OCG - Physical Science

Algebra 1 (411401CW) or Algebra 1 Honors (411401HW)

South Carolina Standards:  

 

Unit 1- Introduction to Scientific Processes

• P.2B.2 Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance.
  • HSAP Focus- find the volume of the object based on given dimensions
  • Predict how volume should affect density, then create a graph of density vs. volume to support prediction
• P.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate English and metric units, (2) express relationships between variables for models and investigations, or (3) use grade-level appropriate statistics to analyze data.
• P.2A.1 Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas.
• P.2A.3 Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition.

 

 

Unit 2- Elements and the Periodic Table

• P.2A.1 Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons).
• P.2A.2 Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table.
• C.2A.1 Obtain and communicate information to describe and compare subatomic particles with regard to mass, location, charge, electrical attractions and repulsions, and impact on the properties of an atom. (determine the charge of an ion)
• C.2B.1 Obtain and communicate information to compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and their practical applications (including medical benefits and associated risks).

 

Unit 3- Chemical Bonding

• P.2A.4 Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.
• C.3A.1 Construct explanations for the formation of molecular compounds via sharing of electrons and for the formation of ionic compounds via transfer of electrons.
• C.3A.2 Use the periodic table to write and interpret the formulas and names of chemical compounds (including binary ionic compounds, binary covalent compounds, and straight-chain alkanes up to six carbons).

 

Unit 4- Chemical Reactions

• P.2B.4 Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances.
• P.2B.5 Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.
• P.2B.2 Analyze and interpret data to support claims that when two substances are mixed the total amount (mass) of the substances does not change.
• C.6A.1 Develop and use models to predict the products of chemical reactions (1) based upon movements of ions; (2) based upon movements of protons; and (3) based upon movements of electrons.

 

Unit 5- Mixtures

• P.2B.3 Develop models using observations to describe mixtures, including solutions, based on their characteristics.
• P.2B.4 Construct explanations for how the amount of solute and the solvent determine the concentration of a solution.
• P.2B.5 Conduct controlled scientific investigations to test how different variables (including temperature change, particle size, and stirring) affect the rate of dissolving.
• P.2B.6 Design and test the appropriate method(s) (such as filtration, sifting, attraction to magnets, evaporation, chromatography, or flotation) for separating various mixtures.
• P.2B.1 Obtain and communicate information to describe what happens to the properties of substances when two or more substances are mixed together.

 

Unit 6- Describing Motion

• P.5A.1 Use mathematical and computational thinking to describe and predict the motion of an object (including position, direction, and speed).
• P.2A.4 Develop and use models to represent an object’s displacement, velocity, and acceleration (including vector diagrams, data tables, motion graphs, dot motion diagrams, and mathematical formulas).
• P.2A.5 Construct explanations for what is meant by “constant” velocity and “constant” acceleration (including writing descriptions of the object’s motion and calculating the sign and magnitude of the slope of the line on a position-time and velocity-time graph).
• P.2A.6 Obtain information to communicate the similarities and differences between distance and displacement; speed and velocity; constant velocity and instantaneous velocity; constant velocity and average velocity; and velocity and acceleration.

 

Unit 7- Forces

• P.5A.2 Develop and use models to explain how the amount or type of force (contact and non-contact) affects the motion of an object.
• P.5A.3 Plan and conduct controlled scientific investigations to test the effects of balanced and unbalanced forces on the rate and direction of motion of objects.
• P.5A.4 Analyze and interpret data to describe how a change of force, a change in mass, or friction affects the motion of an object.
• P.5A.5 Design and test possible devices or solutions that reduce the effects of friction on the motion of an object.

 

Unit 8- Energy

• P.3A.1 Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
• P.3A.2 Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
• P.3A.3 Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuit
• P.3B.1 Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.
• P.3B.2 Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) or the amount of energy transferred to the surrounding environment as it moves an object.

 

Other Standards:  

Standard H.C.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

 

• C.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

 

Performance Indicators: Students who demonstrate this understanding can:

 

• C.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.
• C.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.
• C.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 tocollect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.
• C.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.
• C.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.
• C.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.
• C.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts.

Required Instructional Materials and Resources: (List required materials including SDOC provided textbooks, including any fees that apply, etc.)

• Glencoe Physical Science
• Scientific Calculator
• Pens and Pencils
• Notebook and Paper