Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate safe practices during laboratory investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student is guided through several standard safety practices | The Guided Learning: Behavior and Dress in the Lab resource, which is part of the Lab Safety unit. | Whole Activity |
Assessment Citation | Practice Skill | Student Practices safe laboratory skills when using lab equipment | The Laboratory Skills: Putting Lab Safety into Practice resource, which is part of the Lab Safety unit. | Whole Activity | |
(ii) Student is expected to demonstrate safe practices during field investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety in a field setting in the context of a lab where rocks are tested for presence of calcite. | The Field Investigation: Testing Rocks resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety in a field setting in the context of a lab where rocks are tested for presence of calcite. | The Field Investigation: Testing Rocks resource, which is part of the Field Investigations unit. | Safety-related procedure questions. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate an understanding of the use of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(ii) Student is expected to demonstrate an understanding of the conservation of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes, including reuse and recycling when appropriate | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(iii) Student is expected to demonstrate the proper disposal or recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know the definition of science, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 1 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the idea of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Comprehension Questions | |
(ii) Student is expected to understand that [science] has limitations, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 4 of a rich, multi-part discussion of the nature and limitations of science.. This segment focuses on how science can only evaluate falsifiable hypotehses | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding that science can only test falsifiable hypotheses. | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to plan investigative procedures, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a question for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(ii) Student is expected to plan investigative procedures, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iii) Student is expected to plan investigative procedures, including selecting equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using beakers, light bulbs, and a ruler | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study plant growth in an experiment that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iv) Student is expected to plan investigative procedures, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using a computer manipulative | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design an experiment on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(v) Student is expected to implement investigative procedures, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a question for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(vi) Student is expected to implement investigative procedures, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(vii) Student is expected to implement investigative procedures, including selecting equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using beakers, light bulbs, and a ruler | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study plant growth in an experiment that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(viii) Student is expected to implement investigative procedures, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using a computer manipulative | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design an experiment on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to collect data | Lesson Citation | Acquire Knowledge Learn Skill |
Student uses a stopwatch to carefully mark the time of a virtual pendulum as part of an investigation of period. | Gizmo Warm-up of the Period of a Pendulum Student Exploration. This investigation is to be used with the Period of a Pendulum Gizmo. | Question 1 |
Assessment Citation | Check Understanding Practice Skill |
Student measures pendulum periods as part of an assessment on their grasp of the rule relating period to other factors. | Activity C of the Period of a Pendulum Student Exploration. This investigation is to be used with the Period of a Pendulum Gizmo. | Question 8 | |
(ii) Student is expected to make measurements with precision | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about the concept of precision and make measurements that take it into account. | The Guided Learning: Reporting Measurements resource, which is part of the Recording Data unit. | Text Portions |
Assessment Citation | Check Understanding Practice Skill |
Student makes measurements with precision. | The Guided Learning: Reporting Measurements resource, which is part of the Recording Data unit. | Exercises |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to organize data | Lesson Citation | Learn Skill | Student investigates chemical equilibria by recording concentration values in a table, comparing those values to starting values, analyzing reaction quotients and inferring the constancy of Kc | Activity B of the Equilibrium and Concentration Student Exploration. This investigation is to be used with the Equilibrium and Concentration Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Student Organizes Lab data into a table while practicing the ability to use reagents to identify nutrients in food. | Activity B of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity | |
(ii) Student is expected to analyze data | Lesson Citation | Learn Skill | Student investigates chemical equilibria by recording concentration values in a table, comparing those values to starting values, analyzing reaction quotients and inferring the constancy of Kc | Activity B of the Equilibrium and Concentration Student Exploration. This investigation is to be used with the Equilibrium and Concentration Gizmo. | Question 4 |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of Kc by calculating its value for a given set of data. | The assessment questions for the Equilibrium and Concentration Gizmo. | Question 3 | |
(iii) Student is expected to evaluate data | Lesson Citation | Learn Skill | Student learns how to evaluate the accuracy and precision of data. | The Guided Learning: Reporting Measurements resource, which is part of the Recording Data unit. | Text Portion: Page 3 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of how data can be evaluated on the basis of accuracy and precision. | The Guided Learning: Reporting Measurements resource, which is part of the Recording Data unit. | Page 3: Question 1 | |
(iv) Student is expected to make inferences from data | Lesson Citation | Learn Skill | Student investigates chemical equilibria by recording concentration values in a table, comparing those values to starting values, analyzing reaction quotients and inferring the constancy of Kc | Activity B of the Equilibrium and Concentration Student Exploration. This investigation is to be used with the Equilibrium and Concentration Gizmo. | Question 5 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of chemical equilibria by interpreting a graph of concentration over time. | The assessment questions for the Equilibrium and Concentration Gizmo. | Question 1 | |
(v) Student is expected to predict trends from data | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to predict a trend from data using a trend line | Activity A of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Assessment Citation | Check Understanding Practice Skill |
Student uses a trend line to predict the value of data for a point outside the original data set | Activity B of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates the effect of temperature on reaction rate by using a virtual model for collision theory. | Activity A of the Collision Theory Student Exploration. This investigation is to be used with the Collision Theory Gizmo. | Question 8 |
Assessment Citation | Check Understanding |
Student draws conclusions about the usefulness of catalysts after having investigated their basic function. | Activity C of the Collision Theory Student Exploration. This investigation is to be used with the Collision Theory Gizmo. | Question 6 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to in all fields of science, analyze scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(ii) Student is expected to in all fields of science, analyze scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(iii) Student is expected to in all fields of science, analyze scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(iv) Student is expected to in all fields of science, analyze scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(v) Student is expected to in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vi) Student is expected to in all fields of science, evaluate scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vii) Student is expected to in all fields of science, evaluate scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(viii) Student is expected to in all fields of science, evaluate scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(ix) Student is expected to in all fields of science, evaluate scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(x) Student is expected to in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xi) Student is expected to in all fields of science, critique scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xii) Student is expected to in all fields of science, critique scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xiii) Student is expected to in all fields of science, critique scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(xiv) Student is expected to in all fields of science, critique scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xv) Student is expected to in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Guidelines for student-written report | |
(ii) Student is expected to apply scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
Students read and analyze information from a scientific website | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Practice Skill | This handout provides a scenario for students to practice their ability to apply scientific information | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to draw inferences based on data related to promotional materials for products | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 2 | |
(ii) Student is expected to draw inferences based on data related to promotional materials for services | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate how an object's motion changes only when a net force is applied, including [various] activities | Lesson Citation | Acquire Knowledge |
Students investigate Newton's first law in the context of fan carts. | Activities A, B, and C of the Force and Fan Carts Student Exploration. This investigation is to be used with the Force and Fan Carts Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Students demonstrate understanding of Newton's first law in the context of fan carts. | The assessment questions for the Force and Fan Carts Gizmo. | Question 2 | |
(ii) Student is expected to investigate how an object's motion changes only when a net force is applied, including [various] equipment | Lesson Citation | Acquire Knowledge |
Students investigate Newton's first law in the context of fan carts. | Activities A, B, and C of the Force and Fan Carts Student Exploration. This investigation is to be used with the Force and Fan Carts Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Students demonstrate understanding of Newton's first law in the context of fan carts. | The assessment questions for the Force and Fan Carts Gizmo. | Question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using [various] equipment | Lesson Citation | Acquire Knowledge |
Students investigate Newton's second law in the context of fan carts. | Activity A of the Fan Cart Physics Student Exploration. This investigation is to be used with the Fan Cart Physics Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of Newton's second law. | The assessment questions for the Fan Cart Physics Gizmo. | Questions 2 and 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to apply the concept of conservation of momentum using action and reaction forces | Lesson Citation | Acquire Knowledge |
Student relates Newton's 3rd law to collisions. | The Gizmo Activity: Impulse resource, which is part of the Advanced Mechanical Systems unit. | Pages 1 and 2 |
Assessment Citation | Check Understanding |
Student demonstrates an understanding of the relationship between conservation of momentum and Newton's 3rd law. | The Gizmo Activity: Impulse resource, which is part of the Advanced Mechanical Systems unit. | Page 4: Question 7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates gravitational force in the context of planetary orbits. | Activities A, B, and C of the Gravity Pitch Student Exploration. This investigation is to be used with the Gravity Pitch Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the relationship of gravity to mass. | AQ of the Gravity Pitch Student Exploration. This investigation is to be used with the Gravity Pitch Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to examine electrical force as a universal force between any two charged objects | Lesson Citation | Acquire Knowledge |
Students investigate Coulomb Force | Activities A and B of the Coulomb Force (Static) Student Exploration. This investigation is to be used with the Coulomb Force (Static) Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of Coulomb force. | The assessment questions for the Coulomb Force (Static) Gizmo. | Questions 1 through 5 | |
(ii) Student is expected to compare the relative strength of the electrical force and gravitational force | Lesson Citation | Acquire Knowledge |
Students investigate the relative strengths of electrical and gravitational force by experimenting with charged pith balls. | Activities A and B of the Pith Ball Lab Student Exploration. This investigation is to be used with the Pith Ball Lab Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student compares the magnitude of the gravitiational force to the electrical force for a pair of charged pith balls. | The assessment questions for the Pith Ball Lab Gizmo. | Question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate that moving electric charges produce magnetic forces | Lesson Citation | Acquire Knowledge |
Student investigates magnetic induction. | Activity A of the Magnetic Induction Student Exploration. This investigation is to be used with the Magnetic Induction Gizmo. | Questions 1-3 |
Assessment Citation | Check Understanding |
Student predicts the direction compass needles will point when current in a wire is reversed | Activity A of the Magnetic Induction Student Exploration. This investigation is to be used with the Magnetic Induction Gizmo. | Questions 4-5 | |
(ii) Student is expected to demonstrate that moving magnets produce electric forces | Lesson Citation | Acquire Knowledge |
Student Investigates electromagnetic induction. | Activity A of the Electromagnetic Induction Student Exploration. This investigation is to be used with the Electromagnetic Induction Gizmo. | Whole Activity. |
Assessment Citation | Check Understanding |
Student demonstrates understanding of electromagnetic induction. | The assessment questions for the Electromagnetic Induction Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates law of conservation of energy. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Whole Activity. |
Assessment Citation | Check Understanding |
Student applies law of conservation of energy. | AQ of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to evaluate the transfer of electrical energy in series circuits | Lesson Citation | Acquire Knowledge |
Student investigates circuits by using a virtual circuit board. | Activity B of the Circuits Student Exploration. This investigation is to be used with the Circuits Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student calculates resistance for a series circuit. | The assessment questions for the Circuits Gizmo. | Question 4 | |
(ii) Student is expected to evaluate the transfer of electrical energy in parallel circuits | Lesson Citation | Acquire Knowledge |
Student investigates circuits by using a virtual circuit board. | Activity C of the Circuits Student Exploration. This investigation is to be used with the Circuits Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student calculates resistance for a parallel circuit. | The assessment questions for the Circuits Gizmo. | Question 5 | |
(iii) Student is expected to evaluate the transfer of electrical energy in conductive materials | Lesson Citation | Acquire Knowledge |
Student investigates circuits by using a virtual circuit board. In this activity a student tests different materials for conductivity by seeing how well they close the circuit. | Activity A of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of what materials conduct electricity and the effect of such conduction. | The assessment questions for the Circuit Builder Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze energy conversions | Lesson Citation | Acquire Knowledge |
Student analyzes nuclear energy, mass-energy equivalence, and its applications drawn from converting nuclear energy to thermal energy. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Pages 3-8: text portion |
Assessment Citation | Check Understanding |
Student demonstrates comprehension of mass defect, nuclear energy, and the applications drawn from converting nuclear energy to thermal energy. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Pages 3-8: Comprehension Questions | |
(ii) Student is expected to analyze fossil fuels | Lesson Citation | Acquire Knowledge |
Students learn about the energy potential of hydrocarbons and relate this to their molecular structure. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Pages 4-5: Text Portions. |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the relationships between a hydrocarbon's energetic properties and its structure. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Page 5: Comprehension Questions | |
(iii) Student is expected to analyze the movement of water or wind | Lesson Citation | Acquire Knowledge |
Student learns how water waves move and how they transfer energy that can be harnessed by humans. | The Guided Learning: Water Wave Energy resource, which is part of the Energy Sources unit. | Text Portions. |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the movement of water and the energy it can produce. | The Guided Learning: Water Wave Energy resource, which is part of the Energy Sources unit. | Comprehension Questions. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to critique the advantages of various energy sources | Lesson Citation | Acquire Knowledge |
Students learn about advantages and disadvantages of different types of energy sources. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text Portion |
Assessment Citation | Check Understanding |
Student demonstrates understanding of advantages and disadvantages of various energy sources. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions | |
(ii) Student is expected to critique the disadvantages of various energy sources | Lesson Citation | Acquire Knowledge |
Students learn about advantages and disadvantages of different types of energy sources. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text Portion |
Assessment Citation | Check Understanding |
Student demonstrates understanding of advantages and disadvantages of various energy sources. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions | |
(iii) Student is expected to critique the impact [of various energy sources] on society | Lesson Citation | Acquire Knowledge |
Students learn about advantages and disadvantages of different types of energy sources. One key facet discussed is the cost of energy. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text Portion |
Assessment Citation | Check Understanding |
Student demonstrates understanding of advantages and disadvantages of various energy sources. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions | |
(iv) Student is expected to critique the impact [of various energy sources] on the environment | Lesson Citation | Acquire Knowledge |
Students learn about advantages and disadvantages of different types of energy sources. One key facet discussed is the damage caused (or potentially caused) to the environment by various techniques of harvesting energy. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text Portion |
Assessment Citation | Check Understanding |
Student demonstrates understanding of advantages and disadvantages of various energy sources. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student learns how molecular structure relates to physical and chemical properties. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Text Portion |
Assessment Citation | Check Understanding |
Students demonstrate understanding of how the arrangement of molecules informs physical and chemical properties for a substance. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze physical properties of elements | Lesson Citation | Acquire Knowledge |
Students learn how the physical properties of elements depend on their valence electrons and bonding patterns. Examples include ductilitiy, conductivity, specific heat, and spectral properties. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate comprehension of various physical properties and their linkage to electron configuration and bonding. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Comprehension Questions | |
(ii) Student is expected to analyze physical properties of compounds | Lesson Citation | Acquire Knowledge |
Student learns how molecular structure relates to physical and chemical properties. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of physical and chemical properties of compounds. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Comprehension Questions | |
(iii) Student is expected to analyze chemical properties of elements | Lesson Citation | Acquire Knowledge |
Students learn how the physical properties of elements depend on their valence electrons and bonding patterns. Examples include electron affinity and ionization energy. (Chemical Reactivity is covered in part II of this activity.) | The Guided Learning: Chemical Bonding (Part 1) resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate comprehension of various chemical properties and their linkage to electron configuration and bonding. | The Guided Learning: Chemical Bonding (Part 1) resource, which is part of the Chemical Properties unit. | Comprehension Questions | |
(iv) Student is expected to analyze chemical properties of compounds | Lesson Citation | Acquire Knowledge |
Student learns how molecular structure relates to physical and chemical properties. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of physical and chemical properties of compounds. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to relate the physical behavior of an element, including classification, to its placement on the Periodic Table | Lesson Citation | Acquire Knowledge |
Students learn how the physical properties of elements depend on their valence electrons and bonding patterns. Examples include ductilitiy, conductivity, specific heat, and spectral properties. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate comprehension of various physical properties and their linkage to electron configuration and bonding. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Comprehension Questions | |
(ii) Student is expected to relate the chemical behavior of an element, including bonding, to its placement on the Periodic Table | Lesson Citation | Acquire Knowledge |
Students learn how the physical properties of elements depend on their valence electrons and bonding patterns. Examples include electron affinity and ionization energy. (Chemical Reactivity is covered in part II of this activity.) | The Guided Learning: Chemical Bonding (Part 1) resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate comprehension of various chemical properties and their linkage to electron configuration and bonding. | The Guided Learning: Chemical Bonding (Part 1) resource, which is part of the Chemical Properties unit. | Comprehension Questions | |
(iii) Student is expected to relate the chemical behavior of an element, including classification, to its placement on the Periodic Table | Lesson Citation | Acquire Knowledge |
Students learn how the physical properties of elements depend on their valence electrons and bonding patterns. Examples include electron affinity and ionization energy. (Chemical Reactivity is covered in part II of this activity.) | The Guided Learning: Chemical Bonding (Part 1) resource, which is part of the Chemical Properties unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate comprehension of various chemical properties and their linkage to electron configuration and bonding. | The Guided Learning: Chemical Bonding (Part 1) resource, which is part of the Chemical Properties unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate changes of state as it relates to the arrangement of particles of matter | Lesson Citation | Acquire Knowledge |
Students invesitage the change of state of water. | Activity B of the Phase Changes Student Exploration. This investigation is to be used with the Phase Changes Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of phase changes. | The assessment questions for the Phase Changes Gizmo. | Question 4 | |
(ii) Student is expected to investigate changes of state as it relates to energy transfer | Lesson Citation | Acquire Knowledge |
Student learns about latent heat. | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Text Portion (pages 5 and 6) |
Assessment Citation | Check Understanding Practice Skill |
Student works out problems relating to latent heat. | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Problems on page 6. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate that mass is conserved when substances undergo chemical change | Lesson Citation | Acquire Knowledge |
Students investigate the conservation of matter in application to balanced equations.. | Gizmo Warm=up, Activity A, and Activity B of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the application of conservation of matter to chemical reactions. | The assessment questions for the Chemical Equations Gizmo. | Questions 1, 2, 3, and 5 | |
(ii) Student is expected to demonstrate that the number of atoms [is] the same in the reactants and products [when substances undergo chemical change] | Lesson Citation | Acquire Knowledge |
Students investigate the conservation of matter in application to balanced equations.. | Gizmo Warm=up, Activity A, and Activity B of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the application of conservation of matter to chemical reactions. | The assessment questions for the Chemical Equations Gizmo. | Questions 1, 2, 3, and 5 | |
(iii) Student is expected to demonstrate that the kind of atoms [is] the same in the reactants and products [when substances undergo chemical change] | Lesson Citation | Acquire Knowledge |
Students investigate the conservation of matter in application to balanced equations.. | Gizmo Warm=up, Activity A, and Activity B of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the application of conservation of matter to chemical reactions. | The assessment questions for the Chemical Equations Gizmo. | Questions 1, 2, 3, and 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze energy changes that accompany chemical reactions | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to work with enthalpy when analyzing chemical reaction equations | The Problem Solving: Enthalpy Calculations resource, which is part of the Chemical Energy unit. | Text Portion |
Assessment Citation | Check Understanding Practice Skill |
Student solves problems requiring analysis of thermochemical equations | The Problem Solving: Enthalpy Calculations resource, which is part of the Chemical Energy unit. | Problems | |
(ii) Student is expected to classify [energy changes] as exothermic or endothermic reactions | Lesson Citation | Acquire Knowledge |
Student learns about enthalpy and classification of reactions as exothermic or endothermic. | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Text Portion (pages 3 and 4) |
Assessment Citation | Student classifies reactions as exothermic or endothermic. | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Problems on page 4 and 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe types of nuclear reactions | Lesson Citation | Acquire Knowledge |
Students learn about different types of nuclear decay | Activities A, B, and C of the Nuclear Decay Student Exploration. This investigation is to be used with the Nuclear Decay Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of nuclear reactions. | The assessment questions for the Nuclear Decay Gizmo. | Questions 1 through 5 | |
(ii) Student is expected to describe [the] role [of nuclear reactions] in applications | Lesson Citation | Acquire Knowledge |
Student analyzes nuclear energy, mass-energy equivalence, and its applications drawn from converting nuclear energy to thermal energy. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Pages 3-8: text portion |
Assessment Citation | Check Understanding |
Student demonstrates comprehension of mass defect, nuclear energy, and the applications drawn from converting nuclear energy to thermal energy. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Pages 3-8: Comprehension Questions |