Astronomy Forensic Science. Chemistry Honors Chemistry AP Chemistry. Biology AP Biology. Physics. Honors Physiology & Anatomy.

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1 HS PS1 1 HS PS1 2 HS PS1 3 HS PS1 4 HS PS1 5 HS PS1 6 HS PS1 7 HS PS1 8 HS PS2 1 HS PS2 2 HS PS2 3 HS PS2 4 Physical Science Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (SEP: 2; DCI: PS1.A, PS2.B; CCC: Patterns) Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (SEP: 6; DCI: PS1.A, PS1.B; CCC: Patterns) Plan and carry out an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. (SEP: 3; DCI: PS1.A, PS2.B; CCC: Patterns) Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (SEP: 2; DCI: PS1.A, PS1.B; CCC: Energy/Matter) Construct an explanation based on evidence about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (SEP: 6; DCI: PS1.B; CCC: Patterns) Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* (SEP: 6; Biology AP Biology Chemistry Honors Chemistry AP Chemistry Physics Honors Physics Astronomy Forensic Science DCI: PS1.B, ETS1.C; CCC: Stability/Change) Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (SEP: 5; DCI: PS1.B; CCC: Energy/Matter, Nature of Science/Consistency) Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (SEP: 2; DCI: PS1.C; CCC: Energy/Matter) Analyze data to support the claim that Newton s Second Law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (SEP: 4; DCI: PS2.A; CCC: Honors Physiology & Anatomy Cause/Effect ) Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (SEP: 5; DCI: PS2.A ; CCC: Systems) Design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* (SEP: 6; DCI: PS2.A, ETS1.A, ETS1.C; CCC: Cause/Effect ) Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. (SEP: 5; DCI: PS2.B; CCC: Patterns)

2 HS PS2 5 HS PS2 6 HS PS3 1 HS PS3 2 HS PS3 3 HS PS3 4 HS PS3 5 HS PS4 1 HS PS4 2 HS PS4 3 HS PS4 4 HS PS4 5 Plan and carry out an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (SEP: 3; DCI: PS2.B, PS3.A; CCC: Cause/Effect) Communicate scientific and technical information about why the molecularlevel structure is important in the functioning of designed materials.* (SEP: 8; DCI: PS1.A, PS2.B; CCC: Structure/Function) Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (SEP: 5; Biology AP Biology Chemistry Honors Chemistry AP Chemistry Physics Honors Physics Astronomy Forensic Science DCI: PS3.A, PS3.B ; CCC: Systems) Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (SEP: 2 ; DCI: PS3.A; CCC: Energy/Matter) Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. (SEP: 6; DCI: PS3.A, PS3.D, ETS1.A; CCC: Energy/Matter, Technology) Plan and carry out an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (Second Law of Thermodynamics). (SEP: 3; DCI: PS3.B, PS3.D; CCC: Systems) Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (SEP: 2; DCI: PS3.C; CCC: Cause/Effect) Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (SEP: 5; DCI: PS4.A; CCC: Cause/Effect) Evaluate questions about the advantages of using a digital transmission and storage of information. (SEP: 1; DCI: PS4.A; CCC: Stability/Change, Technology) Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (SEP: 7; DCI: PS4.A, PS4.B; CCC: Systems) Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (SEP: 8; DCI: PS4.B; CCC: Cause/Effect) Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* (SEP: 8; DCI: PS3.D, PS4.A, PS4.B, PS4.C; CCC: Cause/Effect, Technology) Honors Physiology & Anatomy

3 HS LS1 1 HS LS1 2 HS LS1 3 HS LS1 4 HS LS1 5 HS LS1 6 HS LS1 7 HS LS2 1 HS LS2 2 HS LS2 3 HS LS2 4 HS LS2 5 Life Science Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. (SEP: 6; DCI: LS1.A; CCC: Biology Structure/Function) Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (SEP: 2; DCI: LS1.A; CCC: Systems) Plan and carry out an investigation to provide evidence that feedback mechanisms maintain homeostasis. (SEP: 3; DCI: LS1.A; CCC: AP Biology Chemistry Honors Chemistry AP Chemistry Physics Honors Physics Astronomy Forensic Science Honors Physiology & Anatomy Stability/Change) Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (SEP: 2; DCI: LS1.B; CCC: Systems) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter) Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbonbased molecules. (SEP: 6; DCI: LS1.C; CCC: Energy/Matter) Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter) Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (SEP: 5; DCI: LS2.A; CCC: Scale/Prop.) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (SEP: 5; DCI: LS2.A, LS2.C; CCC: Scale/Prop.) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (SEP:6; DCI: LS2.B; CCC: Energy/Matter ) Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (SEP: 5; DCI: LS2.B; CCC: Energy/Matter) Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC: Systems)

4 HS LS2 6 HS LS2 7 HS LS2 8 HS LS3 1 HS LS3 2 HS LS3 3 HS LS4 1 HS LS4 2 HS LS4 3 HS LS4 4 HS LS4 5 HS LS4 6 HS LS4 7 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms under stable conditions; however, moderate to extreme fluctuations in conditions may result in new ecosystems. (SEP: 7; DCI: LS2.C; CCC: Stability/Change) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* (SEP: 6; DCI: LS2.C, LS4.D, Biology ETS1.B; CCC: Stability/Change) Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (SEP: 1; DCI: LS1.A, LS3.A; CCC: Cause/Effect) Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (SEP: 7; DCI: LS3.B; CCC: Cause/Effect) Apply concepts of statistics and probability to explain the variation and distribution of expressed 32 traits in a population. (SEP: 4; DCI: LS3.B; CCC: Scale/Prop.) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (SEP: 8; DCI: LS4.A; CCC: Patterns) Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. (SEP: 6; DCI: LS4.B, LS4.C; CCC: Cause/Effect) Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (SEP: 4; DCI: LS4.B, LS4.C; CCC: Patterns) Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (SEP: 6; DCI: LS4.C ; CCC: Cause/Effect) Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. (SEP: 7; DCI: LS4.C; CCC: Cause/Effect) Use a simulation to research and analyze possible solutions for the adverse impacts of human activity on biodiversity. (SEP: 5; DCI: LS4.C, LS4.D, ETS1.B; CCC: Cause/Effect) Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. (SEP: 4; DCI: LS4.A ; CCC: Patterns) AP Biology Chemistry Honors Chemistry AP Chemistry Physics Honors Physics Astronomy Forensic Science Honors Physiology & Anatomy

5 HS ESS1 1 HS ESS1 2 HS ESS1 3 HS ESS1 4 HS ESS1 5 HS ESS1 6 HS ESS2 1 HS ESS2 2 HS ESS2 3 HS ESS2 4 HS ESS3 1 HS ESS3 2 HS ESS3 3 HS ESS3 4 HS ESS3 5 HS ESS3 6 Earth & Space Science Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun s core to release energy that eventually reaches Earth in the form of radiation. (SEP: 2; DCI: ESS1.A, PS3.D; CCC: Scale/Prop.) Construct an explanation of the Big Bang Theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. (SEP: 6; DCI: PS4.B, ESS1.A; CCC: Energy/Matter, Technology) Communicate scientific ideas about the way stars, over their life cycle, produce elements. (SEP: 8; DCI: ESS1.A; CCC: Energy/Matter) Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (SEP: 5; DCI: ESS1.B; CCC: Scale/Prop., Biology AP Biology Chemistry Honors Chemistry AP Chemistry Physics Honors Physics Astronomy Technology) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (SEP: 7; DCI: ESS1.C, ESS2.B, PS1.C; CCC: Patterns) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history. (SEP: 6; DCI: ESS1.C, PS1.C; CCC: Stability/Change) Analyze geoscience data to make the claim that one change to Earth s surface can create feedback that cause changes to other Earth systems. (SEP: 2; DCI: ESS2.A, ESS2.B; CCC: Stability/Change) Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection. (SEP: 4; DCI: ESS2.A, ESS2.D; CCC: Stability/Change, Technology) Use a model to describe how variations in the flow of energy into and out of Earth s systems result in changes in climate. (SEP: 2; DCI: ESS2.A, ESS2.B, PS4.A; CCC: Energy/Matter, Technology) Plan and carry out an investigation of the properties of water and its effects on Earth materials and surface processes. (SEP: 2; DCI: ESS1.B, ESS2.A, ESS2.D; CCC: Cause/Effect Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (SEP: 6; DCI: ESS3.A, ESS3.B ; CCC: Cause/Effect, Technology) Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost benefit ratios.* (SEP: 7; DCI: ESS3.A, ETS1.B; CCC: Technology) Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (SEP: 5; DCI: ESS3.C; CCC: Stability/Change, Technology) Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* (SEP: 6; DCI: ESS3.C, ETS1.B; CCC: Stability/Change, Technology) Analyze geoscience data and the results from global climate models to make an evidence based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. (SEP: 4; DCI: ESS3.D; CCC: Stability/Change) Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (SEP: 5; DCI: ESS2.D, ESS3.D; CCC: Systems) Forensic Science Honors Physiology & Anatomy

6 AP Biology A&B Curriculum Document Adopted Text: Pearson Campbell s Biology In Focus 2014 Credit: 2.0 Level: AP Grade: 11, 12 Prerequisites: Algebra 1, Honors Chemistry, Algebra 2 Course Description: This course offers highly motivated, interested students a unique opportunity to earn college level credit. AP Biology is an introductory college level course which emphasizes laboratory experiences, current science, technology, and society issues related to biological topics which include: Biochemistry and Cells, Cellular Energetics, Heredity and Molecular Genetics, and Organisms and Populations. Students who take both semesters will be required to do an in depth project and should elect to take the AP Biology exam. Students may register to take only AP Biology A if they do not have enough time in their schedule for an entire year of AP Biology. This will provide them with an excellent background for college Biology. Major Themes: Sciences as Process Evolution Energy Transfer Continuity and Change Content Relationship of Structure to Function Regulation Interdependence in Nature Science, Technology, and Society Molecules and Cells Chemistry of Life Water Organic molecules in organisms Free energy changes Enzymes Cells Prokaryotic and eukaryotic cells Membranes Subcellular organization Cell cycle and its regulation Cell Energetics Coupled reaction Fermentation and cellular respiration Photosynthesis Heredity and Evolution Heredity Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns Mollecular Genetics RNA and DNA structure and function Gene regulation Mutation Viral structure and replication Nucleic acid technology and applications Evolutionary Biology Early evolution of life Evidence of evolution Mechanisms of evolution Organisms and Populations Diversity of Organisms Evolutionary patterns Survey of the diversity of life Phylogenetic classification Evolutionary relationships Structure and Function of Plants and Animals Reproduction, growth and development Structural, physiological and behavioral adaptations Response to the environment Ecology Population dynamics Communities and ecosystems Global issues Skills Students must be able to apply, relate and integrate the major Themes of AP Biology to the content material provided in the outline. Students must demonstrate and utilize test taking strategies. Students must be able to utilize scientific reasoning through analysis and synthesis of information found in the content and themes. Students must be able to conduct scientific investigations, which include the appropriate operation of scientific equipment such as microscopes, spectrophotometers and electrophoresis equipment. Students must be able to design investigations to test variables, other than the ones tested in class labs, and be able to predict the outcome from content information. Students must be able to perform microbiological investigations using appropriate materials and the aseptic technique. Students must be able to incorporate research techniques into an independent research project. Students must be able to apply suitable statistical analysis methods to laboratory activities as well as to their independent project. Students must be able to demonstrate knowledge in essay format and be able to present their own opinion in writing.

7 AP Chemistry A&B Curriculum Document Adopted Text: Cengage Chemistry 2014 Credit: 2.0 Level: AP Grade: 11, 12 Prerequisites: Algebra 1, Biology, Algebra 2, Honors Chemistry is strongly recommended Course Description: This course is designed for interested and highly motivated students who have been successful in pervious science and math course including Algebra II. Students who desire Organic Chemistry may enroll for only AP Chemistry A. Students wishing to take the AP Chemistry exam must take both semesters. This is a college level course with a lab emphasis with experiences related to the following areas: AP Chemistry A:Stoichiometry, Solutions, Gas Laws, Colligative Properties, Atomic Structure, Periodic Trends, Bonding Theory, Organic Chemistry, Thermodynamics. AP Chemistry B: Kinetics, Equilibrium, Acids/Bases, Thermodynamics, Electrochemistry, Nuclear Chemistry, Reaction Prediction. Major Concepts Skills Scientific Method, Units, Uncertainty, Significant Figures, Dimensional Analysis, Temperature, Density, Classification of Matter, Atomic Theory, Modern View of the Atom, Naming Ionic and Covalent Compounds, Atomic Mass, The Mole, Molar Mass Empirical and Molecular Formulas, Balancing Equations, Stoichiometry, Limiting Reactants, Types of Reactions, Precipitation, Stoichiometry, Solubility Rules, Redox Reactions Electromagnetic Radiation, Nature of Matter and Hydrogen Spectra, Bohr s Model of the Atom, Quantum Numbers, Orbital Shapes, Electron Spin, Periodic Trends, Properties of Alkali Metals, Pauli Exclusion, Hunds Rule, Aufbau Principle, Electronegativity, Dipole Moments, Ionic Compound Formation, Ionic Character, Lewis Structures, VSEPR Theory, Molecular Hybridizations Organic Lewis Structures, Molecular, Structural, Graphical, Empirical Formulas, Alkane Properties, Nomenclature, Cycloalkane, Alkene and Alkyne Nomenclature and Properties, Conformations of Straight Chain Alkanes, Alkenes and Alkynes - Structure, Properties, Hybridization, Nomeclature, Isomerism, Electrophilic Addition to Alkenes, Markovnikov s Rule, Mechanisms, Reactions of Alkynes and EZ Convention, Aromatic Compounds, Functional Groups, Alcohols, Ethers, Aldehydes, Keytones, carboxylic acids, esters and amines, Properties and Reactions of Alcohols and Carboxylic Acids, Polymerization Ideal Gas Law, Partial Pressures, Effusion, Real Gases, VanDerWalls Equation, Calorimetry, Hess's Law, Enthalpy of Reactions Reaction Rates, First Second and Zero Order Intergrated Rate Laws, Catalysts, Activation Energy, Mechanisms of Reactions Reaction Prediction, Equilibrium, LeChatlier s Principle, Equilibrium Constants, K, Kp, Acids/Bases, Bronsted/Lowry theory, Conjugates, Kw,pH of strong and weak acids, Mixtures of Weak Acids and ph of Bases, Polyprotic Acid Properties and Properties of Acid/Base Salts, Acid/Base Structure, Acid/Base Properties of Oxides, Lewis Acids/Bases Common Ions, Buffers, Titrations, Solubility Product Constant(Ksp) Entropy, Spontaneity, First and Second Laws of Thermodynamics, Free Energy, Reaction Entropy, Standard Free Energy Change, Free Energy vs. Pressure and Free Energy vs. Equilibrium, Galvanic Cells, Cell Potential, Standard Reduction Tables, Electrical Work, Free Energy and Nernst Equation, Nuclear Decay, Kinetics of Nuclear Decay, Radioactive Dating Convert units using dimensional analysis Calculate density Explain the changing views of the atom Name compounds Calculate molar mass Write and calculate formulas Do stoichiometry in reactions, in solutions, and as redox reactions Predict solubility Write and balance redox reactions Trace the changing model of the atom Use quantum numbers to locate an electron Explain atomic radius, ionization energy, electron affinity, electronegativity Draw Lewis structures and predict the molecular geometry and dipole moment of a molecule Name and draw alkanes, alkenes, alkynes, and cylclocylo compounds Explain properties and uses of simple compounds Explain the conformations of straight chain alkanes and cyclocompounds Explain Cis and Trans Isomerism Explain and draw appropriate mechanisms for the electrophilic addition to alkenes using Markovnikov's rule and name compounds using the E-Z convention. Make calculations using the ideal gas law Explain and calculate partial pressures Describe a real gas Make calculations using VanDerWalls Equation Determine the energy change in a chemical reaction using calorimetry Use Hess's Law to determine the enthalpy of reaction Use enthalpy of formation to calculate enthalpy of reaction Describe what changes the rate of a reaction Calculate reaction rates Explain the role of catalysts in lowering activation energy Propose a mechanism for a chemical reaction Predict the products of a chemical reaction Write net ionic equations for predicted reactions Explain an equilibrium system Describe Lechatlier's principle Propose equilibrium shifts for given reactions Write equilibrium constants Calculate equilibrium concentrations Describe the properties of acids/bases according to proper definition Calculate Kw Calculate ph and poh for various acid/base systems Explain how structure affects strength of acids Describe the common ion effect Explain how buffers control ph Calculate ph of buffer solutions Perform titration calculations Perform calculations involving Ksp Calculate reaction entropy, free energy, cell potential, and half lives Explain the relationship between equilibrium and free energy Describe nuclear decay and radioactive dating Construct and calculate the cell potential of a galvanic cell

8 Astronomy Curriculum Guide Adopted Text: McGraw Hill Explorations: An Introduction to Astronomy 2017 Credit:.5 Level: G Grade: 10, 11, 12 Prerequisites: Algebra 1 Course Description: Astronomy is a laboratory science course that will explore the vast regions of space. Through observations, laboratory exercises, and activities, students learn about the universe s diverse structures, history, and future. Physical laws are applied to demonstrate the motion of heavenly bodies and how astronomers use those laws to observe and hypothesize about the celestial objects Standard Disciplinary Core Ideas Terms/Skills HS PS1 7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (SEP: 5; DCI: PS1.B; CCC: Energy/Matter, Nature of Science/Consistency) The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (PS1.B) E=mc 2 Conservation of Mass and Energy HS PS1 8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (SEP: 2; DCI: PS1.C; CCC: Energy/Matter) Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. (PS1.C) Nuclear Fusion Nuclear fission Half life Decay Isotope HS PS2 4 Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. (SEP: 5; DCI: PS2.B; CCC: Patterns) Newton s law of universal gravitation and Coulomb s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (PS2.B) Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. (PS2.B) Newton Students can describe how an object is placed in orbit Students can estimate weights of objects on different bodies

9 HS PS4 1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (SEP: 5; DCI: PS4.A; CCC: Cause/Effect) The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. (PS4.A) Students can locate stars on a star chart given Right Ascension and Declination HS PS4 2 Evaluate questions about the advantages of using a digital transmission and storage of information. (SEP: 1; DCI: PS4.A; CCC: Stability/Change, Technology) Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (PS4.A) CCD (digital data camera) Pixel Focal plane Focal length Students can differentiate between luminosity and brightness HS PS4 3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (SEP: 7; DCI: PS4.A, PS4.B; CCC: Systems) HS PS4 4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (SEP: 8; DCI: PS4.B; CCC: Cause/Effect) Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (This is qualitative only; e.g. two different sounds can pass a location in different directions and not get mixed up) (PS4.A) Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. (PS4.B) When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). (PS4.B) Photon Quantum level Electromagnetic spectrum Students can predict the type of spectra given off by objects Students can calculate the spectral lines given off by hydrogen Students can relate a star s spectra to its composition Students can describe the motion of celestial objects using redshift and blueshift

10 HS PS4 5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* (SEP: 8; DCI: PS3.D, PS4.A, PS4.B, PS4.C; CCC: Cause/Effect, Technology) HS ESS1 1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun s core to release energy that eventually reaches Earth in the form of radiation. (SEP: 2; DCI: ESS1.A, PS3.D; CCC: Scale/Prop.) HS ESS1 2 Construct an explanation of the Big Bang Theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. (SEP: 6; DCI: PS4.B, ESS1.A; CCC: Energy/Matter, Technology) Solar cells are human made devices that likewise capture the sun s energy and produce electrical energy. (PS3.D) Photoelectric materials emit electrons when they absorb light of a high enough frequency. (PS4.B) Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (PS4.C) The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (ESS1.A) Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (PS3.D) The study of stars light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (ESS1.A) The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and Students can describe distances using AU, Light year, and Parsec Students can determine the surface temperature of a star from its peak emission Radiation Convection Conduction Students realize how elements are formed in nature via nuclear fusion Students understand heat transfer Planck Students can explain how the microwave background gives us clues to the big bang events Students can determine a value for Hubble s constant Students can interpret data to hypothesize whether our universe is open or closed

11 HS ESS1 3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. (SEP: 8; DCI: ESS1.A; CCC: Energy/Matter) HS ESS1 4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (SEP: 5; DCI: ESS1.B; CCC: Scale/Prop., Technology) non stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. (ESS1.A) Other than hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (ESS1.A) Kepler s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (ESS1.B) Black hole Neutron star Supernova Red Giant Students can place different types of stars on the HR diagram Students can explain the changes of position of a star on the HR diagram in different points in its life Students relate Gravity, Pressure, and Temperature to the life cycle of the star Students can predict the type of stellar death & left over objects based on mass of the star Students use special and general relativity to explain the phenomenon of black holes Satellite Precession Slingshot Apogee Perigee Perihelion Aphelion Sidereal Retrograde motion Students can differentiate between solar time and sidereal time Students can apply ellipse mathematics to the orbits of a planet Students can compare the tangential speed of a planet at different points in its orbit Students can determine the amount of time an object takes to go once around the sun given the distance to the sun

12 HS ESS1 6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history. (SEP: 6; DCI: ESS1.C, PS1.C; CCC: Stability/Change) Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth s formation and early history. (ESS1.C) Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (PS1.C) Meteor Meteorite Meteoroid Asteroid Aristotle Ptolemy Brahe Kepler Galileo Students relate how scientific discoveries are influenced by worldviews Students relate stellar positions to position and dates on earth Students can predict the position of the moon in the sky at each phase Students relate the movements of the moon to eclipses Students recognize the goals of the Mercury, Gemini, and Apollo space programs

13 Biology Curriculum Guide Adopted Text: Pearson Miller & Levine Biology 2014 Credit: 1.0 Level: G Grade: 9, 10, 11, 12 Prerequisites: None Course Description: This laboratory science course will approach Biology using the scientific method to investigate topics such as: Biological molecules, cellular functions, genetics, classification of major groups of organisms, structure and functions of these groups, and ecology. All topics will be reinforced with laboratory exercises, and activities that will help students develop and apply critical thinking process skills. Standard Disciplinary Core Ideas Terms/Skills HS LS2 4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (SEP: 5; DCI: LS2.B; CCC: Energy/Matter) The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. (LS2.B) Food Web Food Chain Carbon Cycle Nitrogen Cycle Water Cycle Phosphorus Cycle Trophic Level Autotrophs Heterotrophs Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. (LS2.B) As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. (LS1.C) Pyramid of Energy Pyramid of Biomass Pyramid of Numbers Cellular Respiration Photosynthesis Skill: Understanding energy transfer conserves 10% in each trophic level. Plants or algae form the lowest level of the food web. (LS2.B) There are generally fewer organisms at higher levels of a food web, due to inefficiency. (LS2.B) Autotrophs Producers Pyramid of Energy Pyramid of Biomass Pyramid of Numbers Skill: Understanding energy transfer conserves 10% in each trophic level. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. (LS2.B) Pyramid of Energy Pyramid of Biomass Pyramid of Numbers

14 At each link in an ecosystem, matter and energy are conserved. (LS2.B) Law of Conservation of Energy Law of Conservation of Mass HS LS2 6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms under stable conditions; however, moderate to extreme fluctuations in conditions may result in new ecosystems. (SEP: 7; DCI: LS2.C; CCC: Stability/Change) HS2 LS2 2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (SEP: 5; DCI: LS2.A, LS2.C; CCC: Scale/Prop.) HS LS2 1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (SEP: 5; DCI: LS2.A; CCC: Scale/Prop.) HS LS4 6 Use a simulation to research and analyze possible solutions for the adverse impacts of human activity on biodiversity. (SEP: 5; DCI: LS4.C, LS4.D, ETS1.B; CCC: Cause/Effect) If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. (LS2.C) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (LS4.D) A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. (LS2.C) Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (LS2.C) Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from challenges such as predation, competition, and disease. (LS2.A) Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (LS2.A) Humans depend on the living world for the resources and other benefits provided by biodiversity. (LS4.D) Primary Succession Secondary Succession Speciation Extinction Macroevolution Carrying Capacity Density dependent factors Density independent factors Age structure diagrams Immigration Emigration Carrying Capacity Birth rate/mortality rate Climate Change Carrying Capacity Competition Predation Predator/Prey relationships Competition Resource Carrying Capacity Logistic Growth Exponential Growth Nutrient Availability Human Population Growth Mortality Rate Birth Rate Industrial Growth Urban Development

15 HS LS2 7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* (SEP: 6; DCI: LS2.C, LS4.D, ETS1.B; CCC: Stability/Change) HS LS4 5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. (SEP: 7; DCI: LS4.C; CCC: Cause/Effect) HS ESS3 5 Analyze geoscience data and the results from global climate models to make an evidence based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. (SEP: 4; DCI: ESS3.D; CCC: Stability/Change) HS ESS3 6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (SEP: 5; DCI: ESS2.D, ESS3.D; CCC: Systems) Sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational and inspirational value. (LS4.D) Anthropogenic changes (induced by human activity) in the environment including habitat destruction, pollution, introduction of invasive species, and overexploitation, can disrupt an ecosystem and threaten the survival of some species. (LS2.C) Human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. (LS4.D) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. (ESS2.D) Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (ESS3.D) The outcomes predicted by global climate models strongly depend on the amounts of human generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (ESS2.D) Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (ESS3.D) Bioconservation Strategies for conservation Endangered Species Act Habitat Destruction Climate Change Ozone Depletion Pollution Habitat Destruction Climate Change Ozone Depletion Pollution Global Warming Greenhouse Effect Climate Change Ozone Depletion CFC s Construct graph to show climate change over time. Predict future climate changes based on current rate of climate change. Global Warming Greenhouse Effect Climate Change Ozone Depletion CFC s Greenhouse Gases Renewable and nonrenewable resources. Make predictions of results of habitat destruction on an ecosystem.

16 9 12 ETS1 1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Engineering: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (ETS1.A) Engineering: Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (ETS1.A) Water pollution Use water testing kits to evaluate local freshwater resources Use data to evaluate conservation laws 9 12 ETS1 3 Evaluate a solution to a complex real world problem based on prioritized criteria and trade offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS LS1 1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. (SEP: 6; DCI: LS1.A; CCC: Structure/Function) HS LS1 4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (SEP: 2; DCI: LS1.B; CCC: Systems) Engineering: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (ETS1.B) Systems of specialized cells within organisms help them perform the essential functions of life. (LS1.A) Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (LS1.B) In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. (LS1.B) The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. (LS1.B) Risk management Biological hierarchy Multi level organization Cell differentiation Mitosis Cell cycle Biological hierarchy Multi level organization Mitosis Cell cycle Model phases of the cell cycle and mitosis Cell differentiation Meiosis Fertilization Gametes Zygote Homologous pairs

17 HS LS1 2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (SEP: 2; DCI: LS1.A; CCC: Systems) HS LS1 3 Plan and carry out an investigation to provide evidence that feedback mechanisms maintain homeostasis. (SEP: 3; DCI: LS1.A; CCC: Stability/Change) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (LS1.A) Feedback mechanisms maintain a living system s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (LS1.A) Biological hierarchy Multi level organization Identify system parts and arrange into correct hierarchies Homeostasis Positive and negative feedback Identify homeostatic mechanisms as either positive or negative feedback HS LS1 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter) HS LS2 5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC: Systems) HS LS2 3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (SEP:6; DCI: LS2.B; CCC: Energy/Matter ) HS LS1 7 Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (LS1.C) The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (PS3.D) Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (LS2.B) Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (LS2.B) Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. (LS1.C) Photosynthesis Light dependent and light independent reactions Write the chemical equation for photosynthesis Photosynthesis Pigments Photosystems Sketch a diagram of the process of photosynthesis Cellular respiration ATP Mitochondrion Aerobic and anaerobic respiration Concept of photosynthesis and cellular respiration being equal and opposite reactions Carbon cycle Model the carbon cycle and include where photosynthesis and cellular respiration fit Homeostasis ATP

18 compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter) HS LS3 1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (SEP: 1; DCI: LS1.A, LS3.A; CCC: Cause/Effect) HS LS3 2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (SEP: 7; DCI: LS3.B; CCC: Cause/Effect) Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. (LS1.C) All cells contain genetic information in the form of DNA molecules. (LS1.A) The instructions for forming species characteristics are carried in DNA. (LS3.A) Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. (LS3.A) Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (LS1.A) Not all DNA codes for protein, some segments of DNA are involved in regulatory or structural functions, and some have no as yet known functions. (LS3.A) In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. (LS3.B) Glycolysis Krebs Cycle Fermentation Electron transport Write the equation for cellular respiration Build DNA models showing correct chemical structure. Sugar Phosphate Backbone Nitrogenous Base Pairing Hydrogen Bonding Gene Genotype Phenotype Allele Histones Nucleosomes Chromatin Nitrogenous Base Pairs Understand differences between prokaryotic and eukaryotic DNA. Transcription Translation DNA Polymerase RNA Polymerase Ribosome mrna trna Model the correct process of DNA RNA Protein RNA editing Splicing Introns Exons mrna Crossing Over Tetrad formation Homologous Pairs Prophase I Law of Independent Assortment

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