TREASURE COAST SCIENCE SYLLABUS

Transcription

1 TREASURE COAST SCIENCE SYLLABUS M/J Comprehensive Science II Advanced Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER Text: Text: Florida Science Fusion, 2012/1st Florida Edition (DiSpezio) Course II The purpose of this course is to provide opportunities to study concepts of the life, earth/space, and physical sciences, and their applications to everyday life. The content should include, but not be limited to, the following: Processes that shape the Earth Processes of life Energy Nature of Science Earth systems and patterns Course Goals: Development of research skills Plan and carry out scientific investigations of various types Understand the use of scientific processes to study the patterns of natural events and solve problems Application and development of critical thinking and inquiry skills Understanding and appreciation of the role of science and its impact on our daily lives Course Requirements: COMPLETED BY INDIVIDUAL TEACHER Assignments: COMPLETED BY INDIVIDUAL TEACHER Tests and Quizzes: COMPLETED BY INDIVIDUAL TEACHER Research Projects: COMPLETED BY INDIVIDUAL TEACHER Grading Plan: COMPLETED BY INDIVIDUAL TEACHER Academic Honesty Plan: Willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or 1

2 test is not permitted. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void. Classroom Expectations: COMPLETED BY INDIVIDUAL TEACHER Personal Statement: COMPLETED BY INDIVIDUAL TEACHER Semester 1 Quarter 1 Topic of Study: Thinking and Working Like a Scientist Plan and carry out scientific investigations. Design an experimental procedure when given a problem. Collect and organize data. Execute and analyze an experimental design for validity (e.g., variables held constant, repetition for validity, systemic observation, procedure for replication, identified tested (independent variable) and outcome variables (dependent variable), and control experiment for comparison). Recognize that the experimental procedures are provided to other researchers to allow replication of an experiment. Explain the roles of variables and a control in an experiment. Differentiate between replication (by others) and repetition (multiple trials). Communicate results of an experiment. Defend a conclusion based on available data. Identify advances in research tools that allow new discoveries, for example the effect of radiometric dating on Geologic Time, the Hubble telescope on the farthest galaxies seen and the Scanning Tunneling microscope on nanotechnology. Distinguish the difference between a scientific law and theory vs. a societal law. Give examples of how advances in technology have affected scientific theories and laws. Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model. Distinguish between a scientific theory and a general claim. Explain why models are used in science to observe processes that happen too slowly, too quickly, or are too small or vast for direct observation. Give examples of visual/physical, mathematical, and conceptual models as used in science. Recognize, identify and know how to safely and accurately use lab equipment. Explain appropriate science lab behavior (no playing or pushing, no food/drink, no running, does not touch anything until told, etc ). Describe the importance of following all written or oral directions of the teacher when conducting an investigation. Identify protective clothing worn in the lab: safety goggles, aprons, gloves. Recognize that different types of wastes are disposed of in specific ways. 2

3 Create a lab safety plan for the classroom. Topic of Study: Energy Transformation Apply the Law of Conservation of Energy during an energy transfer. Experiment with and measure the transfer of thermal energy. Investigate how energy can be transformed from one form to another. Describe how energy can be transferred by radiation, conduction, and convection. Describe the processes by which thermal energy tends to flow from a system of higher temperature to a system of lower temperature. Experiment to demonstrate that energy conversions are never 100% efficient (concept of entropy). Measure temperature using a Celsius thermometer. Investigate how energy changes can lead to a change in state of matter. Semester 1 Quarter 2 Topic of Study: Forms of Energy Distinguishes between the forms of radiant energy (light and heat). Illustrates the various ways that radiation, light, and heat improve the quality of life (e.g., cooking, food, treating disease, and providing energy). Experiment to find how waves travel through various media. Investigates the various ways waves interact with each other (interference) and other substances (reflection, refraction, and diffraction). Experiment to produce a spectrum from white light. Describe the types of waves in the electromagnetic spectrum. Categorizes the uses of each type of wave in the electromagnetic spectrum (e.g., radio, infrared). Classify the waves of the electromagnetic spectrum according to wavelength and frequency. Topic of Study: Earth s History Explain how geologic time can be divided into units. Sequence geologic time units (e.g., largest to smallest; smallest to largest). Differentiate relative time between epochs, periods, eras and eons. Compare relative and absolute age. Explain how the discovery of radiometric dating changed scientists understanding of the Earth s age. 3

4 Describe plate tectonics (crust movement and their effects), the formation of land masses, and mountain building. Semester 2 Quarter 3 Topic of Study: The Changing Surface of the Earth Describe the formation of igneous rocks. Describe the formation of sedimentary rocks. Describe the formation of metamorphic rocks. Explain how all rocks are connected by the surface and subsurface processes of the rock cycle. Identify the connection of subsurface events (plate tectonics, mountain building) to the rock cycle. Compare and contrast the role that physical and chemical weathering plays in shaping and reshaping the Earth (e.g. beaches, aquifers, sinkholes, caverns). Identify the agents of erosion and deposition (water, wind, and gravity). Analyze ways in which human actions (development, industrialization) have altered Earth s landscape (e.g. desertification, deforestation, pollution, changing the flow of water). Describe how development has contributed to increased erosion of Florida beaches. Topic of Study: Genetics Describe meiosis as a process of sexual reproduction that produces sperm and egg cells. Compare and contrast mitosis and meiosis. Explain Gregor Mendel's contribution to the development and understanding of genetics. Critique Mendel s experiments, identifying the scientific process and variables used in the experiment. Illustrate the relationship between chromosomes, genes, and DNA. Describe meiosis as a process of sexual reproduction that produces sperm and egg cells. Identify traits and genetic disorders that are controlled by genes (e.g., dimples, widow's peak, hitchhiker's thumb, tongue-rolling, colorblindness, hemophilia). Collect, analyze, and draw conclusions from data of inherited traits. Predict and analyze the genetic (genotype) and physical (phenotype) characteristics of offspring using Punnett Squares and pedigrees. Differentiate between genotype and phenotype. Predict possible parental genotype based on observable phenotype of offspring. Construct Punnett Squares and pedigrees through multiple generations. Observe inherited traits on a personal level with family pets or members. Research dominant and recessive traits then apply concepts to identify such traits among classmates. 4

5 Explain the relationship between genotype and phenotype. Compare and contrast homozygous and heterozygous alleles. Apply concepts to complete Punnett Squares to predict the genotype and phenotype probability of an offspring. Develop an argument for and against genetic engineering and the ethical issues associated with this topic. Research and debate the ethical considerations of biotechnology on individuals, society and the environment. Semester 2 Quarter 4 Topic of Study: Evolutionary Biology Compare and contrast characteristics of the domains and kingdoms of living organisms. Recognize that fossils are the remains of organisms and provide evidence that is consistent with the theory of evolution. Compare and contrast past and present organisms referencing the fossil record. Observe and make inferences about various biological adaptations (e.g., changes in structure, behaviors, physiology) that organisms need to survive and how they relate to the principles of natural selection and diversity. Explore the ways natural selection equips organisms for survival in their environment (e.g., camouflage, poison). Investigate the inability of a species to adapt within a changing environment may contribute to the extinction of that species. List the requirements for natural selection. Create a timeline of how scientific knowledge changed over time: spontaneous generation to biogenesis to Lamarck's theory of acquired characteristics to Darwin's theory of natural selection. Topic of Study: Ecology Explain and illustrate food chains and food webs from various ecosystems (include Florida examples). Explain the relationship among producers and consumers including herbivores, carnivores, and omnivores in the process of energy transfer in an ecosystem. Describe the flow of energy in a food web and food chain. Assess the effect of the removal of a population from a food web or ecosystems (primary, secondary and tertiary changes). Compare and contrast the benefits and limitations of food chains and food webs as models. Calculate and describe the available energy at each trophic level in an energy pyramid. Compare and contrast the relationships among organisms including mutualism, predation, parasitism, competition, and commensalism. 5

6 Investigate how changes in the environment may influence the size, number, and/or diversity of organisms in a given area. Investigate and write to explain the factors that affect population changes in an ecosystem (e.g., geographic, physical or competition for resources: food, water, space, disease, parasitism, predator, nesting sites). St. Lucie County s : Get Real About AIDS Curriculum 6