bonds

Differentiates naming of diatomic molecules.

Successfully differentiates between covalent and ionic bonds in most cases.

Fails on one expectation.

Fails on two expectations.

No attempt

Ionic Bonds Differentiates between binary and polyatomic bonds.

Differentiates between ordinary ionic compounds and compounds that have elements with more than one oxidation number.

Fails on one expectation.

Fails on two expectations.

No attempt

Style and organization.

Flow charting software used enhancing style over what is expected.

Hierarchical organization, with obvious levels of decision with an obvious flow of decision making (arrows, yes/no), ending in the appropriate rules for naming.

Execution shows some attention to detail but the result fails in one or two expectations.

Last minute or poor planning evident or poor execution of plans, resulting in failure of two or more expectations.

No attempt

Readability Flow charting software used enhancing readability over what is expected.

No errors, clear and easy to read.

Some errors, omissions or areas that are hard to follow.

Some areas that have been scratched out.

No attempt


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Classification System ExampleHere is an example of a flow chart for classifying shapes. Notice the hierarchical structure, resembling a tree which starts out at the top and the spreads out. Every question along the way has a yes or no answer which causes the tree to branch. Here the end result is the name of a shape. Your flow chart will result in a rule on how to name a compound.

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Basic Experiment Report Rubric

Exceeds Expectations = 4 Meets Expectations = 3 2 1 0

Hypo-thesis

In the form of an “If… then… because…” statement.

In the form of an “If… then…” statement, which describes the independent, and dependent variables.

Back-ground

Includes reference to information researched through a library database(i.e. Literati)

Explains why the hypothesis should be found to be supported.

Provides research evidence that would support the hypothesis.

In-text citation in MLA format.

Pro-cedure

Includes steps taken to enhance safety, minimize waste, minimize error, and/or proper disposal of product(s).

Identifies the source of the recipe used. Identifies the independent variable and how was

varied. Identifies the dependent variable and how it was

measured. States what variables were controlled.

Graph Includes additional information such as theoretical values or errors bars.

Appropriate graph (ie: scatter, bar, line…) Graph has title labeled axes, and including units of measure.

Analysis Comparison of data to theoretical values or the work of others.

Interprets the graph Identifies any trends, or lack of trends Explains any sources of error.

Con-clusion

Explains how the results are significant/relevant to the reader, and/or makes useful recommendations.

Explicitly states

whether or not the hypothesis was supported; what would be done differently next time.

Read-ability

Readability enhanced through text and document formatting.

No noticeable errors in

spelling, grammar, or word usage.


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Experimental Procedure Example

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Sub-zero Ice CoolerHypothesisIf we increase the amount of salt in our ice cooler, then the drinks in our cooler will get colder.

BackgroundAdding salt to ice in a cooler will make the temperature of anything inside the cooler go down because salt has the effect of lowering the melting/freezing temperature of ice. According to Fred Senese at the web site General Chemistry Online:

“The higher the concentration of salt, the greater the freezing point depression” (Sense).

So, according to Mr. Senese, adding salt to cooler ice will lower the temperature of the cooler below 0*C. Mr. Senese goes on to say that the minimum temperature achievable with salt and ice is -21.1*C, which is the freezing point of a fully-saturated salt solution.

ProcedureWe filled four identical 12-liter coolers with 3 kilograms of ice each. Cooler 1 was the control cooler to which we did not add any salt. Coolers 2, 3, and 4 had 375 grams, 750 grams, and 1500 grams of salt respectively. The ice and salt in each cooler were mixed thoroughly. One room temperature can of beverage was buried in the ice of each cooler. Then, the lids on the coolers were closed. And, after one hour, the temperature of the beverage was measured. The graph below illustrates our results.

AnalysisThe graph illustrates that increasing amounts of salt mixed in cooler ice resulted in a lower beverage temperature after one hour. The relationship appears to be linear.

Our graph looks similar to the solid-liquid phase diagrams for salt solutions published at ChemGuide.co.uk. However, our temperatures were not as low. Our higher temperatures may be due to our cooler having less than ideal thermal insulation and we may have needed to wait longer than one hour to achieve the lowest temperature.

ConclusionThe data presented here supports our hypothesis. Adding salt to cooler ice decreases the temperature of the cooler, which means that drinks placed in the cooler will get colder faster than in coolers without added salt. We recommend one carton of salt (approx. 750 grams) per one small (4.5 kilogram) bag of ice to chill room temperature drinks in less than one hour. However, the reader may find that the drinks are too cold to drink and one hour may be too long to wait. If we were to do this experiment again, we would target a specific time and temperature and collect data to determine the optimum salt to ice ratio for quick chilling.

Note: Works cited page (not shown).

Note: Graph downsized to make entire document fit on this page.



Sample Engineering Design Rubric

Points

Page 1 – Preliminary Research

Problem statement or EQ written in complete sentence (1 point)

Design constraints listed (1 point each)

Research source ( 1 point each source listed)

Research source explained (1 point each)

Page 2 – Selecting A Design

Drawings of proposed design ( 2 points)

Explanation of why proposed designs were accepted or rejected (2 points)

Page 3 – Build, Test

Scale drawing of initial design (1 point)

Max PE Label (1 point)

Max KE Label (1 point)

Location(s) of Weightlessness Label (1 point)

Materials list (1 point)

Average speed, including time and distance (3 points)

Maximum potential energy (1 point)

Quantified (length)weightless experience (1 point)

Page 3 (continued) - Re-build, Re-test

Changes to initial design described (1 point)

Scale drawing of revised design (1 point)

Max PE Label (1 point)

Max KE Label (1 point)

Location(s) of Weightlessness Label (1 point)

Average speed, including time and distance (3 points)

Maximum potential energy (1 point)

Quantified (length)weightless experience - revised (1 point)

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Engineering Design Example

Brainstorm to Identify the Problem and Constraints Essential Question: How can we design a Pinewood Derby car to win the race. Constraints: The car’s design must comply with Pinewood Derby rules Research: See video “EASY Pinewood Derby Car Wins Using Science”

Generate Ideas, Possibilities, and Design Choice Design selected: “Atomic Wedgie” Rationale: The “Atomic Wedgie” uses materials

provided in official kit and is is similar to “EASY Pinewood Derby Car” found during our research.

Build the Model Materials and Construction Procedures are

provided in the official kit. Procedures are detailed here.

Test and Evaluate Strengths:

o Easy to build using the parts provided in the official kit. Weakness

o Additional weights are not included in official kit.o Stock wheels have more rotational inertia than custom wheels.

Hypothesis: If the center of mass is located over the rear axle then the speed of the car will increase due to the increase in potential energy.

Result: The car flipped because too much weight behind the axle.

Refine the Design Moved the center of mass 1cm in front of the rear axle, which resulted in the car not flipping.

o Average Speed = 3.4 seconds. Installed custom wheels having lower rotational inertia, lifted one wheel so as not to touch anything,

and aligned the other wheels to “rail ride”.o Average speed = 2.9 seconds!

Presentation Team member #1 will explain Research (“We looked at the following designs…”). Team member #2 will explain Design Selection (“We selected this design because…”). Team member #3 will explain Building and Testing (“This is our car on the test track, showing…”) Team member #4 will explain Refinement (“We improved our design by…”)

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http://www.nebraskahistory.org/images/exhibits/boy_scouts/9A-derby-kit-instructions.jpg

https://www.youtube.com/watch?v=-RjJtO51ykY

http://meritbadge.org/wiki/index.php/Pinewood_Derby_Official_Rules

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Performance Evaluation Criteria 864.250.8844 x-8987Circuit Analysis Example

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Circle Answer and include proper units.

Draw a Picture

Use the GUESS method:

1. Write the variables you are given.2. Write down your unknown variable.3. Find an equation that has your

unknown and given variables.4. Substitute your given information

into the equation.5. Solve the equation for your

unknown.



Circuit Analysis RubricThis is how youSHOW YOUR WORK

You did it! You tried to do it. You did not do this at all.

Draw a picture.Write the given Information.Identify the unknown variable you are trying to solve for with a question mark (=?).Write the equation that has the variables you need.Substitute given information into the equation.Solve the equation for the variable you need.Include proper units of measure and circle your answer.

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Unit 7 example

Podcast

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Unit 7 Rubric for Planning/Producing a Podcast on the Behavior of Waves

Critical Thinking Opportunity at Phases of a Project

Below Standard

Approaching Standard

At Standard Above Standard

Proposal Does not understand the EQ.

Understands the EQ but does not see complexities.

Ask some questions, but none that would address misconceptions.

Understands the EQ.

Asks questions about the complexities of the task.

Research Falls short in two or more areas.

Falls short in one or two of the following areas:-Number of Sources-Quotations-Statements of relevance and credibility

Documents _2__ sources of credible information relevant to the task, including quotes. Provides explanations, not just definitions. Provides some evidence that the credibility of the source was considered.

Draft Falls short in two or more expectations.

Falls short of one expectation.

Draft Includes:1) a beginning, middle and

end, using2) verbiage from sources

researched.Final Draft Falls short in

two or more expectations

Falls short in one or two areas.

Final draft includes:1. A introduction of the

topic.2. A description of sounds

that will be heard by the listener.

3. Use of appropriate vocabulary to scientifically and accurately explain sound behavior.

4. A conclusion providing the listener with next steps.

Reflection Falls short in two or more expectations.

Falls short of one expectation.

Clearly explains new understanding gained, using specific vocabulary and how technology can be used to “visualize” waves.

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Unit 8 Engineering Design Example

Proposal StatementI propose the following design of an Indoor Hydroponics Garden (IHG) for growing Lactuca sativa in the classroom.

Design LimitationsDue to where the IHG is to be located in the classroom, the completed IHG must provide artificial light and fit on a table 2’ x 3’. It must also be powered by 120VAC wall outlet.

Plant RequirementsMy proposed IHG will provide everything the plant needs to survive – except air which is freely available in the classroom. This design is based on Lactuca sativa growing requirements:

Growth Height

(inches)

Sunlight(hours per

day)

Root Depth(inches)

Days to Harvest

SoilpH

Recommended

FertilizerN-P-K Ratio

Water(mL per day)

8Maximum

12Direct Sun

4in wet

conditions

45Typical

5.6-6.8 24-8-16 (not applicable to

hydroponic systems)

Completed Assembly SketchShown below is a sketch of the IHG with the front panel removed. The inset sketch is the IHG fully enclosed.

Note: Descriptions of IHG subsystems have been left off this page for brevity.

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Unit 8 rubric Unit 8 LPGC project Rubric

Exceeds expectations

Meets Expectations Approaching Expectations(Deficient in one or more

expectations.)

Unsatisfactory(Deficient in two or more

expectations.)

Decision Matrix

More than 3 criteria

Criteria explained Table Complete, including totals. Conclusion stated in complete

sentences.Library Research

Completes “Additional Comments”

Table complete Two good references Concludes with two compatible

selectionsSketch Blueprint

quality. Perspective 2D or 3D. Labels, including title. Dimensions, overall.

Proposal(page 1)Information

Proposal Statement Design limitations listed. Plant requirements listed.

Proposal(page 1)AssemblySketch

Blueprint quality.

Perspective 2D or 3D. Labels, including title. Dimensions, overall.

Proposal(page 2)Subsystems

Dimensioned subsystems for temperature regulation and gas mixture.

Dimensioned subsystems for: Lighting Supporting root structure. Water containment/circulation.

Proposal(page 2)Conclusion

Conclusion includes reflection on how the proposed design could have been better.

A good conclusion will include at least 3 of the following: Summary statement Advantages Disadvantages How the design will be tested Next steps

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987

Performance Indicators for Science Process SkillsThe course in Physical Science teaches students science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. Students have learned these practices when they can:

H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.

H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

H.B.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

H.B.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.

H.B.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) express relationships between variables for models and investigations, and (3) use grade-level appropriate statistics to analyze data.

H.B.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

H.B.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts.

H.B.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

Ref: https://ed.sc.gov/agency/ccr/Standards-Learning/documents/2014Biology_Crosswalk.pdf

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https://ed.sc.gov/agency/ccr/Standards-Learning/documents/2014Biology_Crosswalk.pdf

Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987Performance Indicators for Content Knowledge

Unit 1- The Nature of MatterPS-3.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.6 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and movement of particles.

Unit 2 – Atomic Structure and the Periodic TablePS-2.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.4 Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.

PS-2.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.

Unit 3 – Chemical BondingPS-4.2 Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.

PS-4.3 Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.

PS-4.4 Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared.

PS-4.5 Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula.

Unit 4 – Chemical ReactionsPS-4.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred.

PS-4.9 Apply a procedure to balance equations for a simple synthesis or decomposition reaction.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987PS-4.10 Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced.

Unit 5 – Force and MotionPS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object.

PS-5.2 Use the formula v = d/t to solve problems related to average speed or velocity.

PS-5.3 Explain how changes in velocity and time affect the acceleration of an object.

PS-5.4 Use the formula a = (vf-vi)/t to determine the acceleration of an object.

PS-5.5 Explain how acceleration due to gravity affects the velocity of an object as it falls.

PS-5.6 Represent the linear motion of objects on distance-time graphs.

PS-5.7 Explain the motion of objects on the basis of Newton’s three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces.

PS-5.8 Use the formula F = ma to solve problems related to force.

PS-5.9 Explain the relationship between mass and weight by using the formula FW = mag.

PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them.

PS-6.1 Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).

PS-6.2 Explain the factors that determine potential and kinetic energy and the transformation of one to the other.

PS-6.3 Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object.

PS-6.4 Use the formula W = Fd to solve problems related to work done on an object.

Unit 6 – Electricity and MagnetismPS-6.5 Explain how objects can acquire a static electric charge through friction, induction, and conduction.

PS-6.6 Explain the relationships among voltage, resistance, and current in Ohm’s law.

PS-6.7 Use the formula V = IR to solve problems related to electric circuits.

PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source.

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Greenville Tech Charter High School Instructor: Doug AdomatisPhysical Science [email protected] Academic Standards 864.250.8844 x-8987PS-6.9 Compare the functioning of simple series and parallel electrical circuits.

PS-6.10 Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow.

PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators.

Unit 7 – WavesPS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

PS-7.4 Use the formulas v = f and v = d/t to solve problems related to the velocity of waves.

PS-7.5 Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium).

PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.

PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.

Ref: https://ed.sc.gov/agency/ccr/Standards-Learning/documents/sciencestandardsnov182005_001.pdf

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https://ed.sc.gov/agency/ccr/Standards-Learning/documents/sciencestandardsnov182005_001.pdf