appropriate mathematical Identify the basis of the SI Approach manipulated variable, equations and processes to solve system, including base units and – Measurements responding variable, controlled basic physics problems metric prefixes and scientific – Presenting Scientific experiment, scientific theory, notation. Data scientific law, model, scientific Engage/Explore – How Do notation, length, mass, volume, Select and apply an appropriate Scientists Use Their density, conversion factor, method for computing with real Observations? – p. 1 precision, significant figures, numbers, and evaluate the accuracy, thermometer, slope, reasonableness of results. Building Science Skills – direction proportion, inverse Observing p. 8 proportion Make decisions about units, scales, and measurement tools Teacher Demo – Scientific Performance Tasks that are appropriate for problem Models – p. 10 Pseudoscience situations involving Students will write a paragraph measurements Vernier – Activity #1 describing two examples of Temperature Probe pseudoscience. Students will Communicate and interpret Response Time use their examples to explain scientific data collected during why pseudoscience is not actual experiments in the form of a science. graph. Math Skills/Practices– pp. 15, Forensic Science 20 Students will read the article on Foundational principles of forensic science on pp. 12-13. physical science and lab safety. Quick Lab – Comparing Students will describe how Precision – p. 18 criminal investigators use Identify the steps scientists use scientific methods to solve their to solve problems. Data Analysis – Faster Than cases. Students will present Speeding Data – p. 24 their information in poster form. Identify common metric units and (Practice 6/ ) conversions. Consumer Lab – Determining Identify and analyze data using the Thickness of Aluminum Scientific Processes the three types of graphs Foil – pp. 26-27 Students will make a graphic organizer to help identify what Assessment – p. 31 they already know, what they want to know, and what they Glencoe Physical Science – learned about science.
appropriate mathematical equations and processes to solve basic physics problems Identify the basis of the SI system, including base units and metric prefixes and scientific notation. Select and apply an appropriate method for computing with real numbers, and evaluate the reasonableness of results. Make decisions about units, scales, and measurement tools that are appropriate for problem situations involving measurements Communicate and interpret scientific data collected during experiments in the form of a graph. Foundational principles of physical science and lab safety. Identify the steps scientists use to solve problems. Identify common metric units and conversions. Identify and analyze data using the three types of graphs Approach – Measurements – Presenting Scientific Data Engage/Explore – How Do Scientists Use Their Observations? – p. 1 Building Science Skills – Observing p. 8 Teacher Demo – Scientific Models – p. 10 Vernier – Activity #1 Temperature Probe Response Time Math Skills/Practices– pp. 15, 20 Quick Lab – Comparing Precision – p. 18 Data Analysis – Faster Than Speeding Data – p. 24 Consumer Lab – Determining the Thickness of Aluminum Foil – pp. 26-27 Assessment – p. 31 Glencoe Physical Science – manipulated variable, responding variable, controlled experiment, scientific theory, scientific law, model, scientific notation, length, mass, volume, density, conversion factor, precision, significant figures, accuracy, thermometer, slope, direction proportion, inverse proportion Performance Tasks Pseudoscience Students will write a paragraph describing two examples of pseudoscience. Students will use their examples to explain why pseudoscience is not actual science. Forensic Science Students will read the article on forensic science on pp. 12-13. Students will describe how criminal investigators use scientific methods to solve their cases. Students will present their information in poster form. (Practice 6/ ) Scientific Processes Students will make a graphic organizer to help identify what they already know, what they want to know, and what they learned about science.