Idea Transcript
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT COURSE OF STUDY GUIDE
TITLE OF COURSE: Modern Physical Science DEPARTMENT: Science
/ Honors Physical Science
DATE REVISED: 8-15-14
GRADE: 9th
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COURSE ORGANIZATION Length: ____40 weeks___________
Credits: _____3__________
Periods Per Week: _____1 x 43 minutes and 2 x 126 minutes_______ Prerequisite: Modern PS- None
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Honors PS – Successfully completed Algebra 1______
COURSE DESCRIPTION Modern Physical Science - Students will be introduced to the procedures and tools scientists use to explore the world around them. This includes the Scientific Method, the Metric System and how scientists share their information. Students will then study introductory Physics through Motion and Forces principles along with investigating the different forms of Energy. The second half the year the students will learn some Chemistry which is the study of matter and its changes. Students will investigate numerous problems and questions using given mathematical values to gain added insight into these physical concepts. Honors Physical Science - This course is recommended for the highly-motivated and academicallygifted 9th grader who has a strong interest in Science. The curriculum, while similar to that of Modern Physical Science, will also have a greater emphasis on mathematical concepts of Physics and principles of Chemistry. Students will investigate numerous problems and questions while using mathematical problem solving activities to gain added insight into these physical concepts.
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COURSE MISSION Students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of the phenomena in physical, living, and Earth systems science.
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DEPARTMENT MISSION The primary goal of the Science Department of Lower Cape May Regional High School is to support the school's mission statement of preparing students to lead successful lives by helping them to: communicate effectively, think critically and creatively, solve problems resourcefully, use technology effectively, work cooperatively, and develop as self-directed learners
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COURSE LEVEL SUMMATIVE ASSESSMENTS
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FORMATIVE ASSESSMENT TASKS
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Standardized Forms- Publisher based Tests and Quiz’s Authentic Assessments Projects Formal Labs Reports Math Skills handouts Projects and Presentations including posters, models, multimedia presentations
Warm Up Activities - open ended responses, conclusions and analysis of exploratory activities, student journals Section Review’s (Teacher made Questions), Open Notebook Assessments; fill in the blanks, essay, short answer, cloze passages, diagrams, flow charts Class discussions Student Participation Teacher Observation
CONTENT/SUGGESTED INSTRUCTIONAL TIME Content Pacing Guide & Standards
Unit Title: Scientific Practices Content NJ State Standards 5.1.12.A.2 Interpretation and manipulation of evidence-based Chapter 1 models are used to build and critique arguments/explanations. Introduction to 5.1.12.A.3 Revisions of predictions and explanations are based on Science
systematic observations, accurate measurements, and structured data/evidence. 5.1.12.B.1 Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.4. Determine the meaning of symbols, key terms, and other
Time Frame 15 class periods 7 class periods
domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topic. RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
1.1 The Nature of Science
5.1.12.C.1 Refinement of understandings, explanations, and models occurs as new evidence is incorporated. 5 class periods 5.1.12.C.2 Data and refined models are used to revise predictions and2 class periods explanations 5.1.12.C.3 Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topic.
TE- Revised Scientific Theories p. 10
1.2 The Way Science 5.1.12.B.1 Logically designed investigations are needed in order to generate the evidence required to build and refine models and Works explanations. 5.1.12.B.3 Empirical evidence is used to construct and defend arguments.
5 class periods 2 class periods
5.1.12.B.4 Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topic.
Quick Lab- Making Observations and Measurement
1.3 Organizing Data 5.1.12.A.2 Use of mathematical, physical, and computational tools are used to search for and explain core scientific concepts and 5 class periods principles. 2 class periods 5.1.12.A.3 Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topic.
Quick Lab - Making Measurements p. 30-33
Unit Title: Chemistry Content - Ch. 2 Matter Classifying Matter, Properties of Matter Changes of Matter
5.2.12.A.1 Use atomic models to predict the behaviors of Time Frame atoms in interactions. 5.2.12.A.2 Account for the differences in the physical 10 class periods properties of solids, liquids, and gases. 5 class periods 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table bases on their physical and chemical properties. RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Ch. 3 States of Matter
Inquiry Lab- Physical Properties Lab 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 10 class periods 5.2.12.A.3 Predict the placement of unknown elements 5onclass periods the Periodic Table bases on their physical and chemical properties. WHST.9-10.1. Write arguments focused on discipline-specific content. 1.
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Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing. WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Provide a concluding statement or section that follows from or supports the argument presented Ch. 4 Atoms
Inquiry Lab- Icy Water Lab 5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 15 class periods 5.1.12.C.2 Use data representations and new models to8 class periods revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments. RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Ch. 5 The Periodic Table
Inquiry Lab- Naming Atoms – Atomic Model Time – Line development of Atomic Theory 5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table bases on their physical and chemical15 class periods properties. 7 class periods
5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/co -relational relationships, and anomalous data RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Ch. 6 The Structure of Matter
Ch. 7 Chemical Reactions
Inquiry Lab – Exploring Periodic Trends 5.2.12.A.3 Predict the placement of unknown elements 10 on class periods the Periodic Table bases on their physical and chemical5 class periods properties. Inquiry Lab- Bonding and Chemical Formulas; Naming Compounds; ; Writing Chemical Formulas; Melting Sugar and Salt p. 175; 5.2.12.A.1 Use atomic models to predict the behaviors of 15 class periods atoms in interactions. 7 class periods 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments. WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 1.
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Ch. 8 Solutions
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Inquiry Lab- Matter and Chemical Reactions 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 10 class periods 5.2.12.A.5 Describe the process by which solutes dissolve 5 class periods
in solvents 5.2.12.A.6 Relate the pH scale to the concentrations of various acids and bases RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Inquiry Lab- Dissolving Salt and Sugar p. 257; What will dissolve a non-polar substance p. 270 Ch. 9 Acids, Bases, and Salts 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases. 10 class periods 5.2.12.A.5 Describe the process by which solutes dissolve 5 class periods in solvents 5.2.12.A.6 Relate the pH scale to the concentrations of various acids and bases Virtual Lab - Acid-Base Reactions Ch. 10 Nuclear Changes 5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 10 class periods 5.2.12.A.4 Explain how the properties of isotopes, 5 class periods including half-lives, decay modes, and nuclear resonances, lead to useful applications of isotopes 5.2.12.D.3 Nuclear reactions (fission and fusion) convert very small amounts of matter into energy.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments. Quick Lab- Modeling Decay and Half-Life p. 335 Unit Title: Physics Content Ch 10 Motion
5.2.12.E.1 The motion of an object can be described by its Time Frame position and velocity as functions of time and by its average speed and average acceleration during intervals of time. 15 class periods 5.2.12.E.2 Objects undergo different kinds of motion 8 class periods (translational, rotational, and vibrational). 5.2.12.E.3 The motion of an object changes only when a net force is applied. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Ch. 11 Forces
Active Physics- Running the Race Lab Activity SE- Static, Sliding, and Rolling Friction p. 386-387 5.2.12.E.3 The motion of an object changes only when a net 15 class periods force is applied. 7 class periods 5.2.12.E.4 The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a=F net/m) is independent of the nature of the force. RST.9-10.5. Analyze the structure of the relationships among
concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Ch. 13 Work and Energy
Active Physics – Gravity and Freefall Lab Discovery Channel Video – Roller Coaster 5.2.12.D.1 The potential energy of an object on Earth’s surface 15 class periods is increased when the object’s position is changed from one 7 class periods closer to Earth’s surface to one farther from Earth’s surface. 5.2.12.D.4 Energy may be transferred from one object to another during collisions. 5.2.12.D.3 Nuclear reactions (fission and fusion) convert very small amounts of matter into energy RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Ch. 14 Heat and Temperature
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts Inquiry Lab- Investigating Pendulums p. 457; 5.2.12.C.1 Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained 15 class periods by the kinetic molecular theory. The kinetic molecular theory 8 class periods can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy. 5.2.12.C.2 Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When the vibrational energy of the molecules of a pure substance becomes great enough, the solid melts. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Quick Lab- Conductors and Insulators p. 484;
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Honors Class – Additional activities to increase depth of understanding, and the application of core standards solving problems. The chapter standards are the same as college bound, however, assessments and student expectations are more rigorous, with an increase of the number of inquiry based investigations, higher order questions and answer format, and application of math skills solving content based problems. Content Unit Title: Introduction Scientific Practice Standards 5.1.12.A.2 to Scientific Practices 5.1.12.A.3 Chapter 1 Introduction to Science Part 1- The Nature of Science
Part 2- The Way Science Works
5.1.12.B.1 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 TE- Revised Scientific Theories p. 10 SE- Millennium Bridge p. 13 5.1.12.B.1 5.1.12.B.3
5.1.12.B.4 Quick Lab- Making Observations p. 16
Part 3- Organizing Data
5.1.12.A.2 5.1.12.A.3 Quick Lab- Precision vs. Accuracy p. 27; Making Measurements p. 30-33
Unit - Physics Content Ch 11 Motion
Ch. 12 Forces
Ch. 13 Work and Energy
Ch. 14 Heat and Temperature
Unit Title – Chemistry Ch. 2 Matter Classifying Matter, Properties of Matter Changes of Matter
5.2.12.E.1 5.2.12.E.2 5.2.12.E.3 Active Physics- Running the Race Lab Activity SE- Static, Sliding, and Rolling Friction p. 386-387 Math Skills- Velocity p. 369; Acceleration p. 375 5.2.12.E.3 5.2.12.E.4 Active Physics – Gravity and Freefall Lab Discovery Channel Video – Roller Coaster SE- How Do Airbags Work? p.399; Black Holes p. 411 Math Skills- Newton’s Second Law p. 401; Momentum p. 415 5.2.12.D.1 5.2.12.D.4 5.2.12.D.3 Inquiry Lab- Investigating Pendulums p. 457; TE- Potential and Kinetic Changes p. 447; Accounting for Energy p. 465 SE- Energy of a Rolling Ball p. 462-463 Math Skills- Work p. 432; Power p. 434; Mechanical Advantage p. 436; Potential Energy p. 446; Kinetic Energy p. 448; Efficiency p. 460 5.2.12.C.1 5.2.12.C.2 Inquiry Lab- Absorption of Radiant Heat p. 482 Quick Lab- Conductors and Insulators p. 484; TE- History of Heating and Cooling p. 488 SE- Why Does the Wind Blow? P. 483; How are Homes Heated and Cooled/ p. 488-489; Math Skills- Temperature Scale Conversions p. 477; Specific Heat p. 486
5.2.12.A.1 5.2.12.A.2 5.2.12.A.3 Inquiry Lab- Physical Properties Lab Teacher Extension- Desalination p. 60 Student Extension – How glass is made p. 65 Math Skills – Math Skills- Density
Ch. 3 States of Matter
Ch. 4 Atoms
Ch. 5 The Periodic Table
Ch. 6 The Structure of Matter
Ch. 7 Chemical Reactions
Ch. 8 Solutions
Ch. 9 Acids, Bases, and Salts
Ch. 10 Nuclear Changes
5.2.12.A.2 5.2.12.A.3 Virtual Lab- Changes in Matter p. 75; Boiling and Freezing p. 102103; Inquiry Lab- Icy Water Lab TE- Lifejacket Buoyancy p. 91; SE- Plasma p. 82-83; Math Skills- Pascal’s Principle; Boyles Law 5.2.12.A.1 5.1.12.C.2 5.1.12.C.3 Inquiry Lab- Naming Atoms – Atomic Model Time – Line development of Atomic Theory Quick Lab- Modeling Isotopes p. 122 Nuclear Medicine p. 123 Math Skills – Converting Moles to Grams, Grams to Moles. Mole Ratios 5.2.12.A.3 5.1.12.C.2 5.1.12.B.1 Inquiry Lab – Exploring Periodic Trends Quick Labs - The Cost of Metals p. 160 TE- Mendeleev’s Competition p. 149; SE- Mercury in Fish p. 147 5.2.12.A.3 Inquiry Lab- Bonding and Chemical Formulas; Naming Compounds; ; Writing Chemical Formulas; Melting Sugar and Salt p. 175; SE- DNA Fingerprinting p. 205 Math Skills- Writing Covalent and Ionic Formulas p. 193 5.2.12.A.1 5.1.12.C.3 Inquiry Lab- Matter and Chemical Reactions Virtual Lab – Reaction with Metals SE- Bioluminescence p. 223; Ozone p. 236 Math Skills- Balancing Chemical Equations p. 227 5.2.12.A.2 5.2.12.A.5 5.2.12.A.6 Inquiry Lab- Dissolving Salt and Sugar p. 257; What will dissolve a non-polar substance p. 270 Virtual Lab – Solutions Quick Lab- Making Butter p. 262 Chromatography p. 264 SE- How Is Crude Oil is Turned Into Gasoline? P. 265 Math SkillsMolarity p. 280 5.2.12.A.2 5.2.12.A.5 5.2.12.A.6 Virtual Lab - Acid-Base Reactions TE- pH of Blood p. 298; SE- Acid Rain p. 301; Math Skills- Determining pH p. 299; 5.2.12.A.1 5.2.12.A.4
5.2.12.D.3 5.1.12.C.3
Inquiry Lab- Radiation and Film p. 325; Quick Lab- Modeling Decay and Half-Life p. 335 TE- Graphing Half-Life pl 335; Three Mile Island p. 349 SE- The Power of Fission p. 343 Math Skills – Half Life p. 334
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MODIFICATIONS: INCLUSION TECHNIQUES/ENRICHMENTS Possible instructional techniques may include but may not be limited to the following: Resource Center – A course of study will be modified t accommodate the specific needs of a Special education student as outlined in his/her IEP. Inclusion – Peer tutoring, computer software, oral tests, visual organizers, study guides, and cooperative learning activities Enrichments – Field trips, guest speakers, brochure design, simulations, drama, and poetry Students are provided with a basic text and/or supplemental curricular materials that are used for assigned reading, discussion, and information-gathering. Through teacher-directed instructional activities, students are asked to acquire knowledge, develop an understanding of content, apply information to their own lives, analyze data, synthesize material, and make evaluative judgments. When planning each lesion, teachers select specific objectives, organize material to achieve maximum understanding, make associations, and check for understanding at frequent intervals. Technology materials are used when appropriate. Suggestions for specific assignments and student activities are found in the teacher’s resource guide of the approved textbook series.
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INTERDISCIPLINARY CONNECTIONS/MULTICULTURAL MATERIALS Videos: Discover Schools – Forces and Motions Roller Coaster Physics Chemical Reactions Atoms and Molecules Publisher Based materials Video Field Trip – Concepts in Action Holt Science Spectrum - Virtual Investigations ***English Language Arts Standards: RST.8.1-10 ***Writing in History, Science, Technical Subjects.8.1-10, ***Speaking and Listening L.8.1-6, Language.8.1-6 ***Mathematics: 8.EE.1-7, 8.SP.1-4 Arts: 1.3.8.D.1-2 Health/PE: Technology: 8.1.8.A.1-5, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.D.3, 8.1.8.E.1, 8.2.8.A.1, 8.2.8.B.1-3, 8.2.8.D.1, 8.2.8.E.1, 8.2.8.F.1-2, 8.2.8.G.1 World Language: 7.1.AL.B.5 21st Century Life/Careers: 9.1.8.A.1-4, 9.1.8.B.1-2, 9.1.8.C.1-3, 9.1.8.D.1-5, 9.1.8.E.3, 9.1.8.F.1, 9.3.8.B.6
21st Century Themes: Global Awareness, Civic Literacy, Health Literacy 21st Century Skills: Creativity and Innovation, Media Literacy, Critical Thinking and Problem Solving, Life and Career Skills, Information and Communication Technologies Literacy, Communication and Collaboration Information Literacy Careers: Applicable career options are discussed as they arise throughout the science program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster.
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TECHNOLOGICAL INTERGRATION Promethean Smart Board – presentations and active student participation Teacher designed webpage for students/parents http://www.lcmrschooldistrict.com/demers/home/index.html Use of wireless Dell Laptops/Apple iPads for: internet research, production of multimedia presentations, Elmo – visual document camera for presentation Multimedia presentations; classroom and available on teacher web site. Java apps Science animations; virtual labs, self tutorials, and class presentations http://phet.colorado.edu/en/simulations, www.teachersdomain.org, www.ciese.org, www.solarviews.com, www.strandmaps.nsdl.org, www.starchild.org, www.gsfc.nasa.gov, www.lpi.usra.edu, www.nsdl.org, www.kepler.nasa.gov, www.k12science.org, www.cotf.edu, www.learner.org, www.sciencenetlinks.com, www.go.hrw.com, www.scillinks.org, www.teachertube.com,
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Resources: Holt Science Spectrum Textbook – Holt, Rinehart, and Winston, Copyright 2008 Holt Science Spectrum Math Skills Workbook Active Physics – It’s About Time, Copyright 2000