| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| EXPERIMENTAL DESIGN & SCIENTIFIC METHOD : | 1.EXPERIMENTAL DESIGN & SCIENTIFIC METHOD |
To present students the opportunity to engage in original experimental design After individual research, students should be able to define and explain: Aerodynamics Air resistance Vacuum Quantitative and qualitative analysis Control and experimental groups |
"Conceptual Physical Science", Hewitt Students are given a control group whirlybird and have to design and test their model as compared to the control group |
Approaches to Learning: "How Can I Best Design a Whirlybird " |
Laboratory report: Students are introduced to the scientific method via a rubric-based assignment in which they are expected to have designed an experiment, test a hypothesis and base results on their own data. Homeworks: Vocabulary exercises, worksheets Lab Report including experimental design & scientific method |
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| SCIENTIFIC INVESTIGATION : | 2. SCIENTIFIC INVESTIGATION: CONTROL VS. EXPERIMENTAL |
To determine if oxygen is required for burning to take place |
Laboratory exercises: 1. "To Burn or Not To Burn" To use experimentation to seek answers to the posed objective: is oxygen necessary for burning? Students use candles, beakers, metric rulers and stop watches 2. "Uh-Oh, Spaghettios": Does adding salt actually speed up the boiling process of pasta |
Social Education: Students work collaboratively in groups to achieve a common goal |
Laboratory Reports: Students must use the published rubric for science lab report production. Textbook reading comprehension questions based on scientific and laboratory techniques methodology, and safety |
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| 3. GRAPH INTERPRETATION : | 3. GRAPH INTERPRETATION |
Students learn how to plot various types of graphs and to interpret them Students learn the concept of independent and dependent variables |
Students use a series of worksheets in which They must construct and interpret a variety of graphs |
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Test: Students are presented with data which must be graphed and interpreted. Students must choose the best format for presentation of this data. |
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| MEASURING IN THE S.I. METRIC SYSTEM : | MEASURING IN THE METRIC SYSTEM Linear dimensions Volume Density Time Temperature Mass  Metric and SI Measurements |
It is imperative that students understand the need for a standard measuring system which can be used worldwide To be able to convert metric units To gain a real understanding of scale |
Video presentation: "Powers of Ten:" Worksheets: conversion worksheets using common examples Laboratory activity: "The Metric Circus" Students work around several stations, where problems are posed in estimation and actual calculation of data. |
ATL: "As scientists around the world struggle their own essential questions, in what way would the S.I. system of measurement help them in this process?" |
Laboratory exercise: worksheets are assessed for accuracy. Homeworks, quiz on metric conversions. Unit Test: Word problems using metric measurements Metric conversions, word problem calculations on volume, density, temperature Comprehension exercise in which students must express understanding of dimensionality of unit of scale |
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| MATTER & ENERGY : | Law of Conservation of Matter |
Students will gain: The nature of matter and energy and understanding the effect of energy on matter Students must choose and manipulate appropriate laboratory apparatus. Students learn to work cooperatively to design experiments that can prove their hypothesis. Students understand the concept, of a closed system. Ability to form conclusions based on the data they obtained as well as by independent library research |
Laboratory report: Students are provided with different types of matter that can be changed using energy, and they must then determine if a change in mass has occurred. Students brainstorm possible procedures and materials required to prove a stated hypothesis. Experiments are performed and data collected. The data is then collated with that from the entire eighth grade. Science Department Lab Report Rubric |
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Laboratory report: Students follow the science department rubric for laboratory reports. The goal is to interpret the data gathered and to from a conclusion based on that data. Students are provided with a time-line for production of various sections of this report, some of which require individual research after school hours. Summative Assessment: Unit Test incorporating: Review of material from September-November Students are presented with a series of experimental problems that they must solve based on the knowledge gained in the laboratory work. Short answer questions based on factual recall related the Law of Conservation of Matter |
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| POTENTIAL & KINETIC ENERGY : | POTENTIAL & KINETIC ENERGY |
Students will quantitatively distinguish between kinetic and potential energy. KE=1/2mv2 PE=mgh By experiment, they will demonstrate their understanding of these concepts. To expose students to collaborative learning by working in groups effectively. To understand the needed for accuracy in measurement. |
Laboratory activity: "Bouncy Bouncy Balls": 1.Students compare and contrast the KE and PE of four different balls 2. Compare and contrast the PE and KE of a coin and a piece of paper which have the same mass and are dropped from the same height (the paper must then be changed to affect its air resistance) 3. Synthesis: students use what was learned in part (2) to determine why the balls never bounced to the height it was dropped from. |
Social Education - Students work in groups to determine the question at hand; "If I increase the height from which a ball is dropped, will the KE increase, decrease or remain the same?" |
Homework: Textbook reading, chapter questions and a worksheet on potential & kinetic energy Laboratory report: Students choose one of the hypothesis stated in the ‘essential question’ and using the standard science department rubric present and analyze the data to prove or disprove the hypothesis. |
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| POTENTIAN AND KINETIC ENERGY : | continued from December |
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| NEWTON’S LAWS OF MOTION : | NEWTON'S LAWS OF MOTION Balanced & unbalanced forces Inertia F=ma W=Fd P= W/t |
Students learn the first two of Newton’s Laws of Motion by demonstration and experiment. The equation F=ma, W=Fd, and P= is presented. For students to gain a sense of the historical importance of Isaac |
Worksheets, text examples, demonstrations (for example ‘cup & coin") Students perform numerous calculations related to force, gravity ,mass, and acceleration. |
Homo faber: The importance of the contributions of Sir Isaac Newton to the scientific community |
Homework: Textbook reading, chapter questions and a worksheet on Newton’s Laws Test on Law of Conservation of Matter and Newton’s Laws of Motion: Multiple choice questions on the above laws Short answer questions based on a diagram which must be interpreted. Mathematical problem-solving section, based on F=ma. Choice of one of two questions, pick the appropriate Law that would answer the problem posed by the question. |
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| WORK & POWER : | WORK & POWER |
Students will manipulate work and power questions: Work =fd Power=Work/Time The proper s.i. units are discussed and used. (Joule, Watt) To expose students to collaborative learning by working in groups effectively. |
Students calculate the amount of work and power it takes to climb a flight of stairs, and problem-solve how they can increase their power. Worksheets are used to practice word problems on work and power. |
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Homework: Practice problems on work and power calculations Test: Students demonstrate their problem-solving skill s by (a) using factual recall to choose the correct equation to solve a problem and then to manipulate the equation to solve for the missing variable. To ascribe proper units in all calculations. |
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| SIMPLE MACHINES : | SIMPLE MACHINES Levers |
To quantify how machines lead to a decrease in work done To determine mechanical advantage To demonstrate how simple machines are used in everyday life To learn the importance of laboratory technique by performing percent error calculations. |
Activity: "How Big Is Your Car? A meter stick is used as a lever to measure the mass of a ‘hot wheels’ car They then use their calculated mass from m1d1=m2d2 to find the percent error 2. To find the mass of the meter stick itself by experiment design |
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Laboratory report: Using the science department rubric, students report their mathematical findings from the prescribed activity Test: Problem solving, using the machine formula and percent error formula to answer word problems |
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| CHEMICAL ENERGY : | CHEMICAL ENERGY Physical & chemical changes Bond energy Atomic structure Periodic table Ionic & covalent bonding Periodic Table |
The universality of atoms and their structure are examined Chemical reactions are predicted Ionic and covalent bonding examples are used to learn how to balance chemical equations including formula The formation of compounds and molecules are explored Unknown compounds are identified through experimentation |
Worksheets: Homework and class work: Orbit rules, atomic drawings and models, ionic & covalent bonding, polyatomic ions, naming elements, writing chemical formulas and simple equations Demonstrations: Flame tests to identify a control group of metal ions Use of indicators as control groups for non-metal ions Periodic table study. Modeling: Students make three-dimensional models of assigned elements, incorporating research Laboratory experiment: Investigating unknown compounds |
Approaches to Learning: Can a simple model of an atom can be so much more than that? |
Homework worksheets on topics listed under activities Laboratory exercise: Lab report using the science department rubric of known compounds (flame tests and indicators) as well as the results of five unknown samples identified with flame tests for the metal ion and indicator tests for the non-metal ions Other assessments: Quiz: atom symbols and drawing atoms 1-20 Quiz: Polyatomic ions Test: Ionic and covalent bonding Students are given different elements, must show how they bond, and write a balanced chemical formula and equation for each. |
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| FINAL REVIEW : | FINAL REVIEW FINAL EXAM |
To ensure that all students are organized to commence a proper review for a year-long examination and to learn the appropriate study skills to approach such an exam |
All topics taught during the year are revisited Organization of a review packet Students choose topics for review in depth Review content, new problems posed, etc. Test-taking strategies: Examples of test questions, mnemonics, study groups |
ATL - Study skills |
Modeling exercise: Students make oral presentations with their model in front of the class. They are assessed on the quality of the presentation Final examination: 100 multiple choice questions set on content drawn from the whole course Essay is revisited from first trimester on Interdisciplinary Unit (Evolution) |
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| FINAL EXAM : | continues from May |
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