Download HS Science - Rapid City Area Schools

Rapid City Area Schools
Grades 9-12
High School
Science Curriculum
APPROVED BY THE BOARD OF EDUCATION
RAPID CITY AREA SCHOOLS
June 19, 2008
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Rapid City Area Schools
300 6th Street
Rapid City, South Dakota 57701
Board of Education
Sheryl Kirkeby .............................................................................................................. President
Dr. Eric Abrahamson ...................................................................................... 1st Vice President
Wes Storm...................................................................................................... 2nd Vice President
Douglas Kinniburgh ....................................................................................................... Member
Arnie Laubach ............................................................................................................... Member
Leah Lutheran ................................................................................................................ Member
Daphne Richards-Cook .................................................................................................. Member
Jeff Lang ............................................................................. Student Representative, Central HS
Sam Schnell ....................................................................... Student Representative, Stevens HS
Courtney Earl .................................................................. Student Representative, RC Academy
Administration
Dr. Peter Wharton ............................................................................. Superintendent of Schools
James Ghents .............Director of Curriculum, Assessment, Instruction, and Gifted Education
Programs
Community Advisory Committee
Dr. Andrew Detwiler ...................................... South Dakota School of Mines and Technology
Rollie Larson ................................................Retired Rapid City Area Schools Science Teacher
Margie Rosario................................ Community member, Science Linkages in the Community
9 – 12 Science Curriculum Committee
Bob Beyer
Kerry Beyer
Mark Farrand
Sabrina Henriksen
Mary Jensen
Jennifer Jordan
Myrna Peacock
Rachel Rasmussen
Jane Roseland
Geryl Schwab
Heather Sperlich
Rapid City Academy
Stevens High School
Central High School
Rapid City Academy
Stevens High School
Stevens High School
Stevens High School
Central High School
Stevens High School
Central High School
Central High School
Dustin Blaha
Wayne Lang
Technology Consultant
Technology Consultant
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Table of Contents
Introduction ......................................................................................1
Earth Sciences
Astronomy .......................................................................................10
Geology .............................................................................................17
Meteorology .....................................................................................21
Life Sciences
Anatomy and Physiology 1 .............................................................30
Anatomy and Physiology 2 .............................................................34
AP Biology .......................................................................................37
Biology 1 ...........................................................................................43
(Alternative Class - Integrated Biology*)
Biology 2 ...........................................................................................47
(Alternative Class - Investigating Life*)
Ecology .............................................................................................52
Microbiology ....................................................................................61
Physical Sciences
AP Chemistry ..................................................................................71
AP Physics........................................................................................79
Chemistry .......................................................................................101
Introduction to Organic Chemistry ............................................108
Physical Science 1..........................................................................112
Physical Science 2..........................................................................118
Physics ............................................................................................125
*These classes cover the same curricula but are taught less in-depth and at a slower pace.
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All Rapid City Area Schools grades 9-12 science courses
incorporate the following Nature of Science standards:
9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and
describe how societal, cultural, and personal beliefs influence scientific
investigations and interpretations.
Webb Level: 4
Bloom: Evaluation
Verbs Defined:
Evaluate - judge the value of
Determine – find appropriate information
Describe - tell in words or numbers
Key Terms Defined:
Scientific discovery – a finding based on experiments
Societal beliefs - opinions of people living together
Cultural beliefs - views based on religion or race
Personal beliefs - ideas of the scientist
Scientific investigations - experiments designed to find out about something
Scientific interpretations - explanations of what experiment results mean
Teacher Speak:
Students will be able to evaluate (judge the value of) a scientific discovery (a finding based on
experiments) to determine (find appropriate information) and describe (tell in words or numbers)
how societal beliefs (opinions of people living together), cultural beliefs (views based on religion
or race), and personal beliefs (ideas of the scientist) influence scientific investigations
(experiments designed to find out about something) and interpretations (explanations of what
experiment results mean).
Student Speak:
I can judge the value of (evaluate) a finding based on experiments (scientific discovery) to find
appropriate information about (determine) and tell in words or numbers (describe) how
- opinions of people living together (societal beliefs)
- views based on religion or race (cultural beliefs) and
- ideas of the scientist (personal beliefs)
influence experiments designed to find out about something (scientific investigations) and
explanations of what experiment results mean (scientific interpretations).
1
9-12.N.1.2. Students are able to describe the role of observation and evidence
in the development and modification of hypotheses, theories, and laws.
Webb Level: 2
Bloom: Synthesis
Verbs Defined:
Describe – tell in words or numbers
Key Terms Defined:
Observation – information gathered by use of senses and instruments
Evidence – experimental results used to support a conclusion
Hypotheses – explanations that can be tested
Theories – well-tested explanations based on observation, experimentation, and reasoning
Laws – generalizations that describe recurring facts or events in nature
Teacher Speak:
Students will be able to describe (tell in words or numbers) the role of observation (information
gathered by use of senses and instruments) and evidence (experimental results used to support a
conclusion) in the development and modification of:
- hypotheses (explanations that can be tested)
- theories (well-tested explanations based on observation, experimentation, and reasoning)
- laws (generalizations that describe recurring facts or events in nature).
Student Speak:
I can tell in words or numbers (describe) the role of information gathered by use of senses and
instruments (observation) and experimental results used to support a conclusion (evidence) in the
development and modification of:
- explanations that can be tested of (hypotheses)
- well-tested explanations based on observation, experimentation, and reasoning (theories)
- generalizations that describe recurring facts or events in nature (laws).
2
9-12.N.2.1. Students are able to apply science process skills to design and
conduct student investigations.
Web Level: 4
Bloom: Synthesis
Verbs Defined:
Apply - to use what you know
Design - plan
Conduct – perform
Key Terms Defined:
Science process skills - form a hypothesis, develop a procedure, select and correctly use
appropriate instruments, revise explanations based on evidence, form conclusions, and
communicate and defend the results
Investigations - experiments
Teacher Speak:
Students will be able to apply (to use what you know) science process skills (form a hypothesis,
develop a procedure, select and correctly use appropriate instruments, revise explanations based
on evidence, form conclusions, and communicate and defend the results) to design (plan) and
conduct (perform) investigations (experiments).
Student Speak:
I can use what I know (apply) to:
- form a hypothesis
- develop a procedure
- select and correctly use appropriate instruments
- revise explanations based on evidence
- form conclusions
- communicate and defend the results
(science process skills) to plan (design) and perform (conduct) experiments (investigations).
3
9-12.N.2.2.
techniques.
Students are able to practice safe and effective laboratory
Webb Level: 3
Bloom: Application
Verbs Defined:
Practice – perform repeatedly
Key Terms Defined:
Laboratory techniques – calibrations, measurements and handling of chemicals and instruments
Teacher Speak:
Student will be able to practice (perform repeatedly) safe and effective laboratory techniques
(calibrations, measurements and handling of chemicals and instruments).
Student Speak:
I can perform repeatedly (practice) safe and effective calibrations, measurements and handling of
chemicals and instruments (laboratory techniques).
4
The following Science Technology standards are found
throughout several different courses:
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of
scientists and scientific research.
Webb Level: 3
Bloom: Application
Verbs Defined:
Explain - give reasons for
Key Terms Defined:
Ethical roles and responsibilities of scientists - behavioral standards in the conduct of scientific
inquiry involving the sharing and accuracy of data, acknowledgement of sources and following
applicable laws
Ethical roles and responsibilities of scientific research - consideration of ethical issues involving
animal and human subjects and dealing with the management of hazardous materials and wastes.
Teacher Speak:
Students will be able to explain (give reasons for):
- ethical roles and responsibilities of scientists (behavioral standards in the conduct of scientific
inquiry involving the sharing and accuracy of data, acknowledgement of sources and following
applicable laws),
- ethical roles and responsibilities of scientific research (consideration of ethical issues involving
animal and human subjects and dealing with the management of hazardous materials and wastes)
Student Speak:
I can give reasons for (explain):
- behavioral standards in the conduct of scientific inquiry involving the sharing and accuracy of
data, acknowledgement of sources and following applicable laws (ethical roles and
responsibilities of scientists)
- consideration of ethical issues involving animal and human subjects and dealing with the
management of hazardous materials and wastes (ethical roles and responsibilities of scientific
research).
5
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific
discoveries on historical events and social, economic, and ethical issues.
Webb Level: 4
Bloom: Evaluation
Verbs Defined:
Evaluate - judge the value of
Describe - tell in words or numbers
Key Terms Defined:
Impact of scientific discoveries - changes caused by findings based on experiments
Historical events - things that happened in the past
Social issues - how people live and interact
Economic issues - ways people trade goods and services
Ethical issues - what is considered to be right or wrong
Teacher Speak:
Students will be able to evaluate (judge the value of) and describe (tell in words or numbers) the
impact of scientific discoveries (changes caused by findings based on experiments) on historical
events (things that happened in the past) and social issues (how people live and interact),
economic issues (ways people trade goods and services), and ethical issues (what is considered
to be right or wrong).
Student Speak:
I can judge the value of (evaluate) and tell in words or numbers (describe) changes caused by
findings based on experiments (impact of scientific discoveries) on
- things that happened in the past (historical events)
- how people live and interact (social issues)
- ways people trade goods and services (economic issues)
- what is considered to be right or wrong (ethical issues).
6
9-12.S.2.1. Students are able to describe immediate and long-term
consequences of potential solutions for technological issues.
Web Level: 4
Bloom: Evaluation
Verbs Defined:
Describe - tell in words or numbers
Key Terms Defined:
Potential solutions - possible corrections
Technological issues-problems related to applications in science
Teacher Speak:
Students will be able to describe (tell in words or numbers) immediate and long-term
consequences of potential solutions (possible corrections) for technological issues (problems
related to applications in science).
Student Speak:
I can tell in words or numbers (describe) the immediate and long-term consequences of possible
corrections (potential solutions) for problems related to applications in science (technological
issues).
9-12.S.2.2. Students are able to analyze factors that could limit technological
design.
Webb Level: 3
Bloom: Analysis
Verbs Defined:
Analyze - separate into parts
Key Terms Defined:
Factors - environmental problems, expenses, manufacturing processes, and ethical issues
Technological design -making products by applying scientific principles
Teacher Speak:
Students will be able to analyze (separate into parts) factors (environmental problems, expenses,
manufacturing processes, and ethical issues) that could limit technological design (making
products by applying scientific principles).
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Student Speak:
I can separate into parts (analyze) how environmental problems, expenses, manufacturing
processes, and ethical issues (factors) could limit making products by applying scientific
principles (technological design).
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations,
cost, and consequences involved in using, conserving, or recycling resources.
Webb Level: 4
Bloom: Synthesis
Verbs Defined:
Analyze - separate into parts
Describe - tell in words or numbers
Key Terms Defined:
Resources - materials taken from the earth such as minerals, trees, and fuels
Teacher Speak:
Students will be able to analyze (separate into parts) and describe (tell in words or numbers) the
benefits, limitations, cost, and consequences involved in using, conserving, or recycling
resources (materials taken from the earth such as minerals, trees, and fuels).
Student Speak:
I can separate into parts (analyze) and tell in words or numbers (describe) the benefits,
limitations and consequences involved in using, conserving and recycling materials taken from
the earth such as minerals, trees, and fuels (resources).
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EARTH SCIENCES:
Astronomy
Geology
Meteorology
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COURSE: ASTRONOMY
UNIT: Historical Astronomy
Standards:
9-12.E.2.1. Students are able to recognize how Newtonian mechanics can be applied to
the study of the motions of the solar system.
Bloom: Comprehension
9-12.E.2.1A Student are able to describe the evidence supporting the Big Bang Theory.
Bloom: Analysis
9-12.E.2.3A Student are able to describe various ways data about the universe is
collected.
Bloom: Application
9-12.P.2.2A Students are able to relate gravitational or centripetal force to projectile or
uniform circular motion.
Bloom: Analysis
9-12.S.1.2.
Students are able to evaluate and describe the impact of scientific
discoveries on historical events and social, economic, and ethical issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
Earth’s place in the Universe
Pre-Copernicus
Copernicus, Brahe, Kepler and Galileo
Isaasc Newton
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UNIT: Earth and Moon
Standards:
9-12.E.2.1A Student are able to describe the evidence supporting the Big Bang Theory.
Bloom: Analysis
9-12.E.2.3A Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws
Bloom: Application
9-12.P.2.2A Students are able to relate gravitational or centripetal force to projectile or
uniform circular motion.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
Features.
Motions
Time of Various Motions
Eclipses and Tides
Theory of Origin
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UNIT: Solar System
Standards:
9-12.E.2.1. Students are able to recognize how Newtonian mechanics can be applied to
the study of the motions of the solar system.
Bloom: Comprehension
9-12.E.2.1A. Student are able to describe the evidence supporting the Big Bang Theory.
Bloom: Analysis
9-12.E.2. 3A. Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to projectile or
uniform circular motion.
Bloom: Analysis
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
5.
Origin, Formation, Components
Terrestrial Planets
Jovian Planets
Natural Satellites and Rings
Comets, Meteors and Asteroids
12
UNIT: Astronomical Tools
Standards:
9-12.E.2.3A. Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
5.
Telescopes: Optical and radio
Observatories
Spectrographs and Analysis of Light
Satellites and Space Missions
Computer Imaging and Analysis
UNIT: Light, Energy and Atoms
Standards:
9-12.P.3.2. Students are able to describe how characteristics of waves are related to one
another.
Bloom: Comprehension
9-12.P.3.1A. Students are able to explain wave behavior in the fundamental processes of
reflection, refraction, diffraction, interference, resonance, and image formation.
Bloom: Evaluation
Content:
1. Wave-particle Theory of Light
2. The Electromagnetic Spectrum- Light energies, color and indication of temperature.
3. Doppler Shift- Red and blue
13
UNIT: Stars
Standards:
9-12.E.2.1. Students are able to recognize how Newtonian mechanics can be applied to
the study of the motions of the solar system.
Bloom: Comprehension
9-12.E.2.1A Student are able to describe the evidence supporting the Big Bang Theory.
Bloom: Analysis
9-12.E.2.3A. Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to projectile or
uniform circular motion.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
6.
7.
The Sun
Stellar Evolution
Star Properties, Classification
Black Holes, Phenomena of the Universe
Constellations
Star Maps and Charts
Energy Process in Stars – fusion
14
UNIT: Galaxies
Standards:
9-12.E.2.1. Students are able to recognize how Newtonian mechanics can be applied to
the study of the motions of the solar system.
Bloom: Comprehension
9-12.E.2.3A. Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
Content:
1.
2.
3.
4.
Types
The Milky Way
Other Galaxies
Messier Catalog and the Newer Versions of Cataloging Objects in the Universe.
UNIT: Universe
Standards:
9-12.E.2.1A Student are able to describe the evidence supporting the Big Bang Theory.
Bloom: Analysis
9-12.E.2.3A Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
Content:
1. Origin
2. Age of the Universe
15
UNIT: Exploration of Space
Standards:
9-12.E.2.3A. Student are able to describe various ways data about the universe is
collected.
Bloom: Analysis
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific
discoveries on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.2. Students are able to analyze factors that could limit technological design.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
NASA - Agency function and missions
International Space Station
Hubble Telescope
Deep-space Probes
Recent Missions and Discoveries
16
COURSE: GEOLOGY
UNIT: The Solid Earth
Standards:
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure
of elements, valence number, family relationships, and regions (metals, nonmetals, and
metalloids).
Bloom: Analysis
Content:
1. Features
2. Interior
3. Crust
UNIT: Minerals
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living & non-living systems.
Bloom: Comprehension
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.S.2.3. Analyze and describe the benefits, limitations, cost, and consequences
involved in using, conserving, or recycling resources.
Bloom: Synthesis
Content:
1. Properties
2. Mineral Groups
3. Mineral Resources
17
UNIT: Rocks
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living & non-living systems.
Bloom: Comprehension
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.E.1.2A. Students are able to compare, quantitatively and qualitatively, methods
used to determine geological time.
Bloom: Analysis
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
Content:
1. Rock Properties
2. Types: Igneous, Sedimentary, Metamorphic
18
UNIT: Geologic Time
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living & non-living systems.
Bloom: Comprehension
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.E.1.2A. Students are able to compare, quantitatively and qualitatively, methods
used to determine geological time.
Bloom: Analysis
9-12.E.2.1A. Students are able to describe the evidence supporting the Big Bang theory.
Bloom: Analysis
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
5.
6.
Paleontology
Fossils/strata
Dating Methods (relative, radioactive)
Geologic Time Scale (Paleozoic/Mesozoic/Cenozoic)
Origin of the Earth
Geology of the Black Hills
19
UNIT: Earth’s Processes
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living & non-living systems.
Bloom: Comprehension
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
Content:
1.
2.
3.
4.
Weathering: types, rates, soil formation
Erosion and Mass Wasting
Running Water, Ground Water, Streams
Deposition (streams, glaciers, wind)
UNIT: Earth’s Forces
Standards:
9-12.E.1.1 Students are able to explain how elements and compounds cycle between
living & non-living systems.
Bloom: Comprehension
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
Content:
1.
2.
3.
4.
5.
Convection
Continental Drift/Plate Tectonics
Mountain Building
Volcanoes
Earthquakes
20
COURSE: METEOROLOGY
UNIT: The Earth and its atmosphere
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1. Composition and Structure (layers) of the Atmosphere
2. Air Pressure and Density
UNIT: Energy Solar Radiation
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Comprehension
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1.
2.
3.
4.
Energy, Temperature and Heat
Conduction Convection and Radiation
Global Warming, Green House Effect
The Earth’s Annual Energy Balance
21
Unit: Atmospheric Moisture
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Comprehension
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1. Evaporation: Condensation
2. Water in the Atmosphere
3. Water Cycle
4. Relative Humidity, Absolute Humidity
5. Measure Humidity
6. Formation Dew, Frost
7. Cloud Types
8. Convections and Clouds
9. Satellite Observations
10. Precipitation
11. Formation of precipitation
12. Types – Rain, snow, hail & sleet
13. Measuring
14. Weather radar satellites
22
UNIT: Seasonal and Daily Temperatures
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
Earth’s Seasons
Temperature Regions (tropical, ect)
Use of Temperature Data
Air Temperature and Human Comfort
Measuring Air Temperature (isotherms)
UNIT: Atmosphere in Motion
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
6.
7.
8.
Air Pressure (isobars) Forces and Winds
Forces that Influences the Winds (Coriolois effect)
Wind Direction and Speed
Wind Systems
Wind Instruments and Measurements
Sea and Land breezes
Seasonal Winds: Chinooks, etc
Global Wind Patterns
23
UNIT: Air Masses and Fronts
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1. Air Masses
2. Classification of Air Masses
3. Types of Fronts
UNIT: Severe Storms
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1. Cyclones Thunderstorms Tornadoes Hurricanes Flash Floods
2. Severe Weather and the Use of Doppler Radar
3. Sever Weather Safety
24
UNIT: Weather Forecasting
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
Content:
1.
2.
3.
4.
5.
6.
7.
Forecasting Methods
The Computer and Weather Forecasting
Watches, Warnings and Advisories
Weather Maps: symbols
Predicting the Weather from local Signs
Determine the Movement of Weather Systems
Assistance from the Weather Satellites
UNIT: Effects of weather
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Comprehension
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
6.
Changes in Geochemical Cycles (water cycle, ocean currents)
Global Warming
Interactions with Earth’s Systems
Environment (air pollution, acid rain)
Humans: health clothing economics
Climate
25
EARTH SCIENCE UNPACKED STANDARDS:
9-12.E.1.1 Students are able to explain how elements and compounds cycle
between living & non-living systems.
Webb Level: 2
Bloom: Comprehension
Verbs Defined:
Explain – give details
Key Terms Defined:
Elements – nitrogen, carbon and oxygen
Compounds – water, carbon dioxide, carbonates, ammonia, nitrates, and nitrites
Teacher Speak:
Students will be able to explain (give details) how elements (nitrogen, carbon and oxygen) and
compounds (water, carbon dioxide, carbonates, ammonia, nitrates, and nitrites) cycle between
living and non-living systems.
Student Speak:
I can give details (explain) of how nitrogen, carbon and oxygen (elements) and water, carbon
dioxide, carbonates, ammonia, nitrates, and nitrites (compounds) cycle between living and nonliving systems.
9-12.E.1.2. Students are able to describe how atmospheric chemistry may
affect global climate.
Webb Level: 2
Bloom: Application
Verbs Defined:
Describe – tell in words or numbers
Key Terms Defined:
Atmospheric chemistry -- various processes of atmospheric chemical changes and cycles such as
the greenhouse effect and ozone fluctuations
Global climate -- the overall patterns of meteorological conditions of the earth
26
Teacher Speak:
Students will be able to describe (tell in words or numbers) how atmospheric chemistry (various
processes of atmospheric chemical changes and cycles such as the greenhouse effect and ozone
fluctuations) may affect global climate (the overall patterns of meteorological conditions of the
earth).
Student Speak:
I can tell in words or numbers (describe) how various processes of atmospheric chemical
changes and cycles such as the greenhouse effect and ozone fluctuations (atmospheric chemistry)
may affect the overall patterns of meteorological conditions of the earth (global climate).
9-12.E.1.3. Students are able to assess how human activity has changed the
land, ocean, and atmosphere of Earth.
Webb Level: 3
Bloom: Analysis
Verbs Defined:
Assess- estimate
Key Terms Defined:
Human activity- pollution, combustion reactions, forest cover changes, urban growth and
agriculture
Teacher Speak:
Students will be able to assess (estimate) how human activity (pollution, combustion reactions,
forest cover changes, urban growth and agriculture) has changed the land, ocean, and atmosphere
of Earth.
Student Speak:
I can estimate (assess) how pollution, combustion reactions, forest cover changes, urban growth
and agriculture (human activity) have changed the land, ocean, and atmosphere of Earth.
27
9-12.E.2.1 Students are able to recognize how Newtonian mechanics can be
applied to the study of the motions of the solar system.
Webb Level: 2
Bloom: Comprehension
Verbs Defined:
Recognize – select from given information based on prior knowledge
Key Terms Defined:
Newtonian mechanics – Newton’s law of inertia and universal gravitation
Motions of solar system – rotation and revolution of planets and other objects in the solar
systems
Teacher Speak:
Students will be able to recognize (select from given information based on prior knowledge) how
Newtonian mechanics (Newton’s law of inertia and universal gravitation) can be applied to the
study of the motions of the solar system (rotation and revolution of planets and other objects in
the solar systems).
Student Speak:
I can select from given information based on prior knowledge (recognize) how Newton’s law of
inertia and universal gravitation (Newtonian mechanics) can be applied to the study of the
rotation and revolution of planets and other objects in the solar systems (motions of solar
system).
28
LIFE SCIENCES:
Anatomy and Physiology 1
Anatomy and Physiology 2
AP Biology
Biology 1
(Alternative Class – Integrated Biology*)
Biology 2
(Alternative Class – Investigating Life*)
Ecology
Microbiology
* These classes cover the same curricula but are taught less in-depth and at a slower pace.
29
COURSE: ANATOMY AND PHYSIOLOGY 1
UNIT: Body organization
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1.
2.
3.
4.
Directional terms
Body planes
Body regions and cavities
Body systems overview
UNIT: Histology
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1. Characteristics and classification of tissues
2. Types of tissues
30
UNIT: Integumentary system
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1. Structure of skin
2. Functions of skin
3. Aging, diseases and disorders of skin
UNIT: Skeletal system
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
6.
Functions of and classification of bones
Bone structure
Bone growth and development
Naming of bones
Joints
Diseases and disorders
31
UNIT: Muscular system
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Gross anatomy of skeletal muscle
Physiology of muscle contraction
Muscle types and functions
Major skeletal muscles
Diseases and disorders
UNIT: Circulatory system
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Blood composition and function
Blood vessel structure and function
Heart anatomy and physiology
Blood flow through heart and other tissues
Diseases and disorders
32
UNIT: Respiratory system
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
9-12.L.1.4A. Students are able to identify factors that change the rates of enzyme
catalyzed reactions.
Bloom: Application
Content:
1.
2.
3.
4.
Anatomy of respiratory system
Mechanics of breathing
Gas exchange
Diseases and disorders
33
COURSE: ANATOMY AND PHYSIOLOGY 2
UNIT: Body organization/histology (review)
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1. Directional terms
2. Body planes
3. Body regions and cavities
UNIT: Nervous system
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
6.
7.
8.
Functions
Organization
Histology
Physiology of nerve impulse
Anatomy of nerve impulse
Reflex arc
Brain development
Brain regions
34
UNIT: Endocrine system
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Anatomy
Physiology
Homeostatic interrelationships
Hormonal roles
Diseases and disorders
UNIT: Digestive system
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1. Anatomy
2. Physiology
3. Diseases and disorders
35
UNIT: Excretory system
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1. Anatomy
2. Physiology
3. Diseases and disorders
UNIT: Lymphatic system
Standards:
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Lymphatic vessels-distribution and structure
Lymphoid cells, tissue, and organs
Homeostatic interrelationships with other systems
Specific and nonspecific body defenses
Diseases and disorders
36
COURSE: AP BIOLOGY
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.1A Students are able to explain the physical and chemical processes of
photosynthesis and cell respiration and their importance to plant and animal life.
Bloom: Synthesis
9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Synthesis
9-12.L.1.4A. Students are able to identify factors that change the rates of enzyme
catalyzed reactions.
Bloom: Application
Content:
1. Molecules and Cells
a. Chemistry of life
i. Water
ii. Organic molecules in organisms
iii. Free energy changes
iv. Enzymes
b. Cells
i. Prokaryotic and eukaryotic cells
ii. Membranes
iii. Subcellular organization
iv. Cell cycle and its regulation
c. Cellular Energetics
i. Coupled reactions
ii. Fermentation and cellular respiration
iii. Photosynthesis
37
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Synthesis
9-12.L.1.5A. Students are able to classify organisms using characteristics and
evolutionary relationships of domains.
Bloom: Analysis
9-12.L.2.1. Students are able to predict inheritance patterns using a single allele.
Bloom: Application
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.3.1A. Students are able to relate genetics, instinct, and behavior patterns to
biodiversity and survival of species.
Bloom: Synthesis
9-12.L.2.1A. Students are able to predict the results of complex inheritance patterns
involving multiple alleles and genes.
Bloom: Synthesis
Content:
1. Heredity and Evolution
a. Heredity
i. Meiosis and gametogenesis
ii. Eukaryotic chromosomes
iii. Inheritance patterns
b. Molecular genetics
i. RNA and DNA structure and function
ii. Gene regulation
iii. Mutation
iv. Viral structure and replication
v. Nucleic acid technology and applications
c. Evolutionary biology
i. Early evolution of life
ii. Evidence for evolution
iii. Mechanisms of evolution
38
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
9-12.L.1.5A. Students are able to classify organisms using characteristics and
evolutionary relationships of domains.
Bloom: Analysis
9-12.L.3.1. Students are able to identify factors that can cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
9-12.L.3.1A. Students are able to relate genetics, instinct, and behavior patterns to
biodiversity and survival of species.
Bloom: Synthesis
Content:
1. Organisms and Populations
a. Diversity of organisms
i. Evolutionary patterns
ii. Survey of the diversity of life
iii. Phylogenetic classification
iv. Evolutionary relationships
b. Structure and function of plants and animals
i. Reproduction, growth, and development
ii. Structural, physiological, and behavioral adaptations
iii. Response to the environment
c. Ecology
i. Population dynamics
ii. Communities and ecosystems
iii. Global issues
39
AP Biology
INTRODUCTION
The AP Biology course is designed to be the equivalent of a two-semester college introductory
biology course usually taken by biology majors during their first year. After showing themselves
to be qualified on the AP Exam, some students in their freshman year are permitted to undertake
upper-level courses in biology or to register for courses for which biology is a prerequisite. Other
students may have fulfilled a basic requirement for a laboratory-science course and will be able
to undertake other courses to pursue their majors.
AP Biology should include those topics regularly covered in a college biology course for
majors. The college course in biology differs significantly from the usual first high school course
in biology with respect to the kind of textbook used, the range and depth of topics covered, the
type of laboratory work done by students, and the time and effort required of students. The
textbooks used for AP Biology should be those used by biology majors. The kinds of labs done
by AP students must be the equivalent of those done by college students.
The AP Biology course is designed to be taken by students after the successful
completion of a first course in high school biology and one in high school chemistry as well. It
aims to provide students with the conceptual framework, factual knowledge, and analytical skills
necessary to deal critically with the rapidly changing science of biology.
GOALS OF THE COURSE
The AP Biology Development Committee conducts surveys in which professors at colleges
regularly receiving the most AP students respond to a questionnaire asking them to describe the
content of their introductory biology courses for biology majors. The AP Course Description that
follows was developed by the committee after a thorough analysis of survey results.
The AP Biology Exam seeks to be representative of the topics covered by the survey group.
Accordingly, goals have been set for percentage coverage of three general areas:
I.
Molecules and Cells, 25%
II.
Heredity and Evolution, 25%
III.
Organisms and Populations, 50%
These three areas have been subdivided into major categories with percentage goals specified
for each. The percentage goals should serve as a guide for designing an AP Biology course and
may be used to apportion the time devoted to each category. The exam is constructed using the
percentage goals as guidelines for question distribution.
The two main goals of AP Biology are to help students develop a conceptual framework for
modern biology and an appreciation of science as a process. The ongoing knowledge explosion
in biology makes these goals even more challenging.
40
Primary emphasis in an AP Biology course should be on developing an understanding of
concepts rather than on memorizing terms and technical details. Essential to this conceptual
understanding are a grasp of science as a process rather than as an accumulation of facts;
personal experience in scientific inquiry; recognition of unifying knowledge and critical thinking
to environmental and social concerns.
The following guidelines are offered to help teachers and their students focus on unifying
themes and key concepts.
THEMES, TOPICS AND CONCEPTS
Themes, topics, and concepts all give structure to an AP Biology course. This book defines
themes as overarching features of biology that apply throughout the curriculum. Topics are the
subject areas in biology, and concepts are the most important ideas that form our current
understanding of a particular topic.
An example of a topic is “cellular respiration.” In a conceptual approach to this topic, for
example, it is important to understand how membranes couple ATP synthesis to the energy
released by electron transport. This key concept stands above discrete “facts,” such as the role of
a particular cytochrome in electron transport.
Emphasizing concepts over facts make the content of a biology course more meaningful
and less overwhelming. A biology course has more structure and meaning when the key concepts
for each topic are placed in the broader contest of unifying themes. As an example, the theme of
“energy transfer” helps students connect topics as diverse as cellular respiration and ecosystem
dynamics. Concepts are the key ideas, restricted in scope to a certain topic. Themes cut across
the topics. Increasingly, the AP Biology Exam will emphasize the themes and concepts of
biology and place less weight on specific facts.
The next few sections of this book reinforce the relationships of themes and concepts to
the topics in an AP Biology course. First is a suggested list of themes. Following this list is a
topic outline that organizes biology into subject areas. Then there are explanations of the items in
the suggested list of themes with a specific example for each one.
MAJOR THEMES
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Science as a Process
Evolution
Energy Transfer
Continuity and Change
Relationship of Structure to Function
Regulation
Interdependence in Nature
Science, Technology, and Society
Copyright © 2005 College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program,
AP, and the acorn logo are registered trademarks of the College Entrance Examination Board.
41
TOPIC OUTLINE
Topic
Percentage
of course
I.
II.
III.
Molecules and Cells …………………………………………………..…..............25%
A. Chemistry of Life………………….............................7%
Water
Organic molecules in organisms
Free energy changes
Enzymes
B. Cells……………………………………………….…10%
Prokaryotic and eukaryotic cells
Membranes
Subcellular organization
Cell cycle and its regulation
C. Cellular Energetics………………………….………..8%
Coupled reactions
Fermentation and cellular respiration
Photosynthesis
Heredity and Evolution…………………………………………………………....25%
A. Heredity…………………………….……………….…8%
Meiosis and gametogenesis
Eukaryotic chromosomes
Inheritance patterns
B. Molecular Genetics…………………..............................9%
RNA and DNA structure and function
Gene regulation
Mutation
Viral structure and replication
Nucleic acid technology and applications
C. Evolutionary Biology…………………………..............8%
Early evolution of life
Evidence for evolution
Mechanisms of evolution
Organisms and Populations……………………………………………..…………50%
A. Diversity of Organisms………………………………..8%
Evolutionary patterns
Survey of the diversity of life
Phylogenetic classification
Evolutionary relationships
B. Structure and function of Plants and Animals………....32%
Reproduction, growth, and development
Structural, physiological and behavioral adaptations
Response to the environment
C. Ecology………………………………………………...10%
Population dynamics
Communities and ecosystems
Global issues
42
COURSE: BIOLOGY 1
(ALTERNATIVE CLASS - INTEGRATED BIOLOGY*)
UNIT: Using a microscope
Standards:
9-12.N.2.1. Students are able to apply science process skills to design and conduct
student investigations.
Bloom: Synthesis
9-12.N.2.2. Students are able to practice safe and effective laboratory techniques.
Bloom: Application
Content:
1. Microscope parts and functions
2. Slide preparation
UNIT: Chemistry of Life
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
Content:
1. General Chemistry Review
a. Atomic Structure
b. Ionic and Covalent Bonding
2. Macromolecule Structure
a. Carbohydrates
b. Proteins
c. Lipids
d. Nucleic Acids
* These classes cover the same curricula but are taught less in-depth and at a slower pace.
43
UNIT: Cell Structure/Function
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
Content:
1. Cell theory
2. Eukaryotes and prokaryotes
a. Compare
b. Contrast
3. Organelles
a. Identification
b. Function
UNIT: Cell Transport
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
Content:
1.
2.
3.
4.
Membrane structure
Solution/concentration gradient
Passive transport
Active transport
UNIT: Photosynthesis/Cellular Respiration
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
Content:
1.
2.
3.
4.
Light dependent reactions
Light independent reactions
Cellular respiration
Fermentation
44
UNIT: DNA/Protein Synthesis
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
Content:
1.
2.
3.
4.
DNA/RNA Structure
Replication
Transcription
Translation
UNIT: Cell Cycle/Mitosis
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
Content:
1. Explanation of cell cycle
2. Mitosis
3. Cancer
UNIT: Meiosis/Reproductive System
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
Content:
1.
2.
3.
4.
Meiosis
Fertilization/zygote
Male reproductive system
Female reproductive system
45
UNIT: Genetics
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.2.1. Students are able to predict inheritance patterns using a single allele.
Bloom: Application
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
Content:
1. Mendelian genetics/punnett squares
2. Patterns of inheritance
3. Genetic technology
46
COURSE: BIOLOGY 2
(ALTERNATIVE CLASS - INVESTIGATING LIFE*)
UNIT: Using a microscope
Standards:
9-12.N.2.1. Students are able to apply science process skills to design and conduct
student investigations.
Bloom: Synthesis
9-12.N.2.2. Students are able to practice safe and effective laboratory techniques.
Bloom: Application
Content:
1. Microscope parts and functions
2. Slide preparation
UNIT: Classification
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and functional relationships within
major taxa.
Bloom: Analysis
9-12.S.2.1. Students are able to describe immediate and long-term consequences of
potential solutions for technological issues.
Bloom: Evaluation
Content:
1. Hierarchy of classification
2. Six kingdoms
3. Dichotomous key
* These classes cover the same curricula but are taught less in-depth and at a slower pace.
47
UNIT: Evolution/natural selection
Standards:
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
Content:
1. Darwin
2. Natural Selection and the evidence for evolution
3. Mechanisms of evolution
UNIT: Bacteria/Viruses/Immune System
Standards:
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists
and scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.1. Students are able to describe immediate and long-term consequences of
potential solutions for technological issues.
Bloom: Evaluation
Content:
1. Characteristics of Eubacteria and Archaebacteria
2. Types of bacteria
3. Harmful bacteria
4. Helpful bacteria
5. Viral structure
6. Viral types
7. Viral replication
8. Viral diseases
9. Transmission of infections
10. Symptoms of disease
11. Nonspecific and specific immune responses
12. Innate and acquired immune response
13. Antibody and cellular immunity
48
UNIT: Protista
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1. Protist characteristics
2. Protist types
3. Protist diseases
UNIT: Fungi
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1. Fungal characteristics
2. Fungal types
3. Fungal diseases
49
UNIT: Plantae
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1.
2.
3.
4.
Nonvascular plant structure
Vascular plant structure
Types of vascular plants
Vascular plant reproduction
UNIT: Animalia
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
Invertebrate characteristics
Invertebrate types
Invertebrate symmetry
Vertebrate characteristics
Vertebrate types
50
UNIT: Ecology
Standards:
9-12.L.3.1. Students are able to identify factors that can cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Comprehension
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.2.1. Students are able to describe immediate and long-term consequences of
potential solutions for technological issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
5.
Principles of ecology
Symbiotic relationships
Nutrition and energy flow
Cycles in nature
Population dynamics and growth
51
COURSE: ECOLOGY
UNIT: Plants
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.2. Students are able to classify organisms using characteristics and
evolutionary relationships of major taxa.
Bloom: Application
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.3.1. Students are able to identify factors that cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
9-12.L.1.1A. Students are able to explain the physical and chemical processes of
photosynthesis and cell respiration and their importance to plant and animal life.
Bloom: Synthesis
9-12.L.1.5A. Students are able to classify organisms using characteristics and
evolutionary relationships of domains.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
Classification
Internal and External Structure
Photosynthesis
Using the Dichotomous Key
Field Trips to identify local plants (grasses, shrubs, trees)
52
UNIT: Environment
Standards:
9-12.L.3.1 Students are able to identify factors that cause changes in stability
of populations, communities, and ecosystems
Bloom: Comprehension.
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
Content:
1.
2.
3.
4.
Biomes
Habitats
Climograms
Climate – global warming
53
UNIT: Ecosystems
Standards:
9-12.E.1.1A. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Application
9-12.L.1.5A. Students are able to classify organisms using characteristics and
evolutionary relationships of domains.
Bloom: Analysis
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.3.1 Students are able to identify factors that cause changes in stability
of populations, communities, and ecosystems
Bloom: Comprehension.
9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to
biodiversity and survival of species.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Relationships
Natural Selection (trophic levels, energy pyramid, biomass)
Energy
Succession
54
UNIT: Water
Standards:
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.E.1.1A. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Application
9-12.S.2.1. Students are able to describe immediate and long term consequences of
potential solutions for technological issues.
Bloom: Evaluation
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and
consequences involved in using, conserving, or recycling resources.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Types of Water (salt, fresh)
Percentages of water on Earth
Water Sources (ground water, aquifer, water cycle)
Water Usage (personal, commercial)
Water Pollution (non-point, point)
55
UNIT: Air
Standards:
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.E.1.1A. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Application
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.1. Students are able to describe immediate and long term consequences of
potential solutions for technological issues.
Bloom: Evaluation
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and
consequences involved in using, conserving, or recycling resources.
Bloom: Synthesis
Content:
1. Air Pollution Sources
2. Effect of Air Quality on Health
3. Atmosphere, (ozone, greenhouse effect, CFC’s)
56
UNIT: Biodiversity
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and
evolutionary relationships of major taxa.
Bloom: Application
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.3.1. Students are able to identify factors that cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to
biodiversity and survival of species.
Bloom: Synthesis
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.1. Students are able to describe immediate and long term consequences of
potential solutions for technological issues.
Bloom: Evaluation
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and
consequences involved in using, conserving, or recycling resources.
Bloom: Synthesis
Content:
1. Endangered Species
2. Extinction (causes and solutions)
57
UNIT: Energy
Standards:
9-12.E.1.1A. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Application
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.1. Students are able to describe immediate and long term consequences of
potential solutions for technological issues.
Bloom: Evaluation
9-12.S.2.2. Students are able to analyze factors that could limit technological design.
Bloom: Analysis
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and
consequences involved in using, conserving, or recycling resources.
Bloom: Synthesis
Content:
1. Sources of Energy (fossil fuels, nuclear, geothermal, solar, electrical)
2. Advantages/Disadvantages of different energy sources
3. Conservation
58
UNIT: Waste
Standards:
9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean,
and atmosphere of Earth.
Bloom: Analysis
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.1. Students are able to describe immediate and long term consequences of
potential solutions for technological issues.
Bloom: Evaluation
9-12.S.2.2. Students are able to analyze factors that could limit technological design.
Bloom: Analysis
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and
consequences involved in using, conserving, or recycling resources.
Bloom: Synthesis
Content:
1. Types of Waste (solid, plastics, hazardous)
2. Disposal of Waste (recycling, landfills, incinerators)
3. Three R’s of Waste (recycle, reduce, re-use)
59
UNIT: Population
Standards:
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.3.1. Students are able to identify factors that cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
9-12.L.1.2A. Students are able to describe how living systems use biofeedback
mechanisms to maintain homeostasis.
Bloom: Synthesis
9-12.S.2.1. Students are able to describe immediate and long term consequences of
potential solutions for technological issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
Population Density
Limiting Factors (carrying capacity)
Overpopulation (education as a key element)
Future Trends (consequences and predictions)
60
COURSE: MICROBIOLOGY
UNIT: Bacteria
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Analysis
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
6.
Prokaryotic cell characteristics
Types of bacteria
Growth patterns
Importance of bacteria
Conditions for growth
Disease
61
UNIT: Viruses
Standards:
9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary
relationship of major taxa.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Synthesis
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.3.1. Students are able to identify factors that can cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
Content:
1.
2.
3.
4.
5.
Characteristics
Taxonomy
Reproduction
Structure
Disease
62
UNIT: Environmental microbiology
Standards:
9-12.E.1.1. Students are able to explain how elements and compounds cycle between
living and non-living systems.
Bloom: Comprehension
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.3.1. Students are able to identify factors that can cause changes in stability of
populations, communities, and ecosystems.
Bloom: Comprehension
Content:
1. Food
2. Water
3. Soil and Agriculture
63
UNIT: Other topics
Standards:
9-12.L.1.1. Students are able to relate cellular functions and processes to specialized
structures within cells.
Bloom: Analysis
9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Synthesis
9-12.L.1.3. Students are able to identify structures and function relationships within
major taxa.
Bloom: Analysis
9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and
natural selection lead to adaptations, evolution, extinction, or the emergence of new
species.
Bloom: Synthesis
9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and
differentiation.
Bloom: Synthesis
9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to
biodiversity and survival of species.
Bloom: Synthesis
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
Content:
1. Symbiotic relationships
2. Diseases
a. Fungal
b. Protozoan
c. Communicable
3. Genetic engineering
4. Medicine
5. Antibiotic resistance
64
LIFE SCIENCE UNPACKED STANDARDS:
9-12.L.1.1. Students are able to relate cellular functions and processes to
specialized structures within cells.
Web Level: 2
Bloom: Analysis
Verbs Defined:
Relate – tell in words or numbers the connections between
Key Terms Defined:
Cellular functions and processes – transport of materials, acquisition and use of energy, synthesis
of proteins, storage and transfer of genetic materials and cell life cycles
Specialized structure – cell membrane, chloroplast, mitochondria, endoplasmic reticulum, Golgi
apparatus, vacuole, nucleus
Teacher Speak:
Students will be able to relate (tell in words or numbers the connections between) cellular
functions and processes (transport of materials, acquisition and use of energy, synthesis of
proteins, storage and transfer of genetic materials, and cell life cycles) to specialized structures
(cell membrane, chloroplast, mitochondria, endoplasmic reticulum, Golgi apparatus, vacuole,
nucleus) within the cell.
Student Speak:
I can tell in words or numbers the connections between (relate):
- transport of materials and the cell membrane, Golgi apparatus and vacuole
- acquisition of energy and chloroplasts
- use of energy and mitochondria
- synthesis of proteins and endoplasmic reticulum
- storage and transfer of genetic materials and the nucleus.
9-12.L.1.2. Students are able to classify organisms using characteristics and
evolutionary relationships of major taxa.
Webb Level: 2
Bloom: Analysis
Verbs Defined:
Classify – assign to categories
65
Key Terms Defined:
Characteristics – cell structure, method of energy acquisition, and anatomical structure
Evolutionary relationships – physical and genetic similarities
Major taxa – kingdoms and phyla
Teacher Speak:
Students will be able to classify (assign to categories) organisms using characteristics (cell
structure, method of energy acquisition, and anatomical structure) and evolutionary relationships
(physical and genetic similarities) of major taxa (kingdoms and phyla).
Student Speak:
I can assign (classify) organisms to categories of kingdoms and phyla (major taxa) using
- cell structure, methods of energy acquisition, and anatomical structures (characteristics)
- physical and genetic similarities (evolutionary relationships).
9-12.L.1.3. Students are able to identify structures and function relationships
within major taxa.
Web Level: 1
Bloom: Analysis
Verbs Defined:
Identify – select from given information
Key Terms Defined:
Structures – different parts of an organism
Function – a specific job of parts
Major taxa – kingdoms and phyla
Teacher Speak:
Students will be able to identify (select from given information) structures (different parts of an
organism) and functions (specific job of parts) relationships within major taxa (kingdom and/or
phylum).
Student Speak:
I can select from given information (identify) relationships between different parts of an
organism (structures) and specific jobs of the parts (function) within kingdoms and phyla (major
taxa).
66
9-12.L.2.1. Students are able to predict inheritance patterns using a single
allele.
Web Level: 2
Bloom: Application
Verbs Defined:
Predict – to use information to make a best guess
Key Terms Defined:
Inheritance patterns –simple dominance, co-dominance and sex-linked genes
Allele – contrasting forms of a gene
Teacher Speak :
Students are able to predict (use information to make a best guess) inheritance patterns (simple
dominance, co-dominance and sex-linked traits) using alleles (contrasting forms of a gene).
Student Speak:
I can use information to make a best guess (predict) about simple dominance, co-dominance,
sex-linked traits (inheritance patterns) using contrasting forms of a gene (alleles).
9-12.L.2.2. Students are able to describe how genetic recombination,
mutations, and natural selection lead to adaptations, evolution, extinction, or
the emergence of new species.
Web Level: 2
Bloom: Synthesis
Verbs Defined:
Describe – tell in words or numbers
Key Terms Defined:
Genetic recombination – crossover, independent assortment and random fertilization
Mutations – change in the DNA sequence that alters a trait
Natural selection – survival and reproduction of organisms with favorable variations
Adaptations – characteristics that improve the chances for survival
Evolution – change in a species over time
Extinction – the elimination of an entire species
emergence – development
67
Teacher Speak:
Students will be able to describe (tell in words or numbers) how genetic recombination
(crossover, independent assortment and random fertilization) mutations (change in the DNA
sequence that alters a trait), and natural selection (survival and reproduction of organisms with
favorable variations) lead to adaptations (characteristics that improve the chances for survival),
evolution (change in a species over time), extinction (the elimination of an entire species), or the
emergence (development) of a new species.
Student Speak:
I can tell in words or numbers (describe) how
- crossover, independent assortment and random fertilization (genetic recombination), and/or
- change in the DNA sequence that alters a trait (mutations), and/or
- survival and reproduction of organisms with favorable variations (natural selection)
all may lead to
- characteristics that improve the chances for survival (adaptations),
- changes in a species over time (evolution),
- elimination of an entire species (extinction),
- and development of a news species (emergence).
9-12.L.3.1. Students are able to identify factors that cause changes in stability
of populations, communities, and ecosystems.
Web Level: 2
Bloom: Comprehension
Verbs Defined:
Identify – select from
Key Terms Defined:
Factors – weather, climate, resources and human activity
Populations – groups of organisms of the same species in the same area
Communities – populations living and interacting in the same area
Ecosystems – the organization and interaction of communities with their physical environment
Teacher Speak:
Students are able to identify (select from) factors (weather, climate, resources and human
activity) that cause changes in stability of populations (groups of organisms of the same species
in the same area), communities (populations living and interacting in the same area), and
ecosystems (the organization and interaction of communities with their physical environment).
68
Student Speak:
I can select from (identify) weather, climate, resources and human activity (factors) that cause
changes in stability of
- groups of organisms of the same species in the same area (populations),
- populations living and interacting in the same area (communities), and
- the organization and interaction of communities with their physical environment (ecosystems).
69
PHYSICAL SCIENCES:
AP Chemistry
AP Physics
Chemistry
Introduction to Organic Chemistry
Physical Science 1
Physical Science 2
Physics
70
COURSE: AP CHEMISTRY
UNIT: Chemical Foundations
Standards:
9-12.N.2.1A. Students are able to manipulate multiple variables with repeated trials.
Bloom: Synthesis
9-12.N.2.3A. Students are able to demonstrate correct precision in measurements and
calculations.
Bloom: Analysis
9-12.N.1.0A. Students are able to describe structures and properties of, and changes in,
matter.
Bloom: Analysis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure
of elements, valence number, family relationships, and regions (metals, nonmetals, and
metalloids).
Bloom: Comprehension
9-12.S1.1 Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
Content:
1.
2.
3.
4.
Laboratory Safety and Skills
Mathematics of Chemistry
Classification of Matter
History of Chemistry
71
UNIT: Atomic Structure
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure
of elements, valence number, family relationships, and regions (metals, nonmetals, and
metalloids).
Bloom: Comprehension
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.N.1.0A. Students are able to describe structures and properties of, and changes in,
matter.
Bloom: Analysis
9-12.P.1.1A. Students are able to distinguish between the changing models of the atom
using the historical experimental evidence.
Bloom: Analysis
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
Content:
1.
2.
3.
4.
5.
6.
Modern Atomic Theory
Fundamental Chemical Laws
Electromagnetic Radiation
Electron Configuration
Periodic Relationships
Nuclear Chemistry
72
UNIT: Chemical Reactions
Standards:
9-12.N.2.3A. Students are able to demonstrate correct precision in measurements and
calculations.
Bloom: Analysis
9-12.P.1.4. Students are able to balance chemical equations by applying the Law of
Conservation of Matter.
Bloom: Application
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.3A. Students are able to identify five basic types of chemical reactions and
predict the products.
Bloom: Synthesis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
Content:
1.
2.
3.
4.
Nomenclature
Chemical equations
Types of Chemical Reactions
Stoichiometric Calculations
73
UNIT: Behavior of Gases
Standards:
9-12.N.2.1A. Students are able to manipulate multiple variables with repeated trials.
Bloom: Synthesis
9-12.N.2.3A. Students are able to demonstrate correct precision in measurements and
calculations.
Bloom: Analysis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
9-12.P.1.7A. Students are able to apply the kinetic molecular theory to solve quantitative
problems involving pressure, volume, temperature, and number of moles of gas.
Bloom: Application
Content:
1. Kinetic Theory
2. Avagadro’s Hypothesis
3. Gas Laws
UNIT: Bonding
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.N.1.0A. Students are able to describe structures and properties of, and changes in,
matter.
Bloom: Analysis
9-12.P.1.8A. Students are able to use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of molecules.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Types of Chemical Bonds
Bond Polarity
Lewis Structures
VSEPR Model
74
UNIT: Liquids and Solids
Standards:
9-12.N.2.1A. Students are able to manipulate multiple variables with repeated trials.
Bloom: Synthesis
9-12.N.2.3A. Students are able to demonstrate correct precision in measurements and
calculations.
Bloom: Analysis
9-12.P.1.4A. Students are able to describe factors that affect solution interactions.
Bloom: Synthesis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
Content:
1.
2.
3.
4.
5.
6.
7.
8.
Intermolecular Forces
Molecular Solids
Compositions of Solutions
Vapor Pressure
Colligative Properties
Electrolytes
Colloids
Phase Diagrams
75
UNIT: Chemical Kinetics and Thermodynamics
Standards:
9-12.N.2.1A. Students are able to manipulate multiple variables with repeated trials.
Bloom: Synthesis
9-12.N.2.3A. Students are able to demonstrate correct precision in measurements and
calculations.
Bloom: Analysis
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.4A. Students are able to describe factors that affect solution interactions.
Bloom: Synthesis
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
Content:
1.
2.
3.
4.
5.
6.
Enthalpy and Entropy
Hess’s Law
Free Energy
Catalysis
Reaction Mechanisms
Reaction Rate Laws
76
UNIT: Chemical Equilibria
Standards:
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
9-12.P.1.9A. Students are able to describe the characteristics of equilibria.
Bloom: Analysis
Content:
1. Equilibrium Constants and Conditions
2. LeChatelier’s Principle
3. Solubility Equilibria
UNIT: Acids and Bases
Standards:
9-12.P.1.3A. Students are able to identify five basic types of chemical reactions and
predict the products.
Bloom: Synthesis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
Content:
1.
2.
3.
4.
Acid-Base Theories
Strength of Acids and Bases
Neutralization
Buffers
77
UNIT: Electrochemistry
Standards:
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
Content:
1.
2.
3.
4.
Galvanic Cells
Standard Reduction Potentials
Cell Potential
Electrical Work and Free Energy
78
COURSE: AP PHYSICS
UNIT: Kinematics
Standards:
9-12.P.2.3. ~ relate concepts of force, distance, and time to the quantitative relationships
of work, energy, and power.
Bloom: Applicaton
9-12.P.2.1A. ~ solve vector problems graphically and analytically.
Bloom: Synthesis
Content:
1. Vector Algebra
2. Components of Vectors, Coordinate Systems. Displacement, Velocity and
Acceleration
3. Motion in One Dimension
4. Motion in Two Dimensions, Including Projectile Motion
UNIT: Newton's Laws of Motion
Standards:
9-12.P.2.2. ~ predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.1A. ~ solve vector problems graphically and analytically.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Static equilibrium (first law)
Dynamics of a single particle (second law)
Systems of two or more bodies (third law)
Friction
79
UNIT: Work, Power, Energy
Standards:
9-12.P.2.3. ~ relate concepts of force, distance, and time to the quantitative relationships
of work, energy, and power.
Bloom: Application
Content:
1.
2.
3.
4.
Work and Work-energy Theorem
Conservative Forces and Potential Energy
Conservation of Energy
Power
UNIT: Systems of Particles and Momentum
Standards:
9-12.P.2.1A. ~ solve vector problems graphically and analytically.
Bloom: Synthesis
Content:
1. Impulse-Momentum Theorem
2. Conservation of Linear Momentum
3. Elastic and Inelastic Collisions
80
UNIT: Circular Motion and Rotation
Standards:
9-12.E.2.1. ~ recognize how Newtonian mechanics can be applied to the study of the
motions of the solar system.
Bloom: Comprehension
9-12.P.2.2. ~ predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.2A. ~ relate gravitational or centripetal force to projectile or uniform circular
motion.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
Uniform Circular Motion
Torque and Rotational Statics
Newton's Law of Gravity
Kepler's Laws of Planetary Orbit
Orbits of Satellites
UNIT: Oscillations and Gravitation
Standards:
9-12.P.2.2. ~ Students are able to predict motion of an object using Newton’s Law
Bloom: Application
Content:
1. Simple Harmonic Motion
2. Mass on a Spring
3. Pendulums
81
UNIT: Fluid Mechanics
Standards:
9-12.P.2.1A. ~ solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.3.1. ~ describe the relationships among potential energy, kinetic energy, and work
as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.S.1.2. ~ evaluate and describe the impact of scientific discoveries on historical
events and social, economic, and ethical issues.
Bloom: Evaluation
Content:
1.
2.
3.
4.
Hydrostatic Mechanics
Buoyancy
Fluid Flow Continuity
Bernoulli's Principle
UNIT: Temperature and Heat
Standards:
9-12.P.2.3. ~ relate concepts of force, distance, and time to the quantitative relationships
of work, energy, and power.
Bloom: Application
9-12.P.3.1. ~ describe the relationships among potential energy, kinetic energy, and work
as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Mechanical Equivalent of Heat
2. Specific and Latent Heats
3. Heat Transfer and Thermal Expansion
82
UNIT: Kinetic Theory and Thermodynamics
Standards:
9-12.P.1.7A. ~ apply the kinetic molecular theory to solve quantitative problems
involving pressure, volume, temperature, and number of moles of gas.
Bloom: Application
9-12.P.2.3. ~ relate concepts of force, distance, and time to the quantitative relationships
of work, energy, and power.
Bloom: Application
9-12.P.3.1. ~ describe the relationships among potential energy, kinetic energy, and work
as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Ideal Gases, Ideal Gas Laws and Kinetic-molecular Theory
2. Laws of Thermodynamics Including Processes on a PV Diagram and Heat Engines
3. Laws of Thermodynamics Including Processes on a PV Diagram and Heat Engines
UNIT: Electricity and Magnetism
Standards:
9-12.P.2.1A. ~ solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.3.3. ~ describe electrical effects in terms of motion and concentrations of charged
particles.
Bloom: Application
9-12.P.3.2A. ~ describe the relationship between charged particles, static electricity, and
electric fields.
Bloom: Application
Content:
1.
2.
3.
4.
5.
Electrostatics
Coulomb's Law, Field and Potential of Point Charges
Fields and Potentials of Other Charge Distributions (a) planar
Conductors and Capacitors
Electric Circuits
a) Current, resistance, power
b) Steady-state direct current circuits with batteries and resistors only
c) Capacitors in circuits- steady state
83
UNIT: Magnetism
Standards:
9-12.P.2.2. ~ predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. ~ relate concepts of force, distance, and time to the quantitative relationships
of work, energy, and power.
Bloom: Application
9-12.P.2.1A. ~ solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.3.1. ~ describe the relationships among potential energy, kinetic energy, and work
as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Magnetostatics:
a) Forces on moving charges in magnetic fields
b) Forces on current-carrying wires in magnetic fields
c) Fields of long current carrying wires
2. Electromagnetic Induction, Including Faraday's Law and Lenz's Law
UNIT: Waves and Optics
Standards:
9-12.P.3.2. ~ describe how characteristics of waves are related to one another.
Bloom: Comprehension
9-12.P.3.1A. ~ explain wave behavior in the fundamental processes of reflection,
refraction, diffraction, interference, resonance, and image formation.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Properties of Traveling Waves
Properties of Standing Waves
Doppler Effect
Superposition of Waves
Physical Optics- Interference and diffraction; dispersion of light; electromagnetic
spectrum
Geometric Optics: Reflection, refraction, mirrors and lenses
84
UNIT: Atomic and Nuclear Physics
Standards:
9-12.P.1.5. ~ distinguish among chemical, physical, and nuclear changes.
Bloom: Comprehension
9-12.P.3.1. ~ describe the relationships among potential energy, kinetic energy, and work
as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Atomic physics and quantum effects, including photons and the photoelectric effect;
atomic energy levels; and particle-wave duality
2. Nuclear physics - Nuclear reactions ( including conservation of mass number and
charge, and mass-energy equivalence)
85
Copyright © 2005 College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program,
AP, and the acorn logo are registered trademarks of the College Entrance Examination Board.
Learning Objectives for AP® Physics
These course objectives are intended to elaborate on the content outline for Physics B and Physics C
found in the AP® Physics Course Description. In addition to the five major content areas of physics,
objectives are included now for laboratory skills, which have become an important part of the AP Physics
Exams.
The objectives listed below are generally representative of the cumulative content of recently
administered exams, although no single exam can cover them all. The checkmarks indicate the objectives
that may be covered in either the Physics B or Physics C Exams.
It is reasonable to expect that future exams will continue to sample primarily from among these
objectives. However, there may be an occasional question that is within the scope of the included topics
but is not specifically covered by one of the listed objectives. Questions may also be based on variations
or combinations of these objectives, rephrasing them but still assessing the essential concepts.
The objectives listed below are continually revised to keep them as current as possible with the content
outline in the AP Physics Course Description and the coverage of the exams. However, the Course
Description is always the most up-to-date, authoritative source for AP Physics course content.
The Development Committee for the AP Physics Exams welcomes comments and/or suggestions for
additions or deletions to the course content from both high school and college physics teachers.
AP Course
Objectives for the AP® Physics Courses
B
I. NEWTONIAN MECHANICS
A. Kinematics (including vectors, vector algebra, components of vectors, coordinate systems,
displacement, velocity, and acceleration)
1. Motion in one dimension
a) Students should understand the general relationships among position, velocity, and acceleration for the
motion of a particle along a straight line, so that:
(1) Given a graph of one of the kinematic quantities, position, velocity, or acceleration, as a
function of time, they can recognize in what time intervals the other two are positive, negative, or
zero, and can identify or sketch a graph of each as a function of time.
b) Students should understand the special case of motion with constant acceleration, so they can:
(1) Write down expressions for velocity and position as functions of time, and identify or sketch
graphs of these quantities.
(2) Use the equations , v=v0 + at, x= x0 + v0t + 1/2at2 , and v2 = v02 + 2a(x-x0)
to solve problems involving one-dimensional motion with constant acceleration.
2. Motion in two dimensions, including projectile motion
a) Students should be able to add, subtract, and resolve displacement and velocity vectors, so they can:
(1) Determine components of a vector along two specified, mutually perpendicular axes.
(2) Determine the net displacement of a particle or the location of a particle relative to another.
(3) Determine the change in velocity of a particle or the velocity of one particle relative to
another.
c) Students should understand the motion of projectiles in a uniform gravitational field, so they can:
(1) Write down expressions for the horizontal and vertical components of velocity and position as
functions of time, and sketch or identify graphs of these components.
(2) Use these expressions in analyzing the motion of a projectile that is projected with an arbitrary
initial velocity.
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B. Newton’s laws of motion
1. Static equilibrium (first law)
Students should be able to analyze situations in which a particle remains at rest, or moves with constant
velocity, under the influence of several forces.
2. Dynamics of a single particle (second law)
a) Students should understand the relation between the force that acts on an object and the resulting
change in the object’s velocity, so they can:
(1) Calculate, for an object moving in one dimension, the velocity change that results when a
constant force F acts over a specified time interval.
(2) Determine, for an object moving in a plane whose velocity vector undergoes a specified
change over a specified time interval, the average force that acted on the object.
b) Students should understand how Newton’s Second Law, , applies to an object subject to forces such as
gravity, the pull of strings, or contact forces, so they can: ∑F = Fnet = ma
(1) Draw a well-labeled, free-body diagram showing all real forces that act on the object.
(2) Write down the vector equation that results from applying Newton’s Second Law to the
object, and take components of this equation along appropriate axes.
c) Students should be able to analyze situations in which an object moves with specified acceleration
under the influence of one or more forces so they can determine the magnitude and direction of the net
force, or of one of the forces that makes up the net force, such as motion up or down with constant
acceleration.
d) Students should understand the significance of the coefficient of friction, so they can:
(1) Write down the relationship between the normal and frictional forces on a surface.
(2) Analyze situations in which an object moves along a rough inclined plane or horizontal
surface.
(3) Analyze under what circumstances an object will start to slip, or to calculate the magnitude of
the force of static friction.
e) Students should understand the effect of drag forces on the motion of an object, so they can:
(1) Find the terminal velocity of an object moving vertically under the influence of a retarding
force dependent on velocity.
Systems of two or more objects (third law)
a) Students should understand Newton’s Third Law so that, for a given system, they can identify the force
pairs and the objects on which they act, and state the magnitude and direction of each force.
b) Students should be able to apply Newton’s Third Law in analyzing the force of contact between two
objects that accelerate together along a horizontal or vertical line, or between two surfaces that slide
across one another.
c) Students should know that the tension is constant in a light string that passes over a massless pulley and
should be able to use this fact in analyzing the motion of a system of two objects joined by a string.
d) Students should be able to solve problems in which application of Newton’s laws leads to two or three
simultaneous linear equations involving unknown forces or accelerations.
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C. Work, energy, power
1. Work and the work-energy theorem
a) Students should understand the definition of work, including when it is positive, negative, or zero, so
they can:
(1) Calculate the work done by a specified constant force on an object that undergoes a specified
displacement.
(2) Relate the work done by a force to the area under a graph of force as a function of position,
and calculate this work in the case where the force is a linear function of position.
(3) Use the scalar product operation to calculate the work performed by a specified constant force
F on an object that undergoes a displacement in a plane.
b) Students should understand and be able to apply the work-energy theorem, so they can:
(1) Calculate the change in kinetic energy or speed that results from performing a specified
amount of work on an object.
(2) Calculate the work performed by the net force, or by each of the forces that make up the net
force, on an object that undergoes a specified change in speed or kinetic energy.
(3) Apply the theorem to determine the change in an object’s kinetic energy and speed that results
from the application of specified forces, or to determine the force that is required in order to bring
an object to rest in a specified distance.
2. Forces and potential energy
(a) Students should understand the concept of potential energy, so they can:
(1) Write an expression for the force exerted by an ideal spring and for the potential energy of a
stretched or compressed spring.
(2) Calculate the potential energy of one or more objects in a uniform gravitational field.
3. Conservation of energy
a) Students should understand the concepts of mechanical energy and of total energy, so they can:
(1) Describe and identify situations in which mechanical energy is converted to other forms of
energy.
(2) Analyze situations in which an object’s mechanical energy is changed by friction or by a
specified externally applied force.
b) Students should understand conservation of energy, so they can:
(1) Identify situations in which mechanical energy is or is not conserved.
(2) Apply conservation of energy in analyzing the motion of systems of connected objects, such
as an Atwood’s machine.
(3) Apply conservation of energy in analyzing the motion of objects that move under the
influence of springs.
4. Power
Students should understand the definition of power, so they can:
a) Calculate the power required to maintain the motion of an object with constant acceleration (e.g., to
move an object along a level surface, to raise an object at a constant rate, or to overcome friction for an
object that is moving at a constant speed).
b) Calculate the work performed by a force that supplies constant power, or the average power supplied
by a force that performs a specified amount of work.
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D. Systems of particles, linear momentum
1. Impulse and momentum
Students should understand impulse and linear momentum, so they can:
a) Relate mass, velocity, and linear momentum for a moving object, and calculate the total linear
momentum of a system of objects.
b) Relate impulse to the change in linear momentum and the average force acting on an object.
c) Calculate the area under a force versus time graph and relate it to the change in momentum of an
object.
d) Calculate the change in momentum of an object given a function ()Ft for the net force acting on the
object.
3. Conservation of linear momentum, collisions
a) Students should understand linear momentum conservation, so they can:
(1) Identify situations in which linear momentum, or a component of the linear momentum
vector, is conserved.
(2) Apply linear momentum conservation to one-dimensional elastic and inelastic collisions and
two-dimensional completely inelastic collisions.
(3) Analyze situations in which two or more objects are pushed apart by a spring or other agency,
and calculate how much energy is released in such a process.
E. Circular motion and rotation
1. Uniform circular motion
Students should understand the uniform circular motion of a particle, so they can:
a) Relate the radius of the circle and the speed or rate of revolution of the particle to the magnitude of the
centripetal acceleration.
b) Describe the direction of the particle’s velocity and acceleration at any instant during the motion.
c) Determine the components of the velocity and acceleration vectors at any instant, and sketch or identify
graphs of these quantities.
d) Analyze situations in which an object moves with specified acceleration under the influence of one or
more forces so they can determine the magnitude and direction of the net force, or of one of the forces
that makes up the net force, in situations such as the following:
(1) Motion in a horizontal circle (e.g., mass on a rotating merry-go-round, or car rounding a
banked curve).
(2) Motion in a vertical circle (e.g., mass swinging on the end of a string, cart rolling down a
curved track, rider on a Ferris wheel).
2. Torque and rotational statics
a) Students should understand the concept of torque, so they can:
(1) Calculate the magnitude and direction of the torque associated with a given force.
(2) Calculate the torque on a rigid object due to gravity.
b) Students should be able to analyze problems in statics, so they can:
(1) State the conditions for translational and rotational equilibrium of a rigid object.
(2) Apply these conditions in analyzing the equilibrium of a rigid object under the combined
influence of a number of coplanar forces applied at different locations.
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F. Oscillations and Gravitation
1. Simple harmonic motion (dynamics and energy relationships)
Students should understand simple harmonic motion, so they can:
a) Sketch or identify a graph of displacement as a function of time, and determine from such a graph the
amplitude, period, and frequency of the motion.
b) Write down an appropriate expression for displacement of the form A sinωt or A cos ωt to describe the
motion.
c) State the relations between acceleration, velocity, and displacement, and identify points in the motion
where these quantities are zero or achieve their greatest positive and negative values.
d) State and apply the relation between frequency and period.
e) State how the total energy of an oscillating system depends on the amplitude of the motion, sketch or
identify a graph of kinetic or potential energy as a function of time, and identify points in the motion
where this energy is all potential or all kinetic.
f) Calculate the kinetic and potential energies of an oscillating system as functions of time, sketch or
identify graphs of these functions, and prove that the sum of kinetic and potential energy is constant.
2. Mass on a spring
Students should be able to apply their knowledge of simple harmonic motion to the case of a mass on a
spring, so they can:
a) Apply the expression for the period of oscillation of a mass on a spring.
b) Analyze problems in which a mass hangs from a spring and oscillates vertically.
c) Analyze problems in which a mass attached to a spring oscillates horizontally.
3. Pendulum and other oscillations
Students should be able to apply their knowledge of simple harmonic motion to the case of a pendulum,
so they can:
a) Apply the expression for the period of a simple pendulum.
b) State what approximation must be made in deriving the period.
4. Newton’s law of gravity
Students should know Newton’s Law of Universal Gravitation, so they can:
a) Determine the force that one spherically symmetrical mass exerts on another.
b) Determine the strength of the gravitational field at a specified point outside a spherically symmetrical
mass.
5. Orbits of planets and satellites
Students should understand the motion of an object in orbit under the influence of gravitational forces, so
they can:
a) For a circular orbit:
(1) Recognize that the motion does not depend on the object’s mass; describe qualitatively how
the velocity, period of revolution, and centripetal acceleration depend upon the radius of the orbit;
and derive expressions for the velocity and period of revolution in such an orbit.
(2) Derive Kepler’s Third Law for the case of circular orbits.
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II. FLUID MECHANICS AND THERMAL PHYSICS
A. Fluid Mechanics
1. Hydrostatic pressure
Students should understand the concept of pressure as it applies to fluids, so they can:
a) Apply the relationship between pressure, force, and area.
b) Apply the principle that a fluid exerts pressure in all directions.
c) Apply the principle that a fluid at rest exerts pressure perpendicular to any surface that it contacts.
d) Determine locations of equal pressure in a fluid.
e) Determine the values of absolute and gauge pressure for a particular situation.
f) Apply the relationship between pressure and depth in a liquid, . PgrDD= h
2. Buoyancy
Students should understand the concept of buoyancy, so they can:
a) Determine the forces on an object immersed partly or completely in a liquid.
b) Apply Archimedes’ principle to determine buoyant forces and densities of solids and liquids.
3. Fluid flow continuity
Students should understand the equation of continuity so that they can apply it to fluids in motion.
4. Bernoulli’s equation
Students should understand Bernoulli’s equation so that they can apply it to fluids in motion.
B. Temperature and heat
1. Mechanical equivalent of heat
Students should understand the “mechanical equivalent of heat” so they can determine how much heat
can be produced by the performance of a specified quantity of mechanical work.
2. Heat transfer and thermal expansion
Students should understand heat transfer and thermal expansion, so they can:
a) Calculate how the flow of heat through a slab of material is affected by changes in the thickness or area
of the slab, or the temperature difference between the two faces of the slab.
b) Analyze what happens to the size and shape of an object when it is heated.
c) Analyze qualitatively the effects of conduction, radiation, and convection in thermal processes.
C. Kinetic theory and thermodynamics
1. Ideal gases
a) Students should understand the kinetic theory model of an ideal gas, so they can:
(1) State the assumptions of the model.
(2) State the connection between temperature and mean translational kinetic energy, and apply it
to determine the mean speed of gas molecules as a function of their mass and the temperature of
the gas.
(3) State the relationship among Avogadro’s number, Boltzmann’s constant, and the gas constant
R, and express the energy of a mole of a monatomic ideal gas as a function of its temperature.
(4) Explain qualitatively how the model explains the pressure of a gas in terms of collisions with
the container walls, and explain how the model predicts that, for fixed volume, pressure must be
proportional to temperature.
91
b) Students should know how to apply the ideal gas law and thermodynamic principles, so they can:
(1) Relate the pressure and volume of a gas during an isothermal expansion or compression.
(2) Relate the pressure and temperature of a gas during constant-volume heating or cooling, or the
volume and temperature during constant-pressure heating or cooling.
(3) Calculate the work performed on or by a gas during an expansion or compression at constant
pressure.
(4) Understand the process of adiabatic expansion or compression of a gas.
(5) Identify or sketch on a PV diagram the curves that represent each of the above processes.
2. Laws of thermodynamics
a) Students should know how to apply the first law of thermodynamics, so they can:
(1) Relate the heat absorbed by a gas, the work performed by the gas, and the internal energy
change of the gas for any of the processes above.
(2) Relate the work performed by a gas in a cyclic process to the area enclosed by a curve on a
PV diagram.
b) Students should understand the second law of thermodynamics, the concept of entropy, and heat
engines and the Carnot cycle, so they can:
(1) Determine whether entropy will increase, decrease, or remain the same during a particular
situation.
(2) Compute the maximum possible efficiency of a heat engine operating between two given
temperatures.
(3) Compute the actual efficiency of a heat engine.
(4) Relate the heats exchanged at each thermal reservoir in a Carnot cycle to the temperatures of
the reservoirs.
III. ELECTRICITY AND MAGNETISM
A. Electrostatics
1. Charge and Coulomb’s Law
a) Students should understand the concept of electric charge, so they can:
(1) Describe the types of charge and the attraction and repulsion of charges.
(2) Describe polarization and induced charges.
b) Students should understand Coulomb’s Law and the principle of superposition, so they can:
(1) Calculate the magnitude and direction of the force on a positive or negative charge due to
other specified point charges.
(2) Analyze the motion of a particle of specified charge and mass under the influence of an
electrostatic force.
2. Electric field and electric potential (including point charges)
a) Students should understand the concept of electric field, so they can:
(1) Define it in terms of the force on a test charge.
(2) Describe and calculate the electric field of a single point charge.
(3) Calculate the magnitude and direction of the electric field produced by two or more point
charges.
(4) Calculate the magnitude and direction of the force on a positive or negative charge placed in a
specified field.
(5) Interpret an electric field diagram.
(6) Analyze the motion of a particle of specified charge and mass in a uniform electric field.
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b) Students should understand the concept of electric potential, so they can:
(1) Determine the electric potential in the vicinity of one or more point charges.
(2) Calculate the electrical work done on a charge or use conservation of energy to determine the
speed of a charge that moves through a specified potential difference.
(3) Determine the direction and approximate magnitude of the electric field at various positions
given a sketch of equipotentials.
(4) Calculate the potential difference between two points in a uniform electric field, and state
which point is at the higher potential.
(5) Calculate how much work is required to move a test charge from one location to another in
the field of fixed point charges.
(6) Calculate the electrostatic potential energy of a system of two or more point charges, and
calculate how much work is required to establish the charge system.
B. Conductors, capacitors, dielectrics
1. Electrostatics with conductors
a) Students should understand the nature of electric fields in and around conductors, so they can:
(1) Explain the mechanics responsible for the absence of electric field inside a conductor, and
know that all excess charge must reside on the surface of the conductor.
(2) Explain why a conductor must be an equipotential, and apply this principle in analyzing what
happens when conductors are connected by wires.
b) Students should be able to describe and sketch a graph of the electric field and potential inside and
outside a charged conducting sphere.
c) Students should understand induced charge and electrostatic shielding, so they can:
(1) Describe the process of charging by induction.
(2) Explain why a neutral conductor is attracted to a charged object.
2. Capacitors
a) Students should understand the definition and function of capacitance, so they can:
(1) Relate stored charge and voltage for a capacitor.
(2) Relate voltage, charge, and stored energy for a capacitor.
(3) Recognize situations in which energy stored in a capacitor is converted to other forms.
b) Students should understand the physics of the parallel-plate capacitor, so they can:
(1) Describe the electric field inside the capacitor, and relate the strength of this field to the
potential difference between the plates and the plate separation.
(2) Determine how changes in dimension will affect the value of the capacitance.
C. Electric circuits
1. Current, resistance, power
a) Students should understand the definition of electric current, so they can relate the magnitude and
direction of the current to the rate of flow of positive and negative charge.
b) Students should understand conductivity, resistivity, and resistance, so they can:
(1) Relate current and voltage for a resistor.
(2) Describe how the resistance of a resistor depends upon its length and cross-sectional area, and
apply this result in comparing current flow in resistors of different material or different geometry.
(3) Apply the relationships for the rate of heat production in a resistor.
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2. Steady-state direct current circuits with batteries and resistors only
a) Students should understand the behavior of series and parallel combinations of resistors, so they can:
(1) Identify on a circuit diagram whether resistors are in series or in parallel.
(2) Determine the ratio of the voltages across resistors connected in series or the ratio of the
currents through resistors connected in parallel.
(3) Calculate the equivalent resistance of a network of resistors that can be broken down into
series and parallel combinations.
(4) Calculate the voltage, current, and power dissipation for any resistor in such a network of
resistors connected to a single power supply.
(5) Design a simple series-parallel circuit that produces a given current through and potential
difference across one specified component, and draw a diagram for the circuit using conventional
symbols.
b) Students should understand the properties of ideal and real batteries, so they can:
(1) Calculate the terminal voltage of a battery of specified emf and internal resistance from which
a known current is flowing.
c) Students should be able to apply Ohm’s law and Kirchhoff’s rules to direct-current circuits, in order to:
(1) Determine a single unknown current, voltage, or resistance.
d) Students should understand the properties of voltmeters and ammeters, so they can:
(1) State whether the resistance of each is high or low.
(2) Identify or show correct methods of connecting meters into circuits in order to measure
voltage or current.
3. Capacitors in circuits
a) Students should understand the steady-state behavior of capacitors connected in series or in parallel, so
they can: 0t=
(1) Calculate the equivalent capacitance of a series or parallel combination.
(2) Describe how stored charge is divided between capacitors connected in parallel.
(3) Determine the ratio of voltages for capacitors connected in series.
(4) Calculate the voltage or stored charge, under steady-state conditions, for a capacitor
connected to a circuit consisting of a battery and resistors.
D. Magnetic Fields
1. Forces on moving charges in magnetic fields
Students should understand the force experienced by a charged particle in a magnetic field, so they can:
a) Calculate the magnitude and direction of the force in terms of q, v, and, B, and explain why the
magnetic force can perform no work.
b) Deduce the direction of a magnetic field from information about the forces experienced by
charged particles moving through that field.
c) Describe the paths of charged particles moving in uniform magnetic fields.
d) Derive and apply the formula for the radius of the circular path of a charge that moves
perpendicular to a uniform magnetic field.
e) Describe under what conditions particles will move with constant velocity through crossed
electric and magnetic fields.
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2. Forces on current-carrying wires in magnetic fields
Students should understand the force exerted on a current-carrying wire in a magnetic field, so they can:
a) Calculate the magnitude and direction of the force on a straight segment of current-carrying wire in a
uniform magnetic field.
b) Indicate the direction of magnetic forces on a current-carrying loop of wire in a magnetic field, and
determine how the loop will tend to rotate as a consequence of these forces.
c) Calculate the magnitude and direction of the torque experienced by a rectangular loop of wire carrying
a current in a magnetic field.
3. Fields of long current-carrying wires
Students should understand the magnetic field produced by a long straight current-carrying wire, so they
can:
a) Calculate the magnitude and direction of the field at a point in the vicinity of such a wire.
b) Use superposition to determine the magnetic field produced by two long wires.
c) Calculate the force of attraction or repulsion between two current-carrying wires.
E. Electromagnetism
1. Electromagnetic induction (including Faraday’s law and Lenz’s law)
a) Students should understand the concept of magnetic flux, so they can:
Calculate the flux of a uniform magnetic field through a loop of arbitrary orientation.
b) Students should understand Faraday’s law and Lenz’s law, so they can:
(1) Recognize situations in which changing flux through a loop will cause an induced emf or
current in the loop.
(2) Calculate the magnitude and direction of the induced emf and current in a loop of wire or a
conducting bar under the following conditions:
(a) The magnitude of a related quantity such as magnetic field or area of the loop is
changing at a constant rate.
IV. WAVES AND OPTICS
A. Wave motion (including sound)
1. Traveling waves
Students should understand the description of traveling waves, so they can:
a) Sketch or identify graphs that represent traveling waves and determine the amplitude, wavelength, and
frequency of a wave from such a graph.
b) Apply the relation among wavelength, frequency, and velocity for a wave.
c) Understand qualitatively the Doppler effect for sound in order to explain why there is a frequency shift
in both the moving-source and moving-observer case.
d) Describe reflection of a wave from the fixed or free end of a string.
e) Describe qualitatively what factors determine the speed of waves on a string and the speed of sound.
2. Wave propagation
a) Students should understand the difference between transverse and longitudinal waves, and be able to
explain qualitatively why transverse waves can exhibit polarization.
b) Students should understand the inverse-square law, so they can calculate the intensity of waves at a
given distance from a source of specified power and compare the intensities at different distances from
the source.
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3. Standing waves
Students should understand the physics of standing waves, so they can:
a) Sketch possible standing wave modes for a stretched string that is fixed at both ends, and determine the
amplitude, wavelength, and frequency of such standing waves.
b) Describe possible standing sound waves in a pipe that has either open or closed ends, and determine
the wavelength and frequency of such standing waves.
4. Superposition
Students should understand the principle of superposition, so they can apply it to traveling waves moving
in opposite directions, and describe how a standing wave may be formed by superposition.
B. Physical optics
1. Interference and diffraction
Students should understand the interference and diffraction of waves, so they can:
a) Apply the principles of interference to coherent sources in order to:
(1) Describe the conditions under which the waves reaching an observation point from two or
more sources will all interfere constructively, or under which the waves from two sources will
interfere destructively.
(2) Determine locations of interference maxima or minima for two sources or determine the
frequencies or wavelengths that can lead to constructive or destructive interference at a certain
point.
(3) Relate the amplitude produced by two or more sources that interfere constructively to the
amplitude and intensity produced by a single source.
b) Apply the principles of interference and diffraction to waves that pass through a single or double slit or
through a diffraction grating, so they can:
(1) Sketch or identify the intensity pattern that results when monochromatic waves pass through a
single slit and fall on a distant screen, and describe how this pattern will change if the slit width
or the wavelength of the waves is changed.
(2) Calculate, for a single-slit pattern, the angles or the positions on a distant screen where the
intensity is zero.
(3) Sketch or identify the intensity pattern that results when monochromatic waves pass through a
double slit, and identify which features of the pattern result from single-slit diffraction and which
from two-slit interference.
(4) Calculate, for a two-slit interference pattern, the angles or the positions on a distant screen at
which intensity maxima or minima occur.
(5) Describe or identify the interference pattern formed by a diffraction grating, calculate the
location of intensity maxima, and explain qualitatively why a multiple-slit grating is better than a
two-slit grating for making accurate determinations of wavelength.
c) Apply the principles of interference to light reflected by thin films, so they can:
(1) State under what conditions a phase reversal occurs when light is reflected from the interface
between two media of different indices of refraction.
(2) Determine whether rays of monochromatic light reflected perpendicularly from two such
interfaces will interfere constructively or destructively, and thereby account for Newton’s rings
and similar phenomena, and explain how glass may be coated to minimize reflection of visible
light.
96
2. Dispersion of light and the electromagnetic spectrum
Students should understand dispersion and the electromagnetic spectrum, so they can:
a) Relate a variation of index of refraction with frequency to a variation in refraction.
b) Know the names associated with electromagnetic radiation and be able to arrange in order of increasing
wavelength the following: visible light of various colors, ultraviolet light, infrared light, radio waves, xrays, and gamma rays.
C. Geometric optics
1. Reflection and refraction
Students should understand the principles of reflection and refraction, so they can:
a) Determine how the speed and wavelength of light change when light passes from one medium into
another.
b) Show on a diagram the directions of reflected and refracted rays.
c) Use Snell’s Law to relate the directions of the incident ray and the refracted ray, and the indices of
refraction of the media.
d) Identify conditions under which total internal reflection will occur.
2. Mirrors
Students should understand image formation by plane or spherical mirrors, so they can:
a) Locate by ray tracing the image of an object formed by a plane mirror, and determine whether the
image is real or virtual, upright or inverted, enlarged or reduced in size.
b) Relate the focal point of a spherical mirror to its center of curvature.
c) Locate by ray tracing the image of a real object, given a diagram of a mirror with the focal point
shown, and determine whether the image is real or virtual, upright or inverted, enlarged or reduced in
size.
d) Use the mirror equation to relate the object distance, image distance, and focal length for a lens, and
determine the image size in terms of the object size.
3. Lenses
Students should understand image formation by converging or diverging lenses, so they can:
a) Determine whether the focal length of a lens is increased or decreased as a result of a change in the
curvature of its surfaces, or in the index of refraction of the material of which the lens is made, or the
medium in which it is immersed.
b) Determine by ray tracing the location of the image of a real object located inside or outside the focal
point of the lens, and state whether the resulting image is upright or inverted, real or virtual.
c) Use the thin lens equation to relate the object distance, image distance, and focal length for a lens, and
determine the image size in terms of the object size.
d) Analyze simple situations in which the image formed by one lens serves as the object for another lens.
97
V. ATOMIC AND NUCLEAR PHYSICS
A. Atomic physics and quantum effects
1. Photons, the photoelectric effect, Compton scattering, x-rays
a) Students should know the properties of photons, so they can:
(1) Relate the energy of a photon in joules or electron-volts to its wavelength or frequency.
(2) Relate the linear momentum of a photon to its energy or wavelength, and apply linear
momentum conservation to simple processes involving the emission, absorption, or reflection of
photons.
(3) Calculate the number of photons per second emitted by a monochromatic source of specific
wavelength and power.
b) Students should understand the photoelectric effect, so they can:
(1) Describe a typical photoelectric-effect experiment, and explain what experimental
observations provide evidence for the photon nature of light.
(2) Describe qualitatively how the number of photoelectrons and their maximum kinetic energy
depend on the wavelength and intensity of the light striking the surface, and account for this
dependence in terms of a photon model of light.
(3) Determine the maximum kinetic energy of photoelectrons ejected by photons of one energy or
wavelength, when given the maximum kinetic energy of photoelectrons for a different photon
energy or wavelength.
(4) Sketch or identify a graph of stopping potential versus frequency for a photoelectric-effect
experiment, determine from such a graph the threshold frequency and work function, and
calculate an approximate value of h/e.
c) Students should understand Compton scattering, so they can:
(1) Describe Compton’s experiment, and state what results were observed and by what sort of
analysis these results may be explained.
(2) Account qualitatively for the increase of photon wavelength that is observed, and explain the
significance of the Compton wavelength.
d) Students should understand the nature and production of x-rays, so they can calculate the shortest
wavelength of x-rays that may be produced by electrons accelerated through a specified voltage.
2. Atomic energy levels
Students should understand the concept of energy levels for atoms, so they can:
a) Calculate the energy or wavelength of the photon emitted or absorbed in a transition between specified
levels, or the energy or wavelength required to ionize an atom.
b) Explain qualitatively the origin of emission or absorption spectra of gases.
c) Calculate the wavelength or energy for a single-step transition between levels, given the wavelengths
or energies of photons emitted or absorbed in a two-step transition between the same levels.
d) Draw a diagram to depict the energy levels of an atom when given an expression for these levels, and
explain how this diagram accounts for the various lines in the atomic spectrum.
3. Wave-particle duality
Students should understand the concept of de Broglie wavelength, so they can:
a) Calculate the wavelength of a particle as a function of its momentum.
b) Describe the Davisson-Germer experiment, and explain how it provides evidence for the wave nature
of electrons.
98
B. Nuclear Physics
1. Nuclear reactions (including conservation of mass number and charge)
a) Students should understand the significance of the mass number and charge of nuclei, so they can:
(1) Interpret symbols for nuclei that indicate these quantities.
(2) Use conservation of mass number and charge to complete nuclear reactions.
(3) Determine the mass number and charge of a nucleus after it has undergone specified decay
processes.
b) Students should know the nature of the nuclear force, so they can compare its strength and range with
those of the electromagnetic force.
c) Students should understand nuclear fission, so they can describe a typical neutron-induced fission and
explain why a chain reaction is possible.
2. Mass-energy equivalence
Students should understand the relationship between mass and energy (mass-energy equivalence), so they
can:
a) Qualitatively relate the energy released in nuclear processes to the change in mass.
b) Apply the relationship E= mc2 in analyzing nuclear processes.
99
LABORATORY AND EXPERIMENTAL SITUATIONS
These objectives overlay the content objectives, and are assessed in the context of those objectives.
1. Design experiments
Students should understand the process of designing experiments, so they can:
a) Describe the purpose of an experiment or a problem to be investigated.
b) Identify equipment needed and describe how it is to be used.
c) Draw a diagram or provide a description of an experimental setup.
d) Describe procedures to be used, including controls and measurements to be taken.
2. Observe and measure real phenomena
Students should be able to make relevant observations, and be able to take measurements with a variety of
instruments (cannot be assessed via paper-and-pencil examinations).
3. Analyze data
Students should understand how to analyze data, so they can:
a) Display data in graphical or tabular form.
b) Fit lines and curves to data points in graphs.
c) Perform calculations with data.
d) Make extrapolations and interpolations from data.
4. Analyze errors
Students should understand measurement and experimental error, so they can:
a) Identify sources of error and how they propagate.
b) Estimate magnitude and direction of errors.
c) Determine significant digits.
d) Identify ways to reduce error.
5. Communicate results
Students should understand how to summarize and communicate results, so they can:
a) Draw inferences and conclusions from experimental data.
b) Suggest ways to improve experiment.
c) Propose questions for further study.
100
COURSE: CHEMISTRY
UNIT: Course Introduction
Standards:
All nature of science standards – See the standards at the end of this curriculum.
Content:
1.
2.
3.
4.
5.
Laboratory safety and skills
Scientific method
Scientific measurement
Mathematics of science
Matter and change
101
UNIT: Atomic Structure
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure
of elements, valence number, family relationships, and regions (metals, nonmetals, and
metalloids).
Bloom: Analysis
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.P.3.2. Students are able to describe how characteristics of waves are related to one
another.
Bloom: Comprehension
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries
on historical events and social, economic, and ethical issues.
Bloom: Evaluation
9-12.S.2.1. Students are able to describe immediate and long-term consequences of
potential solutions for technological issues.
Bloom: Evaluation
9-12.P.1.1A. Students are able to distinguish between the changing models of the atom
using the historical experimental evidence.
Bloom: Analysis
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Models of the atom
Structure of the atom
Electron configuration
Nuclear chemistry
102
UNIT: Chemical Periodicity and Bonding
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure
of elements, valence number, family relationships, and regions (metals, nonmetals, and
metalloids).
Bloom: Analysis
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.8A. Students are able to use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of molecules.
Bloom: Synthesis
9-12.P.3.2A. Students are able to describe the relationship between charged particles,
static electricity, and electric fields.
Bloom: Application
Content:
1. Classification of the elements
2. Periodic trends
3. Ionic and covalent bonding
103
UNIT: Chemical Changes
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.4. Students are able to balance chemical equations by applying the Law of
Conservation of Matter.
Bloom: Application
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.3A. Students are able to identify five basic types of chemical reactions and
predict the products.
Bloom: Synthesis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
9-12.P.3.2A. Students are able to describe the relationship between charged particles,
static electricity, and electric fields.
Bloom: Application
Content:
1.
2.
3.
4.
Chemical names and formulas
Types of chemical reactions
Chemical equations
Stoichiometric calculations
104
UNIT: Thermochemistry
Standards:
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
Content:
1. Enthalpy and entropy
2. Hess’ Law
3. Free energy
UNIT: Reaction Rates and Equilibrium
Standards:
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.9A. Students are able to describe the characteristics of equilibria.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
Reversible reactions
Equilibrium conditions
LeChatleier’s Principle
Catalysis
Reaction progress
105
UNIT: Solutions
Standards:
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.P.3.3. Students are able to describe electrical effects in terms of motion and
concentrations of charged particles.
Bloom: Application
9-12.P.1.4A. Students are able to describe factors that affect solution interactions.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Properties of solutions
Concentrations of solutions
Colligative properties
Electrolytes
Surface tension
UNIT: Behavior of Gases
Standards:
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
9-12.P.1.7A. Students are able to apply the kinetic molecular theory to solve quantitative
problems involving pressure, volume, temperature, and number of moles of gas.
Bloom: Application
Content:
1.
2.
3.
4.
Kinetic theory
Real vs. ideal gases
Avogadro’s hypothesis
Gas laws
106
UNIT: Acids and Bases
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.4. Students are able to balance chemical equations by applying the Law of
Conservation of Matter.
Bloom: Application
9-12.P.1.3A. Students are able to identify five basic types of chemical reactions and
predict the products.
Bloom: Synthesis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
Content:
1. Acid-base theories
2. Strength of acids and bases
3. Neutralization
107
COURSE: Introductory Organic Chemistry
UNIT: Structure and Bonding
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure
of elements, valence number, family relationships, and regions (metals, nonmetals, and
metalloids).
Bloom: Analysis
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.8A. Use models to make predictions about molecular structure, chemical bonds,
chemical reactivity, and polarity of molecules
Bloom: Synthesis
Content:
1. Atomic Structure
2. Electron Configuration
3. Hybridization
4. Chemical Bonding
5. Bond Polarity and Electronegativity
6. Functional Groups
108
UNIT: Saturated Hydrocarbons
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
9-12.P.1.8A. Use models to make predictions about molecular structure, chemical bonds,
chemical reactivity, and polarity of molecules.
Bloom: Synthesis
Content:
1. Nomenclature
2. Conformational Isomers
3. Axial and Equatorial Bonds
4. Newman and Haworth Projections
5. Physical and Chemical Properties
UNIT: Unsaturated Hydrocarbons
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.8A. Use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of
molecules
Bloom: Synthesis
Content:
1. Nomenclature
2. Physical and Chemical Properties
3. Cis-trans Isomers
4. Resonance
5. Reaction Mechanisms
109
UNIT: Stereochemistry
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.8A. Use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of
molecules
Bloom: Synthesis
Content:
1. Chirality
2. R and S Isomers
3. Enantiomers and Diastereomers
4. Meso Compounds
5. Optical Activity
6. Enzymes
UNIT: Aromatic Compounds
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.8A. Use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of
molecules
Bloom: Synthesis
Content:
1. Nomenclature
2. Physical and Chemical Properties
3. Synthesis of Organic Compounds
110
UNIT: Amines
Standards:
9-12.P.1.8A. Use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of
molecules
Bloom: Synthesis
Content:
1. Classification
2. Nomenclature
3. Physical and Chemical Properties
4. Synthesis of Amines
111
COURSE: PHYSICAL SCIENCE 1
UNIT: Metric System
Content:
1. Metric Measurements
2. Scientific Method
UNIT: Matter System
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic
structure of elements, valence number, family relationships, and regions (metals,
nonmetals, and metalloids).
Bloom: Analysis
9-12.P.1.4. Students are able to balance chemical equations by applying the Law
of Conservation of Matter.
Bloom: Application
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes
Bloom: Comprehension
Content:
1. Physical and Chemical Properties of Matter – Phases
2. Types of Matter – Pure Substances (Elements and Compounds), Mixture
(Homogeneous and Heterogeneous)
3. Physical and Chemical Changes – Phase Changes
4. Law of Conservation of Matter
112
UNIT: Atomic Structure
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic
structure of elements, valence number, family relationships, and regions (metals,
nonmetals, and metalloids).
Bloom: Analysis
9-12.P.1.1A. Students are able to distinguish between the changing models of the atom
using the historical experimental evidence
Bloom: Analysis
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.8A. Students are able to use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of molecules.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Development of the Atomic Model – Subatomic Particles
Modern Atomic Theory – Quantum Mechanical Model
Atomic Number, Atomic Mass – Periodic Table
Isotopes
113
UNIT: Periodic Table
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic
structure of elements, valence number, family relationships, and regions (metals,
nonmetals, and metalloids).
Bloom: Analysis
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.8A. Students are able to use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of molecules.
Bloom: Synthesis
Content:
1. Metals, Nonmetals, and Metalloids – Properties
2. Group/Families – Valence Electrons (Electron dot diagrams, Reactivity), Oxidation
Numbers
3. Periods/Series
114
UNIT: Chemical Formulas:
Standards:
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.2A. Students are able to predict electron configuration, ion formation,
reactivity, compound formation, periodic trends, and types of compounds formed based
on location on the Periodic Table.
Bloom: Synthesis
9-12.P.1.8A. Students are able to use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of molecules.
Bloom: Synthesis
Content:
1. Ion formation and Polyatomic ions
2. Ionic, Covalent, and Metallic Bonding
3. Writing and Naming Formulas for Ionic and Covalent Compounds
115
UNIT: Chemical Equations
Standards:
9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic
structure of elements, valence number, family relationships, and regions (metals,
nonmetals, and metalloids).
Bloom: Analysis
9-12.P.1.2. Students are able to describe ways that atoms combine.
Bloom: Comprehension
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.4. Students are able to balance chemical equations by applying the Law
of Conservation of Matter.
Bloom: Application
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.P.1.3A. Students are able to identify five basic types of chemical reactions and
predict the products.
Bloom: Synthesis
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
9-12.P.1.8A. Students are able to use models to make predictions about molecular
structure, chemical bonds, chemical reactivity, and polarity of molecules.
Bloom: Synthesis
9-12.P.1.9A. Students are able to describe the characteristics of equilibria.
Bloom: Analysis
Content:
1. Writing Chemical Equations – Balance, Product determination
2. Classification of Reactions – Single/Double replacement, Synthesis/Decomposition,
Combustion, Exothermic/Endthermic
3. Acids, Bases and Salts
116
UNIT: Acids, Bases and Salts
Standards:
9-12.P.1.3. Students are able to predict whether reactions will speed up or slow down as
conditions change.
Bloom: Application
9-12.P.1.4. Students are able to balance chemical equations by applying the Law
of Conservation of Matter.
Bloom: Application
9-12.P.1.5. Students are able to distinguish among chemical, physical, and nuclear
changes.
Bloom: Comprehension
9-12.P.1.3A. Students are able to identify five basic types of chemical reactions and
predict the products.
Bloom: Synthesis
9-12.P.1.4A. Students are able to describe factors that affect solution interactions.
Bloom: Synthesis
9-12.P.1.6A. Students are able to perform stoichiometric calculations.
Bloom: Application
9-12.P.1.9A. Students are able to describe the characteristics of equilibria.
Bloom: Analysis
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Analysis
9-12.E.1.3. Students are able to assess how human activity has changed the land,
ocean, and atmosphere of Earth
Bloom: Analysis
Content:
1. Properties of Acids and Bases – pH
2. Neutralization Reaction
117
COURSE: PHYSICAL SCIENCE 2
UNIT: Metric System
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
Content:
1. Metric Measurements
2. Scientific Method
UNIT: Motion
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to
projectile or uniform circular motion.
Bloom: Analysis
Content:
1.
2.
3.
4.
Frames of Reference
Speed and Velocity – speed and velocity comparisons, measure and calculate
Acceleration – Measure and calculate. acceleration of falling bodies
Momentum – Measure and calculate, Law of Conservation of Momentum
118
UNIT: Forces
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to
projectile or uniform circular motion.
Bloom: Analysis
Content:
1. Balanced and Unbalanced Forces – Relate balanced forces and motion (terminal
velocity), relate unbalanced forces and motion (freefall)
2. Friction – Factors affecting friction
3. Newton’s Laws of Motion
4. Circular Motion – Explain and demonstrate, direction change indicates acceleration,
centripetal and centrifugal acceleration and forces
5. Gravitational Forces – Factors affecting gravity
6. Projectile Motion – Explain and demonstrate
119
UNIT: Work and Power
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to
projectile or uniform circular motion.
Bloom: Analysis
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Factors Related to Work – Force and distance, Measure and calculate
2. Simple Machines – Types, Measure and calculate (mechanical advantage, Work
output/input, efficiency)
3. Factors Related to Power – Force, distance, and time. Relationship between watts and
horsepower, measure and calculate
120
UNIT: Energy
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.P.3.2. Students are able to describe how characteristics of waves are related to one
another.
Bloom: Comprehension
Content:
1. Explain Energy
2. Forms of Energy – Chemical, Mechanical, Thermal, Nuclear, Electromagnetic
(electromagnetic spectrum)
3. Kinetic and Potential Energy – Explain and demonstrate, kinetic and potential energy
comparison, measure and calculate
4. Energy Conversions - Explain and demonstrate, Law of Conservation of Energy
121
UNIT: Heat
Standards:
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Explain Heat – Relate to thermal energy, Measure and calculate (calorimetry)
2. Heat Transfer – Methods – (Conduction, Convection, Radiation), Specific Heat
3. Conductors and Insulators – Explain and demonstrate
UNIT: Waves
Standards:
9-12.P.3.2. Students are able to describe how characteristics of waves are related to one
another.
Bloom: Comprehension
9-12.P.3.1A. Students are able to explain wave behavior in the fundamental
processes of reflection, refraction, diffraction, interference, resonance, and image
formation.
Bloom: Synthesis
Content:
1. Explain and Demonstrate Waves – Mechanical waves – (Transverse, Longitudinal,
Sound), Electromagnetic waves
2. Wave interactions – Explain and demonstrate – (Constructive, Destructive)
3. Factors Affecting Waves – Frequency, Length, Speed, Amplitude, Doppler Effect
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UNIT: Light
Standards:
9-12.P.3.2. Students are able to describe how characteristics of waves are related to one
another.
Bloom: Comprehension
9-12.P.3.1A. Students are able to explain wave behavior in the fundamental
processes of reflection, refraction, diffraction, interference, resonance, and image
formation.
Bloom: Synthesis
Content:
1. Characteristics of Light – Explain and demonstrate, transverse wave behavior
2. Electromagnetic Spectrum – Relationship between energy and frequency, visible light
(Color), Other forms of light energy, Sensor perceptions of light energy
3. Wave Behavior of Light – Reflection, Refraction, Diffraction, Polarization
123
UNIT: Electricity and Magnetism
Standards:
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.P.3.3. Students are able to describe electrical effects in terms of motion and
concentrations of charged particles.
Bloom: Application
9-12.P.3.2A. Students are able to describe the relationship between charged
particles, static electricity, and electric fields.
Bloom: Application
9-12.P.3.3A. Students are able to describe the relationship between changing
magnetic and electric fields.
Bloom: Analysis
Content:
1. Conductors and Insulators
2. Static Electricity
3. Current Electricity – Ohms Law (Measure and calculate), Series and Parallel Circuits
(Construct and test), Current generation (Use of fossil fuels, hydroelectricity, and
alternative energy sources)
4. Electrical Power and Energy – Explain and relate real world applications, calculate
power (relate to work per time in work and power unit)
5. Magnetism – Magnetism – Magnetic fields, Earth as a magnet
6. Electromagnetism – Creating magnets with electricity, creating electricity with
magnets, electromagnetic motors
124
COURSE: PHYSICS
UNIT: Lab Requirements
Standards:
All nature of science standards.
Content:
1. A variety of experiments will be performed throughout the year in physics, including
open-ended projects that require students to design, build and show performance with
a final product.
2. Acceleration
3. Changes of state
4. Circular motion
5. Conservation of energy
6. Conservation of momentum
7. Diffraction and wave interference
8. Energy and work
9. Forces
10. Force and motion
11. Graphical analysis of motion
12. Heat capacity
13. Light properties and behavior
14. Metric system units and conversions
15. Projectile motion
16. Universal gravitation
17. Velocity and speed
18. Wave properties and behavior – reflection, refraction
19. Vector systems
20. Thermodynamics
125
UNIT: Mathematics Skill Review
Standards:
All nature of Science.
Content:
1. Metric system units and conversions
2. Scientific notation and calculations
3. Significant figures in measurements and calculations
UNIT: Motion
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to projectile or
uniform circular motion.
Bloom: Analysis
Content:
1.
2.
3.
4.
5.
6.
7.
Reference systems and defining positions
Velocity and speed
Acceleration
Vector analysis
Graphical analysis of motion
Projectile motion
Circular motion
126
UNIT: Forces
Standards:
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.2.2A. Students are able to relate gravitational or centripetal force to projectile or
uniform circular motion.
Bloom: Analysis
Content:
1.
2.
3.
4.
Force and motion
Newton’s laws
Universal gravitation
Conservation of momentum
UNIT: Energy
Standards:
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
Content:
1. Energy and work
2. Conservation of energy
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UNIT: Internal Energy
Standards:
9-12.P.3.1 Students are able to describe the relationships among potential energy, kinetic
energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global
climate.
Bloom: Application
9-12.P.1.5A. Students are able to examine energy transfer as matter changes.
Bloom: Application
Content:
1.
2.
3.
4.
5.
6.
7.
8.
Theories of heat
Thermal energy
Methods of thermal energy transfer (conduction, convection, and radiation)
Temperature
Thermodynamics
Heat capacity
Specific heat
Changes of state
UNIT: Waves
Standards:
9-12.P.3.2. Students are able to describe how characteristics of waves are related to one
another.
Bloom: Comprehension
9-12.P.3.1A. Students are able to explain wave behavior in the fundamental processes of
reflection, refraction, diffraction, interference, resonance, and image formation.
Bloom: Synthesis
Content:
1.
2.
3.
4.
5.
Wave properties and behavior – reflection, refraction
Sound and music
Light properties and behavior
Mirrors and lenses
Diffraction and wave interference
128
UNIT: Electricity
Standards:
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.P.3.3. Students are able to describe electrical effects in terms of motion and
concentrations of charged particles.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.3.2A. Students are able to describe the relationship between charged particles,
static electricity, and electric fields.
Bloom: Application
Content:
1. Electrostatics (changes and forces)
2. Electric fields (strength and field line models)
129
UNIT: Magnetism
Standards:
9-12.P.2.2. Students are able to predict motion of an object using Newton’s Laws.
Bloom: Application
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to the
quantitative relationships of work, energy, and power.
Bloom: Application
9-12.P.3.1. Students are able to describe the relationships among potential energy,
kinetic energy, and work as applied to the Law of Conservation of Energy.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
Content:
1.
2.
3.
4.
Temporary magnets
Permanent magnets
Forces caused by magnetic fields
Induction
UNIT: Electromagnetism
Standards:
9-12.P.3.3. Students are able to describe electrical effects in terms of motion and
concentrations of charged particles.
Bloom: Application
9-12.P.2.1A. Students are able to solve vector problems graphically and analytically.
Bloom: Synthesis
9-12.P.3.2A. Students are able to describe the relationship between charged particles,
static electricity, and electric fields.
Bloom: Application
Content:
1. Causes of electromagnetism
2. Applications of electromagnetism
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PHYSICAL SCIENCE UNPACKED STANDARDS:
9-12.P.1.1. Students are able to use the Periodic Table to determine the
atomic structure of elements, valence number, family relationships, and
regions (metals, nonmetals, and metalloids).
Webb Level: 1
Bloom: Analysis
Verbs Defined:
Use – use
Determine – find appropriate information
Key Terms Defiend:
Atomic structure of elements - the # of protons, electrons, neutrons and where they are located
with in the atom
Valence number – the # of outermost electrons in an atom
Family relationships – a group of elements with similar properties found in the same vertical
column on the periodic table
Regions – areas of elements
Teacher Speak:
Students will be able to use the periodic table to determine (find information) about the atomic
structure of elements (the # of protons, electrons, neutrons and where they are located with in the
atom), valence number (the # of outermost electrons in an atom), family relationships (a group of
elements with similar properties found in the same vertical column on the periodic table), and
regions (areas of elements).
Student Speak:
I can use the periodic table to find information about:
- the # of protons, electrons and neutrons and where they are located within the atom (atomic
structure of elements),
- the # of outermost electrons in an atom (valence number),
- groups of elements with similar properties found in the same vertical column on the periodic
table (family relationships)
- areas of elements (regions).
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9-12.P.1.2. Students are able to describe ways that atoms combine.
Webb Level: 2
Bloom: Comprehension
Verbs Defined:
Describe – tell in words or numbers
Key Terms Defined:
Ways –covalent, ionic and metallic
Atoms combine – electrons are shared and/or transferred between atoms
Teachers Speak:
Students will be able to describe (tell in words or numbers) three ways (covalent, ionic and
metallic) that atoms combine (electrons are shared and/or transferred between atoms).
Student Speak:
I can tell in words or numbers (describe) how covalent, ionic and metallic bonds form (ways)
based upon whether electrons are shared and/or transferred between atoms (atoms combine).
9-12.P.1.3. Students are able to predict whether reactions will speed up or
slow down as conditions change.
Webb Level: 1
Bloom: Application
Verbs Defined:
Predict – to use information to make a best guess
Key Terms Defined:
Reaction - a chemical change in a substance
Conditions - temperature, surface area, concentration and catalysts
Teacher Speak:
Students will be able to predict (use information to make a best guess) whether reactions (a
chemical change in a substance) will speed up or slow down as conditions (temperature, surface
area, concentration and catalysts) change.
132
Student Speak:
I can use information to make a best guess (predict) about whether a chemical change in a
substance (reaction) will speed up or slow down as:
- temperature changes,
- size of the particles changes,
- density of the particles changes
- catalysts (particles that affect the reaction without being altered themselves) are added.
9-12.P.1.4. Students are able to balance chemical equations by applying the
Law of Conservation of Matter.
Webb Level: 2
Bloom: Application
Verbs Defined:
Balance (equations) – make both sides equal
Applying – to use what you know
Key Terms Defined:
Law of Conservation of Matter - total mass of reactants, starting materials, is equal to total mass
of products, ending materials, in a chemical reaction
Teacher Speak:
Students will be able to balance (make both sides equal) chemical equations by applying (using
what they know) the law of conservation of matter (total mass of reactants, starting materials, is
equal to total mass of products, ending materials, in a chemical reaction).
Student Speak:
I can make both sides of chemical equations equal (balance) by using what I know about how the
total mass of reactants, starting materials, is equal to total mass of products, ending materials, in
a chemical reaction (Law of Conservation of Matter).
133
9-12.P.1.5. Students are able to distinguish among chemical, physical, and
nuclear changes.
Webb Level: 1
Bloom: Comprehension
Verbs Defined:
Distinguish – tell the difference
Key Terms Defined:
Chemical change- a reaction where different substances with different properties are formed
Physical change- a change in the form of a substance but not in its chemical composition
Nuclear change- a reaction that would cause the nucleus of an atom to gain particles, fusion, or
lose particles, fission
Teacher Speak:
Students will be able to distinguish (tell the difference) among chemical (a reaction where
different substances with different properties are formed), physical (a change in the form of a
substance but not in its chemical composition), and nuclear changes (a reaction that would cause
the nucleus of an atom to gain particles, fusion, or lose particles, fission).
Student Speak:
I can tell the differences (distinguish) among reactions that:
- form new substances with different properties (chemical change),
- change the form of a substance but not its chemical content (physical change)
- cause the nucleus of an atom to gain particles, fusion, or lose particles, fission (nuclear change).
134
9-12.P.2.1. Students are able to apply concepts of distance and time to the
quantitative relationships of motion using appropriate mathematical
formulas, equations, and units.
Webb Level: 2
Bloom: Analysis
Verbs Defined:
Apply/ing – to use what you know
Use/using– use
Key Terms Defined:
Concepts of distance and time – speed, velocity and acceleration
Quantitative relationships of motion – numerical values and graphs of speed, velocity and
acceleration .
Formulas/equations - V=D/t
(velocity)
Aavg=V/t (average acceleration)
A=V2-V1/t
(instant acceleration)
where…
=change, D=distance, t=time, V=velocity, A=acceleration,
V1 = starting velocity, V2 = final velocity
Units – metric units of length per unit time
Teacher Speak:
Students will be able to apply (use what they know) concepts of distance and time (speed,
velocity and acceleration) to find quantitative relationships of motion (numerical values and
graphs of speed, velocity and acceleration) using appropriate mathematical formulas, equations
and units.
Student Speak:
I can use what I know (apply) about concepts of distance and time to find numerical values using
formulas/equations and graphs (quantitative relationships of motion) for:
- speed (change in distance/change in time) using appropriate metric units,
- velocity (speed with direction V=D/t) using appropriate metric units
- acceleration (average Aavg=V/t and instant A=V2-V1/t) using appropriate metric units.
135
9-12.P.2.2. Students are able to predict motion of an object using Newton’s
Laws.
Webb Level: 2
Bloom: Application
Verbs Defined:
Predict – use information to make a best guess
Key Terms Defined:
Motion of an object - movement of anything with mass, including momentum
Newton’s Laws - the three laws that govern all movements of objects: Law of inertia, Forcemass x acceleration, Action/Reaction
Teacher Speak:
Students will be able to predict (use information to make a best guess) motion of an object
(movement of anything with mass, including momentum) using Newton’s Laws (the three laws
that govern all movements of objects: Law of Inertia, Force= mass x acceleration,
Action/Reaction).
Student Speak:
I can use information to make a best guess (predict) about the movement of anything with mass,
including momentum (motion of an object) using the three laws that govern all movements of
objects: Law of Inertia, Force = mass x acceleration, Action/Reaction (Newton’s Laws).
136
9-12.P.2.3. Students are able to relate concepts of force, distance, and time to
the quantitative relationships of work, energy, and power.
Webb Level: 2
Bloom: Application
Verbs Defined:
Relate – tell in words or numbers the connections between/among
Key Terms Defined:
Force – a push or pull
Quantitative – expressed in numerical terms
Work – distance covered multiplied by push or pull applied
Energy – the capacity to do work
Power – the rate at which energy is transferred
Teacher Speak:
Students will be able to relate (tell in words or numbers the connections among) the concepts of
a force, (a push or a pull) distance and time to the quantitative (expressed in numerical terms)
relationships of work (distance covered multiplied by push or pull applied), energy (the capacity
to do work) and power (the rate at which energy is transferred).
Student Speak:
I can tell in words or numbers the connections among (relate) the concept of a push or pull
(force), distance and time using numerical terms (quantitative) that express the relationship of:
- distance covered multiplied by push or pull applied (work)
- the capacity to do work (energy)
- how fast work is done over a time period (power).
137
9-12.P.3.1. Students are able to describe the relationships among potential
energy, kinetic energy, and work as applied to the Law of Conservation of
Energy.
Webb Level: 2
Bloom: Application
Verbs Defined:
Describe – tell in words or numbers
Key Terms Defined:
Relationships – connections
Potential energy - energy that is stored
Kinetic energy - energy that is based on movement of matter
Work – energy that is transferred through motion
Law of Conservation of Energy – energy is neither created nor destroyed in any chemical or
physical changes
Teacher Speak:
Students will be able to describe (tell in words and numbers), the relationships (connections)
among potential energy (energy that is stored), kinetic energy (energy that is based on movement
of matter), and work (energy that is transferred through motion) based on what they know about
the Law of Conservation of Energy (energy is neither created nor destroyed in any chemical or
physical changes).
Student Speak:
I can use what I know about how energy is neither created nor destroyed in any chemical or
physical changes (Law of Conservation of Energy) to tell in words and numbers (describe), the
connections (relationships) among
- energy that is stored (potential energy)
- energy that is based on movement of matter (kinetic energy)
- energy that is transferred through motion (work).
138
9-12.P.3.2. Students are able to describe how characteristics of waves are
related to one
another.
Webb Level: 2
Bloom: Comprehension
Verbs Defined:
Describe – tell in words or numbers
Key Terms Defined:
Characteristics of waves – frequency, wavelength, amplitude, speed, period.
Teacher Speak:
Students will be able to describe (tell in words or numbers) how the characteristics of waves
(frequency, wavelength, amplitude, speed and period) are related to one another.
Student Speak:
I can tell in words or numbers (describe) how the frequency, wavelength, amplitude, speed and
period (characteristics of waves) are related to one another.
9-12.P.3.3. Students are able to describe electrical effects in terms of motion
and concentrations of charged particles.
Webb Level: 2
Bloom: Application
Verbs Defined:
Describe – to tell in words or numbers
Key Terms Defined:
Electrical effects – magnetism, flow of electrons, attraction/repulsion of objects
Motion of charged particles – electrical current, resistance, and static discharge
Concentration of charged particles – voltage or buildup of static charge
Teacher Speak:
Students will be able to describe (tell in words or numbers) about electrical effects (magnetism,
flow of electrons, attraction/repulsion of objects) in terms of motion of charged particles
(electrical current, resistance, and static discharge) and concentration of charged particles
(voltage or buildup of static charge).
139
Student Speak:
I can tell in words or numbers (describe) about magnetism, flow of electrons and
attraction/repulsion of objects (electrical effects) in terms of:
- electrical current, resistance, static discharge (motion of charged particles),
- voltage, buildup of static charge (concentration of charged particles).
SCIENCE TECHNOLOGY UNPACKED STANDARDS:
9-12.S.1.1. Students are able to explain ethical roles and responsibilities of
scientists and scientific research.
Webb Level: 3
Bloom: Application
Verbs Defined:
Explain - give reasons for
Key Terms Defined:
Ethical roles and responsibilities of scientists - behavioral standards in the conduct of scientific
inquiry involving the sharing and accuracy of data, acknowledgement of sources and following
applicable laws
Ethical roles and responsibilities of scientific research - consideration of ethical issues involving
animal and human subjects and dealing with the management of hazardous materials and wastes.
Teacher Speak:
Students will be able to explain (give reasons for):
- ethical roles and responsibilities of scientists (behavioral standards in the conduct of scientific
inquiry involving the sharing and accuracy of data, acknowledgement of sources and following
applicable laws),
- ethical roles and responsibilities of scientific research (consideration of ethical issues involving
animal and human subjects and dealing with the management of hazardous materials and wastes)
Student Speak:
I can give reasons for (explain):
- behavioral standards in the conduct of scientific inquiry involving the sharing and accuracy of
data, acknowledgement of sources and following applicable laws (ethical roles and
responsibilities of scientists)
- consideration of ethical issues involving animal and human subjects and dealing with the
management of hazardous materials and wastes (ethical roles and responsibilities of scientific
research).
140
9-12.S.1.2. Students are able to evaluate and describe the impact of scientific
discoveries on historical events and social, economic, and ethical issues.
Webb Level: 4
Bloom: Evaluation
Verbs Defined:
Evaluate - judge the value of
Describe - tell in words or numbers
Key Terms Defined:
Impact of scientific discoveries - changes caused by findings based on experiments
Historical events - things that happened in the past
Social issues - how people live and interact
Economic issues - ways people trade goods and services
Ethical issues - what is considered to be right or wrong
Teacher Speak:
Students will be able to evaluate (judge the value of) and describe (tell in words or numbers) the
impact of scientific discoveries (changes caused by findings based on experiments) on historical
events (things that happened in the past) and social issues (how people live and interact),
economic issues (ways people trade goods and services), and ethical issues (what is considered
to be right or wrong).
Student Speak:
I can judge the value of (evaluate) and tell in words or numbers (describe) changes caused by
findings based on experiments (impact of scientific discoveries) on
- things that happened in the past (historical events)
- how people live and interact (social issues)
- ways people trade goods and services (economic issues)
- what is considered to be right or wrong (ethical issues).
141
9-12.S.2.1. Students are able to describe immediate and long-term
consequences of potential solutions for technological issues.
Web Level: 4
Bloom: Evaluation
Verbs Defined:
Describe - tell in words or numbers
Key Terms Defined:
Potential solutions - possible corrections
Technological issues-problems related to applications in science
Teacher Speak:
Students will be able to describe (tell in words or numbers) immediate and long-term
consequences of potential solutions (possible corrections) for technological issues (problems
related to applications in science).
Student Speak:
I can tell in words or numbers (describe) the immediate and long-term consequences of possible
corrections (potential solutions) for problems related to applications in science (technological
issues).
9-12.S.2.2. Students are able to analyze factors that could limit technological
design.
Webb Level: 3
Bloom: Analysis
Verbs Defined:
Analyze - separate into parts
Key Terms Defined:
Factors - environmental problems, expenses, manufacturing processes, and ethical issues
Technological design -making products by applying scientific principles
Teacher Speak:
Students will be able to analyze (separate into parts) factors (environmental problems, expenses,
manufacturing processes, and ethical issues) that could limit technological design (making
products by applying scientific principles).
142
Student Speak:
I can separate into parts (analyze) how environmental problems, expenses, manufacturing
processes, and ethical issues (factors) could limit making products by applying scientific
principles (technological design).
9-12.S.2.3. Students are able to analyze and describe the benefits, limitations,
cost, and consequences involved in using, conserving, or recycling resources.
Webb Level: 4
Bloom: Synthesis
Verbs Defined:
Analyze - separate into parts
Describe - tell in words or numbers
Key Terms Defined:
Resources - materials taken from the earth such as minerals, trees, and fuels
Teacher Speak:
Students will be able to analyze (separate into parts) and describe (tell in words or numbers) the
benefits, limitations, cost, and consequences involved in using, conserving, or recycling
resources (materials taken from the earth such as minerals, trees, and fuels).
Student Speak:
I can separate into parts (analyze) and tell in words or numbers (describe) the benefits,
limitations and consequences involved in using, conserving and recycling materials taken from
the earth such as minerals, trees, and fuels (resources).
143