1
Ninth Grade Physical Science Expanded Curriculum Guide
Level & Obj. # / Objective / Criticality Level / Sequenceand Duration
/ Sample Teaching
Strategy / Resources
Text:
Physical Science Glencoe/McGraw-Hill
(2002) / Dist / State
Assess-ments / Sample Assessment Question
Standard 1: SCIENCE PROCESSES SEMESTER #1
Profic.7 / The student will explain that critical thinking, creativity, imagination, and good knowledge base are all required in the work of science and engineering. / ESS / Apply all year
½ day to introduce / Students include a section in their lab notebooks in which they analyze how they used the skills of critical thinking, creativity, imagination, and good knowledge base during lab experiments. As contributions of various scientists are presented, include evidence for how they used these skills. / ECA
Classroom tests and quizzes
SS / Which of these characteristics should be avoided when carrying out a scientific investigation?
a. critical thinking
b. imagination
c. creativity
d. bias
e. good knowledge base
Profic.
13 / The student will identify the advantages of working in interdisciplinary teams to solve scientific problems
- share tasks (division of labor)
- share talents (collaboration)
- share ideas (communication)
- share experience
- tolerance
½ day to introduce / Students work in groups of 3-4 to carryout an experimental design project. They collaborate to choose the problem, form the hypothesis and design the experimental procedure. They divide up the tasks involved in carrying out the experiment and recording data, and they collaborate again to analyze the data and draw conclusions. / TE: 6 / ECA
Classroom tests and quizzes
SS / Which would be the best combination of people to work on a scientific investigation?
a. One person works alone.
b. A group of people with the same skills work together.
c. A group of people with different, relevant skills work together.
d. None of the above.
Below Prof.
13 / The student will identify the advantages of working in interdisciplinary teams to solve scientific problems
- share tasks (division of labor)
- share talents (collaboration)
- share ideas (communication)
- share experience
- Tolerance
Matter
ISBN1-57690-387-7
pg. 10
‘Structuring Student Groups for Scientific Investigations
16 / 3.The student will discuss the role of bias in scientific investigations (strong beliefs about what should happen in particular circumstances that prevent detection of other results) / EXP / Apply all year
½ day to introduce / Discuss why Aristotle’s belief that heavier objects will always fall faster was accepted for so long, and the problems Galileo had in disproving that idea.
Students are given three solutions (pure water, 0.001 M HCl, and 0.1 M HCl) and told that they are to find the one that is basic. They are to do this by adding drops of a pH indicator to the solutions, and the solution that turns blue is basic. Students report their findings. Discuss any reports that a solution was basic in terms of bias. / TE: 10 / Classroom tests and quizzes / A double-blind experiment is one in which neither the people who design the experiment nor the people who carryout and analyze the experiment know which samples or subjects received which treatment. Why are double-blind experiments a good idea?
a. They avoid the affects of bias.
b. They help avoid sampling error.
c. They allow scientists to share ideas.
d. They allow scientists to divide up the work.
19 / 4.The student will identify safeguards (checks and balances) against the effects of bias on scientific investigations
- peer review
- honest reporting of information
- public disclosure of positive and negative impact of scientific discoveries and technology
½ day to introduce / Discuss how the various safeguards against the effects of bias would have helped in the correct interpretation of the above examples. / TE: 10 / Classroom tests and quizzes / Essay:
How does peer review help eliminate the effect of bias on a scientific investigation?
Profic.
22 / The student will clearly state the problem in terms of cause and effect (independent and dependent variables) given a description of a scientific investigation / ESS / Apply all year
½ day to introduce / Provide students with descriptions of various simple scientific investigations. Model with students how to state the problem behind these experiments using cause-effect relationships between independent and dependent variables. Have students practice in small groups and share ideas with whole class. / TE: 8 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS /
Profic.
25 / The student will state a clear, testable hypothesis which refers to the independent and dependent variables given a description of a scientific investigation / ESS / Apply all year
½ day to introduce / Using the same descriptions as in #22, model a correctly phrased hypothesis that refers to the independent and dependent variables. Students practice in small groups and share ideas with whole class. / TE: 8 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS / Refer to the experiment in #25.
Which of the following is a reasonable hypothesis for the experiment?
a. Siamese cats prefer fish flavored food.
b. Cats prefer eating their food in the morning rather than the evening.
c. Cats prefer to eat out of a round food dish.
d. More cats will choose fish flavor food than any other.
Below Prof. / The student will state a clear, testable hypothesis. / ESS / 1 Day / The hypothesis should be written before any part of the experiment is undertaken, need to make reference to the Independent & Dependent Variables.
Teaching Resources:
Hands-On Physics
ISBN 0-88724-653-2Hands-On Minds-On Science Matter
ISBN 1-57690-387-7 / Show examples of previous years' hypotheses.Lesson Plans
Science Yellow Pages
ISBN
0-86530-558-7
pg. 12;
LAB ATTACKS-for Middle-Grade Students
ISBN
1-56644-106-4
pg. 5 & 6;
Hands-On Minds-On Science
Matter
Pg. 5 & 6;How to do Experiments for Science Fair Projects
ISBN
0-7647-0110-X
pg. 25;
Physical Science
Ready Reference
SPCN
990-219-4842 / COMMON LAB
Profic.
28 / The student will identify the independent and dependent variables in an experiment and explain the need to keep all other variables constant / ESS / Apply all year
½ day to introduce / Using the same descriptions as in #22, model identifying the independent and dependent variables. Discuss what other variables could be involved and what problems would arise it these were also changed. / TE: 9
CR1:
DR p.21, 22 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS / Refer to the experiment in #25.
Which is the independent variable in the experiment?
a. Which flavor food is chosen
b. What the cats do after eating
c. Flavors of cat food offered
d. How fast the cats eat the food
Below Prof.
28 / The student will identify the independent and dependent variables in an experiment. / 1 DAY / Independent variable is the actual portion of the experiment that you manipulate, build, or work with. The Dependent variable is the thing that occurs because of the Independent variable. / Use examples of Labs to show the variables. / COMMON LAB
Profic.
31 / The student will identify constants in an experiment / ESS / Apply all year
½ day to introduce / Using the same descriptions as in #22, model identifying constants and why it is important to hold all variables other than the independent and independent variables constant.
As students perform any lab experiment, either pre-designed or one that they have designed, have students discuss within their groups what the constants are and report to the whole class. / TE: 9 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS / Refer to the experiment in #25.
Which of the following was NOT clearly stated as a variable that was held constant?
a. Whether the food dishes were the same color.
b. Whether the cats were hungry.
c. Whether the same breed of cat was used for all tests.
d. Which flavors of food were tested?
Below Prof.
31 / The student will identify that constants are the parts of the lab that are the same for everyone. / ESS / 1 DAY / This will be any of the requirements that need to be fulfilled in the experiment. / Use examples of labs to show the constants.
How to do Experiments for SCIENCE FAIR PROJECTS
Pg. 1 / COMMON LAB
Profic.
34 / The student will write a step by step experimental procedure that can be reproduced / ESS / Apply all year
½ day to introduce / Activity: Write It – Do It (Science Olympiad)
Using LEGOs or some other construction toy, prepare pre-made structures using 8 pieces, enough for one for every two students. Students work in groups of four made up of two pairs. Each pair uses one of the pre-made structures and writes a step-by-step procedure for assembling it, including a description of which pieces to use. After the procedures are completed, each group is given the pieces needed to construct the other’s structure, and must build it according to the group’s written directions. Students make a note of places in the directions that are not clear. After both pairs are done, they correct places where directions were ambiguous. Apply skills to experiments that are student designed. / TE: 13 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS / Refer to the experiment in #25.
Essay:
Write out a possible step-by-step procedure for this experiment that could be reproduced
37 / 10.The student will differentiate between qualitative and quantitative observation / EXP / Apply all year
½ day to introduce / Create a list of various experimental observations that include both qualitative and quantitative, and have students identify each type. / Classroom tests and quizzes
Teacher observable / Refer to the experiment in #25.
Which of the observations recorded is considered a quantitative observation?
a. Which flavor was chosen
b. What the cats did after eating
c. The number of minutes it took for the cats to eat.
d. All of the above.
Profic.
40 / The student will collect multiple types of data from a single experiment (several types of measurements or observations) / ESS / Apply all year
½ day to introduce / Students perform experiments that involve collecting multiple types of data: / CR1 LA2 p.13-15
CR2 A p.5-6; LA1 p.9-11
CR11 A p.7-8
CR17 LA2 p.13-16
CR18 LA1 p. 9-11
CR19 LA1 p.9-12
CR21 LA1 p.9-1111
CR24 A p.5-6; LA1 p.9-11; LA2 p.13-16
CR25 LA1 p.9-11 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS / Refer to the experiment in #25
Which of the following were observations made during the experiment?
a. How many minutes it took for the cats to eat their food.
b. Which flavor food the cats chose.
c. What the cats did after eating.
d. All of the above.
Below Prof. / The student will collect different types of data from many different activities:
- Time – using a timer.
- Distance – using a meter stick
- Length – using a meter stick
- Temp. – using a thermometer
43 / 12.The student will describe measurement as a way to detect changes in a system (Unifying Concepts I.C: Measurement) / EXP / Apply all year
½ day to introduce / As students perform a lab activity requiring measurement, discuss whether changes could be accurately and meaningfully documented and communicated without a standardized measurement system. / TE: 14-15
CR1:
LA1 p.9: Relationships
A p.7: Setting High Standards for Measurement / Classroom tests and quizzes
Teacher observable
SS / Richard is testing whether the length of the string on a pendulum affects how long it takes for it to swing back and forth. Why is it important for him to measure the length of the string and the time in this experiment rather than just estimating?
a. It isn’t important; estimating works just as well as measuring.
b. Knowing the exact time helps detect differences in the amount of time.
c. Knowing the exact length and time makes it easier for someone to repeat the experiment.
d. Both B and C
Profic.
46 / The student will create his/her own data table, charts and graphs to organize data / ESS / Apply all year
½ day to introduce / Students use list of descriptions from objectives #22 or #25 to create data tables using independent and dependent variables to organize the table. Students make graphs of data from lab experiments, graphing the independent variable on the x-axis and the dependent on the y-axis. / TE: 10 (tables), 22-26 (graphs)
CR1:
ML p.4: Observing Change Through Graphing
LA1 p.9-12: Relationships
LA2 p.13-15: No Need to Count Your Pennies
TA p.47-48 / COMMON LAB
Classroom tests and quizzes
Teacher observable / Refer to the experiment in #25 and the following data table:
Flavor
Number of cats
Fish
30
Chicken
45
Beef
15
Cheese
10
Create a bar graph and a pie graph showing the results.
Below Prof. / The student will create/complete data tables, and graphs.
- Line Graph
- Bar Graph
- Common lab data table
49 / 14.The student will convert within metric (kilo-, basic unit, centi-,
milli-) / EXP / Apply all year
½ day to introduce / Model conversions using both decimal displacement and multiplication by ratios. Provide sample problems for students to practice. / TE: 15-16
CR1:
R p.28 / Classroom tests and quizzes
Teacher observable
SS / How many milligrams are in 5 grams?
a. .005
b. .05
c. 500
d. 5,000
Profic.
52 / The student will use mathematics to calculate averages of data, percent, speed and density / ESS / Apply all year
½ day to introduce / As each calculation is needed, model how to do it and provide sample practice problems. Remind students of applications in life for calculating averages, percent, and speed. / TE: 19 (density); 40-42 (speed)
CR1:
ML p.3: Determining the Density of a Pencil
CR16:
LA1 p.9-11: Density of a Liquid / ECA
Classroom tests and quizzes
Teacher observable
SS /
Below Prof.
52 / The student will use mathematics to calculate averages of data, percent, speed and density.
- Averages – Add up all the entries and divide by the total number of entries.
- Percent – (#) (100) = XX%
- Speed – S = d/t
- Density – D = mv
TE: 19 (density); 40-42 (speed)
CR1:
ML p.3: Determining the Density of a Pencil / ECA
Classroom tests and quizzes
Teacher observable
55 / 17.The student will establish cause/effect relationships based on experimental data from a controlled scientific investigation / EXP / Apply all year
½ day to introduce / Students examine examples of experiments in which all important variables were held constant and those where more than one variable was changed at the same time. Students compare the validity of cause/effect relationships that can be stated. / TE: 10 / Classroom tests and quizzes
Teacher observable
SS / Refer to the experiment in #25.
The results of the experiment showed that 40% of cats chose the chicken flavor food. What could be a valid conclusion from the results of this experiment had each type of food been served in a different color or shaped dish?
a. Cats preferred chicken flavored food.
b. Most cats preferred to eat food out of a red dish.
c. Most cats preferred to eat r food out of a round dish
d. None of the above.
Profic.
58 / The student will propose a conclusion and provide evidence for that conclusion based on the data (Unifying Concepts I.B: Evidence) / ESS / Apply all year
½ day to introduce / Discuss importance of tying conclusions to evidence based on data. Provide examples of write-ups to scientific experiments in which the conclusions section includes such a correlations as well as examples where no correlation to evidence is made. Discuss the value to the overall write-up of including such a correlation. / TE: 10 / COMMON LAB
Classroom tests and quizzes
Teacher observable
SS / Which of the following conclusion sections to the cat food experiment in #25 ties the conclusions to the evidence?
a. It was expected that cats would prefer fish flavored food. However, of the four food flavors offered, 45% of the cats chose chicken, 30% chose fish, 15% chose beef and 10% chose cheese. These results suggest that of the four flavors tested, cats prefer chicken.
b. Our hypothesis was correct.
c. Our hypothesis was incorrect. Cats do not prefer fish flavor.
d. Cats like chicken flavor best.
Below Prof.
58 / The student will propose a conclusion. / Cover the aspects of a conclusion
- Restate the Hypothesis
- Show evidence for success or failure
- Restate the Problem
Hands-On Minds-On Science
Matter
Pg. 5 & 6Physical Science
Ready Reference / COMMON LAB
61 / 19.The student will formulate and revise scientific explanations and models using logic and evidence (Unifying Concepts I.B: Evidence and Explanation) / exp / Apply all year
½ day to introduce / Students revise hypotheses for experiments they perform based on their experimental results.
As students study the development of our understanding of the structure of the atom, present the experimental evidence obtained by Dalton, Thomson, Rutherford, Bohr and the scientists who developed the electron cloud model. Show how each scientist’s new evidence led to revision of the previously accepted model. See obj. 210 & 215 / TE: 11-12 / Classroom tests and quizzes
Teacher observable
SS / Mike observed that if a flat piece of construction paper and a crumpled piece of typing paper are dropped simultaneously, the crumpled piece hits the ground first. He concludes that the shape of the object dropped determines how fast it falls, and that its mass has no effect. He then does another experiment in which he drops a flat piece of construction paper and typing paper, and predicts that they will fall at the same rate, since mass has no effect. He observes that the construction paper hits the ground first. What would be an appropriate conclusion?
a. His original conclusion was correct. Only shape affects the rate of falling.
b. Only mass affects the rate of falling.
c. Both mass and shape affect the rate of falling.
d. None of the above.
Profic.
64 / The student will identify examples of experimental error besides sampling error / ESS / Apply all year
½ day to introduce / Discuss as a class what some examples of experimental error might be. As students prepare to do various experiments, have them analyze the procedure for instances where experimental error might occur. / COMMON LAB