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Integrated Science
Integrated Science Course of Study
Course Description
This course introduces students to key concepts and theories that provide a
foundation for further study in other sciences and advanced science disciplines.
Physical Science comprises the systematic study of the physical world, as
related to chemistry, physics and space science. Students will engage in
investigations to understand and explain the behavior of nature in a variety of
inquiry and design scenarios that incorporate scientific reasoning, analysis,
communication skills, and real world applications. Mathematics, including
graphing, will be used when describing these phenomena, moving from
qualitative understanding to one that is more quantitative.
Prerequisite:
Students enrolled in Math 2112 or higher level math classes.
Students must have successfully completed at least (C average or better) in
Physical Science, Biology, or Ecoscience.
Credit:
1 Credit
Integrated Science
Integrated Science Course of Study
Concept:
Building upon observation, exploration and analytical skills developed at
the elementary level and middle school levels and foundational knowledge about matter
(its basic particle composition and behavior under various conditions), an extensive
understanding of matter, its composition and the changes it undergoes are further
constructed. Substances within a closed system interact with one another in a variety of
ways; however, the total mass and energy of the system remains the same
Topics:
Properties of Matter
o Classification of Matter
Heterogeneous vs. homogeneous
Pure substances vs. mixtures
Compounds and elements
o Atoms and molecules
 Atomic structure
Ions
Isotopes
o Periodic Trends of the Elements
Periodic Trends
 Reactivity
o Reactions of Matter
 Bonding
 Chemical reactions
 Nuclear reactions
 Conservation of Matter
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Vocabulary: atoms, elements, compounds, chemical bonding (ionic, covalent,
metallic), groups, periods, families, metals, nonmetals, metalloids, transition
metals, noble gases, alkali metals, alkaline earth metals, atomic radii, electron
configurations, nucleus, protons, neutrons, electrons, isotopes, atomic number,
atomic mass, electromagnetic spectrum, photons, mixture, solution, solute,
solvent, heterogeneous, homogeneous, polyatomic ions, oxidation numbers,
synthesis, decomposition, single and double displacement, combustion,
reactants, products, radioactivity, radioactive decay, Lewis Dot diagrams
Performance Skills:
Integrated Science
Integrated Science Course of Study
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Diagram using models the particulate nature of matter because it is too
small to see with the naked eye or with traditional visible-light
microscopes.
Explain how atomic structure determines the properties of an element
and how the atom (of the element) will interact with other atoms.
Describe how neutrons have little effect on how an atom interacts with
other atoms, but they do affect the mass and stability of the nucleus.
Discuss the observable trends of how the elements are listed in order
of increasing number of protons; the same sequence of properties
appears over and over again. At times the masses do not correspond
with periodic order, but the atomic number always does.
Describe how the bonding of atoms are arranged in molecules and
rearrange in chemical reactions and that atoms may be bonded
together by losing, gaining or sharing electrons.
Explain that matter is conserved in all chemical/nonchemical analysis
of mixtures and in a chemical reaction, the number, type of atoms and
total mass are the same before and after the reaction.
Use the periodic table to predict the electron configurations of
elements
Identify, characterize and give uses for metals, nonmetals and
metalloids using the periodic table
Relate chemical reactivity of the families due to similar electron
configurations
Predict the chemical stability of the atoms using the octet rule and
Hund’s rule
Explain the periodic properties of elements by using examples.
State how atomic and ionic sizes change in groups and periods
Predict oxidation numbers of elements
Describe the factors that affect ionization energy and electron affinity
Use multiple ionization energies to predict oxidation numbers of
elements
Determine the atomic number (Z) and mass number (A) of given
isotopes of elements
Differentiate among the major subatomic particles
Discuss the development of modern atomic theory
Compare and contrast relative sizes and masses of subatomic
particles
Discuss early developments in atomic theory
Identify the type of bonding between two elements
Differentiate among properties of ionic, covalent and metallic bonds
Construct models to demonstrate the structure of molecules
Describe and distinguish heterogeneous and homogeneous materials
Describe and give examples of elements and compounds
Integrated Science
Integrated Science Course of Study
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Classify examples of matter
Write chemical equations to represent chemical reactions
Balance chemical equations
Differentiate among different types of chemical reactions
Classify changes in matter as chemical or physical
State the differences between nuclear fission and fusion.
Recognize that the periodic table was formed as a result of the
repeating pattern of electron configurations.
State how atoms of the same element are similar, and can be different
(neutral atoms, ions and isotopes).
Provide examples of fission and fusion that can be found in real-world
scenarios.
Identify specific information able to be obtained about a particular
element on the periodic table
Discuss why physical and chemical changes occur on a continuum
rather than as discrete events; include how physical and chemical
properties to support the argument.
Describe how ions are formed when an atom or a group of atoms
acquire an unbalanced charge by gaining or losing one or more
electrons
Name the (physical and chemical) types of properties that can be used
to help identify an object/material.
Identify specific information able to be obtained about a particular
element on the periodic table
Provide examples of fission and fusion that can be found in real-world
scenarios.
State how atoms of the same element are similar, and can be different
(neutral atoms, ions and isotopes).
Recognize that the periodic table was formed as a result of the
repeating pattern of electron configurations.
State the differences between nuclear fission and fusion.
Concept:
Building upon the knowledge that energy is transformed and transferred
all the while being conserved, an understanding of the relative strength of the forces
within an atom, the nature of motion and forces and how motion is affected by forces,
Integrated Science
Integrated Science Course of Study
and wave behavior, including the Doppler effect and its applications to understanding the
movement of galaxies in the universe is developed. Mathematics, including graphing,
should be used when describing these phenomena, moving from qualitative
understanding to one that is more quantitative.
Topics:
Forces, Motion and Energy
Newton’s Laws of Motion
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Motion of an object is a measurable quantity that depends on the observer’s
frame of reference and is described in terms of position, speed, velocity,
acceleration and time. (includes projectile motion and free fall)\
The displacement, or change in position of an object is a vector quantity that
can be calculated by subtracting the initial position from the final position (Δx
= xf – xi).
Displacement can be positive or negative depending upon the direction of
motion.
Velocity is a vector property that represents the rate at which position
changes.
Average velocity can be calculated by dividing displacement (change in
position) by the elapsed time (vavg = (xf – xi)/(tf – ti)).
Velocity may be positive or negative depending upon the direction of motion
and is not always equal to the speed.
While speeding up or slowing down and/or changing direction, the velocity of
an object changes continuously, from instant to instant.
The velocity of an object at any instant (clock reading) is called instantaneous
velocity.
Acceleration is a vector property that represents the rate at which velocity
changes.
Average acceleration can be calculated by dividing the change in velocity
divided by elapsed time (aavg = (vf – vi)/(tf – ti)).
Objects that have no acceleration can either be standing still or be moving
with constant velocity (speed and direction).
Motion can be represented by position vs. time and velocity vs. time graphs.
Specifics about the speed, direction, and change in motion can be
determined by interpreting such graphs.
Objects that move with constant velocity and have no acceleration form a
straight line (not necessarily
Objects that are at rest will form a straight horizontal line on a position vs.
time graph.
Objects that are accelerating will show a curved line on a position vs. time
graph. Velocity can be calculated by determining the slope of a position vs.
time graph.
Positive slopes on position vs. time graphs indicate motion in a positive
direction.
Integrated Science
Integrated Science Course of Study
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Negative slopes on position vs. time graphs indicate motion in a negative
direction.
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Constant acceleration is represented by a straight line (not necessarily
horizontal) on a velocity vs. time graph.
Objects that have no acceleration (at rest or moving at constant velocity) will
have a straight horizontal line for a velocity vs. time graph.
Force is a vector quantity, having both magnitude and direction.
The unit of force is a Newton.
One Newton of net force will cause a 1 kg object to experience an
acceleration of 1 m/s2.
Gravitational force (weight) can be calculated from mass, but all other forces
will only be quantified through force diagrams.
Friction and normal forces are introduced conceptually at this level.
Friction is a force between two surfaces that opposes sliding.
Equations of static and kinetic friction will be introduced.
A normal force exists between two solid objects when their surfaces are
pressed together due to other forces acting on one or both objects
A normal force is always a push directed at right angles from the surface of
the interacting objects.
A tension force occurs when a non-slack rope, wire, cord, or similar device
pulls on another object.
The tension force always points in the direction the device is pulling.
Gravitational, magnetic, and electrical forces occur continually even when
objects are not touching.
They do not require any substance between the interacting objects and are
called forces at a distance.
The gravitational force (weight) of an object is proportional to its mass.
For objects near Earth’s surface weight can be calculated from the equation
Fg = m g where (g = 9.8 m/s2)
The net force can be determined by one-dimensional vector addition.
An object does not accelerate (remains at rest or maintains a constant speed
and direction of motion) unless an unbalanced net force acts on it.
The rate at which motion changes (speed or direction) is proportional to
applied force and inversely proportional to the mass.
A force is an interaction between two objects; both objects in the interaction
experience an equal amount of force, but in opposite directions.
For an object that is moving, this means the object will remain moving without
changing its speed or direction.
For an object that is not moving, the object will continue to remain stationary.
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Performance Skills:
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Demonstrate an understanding of the cause of a change in motion by modeling
motion when a different net force is involved.
Given the formulae for the basic laws of motion, the student will calculate the
effects of forces on the motion of objects
Integrated Science
Integrated Science Course of Study
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The student will, when presented with an event involving the interaction of forces,
describe and explain the motions that may occur in terms of a narrative, graph
and a mathematical expression.
Described that the motion of an object is a measurable quantity that depends on
the observer’s frame of reference in terms of position, speed, velocity,
acceleration and time. (includes projectile motion and free fall)
Calculate the displacement by subtracting the initial position from the final
position (Δx = xf – xi).
Calculate the average velocity by dividing displacement (change in position) by
the elapsed time (vavg = (xf – xi)/(tf – ti)).
Calculate the acceleration by dividing the change in velocity divided by elapsed
time (aavg = (vf – vi)/(tf – ti)).
Describe the motion of an object by interpreting position vs. time and velocity vs.
time graphs.
Calculate the net force on a body by using free body diagrams (force diagrams).
Calculate the acceleration, net force or mass from the equation F = ma
Calculated the weight from the equation Fg = m g where (g = 9.8 m/s2)
Momentum, Collisions and Conservation of Momentum
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Relate an object’s mass and speed to its resulting momentum
Demonstrate the conservation of momentum by describing mathematically
and narratively the individual changes that occur in a closed system where
objects exert forces on each other
Apply the relationship between impulse and momentum change to everyday
events in the life of a student
Identify parameters that indicate the conservation of momentum in real world
and in contrived events.
Performance Skills:
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Demonstrate an understanding of the momentum of an object is a function of its
mass and velocity.
Calculate the momentum, mass or velocity from the equation P = mv
Demonstrate the conservation of momentum by describing mathematically and
narratively the individual changes that occur in a closed system where objects
exert forces on each other.
Relate the impulse momentum relationship to real world situations.
Work, Power and Energy
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Identify and describe the forms of energy in a given system, give the
properties, and identify the source of the energy
Forms of energy can be considered to be either kinetic energy, which is the
energy of motion, or potential energy, which depends on the separation
between mutually attracting, or repelling objects.
Integrated Science
Integrated Science Course of Study
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Thermal energy in a system is associated with the disordered motion of its
atoms or molecules.
Gravitational potential energy is associated with the separation of mutually
attracting masses.
Electrical potential energy is associated with the separation of mutually
attracting or repelling charges.
Energy is a scalar quantity and has units of Joules (J).
Demonstrate an understanding of energy transformations and conservation
by an analysis of the changes using mathematical equations, graphs and
narratives.
Kinetic energy is energy due to the motion of an object and can be
mathematically represented by Ek = ½ m v2, where v is the speed of the
object.
Gravitational potential energy can be mathematically represented by Eg = m
g h, where g = 9.8 m/s2 and h is the height of the object above a reference
point.
When an outside force moves an object over a distance, energy has been
transferred either into or out of the system. This method of energy transfer is
called work.
Work can be calculated from the equation W = FΔx.
Relate the mathematical equations for work, energy and power to human
activities, the operation of machines, and the interaction of the two.
Compare the different forms of energy and draw conclusions regarding the
viability of the forms to the future of mankind.
Performance Skills:
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Identify and describe the forms of energy in a given system.
Demonstrate an understanding of energy transformations and conservation by an
analysis of the changes using mathematical equations, graphs and narratives.
Calculate the Kinetic Energy, velocity or mass from the equation Ek = ½ m v2
Calculate the Potential Energy, mass or height from the equation Eg = m g h,
where g = 9.8 m/s2 and h is the height of the object above a reference point.
Calculate work, force or distance from the equation W = FΔx
Calculate power from the equation Power = work/time
Relate the mathematical equations for work, energy and power to human
activities, the operation of machines, and the interaction of the two.
Compare the different forms of energy and draw conclusions regarding the
viability of the forms to the future of mankind.
Waves
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By investigating wave properties and interactions of various media, the
student will describe and explain wave characteristics, the resulting behavior
of wave interactions and the wave-energy relationship
The speed of the wave depends on the nature of the material (e.g., waves
travel faster through solids than gases).
Integrated Science
Integrated Science Course of Study
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For a particular uniform medium, as the frequency (f) of the wave is
increased, the wavelength (λ) of the wave is decreased. The mathematical
representation is vwave = λ f.
When a wave encounters a new material, the new material may absorb the
energy of the wave by transforming it to another form of energy, usually
thermal energy. This interaction is called absorption.
Waves can bounce off solid barriers. This interaction is called reflection.
When a wave travels form one material (medium) into another material, its
direction may change. This interaction is called refraction.
Waves may bend around small obstacles or openings. This interaction is
called diffraction.
When two waves traveling through the same medium meet, they pass
through each other and continue traveling through the medium as before.
When the waves meet and occupy the same part of the medium, the
displacement of the two waves adds algebraically. This interaction is called
superposition.
The wavelength and observed frequency of a wave depends upon the
relative motion of the source and the observer.
If either is moving toward the other, the wavelength is shorter and the
observed frequency is higher; if either is moving away, the wavelength is
longer and the observed frequency is lower.
Apply the mathematical relationship involved in wave properties to real world
and contrived situations
Given wave data altered by source motion, apply the concept of the Doppler
effect and determine velocities
The wavelength of a wave depends upon the relative motion of the source
and the observer. If either is moving toward the other, the wavelength is
shorter; if either is moving away, the wavelength is longer.
Performance Skills:
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Describe and explain wave characteristics, the resulting behavior of wave
interactions and the wave-energy relationship
Calculate the wave speed, frequency, or wavelength from the equation vwave = λ f.
Describe the changes in the resultant wave patterns due to the interaction of
other mediums and surfaces.
v vo
Calculate the observed frequency or frequency of the source from the formula f o  f s v v
s
Describe that the wavelength of a wave depends upon the relative motion of the
source and the observer.
Thermal Energy and Heat Transfer
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Describe conditions under which heat is transferred
Convert between units
Perform calculations involving specific heat
Performance Skills:
Integrated Science
Integrated Science Course of Study
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Describe the different methods of heat transfer.
Calculate the amount of heat transferred, mass, change in temperature or
specific heat from the equation q = m(T)Cp
Convert between different units of temperature
Discuss the relationship between the different temperature scales
Vocabulary: inertia, force, mass, weight, relative motion, equilibrium, net force, speed,
velocity, magnitude, scalar quantity, vector quantity, tension, normal (support) force,
friction, static friction, kinetic friction,
acceleration, free fall, projectile motion,
momentum, impulse, elastic collision, inelastic collision, conservation of momentum,
energy, work, power, kinetic energy, potential energy, conservation of energy, joules,
watts, horse power, gravity, inverse-square, calorimeter, heat, temperature, thermal
energy, periodic, wave, longitudinal, transverse, period, frequency, superposition,
diffraction, reflection, refraction, absorption, wavelength, amplitude, medium, Doppler
effect, specific heat capacity, thermal energy, thermal expansion
Concept:
Building a unified understanding of the universe from elementary and
middle school science, insights from history, and mathematical ways of thinking,
provides a basis for knowing the nature of the universe. Concepts from the previous
section, Forces, Motion and Energy, are also used as foundational knowledge. The role
of gravity in forming and maintaining the organization of the universe becomes clearer at
this level, as well as the scale of billions and speed of light used to express relative
distances.
Integrated Science
Integrated Science Course of Study
Topics:
Earth and the Universe
The origin of the Universe
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Early in the history of the universe, gravitational attraction caused matter to
clump together to form countless trillions of stars and billions of galaxies.
The red shift provides evidence that the universe is and has been expanding.
Data from measurements of this expansion have been used in calculations
that estimate the age of the universe to be over ten billion years old.
The universe was born at a specific time in the past, and it has been
expanding ever since.
The big bang theory places the origin approximately 13.7 billion years ago
when the universe began in a hot, dense, chaotic mass. According to this
theory, the universe has been expanding ever since.
Technology is used to learn about the universe. Visual, radio, and x-ray
telescopes collect information from across the entire spectrum of
electromagnetic waves; computers handle data and complicated
computations to interpret them. Space probes send back data and materials
from remote parts of the solar system; and accelerators give subatomic
particles energies that simulate conditions in the stars and in the early history
of the universe before stars formed.
Galaxy Formation
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Matter clumped together by gravitational attraction to form countless trillions of
stars and billions of galaxies.
Apply the law of universal gravitation to events, analyzing the effects of mass
change or separation distance change on the resultant force
Determine the effect of the masses of objects on attractive/repulsive forces by
calculating the resultant forces using the formula F = (G)(m1)(m2)/(d)2 where (G)
is the universal gravitational constant G = 6.67 x 10-11
Our solar system coalesced out of a giant cloud of gas and debris left in the wake
of exploding stars about five billion years ago.
As Earth and other planets formed, the heavier elements coalesced in their
centers.
On planets close to the sun (Mercury, Venus, Earth, and Mars) the lightest
elements were mostly removed by radiation from the newly formed sun; on the
outer planets (Jupiter, Saturn, Uranus, Neptune, and Pluto), the lighter elements
still surround them as deep atmospheres of icy, dense gas.
Galaxies are conglomerations of billions or hundreds of billions of stars and gas
and dust, but have been classified into three basic shapes: elliptical (round),
spiral (disk-like) and irregular (other).
The Milky Way is a spiral galaxy. Our solar system is located about 2/3 of the
way out from the center of our galaxy, within the plane of the disk of our galaxy.
Integrated Science
Integrated Science Course of Study
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Everything in and on Earth, including living organisms, is made of the material
from the original cloud.
Looking at other galaxies, astronomers are able to measure their motion using
red shift.
Red shift is a phenomenon due to Doppler shifting, so the shift of light from a
galaxy to the red end of the spectrum indicates that the galaxy and the observer
are moving farther away from one another.
Stars
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Stars transform matter into energy in nuclear reactions in their cores.
Stars condensed by gravity out of clouds of molecules of the lightest elements.
As the clouds collapsed, the density and temperature in the core of the newly
forming star increase until nuclear fusion of the light elements into heavier ones
can occur.
When hydrogen nuclei fuse to form helium, a small amount of matter is converted
to energy.
These and other processes in stars have led to the formation of all the other
elements.
The stars differ from each other in size, temperature and age
The process of star formation and evolution continues in a cycle of matter in the
universe that is very efficient.
Performance Skills:
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Describe the current scientific evidence that supports the theory of the explosive
expansion of the universe, the Big Bang, over 10 billion years ago.
Apply the law of universal gravitation to events, analyzing the effects of mass
change or separation distance change on the resultant force.
Describe how the gravitational attraction helped in the formation of stars, planets
and galaxies alike.
Determine the effect of the masses of objects on attractive/repulsive forces by
calculating the resultant forces using the formula F = (G)(m1)(m2)/(d)2 where (G)
is the universal gravitational constant G = 6.67 x 10-11
Determine what phase of star formation a star is in based upon where it falls on
an H-R Diagram.
Describe the life cycle of stars from formation to death.
Identify the different types of galaxies based on a model.
Describe how the red shift indicates that an object and the observer are moving
further away.
Determine which planets are rocky while other are gaseous and explain how and
why this occurred during formation.
Earth is a System
Integrated Science
Integrated Science Course of Study
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Earth elements move within and between the lithosphere, atmosphere,
hydrosphere, and biosphere as part of biogeochemical cycles.
This movement of matter is driven by Earth’s internal and external sources of
energy.
These movements are often accompanied by a change in the physical and
chemical properties of matter. Carbon, for example, occurs in carbonate rocks
such as limestone, in coal and other fossil fuels, in the atmosphere as carbon
dioxide gas, in water as dissolved carbon dioxide, and in all organisms as
complex molecules that control the chemistry of life.
The movement of materials in Earth’s systems occurs at different rates,
depending on the material and the changes in thermal energy.
Earth’s atmosphere acts as a system that absorbs and distributes matter and
energy.
Earth’s oceans act as a system that absorbs and distributes matter and energy.
The lithosphere is a system of large plates that move matter and energy.
Climate is the result of interaction among the atmosphere, hydrosphere,
lithosphere and biosphere.
Dynamic processes shape and order Earth. Planet Earth works as a complex,
dynamic system of interacting components involving the solid earth, the
atmosphere, the hydrosphere and the biosphere.
The mechanisms involved in weathering, erosion and plate tectonics combine
processes that are in some respects destructive and in other respects
constructive.
Earth is part of a solar system and has unique characteristics based on its
position. Planetary differentiation is a process in which more dense materials of a
planet sink to the center, while less dense materials stay on the surface. A major
period of planetary differentiation occurred approximately 4.6 billion years ago.
Energy is transferred from the Sun to Earth through electromagnetic radiation
that peaks in the visible light part of the spectrum (green).
Earth’s revolution around the Sun, as well as Earth’s rotation and tilt of axis,
affect the amount of energy received at any given location. This results in daily
and seasonal weather conditions observed on Earth.
Performance Skills:
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Identify the four basic spheres of Earth: the lithosphere, hydrosphere,
atmosphere and biosphere and their interaction between the spheres as they
relate to geologic processes.
Given a visual representation of the Earths layers students will identify
Lithosphere, Asthenosphere, and the composition of the earth’s core.
Describe how the relationship of plate movement and geologic events affects
features of the Earth.
Determine relative age based upon original horizontality, superposition, and
cross-cutting relationships.
Integrated Science
Integrated Science Course of Study
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Determine absolute age based upon radiometric dating (isotopes, radioactive
decay).
Classify geological events into Eons, Eras, Periods, Epochs, and Ages by
utilizing the geologic time scale.
Relate how cyclical patterns associated with the Milankovitch Cycles effect the
earth’s climate change.
Identify the different climate zones of the earth and how they relate to their
location on the earth’s surface.
Predict how an increase in particulate matter influences the climate both short
term and long term.
Vocabulary: Red shift, blue shift, Inverse square law, H-R diagram, planetary nebula,
black dwarf, white dwarf, black holes, protostar, red giant, supernova, neutron star,
pulsars, Hubble law, background radiation, relative, original horizontality, superposition,
cross-cutting relationships, absolute age, radiometric dating (isotopes, radioactive
decay), lithosphere, asthenosphere, isostasy, thermal energy (geothermal gradient and
heat flow), paleomagnetism (magnetic anomalies), paleoclimatology, unconformities
(nonconformity, angular unconformity, disconformities), Principle of Inclusions, oxygen
isotopes, ice cores, Milankovitch Cycles (eccentricity, axial precession, obliquity cycle
guide fossils, hydrosphere, atmosphere, biosphere, thermal energy, density, Ocean
features (ridges, trenches, island systems, abyssal zone, shelves, slopes, reefs, island
arcs, alluvial fans, deltas), weathering, erosion, mass wasting,
Integrated Science
Integrated Science Course of Study