High School Chemistry Curriculum Essentials Document

Transcription

1 High School Chemistry Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction May 2012

2 Introduction Curriculum Essentials in BVSD In 2009, the Colorado Department of Education published the most recent version of the Colorado Academic Standards. This revision of the Boulder Valley School District Curriculum had three main goals: align with the revised Colorado Academic Standards maintain unique elements of our BVSD curriculum that reach beyond the standards maintain a viable list of concepts and skills that students should master in each grade level or course Inquiry A new organizational feature of the Colorado Academic Standards is the integration of science inquiry skills with specific scientific concepts. Instead of having a separate standard for inquiry, the skills associated with the process of scientific inquiry are embedded in the Evidence Outcomes for each Grade Level Expectation. In addition, the nature and history of science has been integrated into the Grade Level Expectations under Nature of the Discipline. This approach is echoed by the Framework for K-12 Education: Practices, Crosscutting Concepts, and Core Ideas which states that the skills or practices of inquiry and the core ideas must be woven together in standards, curricula, instruction, and assessments. Scientific inquiry remains a central focus of the revised BVSD Curriculum Essentials Documents. The following definition from the National Education Standards serves as the basis for our common understanding of how scientific inquiry is defined. Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. The following points serve to clarify the vision of what inquiry means in BVSD. Inquiry involves five essential features, which are heavily integrated into the wording of Evidence Outcomes in the Colorado Academic Standards. Students engaged in scientific inquiry should: ask or respond to scientifically oriented questions give priority to evidence formulate explanations based on evidence connect explanations to scientific knowledge communicate and justify explanations (Inquiry and the National Education Standards) Inquiry based science instruction involves a continuum of learning experiences from teacher-led to learner self-directed activities, including but not limited to hand-on labs. Hence, both a structured assignment involving reading and written reflection and an open-ended, hands-on investigation could be considered inquiry as long as they involve the five essential features identified above. The ultimate goals of inquiry-based instruction are to engage learners, develop their conceptual understanding of the natural world around them, and to overcome misconceptions in science. Inquiry-based activities should balance students application of content knowledge, creativity and critical thinking in order to analyze data, solve a problem or address a unique question. 5/7/2012 BVSD Curriculum Essentials 2

3 High School Chemistry Overview Course Description This course provides the opportunity to develop knowledge and understanding about the relationships between the structure and properties of matter and the interaction of matter and energy. Units of study include: matter and its changes, atomic structure, chemical composition, nomenclature, reactions, stoichiometry, gas laws, periodicity, bonding, molecular geometry, and thermochemistry. Laboratory activities reinforce concepts and principles presented in the course. Assessments ACT Teacher-created assessments Standard 1. Physical Topics at a Glance Atomic Theory Normenclature Lab Practices Chemical Reactions Mathematical Tools in chemistry The Mole Concept Stoichiometry Solutions Quantum Theory and the Periodic Table Bonding Kinetics and Equilbrium Thermochemistry Gases Big Ideas in Chemistry (Grade Level Expectations) 1. The nature of chemical bonding in a substance determines its physical and chemical properties. 2. Matter has properties related to its structure that can be measured and used to identify, classify and describe substances or objects. 3. The effects of temperature, pressure and volume of a quantity of gas can be predicted and measured experimentally, and can be explained by the Kinetic Molecular Theory. 4. The rate (speed) of a reaction depends on a variety of factors. Equilibrium is a dynamic process in which the forward rate of a reaction is the same as the reverse rate of a reaction, and the concentrations of reactants and products no longer change. 5. Scientists ask questions and state hypotheses using prior knowledge to help design and guide scientific investigations, using appropriate technology and safe laboratory practices. 6. Scientists use the tools of math to solve problems, analyze data, and evaluate the validity of results. 7. Matter can neither be created nor destroyed. The mole concept allows chemists to link the atomic world with the macroscopic world through the use of the periodic table. Stoichiometric relationships are used to determine how much is needed and how much can be produced in chemical reactions. 8. Chemical reactions occur all around us and may either release or consume energy. A large number of reactions involve the transfer of either electrons or hydrogen ions. 9. Observed properties such as light emission and absorption and chemical reactivity can be related to electron configuration and nuclear charge. 10. Solutions need to be clearly described according to the substances and their amounts, including the interactions of the substances in a solution. 11. Temperature of a sample is related to the kinetic energy of the particles in the sample. Heat flows from a warmer object to a cooler object, and heat loss by a system equals heat gain by the surroundings (and vice versa). 5/7/2012 BVSD Curriculum Essentials 3

4 1. Physical Students know and understand common properties, forms and changes in matter and energy. Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduate Competencies in the Physical standard: Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations. 5/7/2012 BVSD Curriculum Essentials 4

5 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 1. The nature of chemical bonding in a substance determines its physical and chemical properties Evidence Outcomes Students can: a. Discriminate between ionic compounds and covalently bonded molecules based on the electronegativity differences between the atoms in the compound. b. Describe bonding in metals c. Understand the continuum between purely non polar covalent, polar covalent, and ionic substances d. Describe the nature of intermolecular attractive forces: hydrogen bonding, dipole dipole, and London/Dispersion e. Distinguish between a chemical bond and an intermolecular attractive force f. Explain observations of chemical and physical properties according to the nature of bonding within the substance g. Use models to represent relationships of atoms in substances and represent positions of electrons in compounds using Lewis structures h. Use VSEPR (Valence Shell Electron Pair Repulsion) Theory to represent the three dimensional geometry of atoms in covalently bonded substances i. Extension: Represent resonance structures of molecules 21 st Century Skills and Readiness Competencies Inquiry Question: 1. How does the kind of chemical bonding give rise to the properties of a substance? Relevance and Application: 1. Almost all substances we encounter (and are made out of) are composed of elements chemically bonded to each other. 2. The shape of water molecules and the strong permanent dipole of the molecule result in water s high vapor pressure, outstanding ability to act as a solvent, and its having a lower density as a solid than as a liquid. These factors lead to its critical role in evolution of life on our planet and in our climate. Nature of Discipline: 5/7/2012 BVSD Curriculum Essentials 5

6 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 2. Matter has properties related to its structure that can be measured and used to identify, classify and describe substances or objects Evidence Outcomes 21 st Century Skills and Readiness Competencies Students can: a. Compare and contrast physical and chemical changes. b. Demonstrate physical and chemical methods used to separate mixtures that are based on the properties of the substances c. Describe the atom s structure (including electron energy levels, atomic orbitals, and electron configurations) using evidence from the modern atomic theory d. Determine the atomic number and mass number of isotopes e. Calculate the average atomic mass of an element Inquiry Question: 1. What is stuff made of and how do we know? Relevance and Application: 1. Advances in technology, particularly in spectroscopy and microscopy, have allowed scientists to develop a more detailed understanding of the atom. 2. New materials used in engineering are designed at the atomic level. 3. Experiments and chemical processes are designed according to the properties of the substances involved: for example, substances with very different boiling points can be separated via distillation. Nature of Discipline: 1. Use scientific concepts to explain the nature of the world around them. 2. Understand that all scientific knowledge is subject to new findings and that scientific theories are supported by reproducible results. 3. Employ data-collection technology to gather, view, analyze, and interpret data about chemical and physical properties of different compounds. 4. Critically evaluate chemical and nuclear change models. 5/7/2012 BVSD Curriculum Essentials 6

7 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 3. The effects of temperature, pressure and volume on a quantity of gas can be predicted and measured experimentally, and can be explained by the Kinetic Molecular Theory Evidence Outcomes 21 st Century Skills and Readiness Competencies Students can: a. Use the gas laws, including the ideal gas law, to calculate the volume, pressure, temperature, or the molar mass of a gas b. Explain and use Dalton s Law of Partial Pressures c. Compare the properties of real and ideal gases d. Qualitatively describe how the Kinetic Molecular Theory describes the macroscopic properties of temperature and pressure Inquiry Questions: 1. How do people use the gas laws to represent, analyze, and communicate relationships in chemical systems and chemical interactions? Relevance and Application: 1. An exact proportion of gases is needed in many chemical reactions. For example, scuba tanks are filled with a set mixture of oxygen and nitrogen. 2. Nature produces gases that can be studied and analyzed, such as volcanic gases. 3. Human-managed systems such as wastewater treatment plants produce gases that can be recycled and converted into useable resources, such as the reformation of methane gas into hydrogen gas. Nature of Discipline: 1. Employ data-collection technology to gather, view, analyze, and interpret data about the properties of gases. 2. Ask testable questions about the nature of gases, and use an inquiry approach to investigate these. 5/7/2012 BVSD Curriculum Essentials 7

8 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 4. The rate (speed) of a reaction depends on a variety of factors. Equilibrium is a dynamic process in which the forward rate of a reaction is the same as the reverse rate of a reaction, and the concentrations of reactants and products no longer change Evidence Outcomes 21 st Century Skills and Readiness Competencies Students can: a. Explain the concept of rate of reaction and the factors that affect the rate b. Define the energy of activation and use it to explain the role of catalysts in a chemical reaction c. Explain the concept of dynamic equilibrium in both physical and chemical systems d. Extension: Write the equilibrium expression for a given reaction and solve for concentrations of substances and/or the equilibrium constant e. Extension: Use Le Chatelier s Principle to predict shifts in the concentrations of substances when a system at equilibrium is disturbed, and perform experiments testing these predictions Inquiry Question: 1. How do people use the equilibrium model of chemical interactions to represent, analyze, and communicate structure and relationships in chemical systems and chemical interactions? Relevance and Application: 1. Environmental scientists can apply the understanding of chemical equilibria to environmental systems that show similar equilibrium properties. 2. Pressure, temperature, and concentration need to be taken into consideration in everyday examples of chemical reactions: for example, altitude affects the amount of leavening needed in baking and the amount of time needed to cook pasta. Nature of Discipline: 1. Ask testable questions about the nature of equilibrium and use an inquiry approach to investigate these questions. 5/7/2012 BVSD Curriculum Essentials 8

9 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations GRADE LEVEL EXPECTATION Concepts and skills students master: 5. Scientists ask questions and state hypotheses using prior knowledge to help design and guide scientific investigations, using appropriate technology and safe laboratory practices Evidence Outcomes Students can: a. Formulate testable hypotheses based on observed phenomena and prior knowledge b. Design and conduct an experiment to test a hypothesis, identifying the independent and dependent variables, and using appropriate equipment and technology to collect data c. Identify and use appropriate safe practices. d. Identify major sources of error or uncertainty and how they can be minimized e. Calculate percent error and report results using correct significant figures f. Write a conclusion linking results to the hypothesis 21 st Century Skills and Readiness Competencies Inquiry Questions: 1. What types of questions and hypotheses can be answered by science? 2. What elements of design are critical in conducting a scientific investigation? 3. How can we ensure that scientific investigations are both safe and consistent with standard scientific practice? 4. How do we identify sources of error and quantify their impact on data? 5. How do we know if the conclusions of a scientific investigation are valid? Relevance and Application: 1. A scientific approach to answering a question requires formulating a testable hypothesis. 2. Questions about which a testable hypothesis cannot be formulated are not amenable to evaluation by the scientific method. 3. Safe practices in the lab extend to safe practices in the workplace. Nature of Discipline: 1. The scientific method involves formulating a hypothesis, designing experiments to test the hypothesis, and evaluating the data to determine if the results support the hypothesis. 5/7/2012 BVSD Curriculum Essentials 9

10 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations GRADE LEVEL EXPECTATION Concepts and skills students master: 6. Scientists use the tools of math to solve problems, analyze data, and evaluate the validity of results Evidence Outcomes Students can: a. Use dimensional analysis to solve problems b. Calculate quantities (such as density and specific heat) using the correct number of significant figures c. Identify when error has been introduced into a scientific investigation because certain variables are not controlled or more than one variable is changed d. Distinguish between error, uncertainty, and mistakes e. Calculate percent error f. Differentiate between accuracy and precision g. Use and convert between fundamental metric units 21 st Century Skills and Readiness Competencies Inquiry Questions: 1. How do we identify sources of error and quantify their impact on data? 2. How accurately and precisely can a quantity be measured? Relevance and Application: 1. Being able to identify sources of variability is critical to deciding if an observation, such as an increase in the number of tornadoes in a given season, represents an actual change or is merely the result of natural fluctuation. 2. Incorrect conversion of English to metric units resulted in the failure of a NASA satellite. Nature of Discipline: 1. Math is a central tool of science. 5/7/2012 BVSD Curriculum Essentials 10

11 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL / COURSE EXPECTATION Concepts and skills students master: 7. Matter can neither be created nor destroyed. The mole concept allows chemists to link the atomic world with the macroscopic world through the use of the periodic table. Stoichiometric relationships are used to determine how much is needed and how much can be produced in chemical reactions Evidence Outcomes Students can: a. Explain the mole concept b. Use mole ratios in a balanced chemical equation to determine stoichiometric relationships of reactants and products c. Balance chemical equations to illustrate mole ratios and conservation of mass in a chemical reaction d. Calculate the mass and volume relationships of substances with emphasis on the mole concept, including percent composition, empirical formulas, limiting reactants and percent yield e. Calculate the empirical formula and molecular formula of a substance from experimental data f. Recognize and apply a variety of empirical methods for determining molar mass 21 st Century Skills and Readiness Competencies Inquiry Questions: 1. How do we know how much of something we have? 2. How do we know how much we need for a reaction and how much we will produce? 3. How do we demonstrate that mass is conserved in a chemical reaction? Relevance and Application: 1. The mole concept allows scientists to determine how many essentially invisible particles (individual atoms or molecules) are present by weighing rather than counting, just as jelly beans are sold by the pound rather than by the number of jelly beans. 2. Stoichiometric calculations allow a scientist to determine how much reactant is necessary to produce a desired amount of product. Nature of Discipline: 1. Use an inquiry approach to determine the empirical formula of a compound. 5/7/2012 BVSD Curriculum Essentials 11

12 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 8. Chemical reactions occur all around us and may either release or consume energy. A large number of reactions involve the transfer of either electrons or hydrogen ions Evidence Outcomes 21 st Century Skills and Readiness Competencies Students can: a. Determine chemical formulas and names of ionic compounds and covalent molecules b. Name substances given IUPAC formulas c. Describe and predict the products for different types of reactions:synthesis, decomposition, single replacement, double replacement, and combustion d. Represent ionic and molecular species present in chemicals u sing a chemical equation e. Balance chemical equations to illustrate mole ratios and conservation of mass in a chemical reaction f. Define and compare concepts of acids and bases according t o Arrhenius and Bronsted Lowry models g. Perform a neutralization reaction between acidic and basic substances h. Extension: Assign oxidation numbers to identify what is oxidized and what is reduced in an oxidationreduction reaction i. Extension: Write oxidation and reduction halfreactions for an oxidation-reduction process Inquiry Questions: 1. How do people identify and name substances? 2. How do people use the chemical equation to represent, analyze, and communicate relationships in chemical systems and chemical interactions? 3. How do we know how much of something we have, and how do we demonstrate that the amount of something is conserved? Relevance and Application: 1. Products formed in different types of reactions are useful to people. For example, the decomposition of sodium azide is used to inflate air bags. 2. Chemical processes can have both negative and positive environmental effects. For example, sulfur trioxide, a waste product from coal burning plants and a smog causing pollutant, can be removed by combining it with magnesium oxide. 3. Batteries and solar cells generate electricity by means of oxidation-reduction reactions. Nature of Discipline: 1. Describe and predict products for different types of reactions, such as combustion. 2. Use an inquiry approach to test predictions about chemical reactions. 5/7/2012 BVSD Curriculum Essentials 12

13 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 9. Observed properties such as light emission and absorption and chemical reactivity can be related to electron configuration and nuclear charge Evidence Outcomes 21 st Century Skills and Readiness Competencies Students can: a. Explain what atomic phenomena cause light emission and absorption b. Describe the evidence for the existence of atomic orbitals, electron configuration and electron energy levels c. Describe the periodic relationships of elements based on the following properties: atomic radii, ionization energies, electronegativity, and oxidation states d. Describe the key regions of electromagnetic radiation and how their properties arise from frequency and wavelength of the radiation e. Explain why light can be thought of as a wave or as a particle f. Extension: Use the relationship c = λν to calculate wavelength and frequency g. Extension: Use the relationship E = hν to demonstrate why Inquiry Questions: 1. How does the location of an element on the periodic table relate to the element s reactivity? 2. What is happening inside an atom when light is emitted or absorbed? 3. How does a combination of effective nuclear charge and electron shielding lead to an observed first ionization energy? Relevance and Application: 1. The color of gas discharge tubes is due to electrons releasing energy as they drop from a higher energy orbital to a lower one. 2. Whether a specific reaction between elements will take place can be predicted by examining the elements positions on the periodic table. 3. The polarity of a bond, and therefore the predominant intermolecular forces, can be predicted by examining the constituents relative positions on the periodic table. Nature of Discipline: 1. Identify the strengths and weaknesses of a model which represents complex natural phenomena. 5/7/2012 BVSD Curriculum Essentials 13

14 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION: High School Chemistry Concepts and skills students master: 10. Solutions need to be clearly described according to the substances and their amounts, including the interactions of the substances in a solution Evidence Outcomes 21 st Century Skills and Readiness Competencies Students can: a. Describe types of solutions and factors affecting solubility of solutes in solvents b. Calculate the concentration of solutions using the concept of molarity c. Describe and show calculations for the preparation of a molar solution from a solid solute d. Describe and show calculations for the preparation of a molar solution by dilution of a more concentrated stock solution e. Describe and show calculations for determining the mass percent of a substance in solution f. Describe the nature of the ph scale, relating the values to acidic, basic, and neutral solutions g. Perform calculations with ph and [H + ] h. Explain how a buffer solution resists changes in ph Inquiry Questions: 1. What substances are contained in a solution? 2. Why does a solution have specific, unique properties? 3. How does the ph of a solution affect its properties? Relevance and Application: 1. Almost all liquid phase materials we encounter--such as blood, cell interiors, environmental systems and oceans are solutions. 2. Concentrations of solutions affect the quantity of reactions. 3. Changing the ph of a stable ecosystem can have devastating effects. Nature of Discipline: 1. Clearly identify the parameters of an experimental system. 2. Ask testable questions about the concentrations of substances in solution, and use an inquiry approach to investigate these questions. 5/7/2012 BVSD Curriculum Essentials 14

15 Content Area: - High School Chemistry Standard: 1. Physical Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions GRADE LEVEL EXPECTATION Concepts and skills students master: 11. Temperature of a sample is related to the kinetic energy of the particles in the sample. Heat flows from a warmer object to a cooler object, and heat loss by a system equals heat gain by the surrounding (and vice versa) Evidence Outcomes Students can: a. Identify and describe different forms of energy and their transformations b. Explain what it means when scientists say the energy of the universe is constant (First Law of Thermodynamics) c. Use kinetic molecular theory to describe the motion of molecules and its relationship to temperature and kinetic energy d. Use calorimetry to calculate the specific heat of a substance and the amount of heat change in a chemical reaction e. Classify reactions and phase changes as endothermic or exothermic f. Calculate the amount of heat lost or gained due to a phase change of a substance g. Determine the direction and amount of heat change for phase changes and chemical reactions h. Explain how all spontaneous processes are accompanied by an increase in the entropy of the universe (Second Law of Thermodynamics) i. Extension: Calculate enthalpy change in a chemical reaction using Hess s Law j. Extension: Calculate the heat of reaction using bond energies and heats of formation 21 st Century Skills and Readiness Competencies Inquiry Questions: 1. What is heat, and how does it affect the way molecules interact? 2. What is the relationship between temperature and the heat change in a chemical or physical change? Relevance and Application: 1. Energy occurs in different forms and is necessary to do work and cause change. 2. Chemical reactions occur all around us and may either release or absorb energy. Nature of Discipline: 1. Identify the strengths and weaknesses of a model which represents complex natural phenomenon. 2. Employ data-collection technology to gather, view, analyze and interpret data about chemical and physical properties of different compounds. 3. Use an inquiry approach to test predictions regarding heat changes in chemical reactions. 5/7/2012 BVSD Curriculum Essentials 15

16 Prepared Graduate Competencies in The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduates: Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Explain how biological evolution accounts for the unity and diversity of living organisms Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Describe how humans are dependent on the diversity of resources provided by Earth and Sun Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations. 5/7/2012 BVSD Curriculum Essentials 16

17 Standard High School 1. Physical Grade Level Expectation 1. Newton s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion but have limitations 2. Matter has definite structure that determines characteristic physical and chemical properties 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy 4. Atoms bond in different ways to form molecules and compounds that have definite properties 5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases 2. Life 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem 2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem 3. Cellular metabolic activities are carried out by biomolecules produced by organisms 4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. 5. Cells use the passive and active transport of substances across membranes to maintain relatively stable intracellular environments 6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome 9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment 5/7/2012 BVSD Curriculum Essentials 17

18 Standard Grade Level Expectation High School (continued) 3. Earth Systems 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet s geosphere, atmosphere, and biosphere in a variety of ways 3. The theory of plate tectonics helps to explain geological, physical, and geographical features of Earth 4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere 5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms Eighth Grade 3. Earth Systems 1. Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models 2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location 3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics 4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases 5. Major geologic events such as earthquakes, volcanic eruptions, midocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions 6. Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock 7. Complex interrelationships exist between Earth s structure and natural processes that over time are both constructive and destructive 8. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere 9. Earth s natural resources provide the foundation for human society s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled 5/7/2012 BVSD Curriculum Essentials 18

19 Standard Grade Level Expectation Seventh Grade 2. Life 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms 5. Multiple lines of evidence show the evolution of organisms over geologic time Sixth Grade 1. Physical 6. Human activities can deliberately or inadvertently alter ecosystems and their resiliency 7. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals traits in the next generation 8. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species 9. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem 1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object s change of motion 2. There are different forms of energy, and those forms of energy can be changed from one form to another but total energy is conserved 3. Distinguish between physical and chemical changes, noting that mass is conserved during any change 4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties 5. Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities 6. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles 7. Atoms may stick together in well-defined molecules or be packed together in large arrangements. Different arrangements of atoms into groups compose all substances. 8. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model 9. Distinguish among, explain, and apply the relationships among mass, weight, volume, and density 5/7/2012 BVSD Curriculum Essentials 19

20 Standard Grade Level Expectation Fifth Grade 1. Physical 1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts 2. Life 1. All organisms have structures and systems with separate functions 2. Human body systems have basic structures, functions, and needs 3. Earth Systems Fourth Grade 1. Physical 1. Earth and sun provide a diversity of renewable and nonrenewable resources 2. Earth s surface changes constantly through a variety of processes and forces 3. Weather conditions change because of the uneven heating of Earth s surface by the Sun s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation 1. Energy comes in many forms such as light, heat, sound, magnetic, chemical, and electrical 2. Life 1. All living things share similar characteristics, but they also have differences that can be described and classified 2. Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today 3. There is interaction and interdependence between and among living and nonliving components of systems 3. Earth Systems 1. Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth Third Grade 1. Physical 1. Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling 2. Life 1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species 3. Earth Systems Second Grade 1. Physical 1. Earth s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand some of which are usable resources for human activity 1. Changes in speed or direction of motion are caused by forces such as pushes and pulls. 2. Life 1. Organisms depend on their habitat s nonliving parts to satisfy their needs 2. Each plant or animal has different structures or behaviors that serve different functions 3. Earth Systems 1. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals 5/7/2012 BVSD Curriculum Essentials 20

21 Standard Grade Level Expectation First Grade 1. Physical 1. Solids and liquids have unique properties that distinguish them 2. Life 1. Offspring have characteristics that are similar to but not exactly like their parents characteristics 2. An organism is a living thing that has physical characteristics to help it survive 3. Earth Systems 1. Earth s materials can be compared and classified based on their properties Kindergarten 1. Physical 1. Objects can move in a variety of ways that can be described by speed and direction 2. Objects can be sorted by physical properties, which can be observed and measured 2. Life 1. Organisms can be described and sorted by their physical characteristics 3. Earth Systems 1. The sun provides heat and light to Earth Preschool 1. Physical 1. Objects have properties and characteristics 2. There are cause-and-effect relationships in everyday experiences 2. Life 1. Living things have characteristics and basic needs 2. Living things develop in predictable patterns 3. Earth Systems 1. Earth s materials have properties and characteristics that affect how we use those materials 2. Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns 5/7/2012 BVSD Curriculum Essentials 21

22 Academic Vocabulary Standard 1: acceleration, accuracy, action-reaction, alloy, amplitude, anecdotal evidence, atom, bias, boiling point, causation, chemical bond, chemical energy, chemical equation, chemical property, chemical reaction, combustion, compound, conductivity, conservation of energy, conservation of matter, constant, controlled experiment, correlation, covalent, cycle, data, decomposition (chemical reaction), density, dependent variable, efficiency, electrical energy, electromagnetic wave, electron, element, energy, energy transformation, error, evidence, experiment, explanation, falsifiable, fission, force, frequency, fusion, gravitation, heat, hypothesis, independent variable, investigation, ionic, kinetic energy, law, macroscopic, mass, matter, mechanical energy, melting point, metal, metalloid, methodology, microscopic, mixture, molecule, motion, nanoscale, neutron, non-renewable energy, nuclear energy, nuclear equation, nuclear reaction, optimum, ph, periodic table, physical property, plate tectonics, polar, position, potential energy, product, proton, qualitative, quantitative, radiant energy, radioactive, reactant, renewable energy, replacement (chemical reaction), research-based evidence, semiconductor, skepticism, substance, super conductor, synthesis (chemical reaction), synthetic, system, testable question, theory, thermal energy, uncertainty, velocity Word Acceleration Accuracy Action-reaction Alloy Amplitude Anecdotal evidence Atom Bias Boiling point Causation Chemical bond Chemical energy Chemical equation Chemical property Chemical reaction Combustion Definition the rate of increase of speed the degree of agreement between a measured or computed value of a physical quantity and the standard or accepted value for that quantity accompanied by a reaction of equal magnitude but opposite direction a metal made by combining two or more metallic elements, especially to give greater strength or resistance to corrosion in a wave, the maximum extent of a vibration or oscillation from the point of equilibrium. short account of a particular incident or event that is not scientific or is hearsay and therefore considered unreliable the smallest particle of a chemical element, consisting of a positively charged nucleus surrounded by negatively charged electrons statistical sampling or testing error caused by systematically favoring some outcomes over others the temperature at which a liquid boils at a fixed pressure, especially under standard atmospheric conditions the act that produces an effect, where the effect is understood to be a consequence of the act any of several forces, especially the ionic bond, covalent bond, and metallic bond, by which atoms or ions are bound in a molecule a form of potential energy related to the structural arrangement of atoms or molecules, which results from the chemical bonds and which can be transformed to other forms of energy by a chemical reaction a representation of a chemical reaction using symbols of the elements to indicate the amount of substance of each reactant and product a property or behavior of a substance when it undergoes a chemical change or reaction a process that involves rearrangement of the molecular or ionic structure of a substance, as opposed to a change in physical form or a nuclear reaction reaction of a substance with oxygen in which energy is released 5/7/2012 BVSD Curriculum Essentials 22

23 Compound Conductivity Conservation of energy Conservation of matter Constant Controlled experiment Correlation Covalent Cycle Data Decomposition (chemical reaction) Density Dependent variable Efficiency Electrical energy Electromagnetic wave Electron Element Energy Energy transformation Error Evidence Experiment Explanation Falsifiable Fission Force a pure, macroscopically homogeneous substance consisting of atoms or ions of two or more different elements in definite proportions that cannot be separated by physical means. A compound usually has properties unlike those of its constituent elements the ability or power to conduct or transmit heat, electricity, or sound a principle stating that the total energy of an isolated system remains constant regardless of changes within the system a principle in classical physics stating that the total mass of an isolated system is unchanged by interaction of its parts an experimental or theoretical condition, factor, or quantity that does not vary or that is regarded as invariant in specified circumstances an experiment that isolates the effect of one variable on a system by holding constant all variables but the one under observation a measurable and predictable relationship of, relating to, or denoting chemical bonds formed by the sharing of electrons between atoms a series of events that are regularly repeated in the same order factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation the separation of a chemical compound into elements or simpler compounds the mass of a substance per unit volume the observed or measured variable in an experiment or study whose changes are determined by the presence of one or more independent variables the ratio of the effective or useful output to the total input in any system energy made available by the flow of electric charge through a conductor wave of energy having a frequency within the electromagnetic spectrum and propagated as a periodic disturbance of the electromagnetic field when an electric charge oscillates or accelerates an elementary particle in all atoms that has a negative charge substance composed of atoms having an identical number of protons in each nucleus the capacity of a physical system to do work to convert energy from one form to another difference between a computed or measured value and a true or theoretically correct value information acquired through objective experience a test under controlled conditions that is made to examine the validity of a hypothesis or determine the efficacy of something previously untried a statement based on scientific evidence and logical argument about causes and effects or relationships between variables the possibility that an assertion could be shown untrue a nuclear reaction in which an atomic nucleus, especially a heavy nucleus such as an isotope of uranium, splits into fragments, usually two fragments of comparable mass, releasing from 100 million to several hundred million electron volts of energy an influence tending to change the motion of a body or produce motion or stress in a stationary body; a push or a pull 5/7/2012 BVSD Curriculum Essentials 23

24 Frequency Fusion Gravitation Heat Hypothesis Independent variable Investigation Ionic Kinetic energy Law Macroscopic Mass Matter Mechanical energy Melting point Metal Metalloid Methodology Microscopic Mixture Molecule the number of repetitions per unit time of a complete waveform a nuclear reaction in which nuclei combine to form more massive nuclei with the simultaneous release of energy the force of attraction that bodies exert on one another as a result of their mass a form of energy associated with the motion of atoms or molecules and capable of being transmitted through solid and fluid media by conduction, through fluid media by convection, and through empty space by radiation a tentative explanation for an observation a manipulated variable in an experiment or study whose presence or degree determines the change in the dependent variable a detailed inquiry or systematic examination formed by the electrostatic attraction of oppositely charged ions the energy possessed by an object because of its motion a phenomenon of nature that has been shown to invariably occur whenever certain conditions exist or are met large enough to be perceived or examined by the unaided eye the quantity of matter which a body contains, as measured by its acceleration under a given force or by the force exerted on it by a gravitational field physical substance or material in general; that which occupies space and possesses mass energy of an object due to its motion or position the temperature at which a solid becomes a liquid at standard atmospheric pressure a substance with high electrical conductivity, luster, and malleability, which readily loses electrons to form positive ions (cations) an element with properties intermediate between those of a metal and nonmetal means, technique, or procedure; method too small to be seen by the unaided eye but large enough to be studied under a microscope a composition of two or more substances that are not chemically combined with each other and are capable of being separated the simplest unit of a chemical compound that can exist, consisting of two or more atoms held together by chemical bonds Motion a natural event that involves a change in the position or location of something Nanoscale relating to or occurring on a scale of nanometers (10-9 m) Neutron a neutral elementary particle of about the same mass as a proton Non-renewable energy of or relating to an energy source, such as oil or natural gas, or a natural resource, such as a metallic ore, that is not replaceable after it has been used Nuclear energy the energy released by a nuclear reaction 5/7/2012 BVSD Curriculum Essentials 24