# Integrated Science A - Unit 1 - Geometric Properties of Matter Assignment/ Assessment and Date

ISA1.1 C GPOM I can explain what a measuring unit is and why it is useful to have ‘standards’ of measure. Be familiar with some standard units for measuring length: millimeter, meter. Be able to convert between units. ISA1.2 C GPOM I can estimate measurements based on the precision of the device I am using. Understand that all measurements are uncertain by some amount. Be able to describe how the precision of the measuring device affects this ‘amount.’ ISA1.3 C GPOM I can interpret the meaning of a graphed group of measurements. Be able to organize measurements into a neatly labeled data table and make a properly scaled and labeled graph of the measurements. Be able to draw a ‘best fit’ line and calculate the slope for measurements that appear to show a straight line pattern on a graph. What info does the slope (steepness) of the graph tell us? What does the y-intercept of the graph tell us? ISA1.4 A GPOM I can determine the area of slice of matter using standard units for area. Be able to count unit squares to find area of any slice shape. Be able to use ‘equations’ to find area for special slice shapes. Be able to convert between different units for area - cm2, m2 ISA1.5 A GPOM I can determine the volume of a chunk of matter using standard units for volume. Be able to count unit cubes to find volume of any chunk shape. Be able to use equations to find volume for special chunk shapes. Be able to convert between different units for volume - mL, cm3, m3

Integrated Science A - Unit 2 - Physical Properties of Matter Assignment/ Assessment and Date

2.1 C PPOM I can explain/demonstrate the difference between mass and volume. Be able to use particle diagrams and words to demonstrate the difference. Be able to explain the different standard units used to measure each. mass - g, kg ....volume - mL, cm3 2.2 C PPOM I can use the conservation of mass to explain observations of changes in matter. Use particle diagrams to account for changes. 2.3 A PPOM I can explain the density of a chunk of matter in multiple ways. Includes the use of particle diagrams, slope of a mass vs. volume graph, ratios, and with words 2.4 A PPOM I can compare the densities of different substances. Be able to describe how the typical densities of solids, liquids, and gases compare. Be able to show how matter with different densities would ‘orient’ itself when mixed.

Integrated Science A - Unit 3 - Atomic Model of Matter Assignment/ Assessment and Date

3.1  C  AMOM  I  can  explain  differences  in  solids,  liquids,   and  gases  by  referring  to  the  density,  motion,  and   ‘sticking’  of  particles. Be  able  to  use  particle  diagrams  and  written  words  to  do   this. Note:  ‘Sticking’  is  due  to  an  ‘electric  force’  between   particles  which  we  will  study  later  this  trimester. 3.2  C  AMOM  I  can  explain  the  difference  between  heat   (energy)  and  temperature. Be  able  to  explain  how  a  typical  thermometer  works  to   measure  temperature. Be  able  to  compare  the  temperature  and/or  amount  of   heat  in  different  substances. 3.3  A  AMOM  I  can  explain  phase  changes  between  solid,   liquid,  and  gas  in  terms  of  the  energy  added  or  removed   from  the  substance. Be  able  to  explain  how  energy  is  being  transferred  to/ from  a  substance  and  what  is  happening  to  the  particles   while  this  is  happening. Be  able  to  explain  why  substances  ‘expand’  when  heat  is   added  and  ‘contract’  when  heat  is  removed. Use  energy  bar  charts  to  show  energy  transfers.

Integrated Science A - Unit 4 - Interactions of Matter Assignment/ Assessment and Date

4.1 C IOM I can describe the difference between an atom, a compound, and a molecule. Use particle diagrams to represent the difference.
4.2 C IOM I know all of the ‘pieces’ of an atom and can figure out how many ‘pieces’ an atom has by reading the periodic table. Distinguish between an atom, proton, electron, neutron. Be able to represent these pieces with a simple labeled drawing. Know what the different symbols and numbers on the periodic table represent. 4.3 C IOM I can describe the difference between a physical change and a chemical change for a substance. Use particle diagrams to demonstrate a physical change removing, adding, or changing the phase of the substance. Use particle diagrams to demonstrate a chemical change rearranging particles to form a new substance. Know some common examples of physical and chemical changes. 4.4 A IOM I can use the conservation of mass to explain and ‘balance’ chemical reactions. Use particle diagrams to to show the rearranging of particles in a chemical reaction. Make sure all particles are accounted for when ‘balancing’ chemical reactions. Be able to represent molecules with particles AND their written chemical formula.

Integrated Science A - Unit 5 - Models of Atomic Structure Assignment/ Assessment and Date

5.1 C MOAS I can explain evidence for the existence of ‘subatomic’ particles. Be able to explain why we think there are special particles (electrons) that make up an atom based on our investigations in class. (sticky tape lab) 5.2 C MOAS I know all of the ‘pieces’ of an atom and can figure out how many ‘pieces’ an atom has by reading the periodic table. Distinguish between an element, atom, proton, electron, neutron. Know what the different symbols and numbers on the periodic table represent. Be able to determine the ‘overall’ charge on an atom. Explain why atoms stick together based on forces between subatomic particles. 5.3 A MOAS I can explain why atoms bond (stick) to other atoms by referring to how they exchange electrons. Be able to represent bonds by drawing ‘electron diagrams’. Note: Sharing electrons is called ‘covalent’. Giving/taking electrons is called ‘ionic’. Be able to use the ‘octet rule’ to justify your diagrams. 5.4 A MOAS I can explain changes in models of atomic structure over time. Be able to draw diagrams of an atom from the view point of various scientists and explain what evidence led each scientist to their model - Thomson, Rutherford, Bohr

5.5 A MOAS I can distinguish between the following additional concepts: ion, pH scale, isotope

Integrated Science A - Unit 6 - Earth/Space Science Assignment/ Assessment and Date

6.1  C  ESS  I  can  explain  scienti3ic  evidence  for  the  ‘Big   Bang’  theory. Use  ideas  of  expansion  and  cooling  to  justify  your  ideas. 6.2  C  ESS  I  can  explain  a  model  for  the  formation  of  the   solar  system  and  the  Earth  and  use  scienti3ic  evidence  to   support  this. Use  gravitational  attraction  to  explain  your   understanding. 6.3  C  ESS  I  can  explain  processes  that  affect  the  shape   and  make-­‐up  of  Earth’s  surface. Be  able  to  describe  different  processes  that  occur  at  plate   boundaries  (diverging,  converging,  transforming)  and   what  happens  as  a  result  (earthquakes,  mountains,   volcanoes,  etc.). 6.3  A  ESS  I  can  describe  methods  that  scientists  use  to   determine  the  age  of  rocks  and  earth  material. Be  able  to  describe  what  each  of  these  means:  How  depth   relates  to  age,  fossil  correlation,  radiometric  dating. 6.5  A  ESS  I  can  describe  and  explain  why  certain   patterns  occur  in  the  atmosphere  for  different   geographic  locations. Some  examples  include  ‘Lake  effect’  snow,  tornado  alley,   tropical  hurricanes.

Integrated Science B - Unit 1 - Scientific Modeling Assignment/ Assessment and Date

1.1 C SM I can explain proper data collection techniques. Be able to identify uncertainties in measurement and suggest ways to correct for these uncertainties. (due to measuring device, technique, or event) Explain why it is useful to maximize range of data, take many data points, and taking multiple measurements for each data point.
1.2 C SM I can represent data graphically and mathematically. Be able to label and scale a graph, plot data, draw a linear best fit line, find slope and y-intercept w/correct units. Understand that the appearance of a graph depends on the scale chosen and uncertainty in the data...don’t be fooled into thinking there is a certain pattern when there isn’t or vice versa. Think about how the appearance of the graph would change if the scale changed, or if the data points graphed were at the ends of their ranges. 1.3 A SM I can use clear equation to a linear relationship - various Be able to write a math sentencesfor explain the meaning of In this parts of a distinguish between a variable, number, and units. equation, graph for a scientific experiment. What information does the y-intercept, slope of a graph tell us about the experiment? Be able to make a written statement about a slope’s number and units - EX. “The slope is 5 cm/yr, this means that...”

1.4 A SM I can make predictions using data depicted in a graph or math equation.

1.5 A SM I can distinguish between an experiment and a model and elaborate on factors that affect whether a model is acceptable. Includes why it is beneficial to represent a model in multiple ways.

Integrated Science B - Unit 2 - Constant Velocity Particle Model Assignment/ Assessment and Date

2.1 C CVPM I can draw and interpret diagrams to represent the motion of an object moving with a constant velocity. Includes position-vs-time graphs, velocity-vs-time graphs, motion maps. Recognize the features of a diagram that represent constant velocity vs. changing velocity. Be able to translate from one graph to another or to describe the motion in words based on the graph. Find the average velocity using the slope of an x-t graph. Find the change in position using the area beneath a v-t graph.

2.2 A CVPM I differentiate between position, distance, and displacement.

2.3 A CVPM I can solve problems involving average speed and average velocity.

Integrated Science B - Unit 3 - Balanced Force Particle Model Assignment/ Assessment and Date

3.1 C BFPM I can draw properly labeled diagrams showing all forces acting on an object. Includes system, force, net force, and force vector addition diagrams. I can identify surrounding objects interacting with an object, and the forces they exert on the object. I know when two surfaces must be experiencing a friction interaction.

3.2 C BFPM When given one force, I can describe its N3L force pair.

3.3 A BFPM I can relate balanced/unbalanced forces to an object’s constant/changing motion. Be able to determine the direction of the net force based on the object’s motion. 3.4 A BFPM I can use N1L to quantitatively determine the forces acting on an object moving at a constant velocity.

Integrated Science B - Unit 4 - Constant Acceleration Particle Model Assignment/ Assessment and Date

4.1 C CAPM I can draw and interpret diagrams to represent the motion of an object moving with a changing velocity. Includes position-vs-time graphs, velocity-vs-time graphs, motion maps. Find the instantaneous or average velocity from the slope of the x-t graph. Find average acceleration from the slope of a v-t graph. Advanced: Find change-in-position from the area beneath a v-t graph.

4.2 C CAPM I differentiate between acceleration and velocity. Also differentiate between velocity and change-invelocity.

4.3 A CAPM I can describe the motion of an object in words using the velocity-vs-time graph.

4.4 A CAPM I can solve problems involving objects that are accelerating.

Integrated Science B - Unit 5 - Conservation of Energy Model Assignment/ Assessment and Date

5.1 C COEM I can use words, diagrams, pie charts, and bar graphs (LOLs) to represent the way the “flavor” and total amount of energy in a system changes (or doesn’t change). Includes kinetic, elastic, gravitational, and internal storage mechanisms

5.2 A COEM I identify when the total energy of a system is changing or not changing, and I can identify the reason for the change. Differentiate between when energy is stored in a system and energy is transferred into or out of a system.
5.3 A COEM I can use the conservation of energy to solve problems, starting from my fundamental principle. I can identify multiple snapshots (states) to analyze for a system in a given situation. I can define different systems for the same situation, and I can represent the energy and how it changes (or doesn’t change) for each system definition.

Integrated Science B - Unit 6 - Wave Model Assignment/ Assessment and Date

6.1  C  WM  I  can  distinguish  between  longitudinal  and   transverse  waves. Be  able  to  describe  the  motion  of  particles  in  the  medium   each  wave  is  traveling  through. 6.2  C  WM  I  can  draw  and  interpret  wave  diagrams  to   represent  constructive  and  destructive  interference.

6.3  A  WM  I  can  determine  the  period  and  frequency  for  a   repeating  phenomena. Know  the  mathematical  relationship  between  period  and   frequency  and  be  able  to  calculate  one  when  given  the   other.  (Period  =  1/freq.)

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