Science Curriculum Concepts Measurable Learner Objective Process Standards Integrated Skills Bloom Level Instructional Strategies Student Activities/Resources Assessment A The students will: Objects, and the materials they are made of, have properties that can be used to describe and classify them 1. compare the densities of regular and irregular objects using their respective measures of volume and mass. 2. identify pure substances by their physical and chemical properties (i.e., color, hardness, conductivity, etc). 3. classify a substance as being made up of one kind of atom (element) or compound when given the molecular formula or structural formula (or electron dot diagram) for the substance. 4. compare and contrast the common properties of metals, nonmetals, metalloids, and noble gases. 2.1, 3.1, 3.3, 3.4, 3.5 Knowledge Analysis 1. Class discussion on the periodic chart involving elements, compounds, nomenclature, groups of elements such as metal, nonmetals, metalloids, noble gases. Students will compare the properties of the elements, know their names and how they combine to form neutral compounds, identify their purity by their chemical and physical properties and classify them by comparing and contrasting their characteristics. (addresses objectives 2, 3, and 4) 2. Laboratory Activity: Separation of a Mixture: students will be given different mixtures and via proper techniques, using proper equipment, concepts etc. will separate the mixture into the original compounds and determine into which categories they fit. 3. Individual classroom work involving calculations on densities, mass, volume, SI units, derived units, and Significant digits. Students will compare the densities of substances once calculated and give their answers with correct units and correct number of significant digits. 1. Chapter test will include multiple choice, applications and constructive response questions which will delve into elements, compounds, their chemical and physical properties, and the groups they fit into on the periodic chart. 2. Scoring guide for formal laboratory report. 3. Teacher checklist is done for complete understanding of the comparisons, correct calculations, units and significant digits. Science: Advanced Placement Chemistry 11-12th Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter 1 10/15/2007 Cape Girardeau Public Schools 2005
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Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
9 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
Forms of energy
have a source, a
means of transfer
(work and heat),
and a receiver
1. differentiate between thermal energy
(the total internal energy of a
substance which is dependent upon
mass), heat (thermal energy that
transfers from one object or system to
another due to a difference in
temperature), and temperature (the
measure of average kinetic energy of
molecules or atoms in a substance).
2. recognize chemical energy as the
energy stored in the bonds between
atoms in a compound.
3. describe the relationship among
wavelength, energy, and frequency as
illustrated by the electromagnetic
spectrum.
4. describe sources and common uses
of different forms of energy (i.e.,
chemical, nuclear, thermal,
mechanical, electromagnetic).
5. identify and evaluate
advantages/disadvantages of using
various sources of energy (e.g., wind,
solar, geothermal, hydroelectric, fossil
fuel) for human activity.
2.1, 3.1, 3.4,
3.7, 4.1
Know
ledge
Com
pre
hensio
n
Analy
sis
1. Classroom discussion:
a. Differentiation between thermal
energy, heat, and temperature
b. Recognize that chemical energy is
energy stored in the bonds between
atoms in a compound
c. Describe different forms of energy
and the sources from which they come
and
d. identify and evaluate the
advantages/disadvantages of using the
difference sources of energy for human
activity
(addresses obj 1, 2, 4, and 5)
2. Individual classroom work: Students
will describe the relationship among
wavelength, frequency, energy and
velocity (speed of light) as shown by the
electromagnetic spectrum. Calculations
using c (speed of light) = wavelength
(lambda) x frequency (nu); E (energy) =
h (Planck's constant) x frequency (nu)
and E= h x c/ lambda; conversions
between units within the SI system must
be used as well.
1. Chapter test utilizing multiple
choice, application, constructive
response and problem solving
will address the understanding
and differentiation of thermal
energy, heat and temperature;
potential energy that is chemical
energy stored in bonds between
atoms within a compound;
describe different forms of
energy and their sources;
identify and evaluate the
advantages/disadvantages of
these different sources on
human activity; describe and
calculate problems dealing with
wavelength, frequency, energy
and velocity (speed of light); SI
conversions and when to use
them.
2. Teacher checklist is done for
complete understanding of these
concepts, correct calculations,
units, conversions of SI units.
Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
11 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
D The students will:
Chemical
reactions involve
changes in the
bonding of atoms
with the release
or absorption of
energy
1. describe evidence of energy
transfer and transformations that
occur during exothermic and
endothermic reactions.
3.5, 4.1
Com
pre
hensio
n 1. Demonstration: Students will be able
to describe endothermic or exothermic
reactions from viewing the
demonstrations performed by the
teacher and provide evidence of the
energy transfer.
1. Checklist: As the
demonstration is done, students
will answer questions on their
checklist as to whether the
reaction is endothermic or
exothermic and give evidence of
the energy transfer and explain
why they feel it occurs in this
way.
E
Nuclear energy is
a major source of
energy throughout
the universe
1. describe how changes in the
nucleus of an atom during a
nuclear reaction (i.e., nuclear
decay, fusion, fission) result in
emission of radiation.
2. identify the role of nuclear
energy as it serves as a source of
energy (e.g., source of
electromagnetic radiation, nuclear
power plants, etc.)
3.1, 3.4, 3.7,
4.1
Know
ledge
Com
pre
hensio
n
1. Individual classroom work: students
will describe the changes that the
nucleus of an atom can undergo during
a nuclear reaction and then show how
alpha and beta decay occurs and the
calculations, they will identify the role of
nuclear energy as a source of energy
and discuss the
advantages/disadvantages to humans
and human activity.
(Addresses obj 1 and 2)
1. Instructor will check for
correct descriptions, calculations
of alpha and beta decay, how
they occur and the role of
nuclear energy as to its
advantages/disadvantages to
humans.
Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
*See Rationale
*See Rationale
19 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
ConceptsMeasurable Learner
Objective
Process
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
People of
different gender
and ethnicity have
contributed to
scientific
discoveries and
the invention of
technological
innovations
1. recognize contributions to
science are not limited to the work
of one particular group , but are
made by a diverse group of
scientists representing various
ethnic and gender groups.
2. recognize gender and ethnicity
of scientists often influence the
questions asked and/or the
methods used in scientific
research and may limit or advance
science knowledge and/or
technology.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
B
Scientific theories
are developed
based on the body
of knowledge that
exists at any
particular time and
must be rigorously
questioned and
tested for validity
1. identify and describe how
explanations (hypotheses, laws,
theories) of scientific phenomena
have changed over time as a result
of new evidence.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology