NOTE: This information only represents the general sequencing of resources for lessons, not all of the instructional strategies involved. This work was done in the summer of 2015, and represents my initial thoughts on transitioning to the NGSS.
Unit 1: Matter, Energy, & Change
(Teacher Note: The purpose of this unit is to develop basic ideas and skills for later units-introduction to science and engineering practices in the context of matter vs. energy.)
Key Essential Questions:
- How can I explain the structure, properties, and interactions of matter?
- How is energy transferred and conserved?
Students will be able to independently use their learning to
- Create and use models to evaluate energy transformations in various systems.
- Plan and conduct an investigation to evaluate energy transformations in various systems.
|HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.|
|HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).|
|HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.|
|HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.|
|HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.|
|HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.|
Skeletal Draft Unit Plan Resources (will be continually revised):
Unit Driving Question: How do we design solutions to global energy problems?
Guiding Question 1: How do we distinguish between matter & energy?
Guiding Question 2: How do we observe & measure matter & energy?
- Introduction to Measurement Training Lab
- Properties of Matter Investigation
- Bowling Ball (Regular) or Reynold’s Wrap (Honors) Density Investigations
- Cookware Scenario Investigation (Specific Heat & Density) (Honors) or Energy Transfer & Specific Heat (Regular)
Guiding Questions 3 & 4: How do we classify changes in matter? How is energy involved in these changes?
Guiding Question 5: How do we design solutions to global energy problems?
- Energy Resources –data and graph analysis
- Read “Solar Future” ChemMatters, April/May 2014: http://www.acs.org/content/dam/acsorg/education/resources/highschool/chemmatters/chemmatters-april2014-solar.pdf
- Solar Water Heater Engineering Task
Other Possible Resources:
Energy Foundations for High School Chemistry: http://highschoolenergy.acs.org/content/hsef/en.html