Science Content Standards and Objectives 9th Grade Physical Science
Standard 1: Nature and Application of Science (SC.S.PS.1)
Students will
· demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of diverse cultures and scientists.
· demonstrate the ability to use the inquiry process to solve problems.
· relate science-technology-societal issues while using a variety of sources to construct and defend their solutions.
Essential / Important / CompactSC.O.PS.1.1
/ implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
/ X
SC.O.PS.1. 2
/ formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results.
/ X
SC.O.PS.1.3
/ conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry: established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic.
/ X
SC.O.PS.1.4
/ design, conduct, evaluate and revise experiments: compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions.
/ X
SC.O.PS.1.5
/ draw conclusions from a variety of data sources to analyze and interpret systems and models: use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps.
/ X
SCO.PS.1.6
/ investigate, compare and design scientific and technological solutions to address personal and societal problems.
/ X
SC.O.PS.1.7 / given current science- technology-societal issues, construct and defend potential solutions.
/ X
SC.O.PS.1.8
/ relate societal, cultural and economic issues to key scientific innovations.
/ X
SC.O.PS.1.9 synthesize concepts across
various science disciplines to
better understand the natural
world (e.g., form and function,
systems, and change over time.
/ X
Standard 2: Content of Science (SC.S.PS.2)
Students will
· demonstrate knowledge understanding and applications of scientific facts, concepts, principles, theories, and models delineated in the objectives.
· demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; and apply knowledge, understanding and skills of science subject matter/concepts to daily life.
Essential / Important / CompactSC.O.PS.2.1 apply dimensional analysis and
scientific notation in making
metric calculations.
/ X
SC.O.PS.2.2 predict chemical and physical
properties of an element using its
position in the periodic table.
/ X
SC.O.PS.2.3 collect data to infer the
relationships among density,
mass and volume and apply to
earth models: plate
tectonics, weather systems,
ocean currents.
/ X
SC.O.PS.2.4 relate molecular motion and the
amount of kinetic energy to the
temperature of a system.
/ X
SC.O.PS.2.5 characterize compounds as ionic,
nonpolar covalent or polar
covalent and distinguish the
difference between molecular and
ionic structures.
/ X
SC.O.PS.2.6 write formulas and name
compounds given oxidation
numbers of monatomic and
polyatomic ions.
/ X
SC.O.PS.2.7 determine the coefficients and
classify the reaction type of a
chemical equation: synthesis
or combination, decomposition,
single replacement, or double
replacement and combustion.
/ X
SC.O.PS.2.8 cite evidence for the occurrence
of a chemical reaction from
student generated experimental
data: production of color,
light, heat, sound, smell, gas, or
precipitate..
/ X
SC.O.PS.2.9 qualitatively and quantitatively
describe the law of conservation
of mass/energy: mechanical
thermal, chemical, electrical and
nuclear.
/ X
SC.O.PS.2.10 compare the types of particles
liberated in nuclear decay and
interpret half-life graphs :
radiometric dating, nuclear
medicine and nuclear waste
disposal.
/ X
SC.O.PS.2.11 experimentally demonstrate the
relationship between heat and
temperature: specific heat,
melting point, latent heat.
/ X
SC.O.PS.2.12 predict, experimentally
determine and diagram
magnetic fields of magnets.
/ X
SC.O.PS.2.13 construct and diagram DC
circuits and solve for unknown
variables using Ohm’s Law and
power equations.
/ X
SC.O.PS.2.14 qualitatively explain the
relationship between electricity
and magnetism.
/ X
SC.O.PS.2.15 conduct experiments to verify
the inverse square relationship
between gravity, distance and
intensity of light and sound.
/ X
SC.O.PS.2.16 experimentally obtain data and
apply graphs, vectors and
mathematical models to
quantify Newton’s Laws of
motion: velocity,
acceleration, force, momentum,
and time.
/ X
SC.O.PS.2.17 conduct an experiment to
calculate the mechanical
advantages, work in/out and
efficiencies of simple machines.
/ X
SC.O.PS.2.18 design, conduct and analyze
experiments to determine
variables affecting the period of
pendulums.
/ X
SC.O.PS.2.19 differentiate between
transverse and longitudinal
waves and model examples of
each type and relate to water,
light and sound waves.
/ X
SC.O.PS.2.20 examine seismographic
and geologic evidence to
determine structure,
composition and age of
the Earth.
/ X
SC.O.PS.2.21 predict and present a weather
forecast using a weather map
and meteorological data
/ X
SC.O.PS.2.22 analyze latitude, altitude and
surface features to predict
climatic conditions.
/ X
SC.O.PS.2.23 research and organize evidence to
support the theory and effects of plate
tectonics including density, force,
mountain building, fossil and/or
magnetic evidence. / X
SC.O.PS.2.24 apply fusion, heat transfer, gravity, and
electromagnetism to the sun’s evolution
and its impact on the solar system. / X
SC.O.PS.2.25 investigate theories for the origin and
configuration of the solar system:
nebular theory, Earth-Moon formation,
heliocentric and geocentric models. / X
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9 First Nine Weeks
Scientific Procedures Unit
Key Learning/ Power Standards / Power Standard 10:The student will demonstrate sound scientific procedures by designing appropriate investigations, using safe data collection techniques, comparing the relationship between dependent and independent variables, and carefully analyzing data to draw conclusions or revise experiments.
Benchmark CSOs / SC.O.PS.1.1 - implement safe procedures and practices when manipulating equipment, materials, organisms, and models. / SC.O.PS.1.4 - design, conduct, evaluate and revise experiments: compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions. / SC.O.PS.1.5 - draw conclusions from a variety of data sources to analyze and interpret systems and models: use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps.
Unit EQ / How do scientists do science?
Textbook Correlation / Holt Physical Science
Chapter 1, Safety in the Laboratory, and Lab Skills (Appendix A) features
Lab Activities/Resources / 1. Lab Safety
a. http://www.hschem.org/Laboratory/labs.htm
b. http://www.hschem.org/Resources/labsafety.htm
c. http://mjksciteachingideas.com/safety.html
d. http://www.sciencespot.net/Pages/classgen.html
2. Scientific Inquiry
a. http://www.sciencespot.net/Pages/classgen.html#Anchor3
b. http://www.k12station.com/k12link_library.html?subject=NST&sub_cat=105323&final=105324
c. http://www.sciencespot.net/Pages/classgenlsn.html
d. http://www.cloudnet.com/~edrbsass/edsci.htm
e. http://www.coolschool.k12.or.us/courses/174102/lessons/units/inquiry/l1_seltzer.html
Lesson EQ’s / 1. Why is it important to implement safe procedures and practices when manipulating equipment, materials, organisms, and models? / 1. How do scientists conduct scientific experimentation?
Unit Vocabulary
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9 First Nine Weeks
The Nature of Matter Unit
Key Learning/ Power Standards / Power Standard 4:Students will use the Periodic Table and common household substances to predict chemical and physical properties, write formulas and name compounds, characterize compounds as ionic, nonpolar covalent or polar covalent, cite evidence for chemical reactions, and determine the coefficients and classify the reaction types.
Benchmark CSOs / SC.O.PS.2.2 - predict chemical and physical properties of an element using its position in the periodic table. / SC.O.PS.2.5 - characterize compounds as ionic, nonpolar covalent or polar covalent and distinguish the difference between molecular and ionic structures. / SC.O.PS.2.6 - write formulas and name compounds given oxidation numbers of monatomic and polyatomic ions.
Unit EQ / What is the relationship between matter, atoms, elements, and compounds?
Textbook Correlation / Holt Physical Science Chapter 4 / Holt Physical Science Chapter 5 / Holt Physical Science
Chapters 2 and 5
techSteps Integration / Core Project: Visualize Ionic Compounds
Lab Activities/Resources / 1. Periodic Table
a. http://www.nclark.net/PeriodicTable#Labs
b. http://web.buddyproject.org/web017/web017/
c. http://www.sciencespot.net/Pages/classchem.html#Anchor-ptable
1. How does the periodic table help one learn about atoms and elements? / 1. How does atomic structure affect properties of matter?
2. How does the molecular structure of a compound affect its properties? / 1. How are the formulas and names for compounds determined?
Unit Vocabulary
elements compounds periodic table ionic covalent polar nonpolar oxidation
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Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9 First/Second Nine Weeks
Chemical Reactions
Key Learning/ Power Standards / Power Standard 4:Students will use the Periodic Table and common household substances to predict chemical and physical properties, write formulas and name compounds, characterize compounds as ionic, nonpolar covalent or polar covalent, cite evidence for chemical reactions, and determine the coefficients and classify the reaction types.
Benchmark CSOs / SC.O.PS.2.7 - determine the coefficients and classify the reaction type of a chemical equation: synthesis or combination, decomposition, single replacement, or double replacement and combustion. / SC.O.PS.2.8 - cite evidence for the occurrence of a chemical reaction from student generated experimental data: production of color, light, heat, sound, smell, gas, or precipitate.
Unit EQ / How do elements and compounds interact in chemical reactions?
Textbook Correlation / Holt Physical Science
Chapter 6
Lab Activities/Resources / 1. Chemical Reactions
a. http://www.nclark.net/ChemicalReactions
b. http://www.slideshare.net/projecteciencies/topic-4-chemical-reactions-lab
c. http://homeschooling.gomilpitas.com/explore/chemistry.htm
d. http://www2.vernier.com/sample_labs/PSV-05-COMP-endo_exothermic.pdf
Lesson EQ’s / 1. How are chemical reactions classified? / 1. How can experimental data be used as evidence of chemical reactions?
Unit Vocabulary
chemical reaction synthesis reaction combustion reaction replacement reaction coefficients
precipitate reactants products endothermic reaction exothermic reaction
combination reaction
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Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9 Second Nine Weeks
Forces, Energy, and Motion
Benchmark CSOs / SC.O.PS.2.1 - apply dimensional analysis and scientific notation in making metric calculations. / SC.O.PS.2.16 - experimentally obtain data and apply graphs, vectors and mathematical models to quantify Newton’s Laws of motion: velocity, acceleration, force, momentum, and time. / SC.O.PS.2.17 - conduct an experiment to calculate the mechanical advantages, work in/out and efficiencies of simple machines / SC.O.PS.2.18 - design, conduct and analyze experiments to determine variables affecting the period of pendulums. / SC.O.PS.2.9 - qualitatively and quantitatively describe the law of conservation of mass/energy: mechanical, thermal, chemical, electrical and nuclear.
Unit EQ / How are forces, motion, and energy related?
Textbook Correlation / Holt Physical Science Appendix A / Holt Physical Science Chapter 11 / Holt Physical Science Chapter 12 / Holt Physical Science Chapter 12 / Holt Physical Science Chapters 12 and 23
Lab Activities/Resources / 1. Simple Machines/Newton’s Laws of Motion
a. http://www.cln.org/themes/force_motion.html
b. http://w3.shorecrest.org/~Lisa_Peck/Physics/syllabus/mechanics/newtonlaws/newtonlaws.html
c. http://teachertech.rice.edu/Participants/dawsonm/CAST/CAST94.html
d. http://staffweb.plattscsd.org/ksciole/Physical_Science_Handouts_and_PowerPoints/Machines/Simple_Machines_Lab.pdf
Lesson EQ’s / 1. How can metric measurements be calculated? / 1. How can experimental data be used to quantify Newton’s Laws of Motion?
2. Where does energy go when it seems to disappear? / 1. How are forces and work related to the efficiency of simple machines? / 1. How can the movement of a pendulum be altered? / 1.How is energy transformed?
Unit Vocabulary
energy forces work motion machines Mechanical advantage
pendulum variable velocity force acceleration Newton’s Laws of Motion
momentum scientific notation
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Fayette County Schools
Learning Map/ Pacing Guide
Content Area: Physical Science
Grade 9 Third Nine Weeks
Geologic Forces
Benchmark CSOs / SC.O.PS.2.20 - examine seismographic and geologic evidence to determine structure, composition and age of the Earth. / SC.O.PS.2.10 - compare the types of particles liberated in nuclear decay and interpret half-life graphs: radiometric dating, nuclear medicine and nuclear waste disposal / SC.O.PS.2.23 - research and organize evidence to support the theory and effects of plate tectonics including density, force, mountain building, fossil and/or magnetic evidence. / SC.O.PS.2.3 - collect data to infer the relationships among density, mass and volume and apply to earth models: plate tectonics, weather systems, ocean currents.
Unit EQ / How do tectonic plates move?
Textbook Correlation / Holt Physical Science
Chapters 9 and 21
Lab Activities/Resources / 1. Structure of the Earth
a. http://www.biol.wwu.edu/donovan/SciEd491/EarthComposition.doc
b. http://www.schools.utah.gov/CURR/Science/sciber00/7th/earth/sciber/earthden.htm
c. http://www.earth2class.org/curr_units/eq,%20v%20&%20pt%20labs.php
Lesson EQ’s / 2. How are the Earth’s age, structure, and composition determined? / 1. How are density, force, mountain building, fossil evidence, and magnetic evidence related to the theory of plate tectonics? / 1. How are density, mass, and volume related to plate tectonics?
2. How are density, mass, and volume related to weather systems?
3. How are density, mass, and volume related to ocean currents?
Unit Vocabulary