Washoe County School District Science Pacing Guides & Curriculum Benchmarks for Chemistry 1-2 #

Transcription

1 Washoe County School District Science Pacing Guides & Curriculum Benchmarks for Chemistry 1-2 # Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 1

2 Washoe County School District Science Curriculum Documents Chemistry 1-2 # Honors Chemistry 1-2 # Adopted Text: Chemistry Matter and Change (2008), Glencoe Table of Contents Introduction... 3 What is in the document and why... 4 Course Description... 5 Nevada Science Assessment Blueprint High School Nevada Science Depth of Knowledge Chemistry Pacing Guide Chemistry Benchmarks Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 2

3 Introduction Science is the component of the school curriculum in which student inquiry and discovery can develop and flourish. Science seeks to make sense of the natural world by describing its complexity, explaining its systems and events, and finding patterns that allow for predictions. It is the basis for the design of technologies that solve real-world problems and occupies an increasingly important place in our everyday lives. As citizens, we are asked to make decisions about social issues that involve science and technology. As workers, we have occupations that increasingly involve science and technology. In the twenty-first century, adults will need to be comfortable and competent in a complex scientific and technological world. Schools have the responsibility of preparing students for the future. Schools must prepare all students to be scientifically literate. The study of science involves exploration using a variety of technologies. Current technology tools for communication, research, problem solving, and decision making provide students with opportunities to apply scientific concepts in project-based activities. Use of video, the Internet, and other print and non-print sources may enhance students' learning experiences and helps make those experiences meaningful. The prior two paragraphs are from the state document, An Introduction to Nevada Science Standards, published by Nevada Department of Education. This support document was developed to support Chemistry for students in Washoe County School district. It includes many resources from the Nevada Department of Education combined into one document, with correlation to the currently adopted textbook. Also included in this document is the Nevada Science Assessment Blueprint for High school grades 9-12, this document will be replaced as it is updated. There is also detailed information about the Depth of Knowledge (DOK) Descriptors recently adopted by the Nevada Department of Education. Science can engage and encourage students to think logically and critically. Therefore, all students, not just those in honors courses, should experience challenging work. The Chemistry course is intended to be a laboratory course. The content listed should serve as a minimum and not a maximum for Chemistry. Teachers should differentiate instruction according to the needs and interests of their students. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 3

4 What is in the document and why? What are all the things in this document? Course descriptions are included for both Chemistry and Chemistry Honors this is the overview of the course. Nevada Science Assessment Blueprint is a document that comes from the Nevada Department of Education and gives an overview of the history of the Nevada High School Proficiency Exam (HSPE) and a table with prior years Nevada HSPE and future years breakdown of what content will be on the exam with the number of questions for each content area. Please note that these increase over time. This will also be replaced as new information comes from the state. Nevada Science Depth of Knowledge Level Descriptors is another document from the Nevada Department of Education. Instead of the Achievement Indicators that were used to on the test results the state is now going to Depth of Knowledge (DOK) you will see this in your benchmarks document. This is included to help you understand DOK better. Pacing guide for Chemistry is included broken down by quarters. This shows the content, or the big ideas, the topics under the content, and the alignment to the state standards. Curriculum Benchmark document for Chemistry which includes the unifying concept with a brief explanation, the standards, and the benchmarks, this information is from the Nevada State Science Standards document. The item specifications for each benchmark are also listed; these are used by teachers during Item Writing for the Science HSPE. The Depth of Knowledge (DOK) examples are provided for each benchmark at the level the benchmark will be tested at. Some of the examples at not completed, this will be updated as additional information comes from the state. This last column contains the textbook alignment. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 4

5 Course Description Chemistry 1-2 # Pre-Requisites: Completion of Biology 1-2 with a C or better recommended and completion of Algebra 1-2 with B or better recommended. This one-year honors course is intended as a second year course for those students who have successfully completed Biology 1-2 or Honors Biology 1-2; or as a third year course for those students who have successfully completed Physical Science 1-2; and have successfully completed Algebra 1-2. Strong algebra skills are necessary to be successful in this course. This course is designed to cover concepts and theories relating to the scientific field of Chemistry and includes the properties, composition and reactions of substances; the behaviors of solids, liquids and gases; chemical formulas and equations; acid/base and oxidation-reduction reactions; and atomic structure are explored. This course meets high school graduation requirements for science, Gateway requirements, and college entrance requirements for laboratory science. Upon successful completion of Chemistry, students will understand fundamentals concepts of chemistry including: 1) the atom; 2) periodicity; 3) stoichiometry; 4) properties of gases; 5) liquids and solutions and acids and bases; and 6) chemical energetic and bonding. Students who have successfully completed Chemistry may not receive subsequent credit for Physical Science 1-2. Honors Chemistry 1-2 # Pre-Requisites: Completion of Biology 1-2 with a B or better recommended and completion of Algebra 1-2 with B or better recommended. This one-year course is intended to cover general chemistry concepts for the academically-oriented student. Strong algebra skills are necessary to be successful in this course. Emphasis will be placed on the fundamentals of inorganic chemistry: matter; atomic structure; chemical bonding; chemical reactions; gas laws; acids, bases, and salts. This course meets high school graduation requirements for science, Gateway requirements, and college entrance requirements for laboratory science. Upon successful completion of Honors Chemistry, students will understand: 1)the nature of chemistry which includes elements, compounds, and mixtures; 2) the structure of matter which includes atomic structure, periodicity, and chemical bonding; 3) the language of chemistry which includes nomenclature, chemical equations, and stoichiometry; 4) the states of matter which included gases, liquids, and solids; 5) chemical solutions, acids, bases, and salts; 6) physical chemistry which includes thermodynamics, kinetics, equilibrium and electrochemistry; and 7) chemistry and our world which includes organic and nuclear chemistry and chemistry in the environment. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 5

6 Nevada Science Assessment Blueprint High school grades 9-12 Introduction Nevada has been administering a standards based assessment in science at grades 5 and 8 since the spring of the academic year had the first live administration of a science test at the high school (grades 9-12) level. Students enrolled in grade 10 in the spring of 2008 all were required to take the science test, which is also now a component of the Nevada High School Proficiency Examination. All students starting with the graduating class of 2010 will be required to achieve a passing score on the science test to receive a high school diploma. The test blueprint is intended to serve several purposes. The Blueprint will be one of the resources used by the state and its contractors to construct the test forms administered each year. The blueprint along with the content standards, achievement indicators, and item specifications will guide test item developers as they write new items. The blueprints also serve as a guide to educators in that they indicate: The number of test items on the test; The number of test items assigned to each reporting category; The balance of test items within reporting categories; Describe the content included within each of the standards assessed and any areas of emphasis within the prescribed content. The Nevada Science Assessment Blueprint contains the following information: 1. Description of the Nevada HSPE Science Test 2. Blueprint summary table: a summary that displays the following information Reporting categories for the test Number of items included for each strand Total number of items on the test Distribution of items by item type for each content strand Distribution of items by standard within each content strand. 3. Expanded blueprint: this section provides the same information as the summary table, with the addition of a description of targeted content with each strand and standard, and a description of the DOK levels included on the assessment. Description of the Nevada HSPE Science Test The twelve Nevada content standards in science are organized into four strands: Physical Science, Life Science, Earth/Space Science, and Nature of Science. The assessment of the science content standards is designed to provide a total score, used at the high school level to determine overall proficiency in science. Starting with the students enrolled in grade 10 during the school year, all students in Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 6

7 Nevada will have to pass the High School Proficiency Exam in Science along with other graduation requirements to receive a high school diploma. In addition to the total score, students also receive a score for each strand, and separately for each of the three item types. These sub-scores are provided primarily so that students not achieving the score required to pass the test, will have target areas on which to focus future instruction. The blueprints indicate the relative weighting of the individual content standards within each strand, and also the targets for numbers of each type (i.e., DOK1) of item within each strand. Nevada is currently in the process of revising our item type designations from Ability levels, to use descriptions contained in Webb s Depth of Knowledge framework. The first DOK level 3 items will be field tested in 2009 and will become part of the High School test in The distribution of items on the test is unbalanced with 60% of the items targeted for the Physical and Life Science strands. This emphasis is intended to reflect the expected course taking patterns in the high school curriculum. Earth/Space science has slightly fewer items on the test, because although this content area is considered to be an important element of the standards, high school courses in this area are most frequently offered as electives. Nature of Science has the fewest dedicated items on the test, however it is understood that the use of basic and integrated science process skills is inherent in the ability of students to approach the content contained in most items in the other content areas. The distribution of items is also unbalanced with regard to item type. The majority of items (50%) on the test are targeted at the, requiring students to demonstrate knowledge beyond basic recall (). In moving from the previously used Ability Level coding, it was determined that none of the items included on the 2008 and 2009 tests were above a level of complexity. In an effort to increase the intellectual challenge of the test, 10% of the items on each test starting in 2010 will be at the level. For current HSPE Science Assessment Matrix go to: Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 7

8 Nevada Science Depth of Knowledge Level Descriptors The four levels of depth of knowledge are used in this analysis. The levels represent a hierarchy based on complexity (rather than difficulty).this difference takes some time to ponder and refine. The hierarchy is based on two main factors: 1) sophistication and complexity, and 2) the likelihood that students at the grade level tested would have received prior instruction or would have had an opportunity to learn the content. Some problems or tasks have a low depth-of knowledge level because the knowledge required is commonly known and student with normal instruction at a grade level should have had the opportunity to learn how to routinely perform what is being asked. Level 1: Recall Items at the Level require the recall of information, such as a fact, definition, term, or a simple procedure, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. items may also require that students employ a simple procedure or formula to reproduce a previously learned result. It is not left to the student to come up with an original method or solution. A simple procedure is well-defined and typically involves only one-step. Verbs such as identify, recall, recognize, use, calculate, and measure generally represent cognitive work at the recall and reproduction level. Simple word problems that can be directly translated into and solved by a formula are considered Level 1. Verbs such as describe and explain could be classified at different DOK levels, depending on the complexity of what is to be described and explained. A student answering a Level 1 item either knows the answer or does not: that is, the answer does not need to be figured out or solved. In other words, if the knowledge necessary to answer an item automatically provides the answer to the item, then the item is at Level 1. If the knowledge necessary to answer the item does not automatically provide the answer, the item is at least at Level 2. Level 2: Use of Concepts and Skills Items at the level require the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in level 1. Items require students decide what to do, using methods of reasoning and problem solving skills, and to bring together concepts and skills from various domains. Keywords that generally distinguish a Level 2 item include classify, organize, estimate, make observations, collect and display data, and compare data. These actions imply more than one step. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in tables, graphs, and charts. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 8

9 Some action verbs, such as explain, describe, or interpret, could be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is a Level 2. An item that requires interpretation from a complex graph, such as making decisions regarding features of the graph that need to be considered and how information from the graph can be aggregated, is at Level 3. Level 3: Strategic Thinking and Problem Solving Items at the level require students to employ a higher level of thinking than the previous two levels. Strategic Thinking requires deep knowledge using reasoning, planning, and using evidence to support results. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems. Level 4 Extended Thinking Items at a level require a high cognitive demand and are very complex. Students are required to make several connections relate ideas within the content area or among content areas and have to select or devise one approach among many alternatives on how the situation can be solved. Many on-demand assessment instruments will not include any assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. Develop generalizations of the results obtained and the strategies used and apply them to new problem situations, is an example of a Grade 8 objective that is a Level 4. Many, but not all, performance assessments and open-ended assessment activities requiring significant thought will be at a Level 4. DOK Level 4 requires complex reasoning, experimental design and planning, and probably will require an extended period of time either for the science investigation required by an objective, or for carrying out the multiple steps of an assessment item. However, the extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. For example, if a student has to take the water temperature from a river each day for a month and then construct a graph, this would be classified as a Level 2 activity. However, if the student conducts a river study that requires taking into consideration a number of variables, this would be a Level 4. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 9

10 Level 1 Recall & Reproduction a. Recall or recognize a fact, term, definition, simple procedure (such as one step), or property b. Demonstrate a rote response c. Use a well-known formula d. Represent in words or diagrams a scientific concept or relationship e. Provide or recognize a standard scientific representation for simple phenomenon f. Perform a routine procedure, such as measuring length g. Perform a simple science process or a set procedure (like a recipe) h. Perform a clearly defined set of steps i. Identify, calculate, or measure NOTE: If the knowledge necessary to answer an item automatically provides the answer, it is a Level 1. Sample Descriptors for each of the DOK Levels in Science Level 2 Skills & Concepts a. Specify and explain the relationship between facts, terms, properties, or variables b. Describe and explain examples and nonexamples of science concepts c. Select a procedure according to specified criteria and perform it d. Formulate a routine problem given data and conditions e. Organize, represent, and compare data f. Make a decision as to how to approach the problem g. Classify, organize, or estimate h. Compare data i. Make observations j. Interpret information from a simple graph k. Collect and display data NOTE: If the knowledge necessary to answer an item does not automatically provide the answer, then the item is at least a Level 2. Most actions imply more than one step. Level 3 Strategic Thinking a. Interpret information from a complex graph (such as determining features of the graph or aggregating data in the graph) b. Use reasoning, planning, and evidence c. Explain thinking (beyond a simple explanation or using only a word or two to respond) d. Justify a response e. Identify research questions and design investigations for a scientific problem f. Use concepts to solve non-routine problems/more than one possible answer g. Develop a scientific model for a complex situation h. Form conclusions from experimental or observational data i. Complete a multi-step problem that involves planning and reasoning j. Provide an explanation of a principle k. Justify a response when more than one answer is possible l. Cite evidence and develop a logical argument for concepts m. Conduct a designed investigation n. Research and explain a scientific concept o. Explain phenomena in terms of concepts NOTE: Level 3 is complex and abstract. If more than one response is possible, it is at least a Level 3 and calls for use of reasoning, justification, evidence, as support for the response. Based on Webb March 2002 and TIMSS Science Assessment Framework, 2003 Level 4 Extended Thinking a. Select or devise approach among many alternatives to solve problem b. Based on provided data from a complex experiment that is novel to the student, deduct the fundamental relationship between several controlled variables. c. Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions d. Relate ideas within the content area or among content areas e. Develop generalizations of the results obtained and the strategies used and apply them to new problem situations NOTE: Level 4 activities often require an extended period of time for carrying out multiple steps; however, time alone is not a distinguishing factor if skills and concepts are simply repetitive over time. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 10

11 Semester 1 Content Topics State Science Standards SCIENCE CURRICULUM PACING GUIDE CHEMISTRY 1-2 # Quarter 1 Quarter 2 Nature of Using Data N12A1, N12A2, N12A3, Science N12A4, N12A5, N12A6, Record Keeping (Throughout the N12B1, N, 12B2, entire course) Accuracy N12B3, N12B4 Nature of Chemistry Safe Experimentation Models Risks and Benefit Ethical Behavior Collaboration Problem Solving and Scientific Method N12A1, N12A2, N12A3, N12A4 Content Topics State Science Standards Nature of Science (Throughout the entire course) Nature of Chemistry (Introduced in quarter 1 and reinforced throughout the course) See Quarter 1 See Quarter 1 N12A1, N12A2, N12A3, N12A4, N12A5, N12A6, N12B1, N, 12B2, N12B3, N12B4 N12A1, N12A2, N12A3, N12A4, N12A5, N12B3 Atomic Theory Structure of the Atom P12A7, P12A8, P12B2, P12B3, P12C4 Laboratory Skills and Procedures Laboratory Safety and Procedures Equations and Measurement N12A1, N12A2, N12A4, N12A5, N12B3 P12A1, P12A3 Nomenclature and Formulas Writing and Naming Chemical Formulas Chemical Bonding Chemical Equations P12A4, P12A7, P12A9 P12A1, P12A3, P12A4, P12A7 P12A4, P12A7 Properties of Matter Chemical and Physical Properties Chemical and Physical Changes P12A1, P12A3, P12A7 Periodic Table P12A2 Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 11

12 Elements and Compounds Chemical Bonding Ionic Compounds and Metals P12A4, P12A6, P12A9 Covalent Bonding Semester 2 Content Topics State Science Standards Quarter 3 Quarter 4 Nature of Science (Throughout the entire course) See Quarter 1 N12A1, N12A2, N12A3, N12A4, N12A5, N12A6, N12B1, N, 12B2, N12B3, N12B4 Content Topics State Science Standards Nature of Science (Throughout the entire course) See Quarter 1 N12A1, N12A2, N12A3, N12A4, N12A5, N12A6, N12B1, N, 12B2, N12B3, N12B4 Nature of Chemistry (Introduced in quarter 1 and reinforced throughout the course) Chemical Reactions See Quarter 1 N12A1, N12A2, N12A3, N12A4, N12A5, N12B3 Nature of Chemistry (Introduced in quarter 1 and reinforced throughout the course) Energy and Chemical Change See Quarter 1 N12A1, N12A2, N12A3, N12A4, N12A5, N12B3 Balancing Reactions Predicting Products P12A3, P12A7, P12C6 Thermochemistry Moles P12A1 Reaction Rates P12A5, P12A6 P12A1, P12A6, P12C2, P12C5, P12C6 Stoichiometry P12A7 Equilibrium P12A1,P12A6, P12C5 States of Matter Kinetic Molecular Theory P12A1, P12C5 Acids and Bases Molarity Titrations ph Gases Mixtures and Solutions Gas Laws Ideal Gas Law P12A1, P12C5 P12A1, P12A3 Nuclear Chemistry P12A1, P12A4, P12A5, P12A7 P12A7, P12A8, P12C3, P12C4, P12C6 Also can use E12B2, E12B3, E12B4, E12C4 Differentiated Instructions allows for teachers to include other Chemistry topics not included in our standards. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 12

13 PLEASE NOTE THAT THE NUMBERING IS NOT RELATED TO THE ORDER IN WHICH THESE OBJECTIVES SHOULD BE ADDRESSED. WCSD CURRICULUM BENCHMARKS Chemistry # Adopted Textbook: Chemistry: Matter and Change (2008), Glencoe C4 Nature of Science Standard Scientific Inquiry (Nature of Science Unifying Concept A) Scientific inquiry is the process by which humans systematically examine the natural world. Scientific inquiry is a human endeavor and involves observation, reasoning, insight, energy, skill and creativity. Scientific inquiry is used to formulate and test explanations of nature through observation, experiments, and theoretical or mathematical models. Scientific explanations and evidence are constantly reviewed and examined by others. Questioning, response to criticism and open communication are integral to the process of science. N.12.A Students understand that a variety of communication methods can be used to share scientific information. Benchmark Item Specification Depth of Knowledge (DOK) Textbook Alignment N.12.A.1 Using Data tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. E/S Ø Given a choice of several graphs, select the one most appropriate to display a collection of data or to illustrate a concept or conclusion. Ø Interpret a graph, table, or chart and analyze the data display to reveal information. Ø Predict (extrapolate and interpolate) from a data display. (See also P.12.B.1.) For snack time ten out of twenty students like chocolate. Six out of twenty like soda and four out of twenty like fruits. What type of graph would you use to display this data set? According to the chart, how many boys write with their left hand? Given a graph, which table would be the best way to organize the data? Given a graph, predict the value of points not on the graph. 7-8, 20-21, N.12.A.2 Record Keeping scientists maintain a permanent record of procedures, data, analyses, decisions, Ø Recognize proper data collection and recording procedures in scientific investigations. During laboratory experiments this is important for developing an analysis and conclusion. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 13

14 and understandings of scientific investigations. I/S Given a graph, which table would be the best way to organize the data? N.12.A.3 Accuracy repeated experimentation allows for statistical analysis and unbiased conclusions. E/S Ø Explain that repeated trials and increased sample size increase the validity of experimental results. Ø Explain the importance of independent replication of experimental results. Ø Given two or more sets of data among which there is some disagreement, discuss conclusions that can or cannot be supported based on the combined data. All off the following can be found in a scientist s notebook. Which of these is considered data? Suzie collects data about pea plants. She performs her experiment only once. What does she need to do to make it more valid? Two students perform the same experiment. Here are their results. There was a disagreement in their conclusions. What is a plausible explanation for their disagreement? N.12.A.4 Safe Experimentation how to safely conduct an original scientific investigation using the appropriate tools and technology. E/L Ø Explain the use of proper experimental controls and control groups in experimental designs. Ø Recognize a testable question. Ø Describe proper and appropriate use of lab equipment. Ø Explain safety considerations in lab procedures. Ø Analyze an experimental design. What is wrong with testing multiple variables at one time? At your laboratory station, you find chemicals from which the label has been removed. Which of the following should you do? N.12.A.5 Models models and modeling can be used to identify and Ø Describe how models are used in science. Ø Use models and modeling to illustrate relationships and predict outcomes. Which of the following is a reason for using models in science? 10, 15, Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 14

15 predict cause-effect relationships. I/S Ø Evaluate the appropriateness of a model. The model below is set up to show how a lunar eclipse occurs. What is the greatest limitation of this model? N.12.A.6 Models organizational schema can be used to represent and describe relationships of sets. E/S Ø Recognize that each branch of science has developed classification systems based on observable characteristics. Ø Explain that scientists use various classification systems to organize information. Ø Explain that classification systems can be modified over time to account for new information. Which group of terms is in the correct order from the most general to most specific when classifying organisms? According to the key, which characteristic distinguishes a male from a female mosquito? 71-72, 86-87, , , , 298, , A student is given a set of objects and is asked to construct a classification scheme to explain the relationship between the objects. A classification system should be based on Standard Science Technology, and Society (Nature of Science Unifying Concept B) Technology defines a society or era. It can shape the environment in which people live, and it has increasingly become a larger part of people s lives. While many f technology s effects on society are regarded as desirable, other effects are seen as less desirable. These concepts are shared across subject areas such as science, math, technology, social studies and language arts. The development and use of technology affects society and the environment in which we live, and, at the same time, society influences the development of technology and its impact on culture. Students understand the impacts of science and technology in terms of costs and benefits to society. N.12.B N.12.B.1 Risks and Benefits science, technology, and society influenced one another in both positive and negative ways. E/S Ø Explain with examples how science and technology benefit each other. Ø Explain with examples how scientific events and discoveries have positively and negatively influenced society. Ø Explain with examples how technology has positively and negatively affected society. Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page m 17, , ,

16 N.12.B.2 Ethnical Behavior consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts. E/S Ø Explain with examples how societal needs and pressures influence the course of scientific research and technological advances. Ø Explain with examples how technological advances frequently have unintended consequences that are not initially evident. Ø Identify the benefits and hazards of the environmental impact of human activities (e.g., consumption, conservation, and cultural and social practices). 5-8, 20-21, 722, 812, N.12.B.3 Ethnical Behavior N.12.B.4 Collaboration the influence of ethics on scientific enterprise. E/S scientific knowledge builds on previous information. E/S Ø Identify ethical and unethical practices in scientific research and describe the differences between them (e.g., treatment of test subjects and falsifying data). Ø Identify potential sources of intentional bias in scientific endeavors and explain the motives and consequences (e.g., financial pressures related to funding and choosing experiments most likely to support a favored hypothesis). Ø Explain that existing theories are modified as new information is added. Ø Explain that occasionally a completely new theory changes the way we interpret information and understand phenomenon. Ø Explain the significance of the history of science in relation to the step-by-step development of our current scientific understanding of the natural world , 20-21, 50, 57 32, , , , , , , , Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 16

17 C1 Physical Science Standard Matter (Physical Science Unifying Concept A) Matter has various states with unique properties that can be used as basis for organization. The relationship between the properties of matter and its structure is an essential component of study in the physical sciences. The understanding of matter and its properties leads to practical applications, such as the capability to liberate elements from ore, create new drugs, manipulate the structure of genes and synthesize polymers. P.12.A Students understand that atomic structure explains the properties and behavior of matter. P.12.A.1 Properties of Matter P.12.A.2 Properties of Matter P.A.12.3 Mixtures and Compounds different molecular arrangements and motions account for the different physical properties of solids, liquids, and gases. E/S elements in the periodic table are arranged into groups and periods by repeating patterns and relationships. E/S identifiable properties can be used to separate mixtures. E/S Ø Given a diagram, choose the molecular arrangement that best describes a solid, liquid, or gas Ø Recognize the differences between solids, liquids, and gases. Ø Analyze the motion of particles in solids, liquids, and gases. Ø Explain properties of the states of matter using kinetic-molecular theory. Ø Explain why elements in the main groups (metals, nonmetals, alkali metals, alkaline earths, halogens, and noble [inert] gases) on the periodic table have similar properties. Ø Identify the positions of metals and non-metals on the periodic table. Ø Classify elements as metals and non-metals. Ø Predict periodic trends in atomic mass and atomic number. Ø Recognize the difference between the atomic number and the atomic mass of an element. Ø Calculate the number of electrons, protons, and neutrons given the atomic number and atomic mass for a given isotope of any element in the periodic table. (See also P.12.A.8.) Ø Identify mixtures and compounds Ø Identify heterogeneous and homogeneous mixtures. Ø Design separation processes based on properties (e.g., magnetism, solubility, density, boiling point, and properties that lend themselves to Place the states of matter in increasing order of relative randomness. Which state of matter has the characteristics of low density and high compressibility? Which of the following pairs of elements are in the same group? How many valence electrons does O have? How would you separate a mixture of sand, salt and iron filings? 71-72, , , , , , , , Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page , 300,

18 mechanical sorting). A student has three unknown metals. Which series of tests would be the most appropriate to use to distinguish among the metals? P.12.A.4 Mixtures and Compounds atoms bond with one another by transferring or sharing electrons. E/S Ø Recognize that bonding electrons are outer electrons. Ø Explain the difference between ionic and covalent bonding. Ø Predict bond type based on relative positions in the periodic table (e.g., alkali metal and halogen, and typical organic compounds). When atoms share electrons, what type of bond is formed? Which of the following element would form the strongest ionic bond with , , , , , , P.12.A.5 Mixtures and Compounds chemical reactions can take place at different rates, depending on a variety of factors (i.e. temperature, concentration, surface area, and agitation). E/S Ø Describe factors affecting the rate at which a reaction proceeds. Ø Predict the result of a given factor on the reaction rate. Ø Identify the effect of catalysts on reaction rate. Ø Design an experiment that can change the rate of a reaction. Which factor will increase the reaction rate of an acid-base reaction? Four identical steel nails are placed in four different environments for a given period of time. In which environment will the nail show the greatest amount of rust? , , , P.12.A.6 Mixtures and Compounds chemical reactions either release or absorb energy. E/S Ø Identify the presence of energy as a component of every chemical reaction. Ø Given an energy diagram, predict whether a process is exothermic or endothermic A reaction that releases heat is called.. The process of ice melting is , , , 529, 533, , , , , Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 18

19 P.12.A.7 Mixtures and Compounds P.12.A.8 Atomic Structure P.12.A.9 Atomic Structure that, in chemical reactions, elements combine in predictable ratios, and the numbers of atoms of each element do not change. I/S most elements have two or more isotopes, some of which have practical applications. I/S the number of electrons in an atom determines whether the atom is electrically neutral or an ion. I/S Ø Explain how a chemical reaction satisfies the law of conservation of mass. Ø Balance simple chemical reaction equations using simple whole number ratios and the conservation of mass principle. Ø Recognize that the reactions of photosynthesis and aerobic respiration involve energy changes. Ø Explain that the law of definite proportions allows for predictions of reaction amounts. Ø Know that isotopes of an element have different numbers of neutrons and the same number of protons. Ø Identify that practical applications of isotopes arise from the nature of radioactivity and that atoms are the building blocks of all things. Ø Calculate the numbers of protons and neutrons given a nuclear symbol.(see also P.12.A.2 and P.12.C.4.) Ø Calculate the number of protons and electrons to determine the electrical charge of an atom. Ø Calculate the magnitude and sign of the charge on an ion given the number of protons and electrons. Which of these equations represents photosynthesis? If you begin with 5 carbon atoms as a reactant how many carbon atoms would you see in the product? Which of these equations is properly balanced? Deuterium is an isotope of hydrogen. What makes it an isotope? How old is this sample given that 75% of it has decayed? A potassium atom looses an electron. What charge would it have now? 87-90, 105, , , , , , , , Standard Force and Motion (Physical Science Concept B) The laws of motion are used to describe the effects of forces on the movement of objects. P.12.B P.12.B.2 Students understand the interactions between force and motion magnetic forces and electric forces can be Ø Describe the relationship between electric currents and magnetic fields. Ø Apply the concept of electromagnetic induction to A magnetic field will be produced by? , 865 Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 19

20 P.12.B.3 thought of as different aspects of electromagnetic force. I/S the strength of the electric force between two objects increases with charge and decreases with distance. I/S explain the operation of generators and transformers. What two factors would increase the strength of an electromagnet? Given four diagrams, which produces the strongest electromagnet? Explain how electric forces change when the distance between the two charges changes and/or when the magnitude of the charges changes. If you double distance between two charges, what happens to the strength of the electric force? , 865 Standard Energy (Physical Science Concept C) The total energy of the universe is constant. All evens involve the transfer of energy in one form or another. In all energy transfers, the overall effect is that the energy is spread out uniformly. Students understand that there are interactions between matter and energy. P.12.C P.12.C.2 Forms and Uses of Energy energy forms can be converted. E/S Ø Explain that heat is often produced as a byproduct when one form of energy is converted to another form (e.g., when machines and living organisms convert stored energy to motion). Ø From an example, identify that energy cannot be created or destroyed, but only changed from one form to another. Ø Recognize that photosynthesis is a process that converts light energy to chemical energy. Which of these shows the energy transformation in photosynthesis? When wood is burned all that is left of the wood is ashes? What happened? , 522, , , , , , P.12.C.3 Forms and Uses of Energy nuclear reactions convert a relatively small amount of material into a large Ø Identify fission and fusion. Ø Recognize that a large amount of energy is produced from a relatively small amount of material in a nuclear reaction. Which of these illustrates fusion? In a fusion reaction atoms are Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 20

21 P.12.C.4 Forms and Uses of Energy P.12.C.5 Forms and Uses of Energy P.12.C.6 amount of energy. I/S characteristics, applications and impacts of radioactivity. E/S the relationship between heat and temperature. I/S electricity is transferred from generating sources for consumption and practical uses. I/S Ø Identify the difference between ionizing and nonionizing radiation. Ø Identify characteristics of radioactivity, including differences between alpha, beta, gamma rays. Ø Recognize applications of radioactivity from examples Ø Evaluate the impacts of radioactivity. Ø Describe heat and temperature using the kinetic energy of particles. Ø Describe various methods for generating electricity. Ø Identify the processes by which various forms of energy (e.g., chemical, mechanical, and electromagnetic) are converted to electricity. Ø Use a diagram to trace the transfer of electricity from generating sources to end uses by consumers. What are the similarities (or differences) of fission and fusion? Which of the following particles has the greatest (or least) amount of energy? In medicine radioactive materials would be useful in treating which of the following? What does temperature measure? Why does the fluid in a thermometer rise when heated? Which of these is a renewable source of electrical energy? Which of the following energy conversions occur in a hydroelectric power plant to produce electricity? , , , , , , , , , 517, 881 Kelly Cannon, K-12 Science Program Coordinator, Revised December, 2010 Page 21