# How To Understand The Science Of Inquiry

Size: px
Start display at page:

Transcription

1 7th Grade Science Curriculum Overview

3 American Association for the Advancement of Science (2001). Designs for Science Literacy. New York: Oxford University Press. National Research Council. (1996). National Science Education Standards. Washington, D.C.: National Academy Press. Northbrook School District 27 White Paper(2005). Northbrook, IL. Project 2061 Web Site: Unit Map Physics 7th Grade Science Curriculum Maps Essential Questions: Why do some things stop and others keep going? Enduring Understandings (what students should be able to understand): What determines how fast or high an object will go Why some things stop Why some things keep going What students should know (vocabulary, facts, and information): Energy appears in different forms. Kinetic energy is associated with the speed of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching of an elastic object. Within a system, energy can be transformed from one form to another Energy appears in different forms. Thermal energy is associated with the temperature of an object. Sound energy is associated with sound waves. Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion of atoms and molecules. Thermal energy is almost always a product in an energy transformation. Most processes involve the transfer of energy from one system to another. Energy can be transferred in different ways. Energy cannot be created or destroyed. Whenever some energy seems to show up in some place, some will be found to disappear from another. When energy appears to be lost, often it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible. Energy appears in different forms. Chemical energy is associated with the chemical composition of a substance. Light energy is associated with light waves. Electrical energy is associated with closed circuits with power sources.

4 Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. Electrical circuits are used to distribute energy quickly and conveniently to distant locations. People have invented ingenious ways of deliberately bringing about energy transformations that are useful to them. Skills (what students should be able to do): Observe describe, and compare the motion of devices. Identify 2 variables that determine the amount of kinetic energy an object has Analyze data to find the mass and speed are related to the amount of kinetic energy Analyze data to find that height and mass are related to the amount of gravitational energy Use evidence to explain how various factors influence the amount of elastic energy present in a phenomenon Create and analyze energy conversion diagrams involving kinetic and gravitational energy Explain the operation of using a simple pendulum using an energy conversion diagram Predict what will happen to the magnitude of different types of energy in an apparatus over time Identify temperature and mass as factors that determine the amount of thermal energy an object has Predict that a guitar string's vibrations should die out as it generates sound Identify thermal energy by investigating energy transformations between gravitational, kinetic, elastic, and thermal energy of the bouncing and colliding balls Construct energy conversion diagrams for given phenomena Analyze the relationship between temperature, thermal energy, and kinetic energy of molecules in solids, liquids, and gases. Explain how energy is transferred between systems Explain how sound is related to a bouncing ball's inability to return to its original height Collect data to make evidence based arguments about energy transfer Explain how energy is converted in systems Explain how energy is conserved in systems Determine the factors for electrical energy Explain why mass and type of substance are factors in determining the amount of chemical energy present Analyze various energy transformations that are related to electrical energy Use simple materials and tools to produce electricity Construct simple electrical circuits using a motor, battery, and connecting wires

5 Identify the chemical energy can be transformed into other types of energy Use the concept of light energy to explain why some things stop and start Unit Map Chemistry Essential Questions: How can I make new stuff from old stuff? Enduring Understandings (what students should be able to understand): How stuff is the same and different How I can make new substances Do new substances always come from old substances What students should know (vocabulary, facts, and information): A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances Substances react chemically in characteristic ways with other substances to form new substances with different characteristic properties The idea of atoms and molecules explains chemical reactions: when substances interact to form new substances, the atoms that make up the molecules of the original new substances combine in new ways to form the molecules of the new substances. No matter how substances within a closed system interact with one another, or how they combine more break apart, the total weight [mass] of the system remains the same The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how they are rearranged, then their total mass stays the same Skills (what students should be able to do): Define a substance as something that is made of the same type of material (atom or molecule) throughout, and a mixture as something that contains more than one type of material (atom or molecule). Define a property as a unique characteristic that helps identify a substance and distinguish one substance from another. A property does not depend on the amount of the substance. A property of a substance is always the same. Identify items as substances or mixtures. Identify characteristics as properties or non-properties. Design an investigation to determine whether two items are the same substance. They make a prediction, identify variables, control variables, and communicate scientific procedures

6 Conduct a scientific investigation to gather data about properties of substances, such as color, hardness, density, melting point, and solubility. Analyze and interpret data about properties of substances to identify the substance and determine whether two items are the same substance or different substances Construct a scientific explanation that includes a claim about whether two items are the same substance or different substances, evidence in the form of properties of the substances, and reasoning that different substances have different properties. Construct molecular models to represent a substance as made of the same type of atom or molecule throughout, and a mixture as containing more than one type of atom or molecule. Use molecular models to identify a sample item as either: a substance because it is made of the same type of atom or molecule throughout, or a mixture because it contains more than one type of atom or molecule. Define a chemical reaction as a process in which two or more substances interact [and their atoms combine in new ways] to form new substances with different properties from the old substances. [The new substances are made of the same atoms as the old substances, but the atoms are arranged in new ways.] Identify processes as chemical reactions, phase changes, or mixing. Design an investigation to determine whether a process is a chemical reaction. They make a prediction, identify variables, control variables, and communicate scientific procedures. Conduct a scientific investigation to gather data about properties of substances before and after a process (chemical reaction, phase change, mixing). Construct a scientific explanation that includes a claim about whether a process is a chemical reaction, evidence in the form of properties of the substances and/or signs of a reaction, and reasoning that a chemical reaction is a process in which substances interact to form new substances so that there are different substances with different properties before compared to after the reaction. Construct molecular models to represent the arrangements of atoms and molecules composing substances before and after a chemical reaction. Use molecular models of substances before a chemical reaction to reason and represent that during the reaction, two or more substances interact, and their atoms combine in new ways to form new substances. The new substances are made of the same atoms as the old substances, but the atoms are arranged in new ways. Use molecular models of substances before and after a process to identify the process as either: a chemical reaction because the molecular models represent that the atoms composing the old substances before the process combined in new ways to form new substances after the process, or a non-

7 chemical reaction (phase change or mixing) because the molecular models represent the same substances before and after the process. Define that the principle of conservation of mass is that the total mass before a chemical reaction is equal to the total mass after a reaction in a closed system because no material (atoms) can enter or leave the system. Material (atoms) is neither created nor destroyed in chemical reactions. Identify the type of system, open or closed, for a process Design an investigation to determine whether total mass remains the same before compared to after a process. They make a prediction, identify variables, control variables, and communicate scientific procedures. Conduct a scientific investigation to gather data about mass before and after a process Construct a scientific explanation that includes a claim about the mass before compared to after a chemical reaction, evidence that includes the mass before and after the reaction and the type of system, and reasoning that mass before and after the reaction must be equal because of the principle of conservation of mass. Use molecular models of substances before and after a chemical reaction to reason that the number of each type of atom is the same before compared to after the reaction, which is why mass is conserved. Provide an accurate scientific description of a concept. Classify an item, phenomenon, or process as an example of a concept. Design and conduct scientific investigations Use appropriate tools and techniques to gather analyze, and interpret data Organize information in simple tables and graphs and identify relationships they reveal. Think critically and logically to make the relationships between evidence and explanation. Models are often used to think about processes that happen too quickly, or on too small a scale to observe directly Unit Map Biology Essential Questions: What s going on inside of me? Enduring Understandings (what students should be able to understand): What is inside of me How cells get the things they need How my systems can keep up the pace What students should know (vocabulary, facts, and information): All living things are composed of cells, from just one to many millions, whose details are visible only through a microscope.

8 Different body tissues and organs are made up of different kinds of cells. Within cells, many of the basic functions of organisms- such as extracting energy from food and getting rid of waste-are carried out. The way in which cells function is similar in all living organisms Cells repeatedly divide to make more cells for growth and repair Like other animals, human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. Various organs and tissues function to serve the needs of cells for food, air and waste removal. Organs and organ systems are composed of cells and help to provide all cells with basic needs. For the body to use food for energy and building materials, the food must first be digested into molecules that are absorbed and transported to cells. Food provides molecules that serve as fuel and building material for all organisms. Thinking about things as systems means looking for how every part relates to others. The output from one part of a system (which can include material, energy or information) can become input to other parts. Such feedback can serve to control what goes on in the system as a whole. Any system is usually connected to other systems, both internally and externally. Thus a system may be thought of as containing subsystems and as being a subsystem of a larger system. Skills (what students should be able to do): Describe cells from a multi-cellular organism. Explain why single-celled organisms are living things Identify cells and their parts that are visible through a microscope Compare characteristics of cells in single-celled organisms and multi-cellular organism Identify the levels of organization of structures in a body system. Compare different parts of the bone s structure. Construct a scientific explanation with claim, evidence, and reasoning of how a single celled organism obtains food, uses food for energy, and releases waste Analyze results from an experiment with a physical model and apply the findings to how cells obtain food through diffusion. Design an experiment with a physical model to determine what substances can enter and leave cells through diffusion Identify mitosis as the process of non-sexual cell division that is the basis of growth and repair. Explain why the body is a system. Explain how the structures and processes of the digestive system provides energy to the body.

9 Analyze observations from experiments with a physical model and apply the findings to the body system. Identify the basic structure and function of the nervous system. Analyze data from an experiment to support the claim that exhaled air contains less oxygen than inhaled air. Analyze body temperature data to determine the body s ability to maintain homeostasis. Identify voluntary and involuntary processes of the body. Identify homeostasis as a characteristic of living things. Analyze data to determine density of touch receptors Explain how the structures and processes of the circulatory system move food to the cells Analyze how the structures and processes of the respiratory system move oxygen to the cells and carbon dioxide away from the cells. Describe how the circulatory and respiratory systems work together to meet the needs of the cell for food, air, and waste removal. Analyze data collected in experiments to determine how rates of respiration and circulation change to respond to the body s needs. Evaluate data to determine where food is used in the body. Analyze the functions of mechanical and chemical digestion in breaking food into simple molecules. Construct a scientific explanation about where and how food is used in the body Identify a system. Explain why the body is a system. Develop descriptions, explanations, predictions and models using evidence. Think critically and logically to make the relationships between evidence and explanation. Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and when possible, symbolic rules.

### Science Tutorial TEK 6.9C: Energy Forms & Conversions

Name: Teacher: Pd. Date: Science Tutorial TEK 6.9C: Energy Forms & Conversions TEK 6.9C: Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical

### Indiana's Academic Standards 2010 ICP Indiana's Academic Standards 2016 ICP. map) that describe the relationship acceleration, velocity and distance.

.1.1 Measure the motion of objects to understand.1.1 Develop graphical, the relationships among distance, velocity and mathematical, and pictorial acceleration. Develop deeper understanding through representations

### GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.

GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students

### MS. Structure and Properties of Matter

MIDDLE SCHOOL PHYSICAL SCIENCE Alignment with National Science Standards Use the chart below to find Science A-Z units that best support the Next Generation Science Standards* for Middle School Physical

### One Stop Shop For Teachers

Physical Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

### The Structure of Water Introductory Lesson

Dana V. Middlemiss Fall 2002 The Structure of Water Introductory Lesson Abstract: This is an introduction to the chemical nature of water and its interactions. In particular, this lesson will explore evaporation,

### ASSESSING STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS. Joseph Krajcik The University of Michigan

ASSESSING STUDENTS of CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS Joseph Krajcik The of Michigan Overview of Session of What are scientific explanations? How do you assess scientific

### Unit I: Introduction To Scientific Processes

Unit I: Introduction To Scientific Processes This unit is an introduction to the scientific process. This unit consists of a laboratory exercise where students go through the QPOE2 process step by step

### This Performance Standards include four major components. They are

Eighth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the eighth grade level.

### CHAPTER 3: MATTER. Active Learning Questions: 1-6, 9, 13-14; End-of-Chapter Questions: 1-18, 20, 24-32, 38-42, 44, 49-52, 55-56, 61-64

CHAPTER 3: MATTER Active Learning Questions: 1-6, 9, 13-14; End-of-Chapter Questions: 1-18, 20, 24-32, 38-42, 44, 49-52, 55-56, 61-64 3.1 MATTER Matter: Anything that has mass and occupies volume We study

### Interactive Science Grade 5 2012

A Correlation of Interactive Science Grade 5 2012 To the New Jersey Science Standards Grade 5 Introduction This document demonstrates the close alignment between Interactive Science, 2012, and the for

### Processes Within an Ecosystem

Grade 7 Science, Quarter 1, Unit 1.1 Processes Within an Ecosystem Overview Number of instructional days: 23 (1 day = 50 minutes) Content to be learned Identify which biotic and abiotic factors affect

### CPO Science and the NGSS

CPO Science and the NGSS It is no coincidence that the performance expectations in the Next Generation Science Standards (NGSS) are all action-based. The NGSS champion the idea that science content cannot

### Science Standard 3 Energy and Its Effects Grade Level Expectations

Science Standard 3 Energy and Its Effects Grade Level Expectations Science Standard 3 Energy and Its Effects The flow of energy drives processes of change in all biological, chemical, physical, and geological

### 9 th Grade Physical Science Springfield Local Schools Common Course Syllabi. Course Description

9 th Grade Physical Science Springfield Local Schools Common Course Syllabi Course Description The purpose of the Physical Science course is to satisfy the Ohio Core science graduation requirement. The

### Science Standard Articulated by Grade Level Strand 5: Physical Science

Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 PO 1. Identify the following observable properties

### (K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking).

FIFTH GRADE Science Curriculum Framework 1 Investigations will be integrated with social studies and mathematics where appropriate. 2 Investigations will be integrated with language arts non-fiction reading,

### SCIENCE. Introducing updated Cambridge International AS & A Level syllabuses for. Biology 9700 Chemistry 9701 Physics 9702

Introducing updated Cambridge International AS & A Level syllabuses for SCIENCE Biology 9700 Chemistry 9701 Physics 9702 The revised Cambridge International AS & A Level Biology, Chemistry and Physics

### Scope and Sequence Interactive Science grades 6-8

Science and Technology Chapter 1. What Is Science? 1. Science and the Natural World 2.Thinking Like a Scientist 3. Scientific Inquiry Scope and Sequence Interactive Science grades 6-8 Chapter 2. Science,

### Chapter Test B. Chapter: Measurements and Calculations

Assessment Chapter Test B Chapter: Measurements and Calculations PART I In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question. 1.

### Smart Science Lessons and Middle School Next Generation Science Standards

Smart Science Lessons and Middle School Next Generation Science Standards You have chosen the right place to find great science learning and, beyond learning, how to think. The NGSS emphasize thinking

### INSPIRE GK12 Lesson Plan. The Chemistry of Climate Change Length of Lesson

Lesson Title The Chemistry of Climate Change Length of Lesson 180 min Created By David Wilson Subject Physical Science / Chemistry / Organic Chemistry Grade Level 8-12 State Standards 2c, 4d / 2a, 4d /

### NGSS Evidence Statements Executive Summary of the Front Matter

NGSS Evidence Statements Executive Summary of the Front Matter Overview The NGSS identify assessable performance expectations (PEs), or what students should know and be able to do at the end of instruction.

### Chemistry 13: States of Matter

Chemistry 13: States of Matter Name: Period: Date: Chemistry Content Standard: Gases and Their Properties The kinetic molecular theory describes the motion of atoms and molecules and explains the properties

### Greater Nanticoke Area School District Chemistry Standards. Standard 3.1. Unifying Themes

Greater Nanticoke Area School District Chemistry Standards Standard 3.1. Unifying Themes CS3.1.10A. Discriminate among the concepts of systems subsystems, feedback and control in solving technological

### Lesson Plan: The Building Blocks of Photosynthesis

Lesson Plan: The Building Blocks of Photosynthesis Summary In this lesson, students will use colored blocks to represent the elements in photosynthesis and illustrate how they are broken down and reassembled

### Diabetes and Your Circulatory System: The story of the lost limbs.

Diabetes and Your Circulatory System: The story of the lost limbs. Dr. Falak Almiladi William H Brown Math and Science Academy IIT Research Mentor: Dr. Eric Brey This material is based upon work supported

### Energy and Energy Transformations Test Review

Energy and Energy Transformations Test Review Completion: 1. Mass 13. Kinetic 2. Four 14. thermal 3. Kinetic 15. Thermal energy (heat) 4. Electromagnetic/Radiant 16. Thermal energy (heat) 5. Thermal 17.

### 1. The Kinetic Theory of Matter states that all matter is composed of atoms and molecules that are in a constant state of constant random motion

Physical Science Period: Name: ANSWER KEY Date: Practice Test for Unit 3: Ch. 3, and some of 15 and 16: Kinetic Theory of Matter, States of matter, and and thermodynamics, and gas laws. 1. The Kinetic

### Science Standards of Learning for Virginia Public Schools January 2010. Physical Science

Physical Science Introduction The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at different grade levels. Standards

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

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,

### Please use the guidance provided in addition to this template to develop components of the SLO and populate each component in the space below.

Student Learning Objective (SLO) Template This template should be completed while referring to the SLO Template Checklist Document. Teacher Name: Special education teacher in resource classroom Content

### Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS)

Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS) 1997 Illinois Learning Standards in Science 2014 Illinois Learning Standards (NGSS) Grouped by grade spans:

### Approved July 12, 2004

Fifth Grade Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fifth grade level. The Project 2061 s Benchmarks

### Curriculum and Instruction Office of Science Physical Science

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further

### Current Staff Course Unit/ Length. Basic Outline/ Structure. Unit Objectives/ Big Ideas. Properties of Waves A simple wave has a PH: Sound and Light

Current Staff Course Unit/ Length August August September September October Unit Objectives/ Big Ideas Basic Outline/ Structure PS4- Types of Waves Because light can travel through space, it cannot be

### Academic Standards for Science and Technology and Engineering Education

Academic Standards for Science and Technology and Engineering Education June 1, 2009 FINAL Elementary Standards (Grades 3, 5, 6, 8) Pennsylvania Department of Education These standards are offered as a

### 7-5.5. Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances including:

7-5.5 Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances including: NaCl [salt], H 2 O [water], C 6 H 12 O 6 [simple sugar], O 2 [oxygen

### 13.1 The Nature of Gases. What is Kinetic Theory? Kinetic Theory and a Model for Gases. Chapter 13: States of Matter. Principles of Kinetic Theory

Chapter 13: States of Matter The Nature of Gases The Nature of Gases kinetic molecular theory (KMT), gas pressure (pascal, atmosphere, mm Hg), kinetic energy The Nature of Liquids vaporization, evaporation,

### North Bergen School District Benchmarks

Grade: 10,11, and 12 Subject: Anatomy and Physiology First Marking Period Define anatomy and physiology, and describe various subspecialties of each discipline. Describe the five basic functions of living

### Introduction to Chemistry. Course Description

CHM 1025 & CHM 1025L Introduction to Chemistry Course Description CHM 1025 Introduction to Chemistry (3) P CHM 1025L Introduction to Chemistry Laboratory (1) P This introductory course is intended to introduce

### Keystone Review Practice Test Module A Cells and Cell Processes. 1. Which characteristic is shared by all prokaryotes and eukaryotes?

Keystone Review Practice Test Module A Cells and Cell Processes 1. Which characteristic is shared by all prokaryotes and eukaryotes? a. Ability to store hereditary information b. Use of organelles to control

### Unit 2 Lesson 1 Introduction to Energy. Copyright Houghton Mifflin Harcourt Publishing Company

Get Energized! What are two types of energy? Energy is the ability to cause change. Energy takes many different forms and causes many different effects. There are two general types of energy: kinetic energy

### In science, energy is the ability to do work. Work is done when a force causes an

What is energy? In science, energy is the ability to do work. Work is done when a force causes an object to move in the direction of the force. Energy is expressed in units of joules (J). A joule is calculated

### Energy comes in many flavors!

Forms of Energy Energy is Fun! Energy comes in many flavors! Kinetic Energy Potential Energy Thermal/heat Energy Chemical Energy Electrical Energy Electrochemical Energy Electromagnetic Radiation Energy

### Interpretation of Data (IOD) Score Range

These Standards describe what students who score in specific score ranges on the Science Test of ACT Explore, ACT Plan, and the ACT college readiness assessment are likely to know and be able to do. 13

### Student Reader. Energy Systems UNIT 7. E5 Student Reader v. 8.0 Unit 7 Page 1 2012 KnowAtom TM

Student Reader UNIT 7 Energy Systems E5 Student Reader v. 8.0 Unit 7 Page 1 2012 KnowAtom TM Front Cover: The cover shows a photograph of a sled that is not in motion. The movement of a sled from one place

### Chapter 2: Forms of Energy

Chapter 2: Forms of Energy Goals of Period 2 Section 2.1: To describe the forms of energy Section 2.2: To illustrate conversions from one form of energy to another Section 2.3: To define the efficiency

### Physical and Chemical Properties of Matter

Physical and Chemical Properties of Matter What is matter? Anything that has mass and takes up space Chemical or Physical Property? Physical properties of matter: characteristics that can be observed or

### Chapter 2: Forms of Energy

Chapter 2: Forms of Energy Goals of Period 2 Section 2.1: To describe the forms of energy Section 2.2: To illustrate conversions from one form of energy to another Section 2.3 To describe energy storage

### EXAMPLE EXERCISE 4.1 Change of Physical State

EXAMPLE EXERCISE 4.1 Change of Physical State State the term that applies to each of the following changes of physical state: (a) Snow changes from a solid to a liquid. (b) Gasoline changes from a liquid

### Forms of Energy. Freshman Seminar

Forms of Energy Freshman Seminar Energy Energy The ability & capacity to do work Energy can take many different forms Energy can be quantified Law of Conservation of energy In any change from one form

### Indiana Content Standards for Educators

Indiana Content for Educators SCIENCE PHYSICAL SCIENCE teachers are expected to have a broad understanding of the knowledge and skills needed for this educator license, and to use that knowledge to help

### Human Body Systems Project By Eva McLanahan

Human Body Systems Project By Eva McLanahan Students will work in groups to research one of the eleven body systems as found in Holt, Rinehart, and Winston Modern Biology (2002). Research will focus on

### The burning candle. Overview. Aims. Teaching sequence. Experiments about plant growth MODULE 1

Experiments about plant growth MODULE 1 The burning candle Timing 1-2 hours Materials per group 1 Tea candle 1 Jar 1 Stop-watch 1 Straw Matches Photocopies of sheets E1, E2, E3 Skills Observation Measurement

### Name Date Class CHAPTER 1 REVIEW. Answer the following questions in the space provided.

CHAPTER 1 REVIEW Matter and Change SECTION 1 SHORT ANSWER Answer the following questions in the space provided. 1. a Technological development of a chemical product often (a) lags behind basic research

### ARIZONA Science Standards High School Chemistry: Matter and Change 2005

ARIZONA Science Standards High School Chemistry: Matter and Change 2005 OBJECTIVES Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses

### Bounce! Name. Be very careful with the balls. Do not throw them DROP the balls as instructed in the procedure.

Bounce 1 Name Bounce! Be very careful with the balls. Do not throw them DROP the balls as instructed in the procedure. Background information: Energy causes things to happen. During the day, the sun gives

### ARISE Curriculum Guide. Chemistry: Topic 12 Gases/Gas Laws/Kinematic Theory

ARISE Curriculum Guide Chemistry: Topic 12 Gases/Gas Laws/Kinematic Theory ChemMatters Order a CD with 25 years of ChemMatters, \$30 Articles for Student Use Airbags: Chemical Reaction Saves Lives: Feb.

### Keystone Exams: Chemistry Assessment Anchors and Eligible Content. Pennsylvania Department of Education www.education.state.pa.

Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction

### Energy Flow in the Pond Teacher s Guide February 2011

Energy Flow in the Pond Teacher s Guide February 2011 Grades: 6, 7 & 8 Time: 3 hours With the pond as a model, students explore how energy that originates from the sun keeps changing shape and form as

### Chetek-Weyerhaeuser High School

Chetek-Weyerhaeuser High School Anatomy and Physiology Units and Anatomy and Physiology A Unit 1 Introduction to Human Anatomy and Physiology (6 days) Essential Question: How do the systems of the human

### TEACHER BACKGROUND INFORMATION THERMAL ENERGY

TEACHER BACKGROUND INFORMATION THERMAL ENERGY In general, when an object performs work on another object, it does not transfer all of its energy to that object. Some of the energy is lost as heat due to

### 6023-1 - Page 1. Name: 4) The diagram below represents a beaker containing a solution of various molecules involved in digestion.

Name: 6023-1 - Page 1 1) Which one of the following situations indicates a serious organ system malfunction? A) Mitochondria stop functioning in a unicellular organism exposed to pollutants. B) White blood

### The content is based on the National Science Teachers Association (NSTA) standards and is aligned with state standards.

Literacy Advantage Physical Science Physical Science Literacy Advantage offers a tightly focused curriculum designed to address fundamental concepts such as the nature and structure of matter, the characteristics

### KS3 Science: Chemistry Contents

summary KS3 Science MyWorks Guide Chemistry KS3 Science: Chemistry Mini zes: 40 Super zes: 5 Extension zes: 4 Skills zes: 6 TOTAL 54 What are MyWorks zes? MyWorks zes are short individual learning tasks

### Endocrine System: Practice Questions #1

Endocrine System: Practice Questions #1 1. Removing part of gland D would most likely result in A. a decrease in the secretions of other glands B. a decrease in the blood calcium level C. an increase in

### As you learned in the previous activity, energy is either potential energy or kinetic energy. Each can take many forms.

Topic 6: Forms of Potential Energy As you learned in the previous activity, energy is either potential energy or kinetic energy. Each can take many forms. Forms of potential energy include Stored Mechanical

### Seventh Grade Science Content Standards and Objectives

Seventh Grade Science Content Standards and Objectives Standard 2: Nature of Science Students will demonstrate an understanding of the history of science and the evolvement of scientific knowledge. SC.S.7.1

### Preview of Period 2: Forms of Energy

Preview of Period 2: Forms of Energy 2.1 Forms of Energy How are forms of energy defined? 2.2 Energy Conversions What happens when energy is converted from one form into another form? 2.3 Efficiency of

### Animal & Plant Cell Slides

Animal & Plant Cell Slides Category: Biology Type: Class Experiment, 60 min class Materials: 2 Glass Slides 2 Cover Slips 1 Bottle of methylene blue (optional) 1 Plastic tray 1 Bottle of iodine 1 Plastic

### Energy Matters Heat. Changes of State

Energy Matters Heat Changes of State Fusion If we supply heat to a lid, such as a piece of copper, the energy supplied is given to the molecules. These start to vibrate more rapidly and with larger vibrations

### Year 2 Science: The Human Body Resource Pack

Year 2 Science: The Human Body Resource Pack Body Systems II Body Systems Digestion our bodies break down food and use Skeletal system the skeleton is made up of bones that support our the nutrients to

### Mechanical Energy. Mechanical Energy is energy due to position or motion.

Mechanical Energy Mechanical Energy is energy due to position or motion. Position: This means that matter can have energy even though it is not moving. If you knock something off of your kitchen counter,

### SIZE. Energy. Non-Mechanical Energy. Mechanical Energy. Part II. Examples of Non-Mechanical Energy. Examples of Mechanical Energy.

Energy Part II Non-Mechanical Energy Wait a minute if all energy is either kinetic or potential and TME = KE + PE then how can there possibly be such thing as non-mechanical energy!?!? Mechanical Energy

### 5 E Lesson Plan. Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology

5 E Lesson Plan Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology Materials: a. aluminum tray b. waxed paper c. 6 green marshmallows d. 12 pink marshmallows

### A Study of Matter. Video Notes

A Study of Matter Video Notes In this lesson you will: Define physical property, chemical property and chemical change. Describe the phases of matter. Label properties as physical or chemical. Label changes

### Core Science Curriculum Framework Grade 9. An Invitation for Students and Teachers to Explore Science and Its Role in Society

Core Science Curriculum Framework Grade 9 An Invitation for Students and Teachers to Explore Science and Its Role in Society 1 2 INTRODUCTION I. A Vision for Connecticut Science Education in the 21 st

### Using Learning Progressions to Inform Curriculum, Instruction and Assessment Design

Using Learning Progressions to Inform Curriculum, Instruction and Assessment Design Namsoo Shin 1, Shawn Y. Stevens 1, César Delgado 1, Joseph Krajcik 1 & James Pellegrino 3. Paper submitted to the annual

### Chapter 1: Chemistry: Measurements and Methods

Chapter 1: Chemistry: Measurements and Methods 1.1 The Discovery Process o Chemistry - The study of matter o Matter - Anything that has mass and occupies space, the stuff that things are made of. This

### Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Applied Chemistry Course Number: G 2614 Department: Science Grade(s): 11-12 Level(s): General Credit: 1 Course Description This is

### Grade Level Expectations for the Sunshine State Standards

for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: The Nature of Matter uses a variety of measurements to describe the physical

### ASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC

ASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS Joseph S. Krajcik and Katherine L. McNeill University of Michigan Modified from McNeill, K. L. &

### Can Gases Act Like a Greenhouse?

Can Gases Act Like a Greenhouse? Activity 1 Following a discussion that enables student to express what they already know about the greenhouse effect, students conduct a controlled experiment to confirm

### Name Class Date. In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question.

Assessment Chapter Test A Chapter: States of Matter In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question. 1. The kinetic-molecular

### Textbook pp. 148-153

Textbook pp. 148-153 ENERGY is the ability to do WORK or cause change Name 2 things that ARE energy or that HAVE energy WORK is when a FORCE moves an object a FORCE is a push or a pull There are two main

### Middle School Physical Science Curriculum Essentials Document

Middle School Physical Science Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction May 2009 . Middle School Physical Science Curriculum Essentials Document

### Unit 3: States of Matter Practice Exam

Page 1 Unit 3: States of Matter Practice Exam Multiple Choice. Identify the choice that best completes the statement or answers the question. 1. Two gases with unequal masses are injected into opposite

### Teacher Questionnaire

Identification Label Teacher Name: Class Name: Teacher ID: Teacher Link # Teacher Questionnaire SCIENCE International Association for the Evaluation

### Physics 9e/Cutnell. correlated to the. College Board AP Physics 1 Course Objectives

Physics 9e/Cutnell correlated to the College Board AP Physics 1 Course Objectives Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structure. Enduring

### Study the following diagrams of the States of Matter. Label the names of the Changes of State between the different states.

Describe the strength of attractive forces between particles. Describe the amount of space between particles. Can the particles in this state be compressed? Do the particles in this state have a definite

### CHEMISTRY STANDARDS BASED RUBRIC ATOMIC STRUCTURE AND BONDING

CHEMISTRY STANDARDS BASED RUBRIC ATOMIC STRUCTURE AND BONDING Essential Standard: STUDENTS WILL UNDERSTAND THAT THE PROPERTIES OF MATTER AND THEIR INTERACTIONS ARE A CONSEQUENCE OF THE STRUCTURE OF MATTER,

### High School Science Course Correlations between Ohio s 2010 Course Syllabi and the First Draft of the High School NGSS

High School Science Course Correlations between Ohio s 2010 Course Syllabi and the First Draft of the High School NGSS This document correlates the content in Ohio s course syllabi with the performance

### Cherokee County School District Student Performance Standards Unit Guides - Science: Fifth Grade

Characteristics of Science 1 Cherokee County School District Habits of Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these

### Homeostasis and Transport Module A Anchor 4

Homeostasis and Transport Module A Anchor 4 Key Concepts: - Buffers play an important role in maintaining homeostasis in organisms. - To maintain homeostasis, unicellular organisms grow, respond to the

### Physical Science 1 Progression

Physical Science 1 Progression This progression is the about the structure and properties of matter. Matter is composed of material that is too small to be seen, but is understood in terms of the types

### Honors Chemistry: Unit 6 Test Stoichiometry PRACTICE TEST ANSWER KEY Page 1. A chemical equation. (C-4.4)

Honors Chemistry: Unit 6 Test Stoichiometry PRACTICE TEST ANSWER KEY Page 1 1. 2. 3. 4. 5. 6. Question What is a symbolic representation of a chemical reaction? What 3 things (values) is a mole of a chemical

### SUN PRAIRIE AREA SCHOOL DISTRICT COURSE POWER STANDARDS. Curriculum Area: Science Course Length: Semester

SUN PRAIRIE AREA SCHOOL DISTRICT COURSE POWER STANDARDS Course Title: Forensic Science Curriculum Area: Science Course Length: Semester Credit Status: ½ Physical Science Credit Date submitted: 7/09 Expected