SEPUP: Issues and Physical Science
Volta Middle School utilizes the SEPUP curriculum. The following is the 8th grade
Science units of instruction.
Issues and Physical Science, Second Edition (IAPS) is a
middle level physical science program that examines issues in a societal
context. The program treats issues in a way that fosters and promotes the
ability of young adolescents to think abstractly, and builds upon their need
for peer interaction and support. It can serve as the physical science
component of an integrated, multi-year science program, or as a stand-alone,
full year physical science program. The course consists of 99 activities, each requiring one to three class periods.
A summary of each unit is provided below. More information on the Middle School SEPUP curriculum can be
found at http://sepuplhs.org/middle.html.
Volta Middle School utilizes the SEPUP curriculum. The following is the 8th grade
Science units of instruction.
Issues and Physical Science, Second Edition (IAPS) is a
middle level physical science program that examines issues in a societal
context. The program treats issues in a way that fosters and promotes the
ability of young adolescents to think abstractly, and builds upon their need
for peer interaction and support. It can serve as the physical science
component of an integrated, multi-year science program, or as a stand-alone,
full year physical science program. The course consists of 99 activities, each requiring one to three class periods.
A summary of each unit is provided below. More information on the Middle School SEPUP curriculum can be
found at http://sepuplhs.org/middle.html.
Summary
All students need to develop an understanding of science and technology to make informed personal and community
decisions. Using Issues and Physical Science, Second Edition (IAPS), students learn how to gather and interpret scientific
evidence about issues of interest to them and their community.As a result, they begin to appreciate the power and also some
of the limitations of science. They also begin to recognize that science is much more than a set of answers to be learned, but rather,
a way of asking questions.
Units
A. Studying Materials Scientifically
Students investigate the properties of different materials. They identify unknown substances and to separate mixtures using a variety of chemical and
physical properties, including density. As they learn about hazardous materials and the safety procedures used in handling them, students create similar
safety guidelines for working with chemicals in the science classroom. In the culminating activity, students apply their understanding to evaluate the safety,
effectiveness, storage, and handling of cleaning products.
B. The Chemistry of Materials
Students explore the life cycles of a variety of common materials from the acquisition of raw materials through to the end of the product’s useful life. After
learning about the basic building blocks of matter, elements, and the periodic table, students model the structures of several common compounds. Moving
from the atomic level to the material level, students investigate what conservation of matter means in light of the product life cycle and how this can affect
manufacturing decisions. In the culminating set of investigations, students draw upon their understanding of the atomic nature and conservation of matter
to determine a way to improve the life cycle of a computer circuit board.
C. Water
Students study the complex issues that surround a very basic necessity-drinking water as they investigate water quality issues in the fictional community
of Willow Grove. The unit begins with students investigating drinking water quality and the issues of biological and chemical contamination. John Snow’s
historic epidemiological work on the cause of cholera and more recent problems with microorganisms such as E.coli and Giardia provide examples of
biological contamination. Industry and human use of chemicals and fossil fuels provide examples of chemical contamination. In the culminating activities
of the unit, students apply what they have learned to make decisions about precipitation and neutralization as methods for treating industrial wastewater
containing acid and heavy metals.
D. Energy
People use energy! How we use it will determine the quality of life on earth for future generations. To use energy in an informed way—in a way that
maintains or improves environmental quality—we must first understand the nature and implications of our personal use of energy. In this part of Issues
and Physical Science, students explore energy transfer and conservation in the context of household energy usage. The activities explore key energy
concepts, including the variety of types of energy, energy transfers within and between systems, the energy chains involved when energy is transformed
from one type to a more desired type, and the methods used to quantify energy and determine the efficiency of energy transfers. Through their experiences
in this part of the course, students become aware that energy is a quantifiable commodity that can be obtained, stored, and used in various ways. They
learn that as energy is transformed, some becomes unavailable. The focus on energy efficiency and the waste involved in energy transfers leads to the
consideration of renewable and non-renewable energy sources and the trade-offs involved in each. This helps students develop their understanding of the
environmental costs of all energy use and provides them with an approach to making decisions about energy. They apply this understanding in the
culminating activity of the unit, in which they design an energy-efficient home.
E. Force and Motion
Students investigate concepts related to force and motion in the context of vehicle safety issues. The unit begins with investigations of speed, motion
graphs, and the impact of mass and speed on vehicle accidents. Students investigate force, acceleration, mass and friction and are introduced to Newton’s
laws of motion. They apply these concepts to vehicle braking and stopping distances and investigate the stability of vehicles with different centers of mass. The unit ends with an investigation of types of car accidents and students’ recommendations for reducing the risks of vehicle collisions.
All students need to develop an understanding of science and technology to make informed personal and community
decisions. Using Issues and Physical Science, Second Edition (IAPS), students learn how to gather and interpret scientific
evidence about issues of interest to them and their community.As a result, they begin to appreciate the power and also some
of the limitations of science. They also begin to recognize that science is much more than a set of answers to be learned, but rather,
a way of asking questions.
Units
A. Studying Materials Scientifically
Students investigate the properties of different materials. They identify unknown substances and to separate mixtures using a variety of chemical and
physical properties, including density. As they learn about hazardous materials and the safety procedures used in handling them, students create similar
safety guidelines for working with chemicals in the science classroom. In the culminating activity, students apply their understanding to evaluate the safety,
effectiveness, storage, and handling of cleaning products.
B. The Chemistry of Materials
Students explore the life cycles of a variety of common materials from the acquisition of raw materials through to the end of the product’s useful life. After
learning about the basic building blocks of matter, elements, and the periodic table, students model the structures of several common compounds. Moving
from the atomic level to the material level, students investigate what conservation of matter means in light of the product life cycle and how this can affect
manufacturing decisions. In the culminating set of investigations, students draw upon their understanding of the atomic nature and conservation of matter
to determine a way to improve the life cycle of a computer circuit board.
C. Water
Students study the complex issues that surround a very basic necessity-drinking water as they investigate water quality issues in the fictional community
of Willow Grove. The unit begins with students investigating drinking water quality and the issues of biological and chemical contamination. John Snow’s
historic epidemiological work on the cause of cholera and more recent problems with microorganisms such as E.coli and Giardia provide examples of
biological contamination. Industry and human use of chemicals and fossil fuels provide examples of chemical contamination. In the culminating activities
of the unit, students apply what they have learned to make decisions about precipitation and neutralization as methods for treating industrial wastewater
containing acid and heavy metals.
D. Energy
People use energy! How we use it will determine the quality of life on earth for future generations. To use energy in an informed way—in a way that
maintains or improves environmental quality—we must first understand the nature and implications of our personal use of energy. In this part of Issues
and Physical Science, students explore energy transfer and conservation in the context of household energy usage. The activities explore key energy
concepts, including the variety of types of energy, energy transfers within and between systems, the energy chains involved when energy is transformed
from one type to a more desired type, and the methods used to quantify energy and determine the efficiency of energy transfers. Through their experiences
in this part of the course, students become aware that energy is a quantifiable commodity that can be obtained, stored, and used in various ways. They
learn that as energy is transformed, some becomes unavailable. The focus on energy efficiency and the waste involved in energy transfers leads to the
consideration of renewable and non-renewable energy sources and the trade-offs involved in each. This helps students develop their understanding of the
environmental costs of all energy use and provides them with an approach to making decisions about energy. They apply this understanding in the
culminating activity of the unit, in which they design an energy-efficient home.
E. Force and Motion
Students investigate concepts related to force and motion in the context of vehicle safety issues. The unit begins with investigations of speed, motion
graphs, and the impact of mass and speed on vehicle accidents. Students investigate force, acceleration, mass and friction and are introduced to Newton’s
laws of motion. They apply these concepts to vehicle braking and stopping distances and investigate the stability of vehicles with different centers of mass. The unit ends with an investigation of types of car accidents and students’ recommendations for reducing the risks of vehicle collisions.