Course Description

Chemistry I

385

Chemistry I

Course Rationale Chemistry is the science devoted to the study of matter It may be organized around one KEY premise The properties of matter are a consequence of its structure Students will be introduced to the language organization and reactions of matter The unifying concept of structure and functions is always central to each topic introduced The arrangement of electrons around an atom not only suggest the patterns to its bonding but also give insight into its shape amount of energy stored the physical state in which the atom reside and the stability of the atom When applied to atoms and molecules that students are familiar with connections to the world can be bridged Course Description Chemistry is a challenging course that requires Algebra abilities This course will investigate properties and structures of matter Algebraic equations are used to quantify units of matter It is assumed that all Chemistry students have mastered basic algebraic expressions Chemical reactions the parts of the atom gas laws stoichiometry and solution chemistry are a few of the topics discussed Laboratory investigations play an increasing role as the second semester progresses Laboratory notebooks are expected and will be graded using a common scoring guide Organization The Chemistry I curriculum is organized by using the Science Course Level Expectations The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all eight columns of the curriculum The CLE concepts are listed in the first column along with the learner objectives

386

Resources Adopted Text Websites httpastlcuaeduENERGYlessonplanshighschoollessons httpwwwchalkboredcomlessonsintroductionhtm httpwwwclimatehotmaporgcurriculumclimate_change_guidepdf httphtimathuheducurriculumunits199902990203php httpwwwlearnncorglppages2860 httpwwwnsfgovdiscoveriesindexjspprio_area=4 wwwnytimescom httpwwwphysicsusydeduausuperphysics_tuttherrhtml httppolphysicsguynetcoursech-105lessonhtm httpwwwsaintjoeedu~tspgaslaws httpscience-classnetChemistrychanges_reactionshtm httpwwwsciencespotnetMediabondingbasics2008pdf httpsciencepppstcomthermohtml wwwsuccesslinkorg httpwwwvisionlearningcomlibrarymodule_viewerphpmid=59

Abbreviations

Subjects CLE Course Level Expectations BT Bloomrsquos Taxonomy DOK Depth of Knowledge

CA Communication Arts Science Strands K Knowledge Level 1 ndash Recall

MA Mathematics Strand 1 Matter amp Energy C Comprehension Level 2 ndash SkillConcept

SC Science Strand 2 Force amp Motion Ap Application Level 3 ndash Strategic Thinking

SS Social Studies Strand 3 Living Organisms An Analysis Level 4 ndash Extended Thinking

Strand 4 Ecology S Synthesis

Strand 5 Earth Systems E Evaluation

Strand 6 Universe

Strand 7 Scientific Inquiry

Strand 8 Science Technology amp Human Activity

385

Chemistry I

Course Rationale Chemistry is the science devoted to the study of matter It may be organized around one KEY premise The properties of matter are a consequence of its structure Students will be introduced to the language organization and reactions of matter The unifying concept of structure and functions is always central to each topic introduced The arrangement of electrons around an atom not only suggest the patterns to its bonding but also give insight into its shape amount of energy stored the physical state in which the atom reside and the stability of the atom When applied to atoms and molecules that students are familiar with connections to the world can be bridged Course Description Chemistry is a challenging course that requires Algebra abilities This course will investigate properties and structures of matter Algebraic equations are used to quantify units of matter It is assumed that all Chemistry students have mastered basic algebraic expressions Chemical reactions the parts of the atom gas laws stoichiometry and solution chemistry are a few of the topics discussed Laboratory investigations play an increasing role as the second semester progresses Laboratory notebooks are expected and will be graded using a common scoring guide Organization The Chemistry I curriculum is organized by using the Science Course Level Expectations The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all eight columns of the curriculum The CLE concepts are listed in the first column along with the learner objectives

386

Resources Adopted Text Websites httpastlcuaeduENERGYlessonplanshighschoollessons httpwwwchalkboredcomlessonsintroductionhtm httpwwwclimatehotmaporgcurriculumclimate_change_guidepdf httphtimathuheducurriculumunits199902990203php httpwwwlearnncorglppages2860 httpwwwnsfgovdiscoveriesindexjspprio_area=4 wwwnytimescom httpwwwphysicsusydeduausuperphysics_tuttherrhtml httppolphysicsguynetcoursech-105lessonhtm httpwwwsaintjoeedu~tspgaslaws httpscience-classnetChemistrychanges_reactionshtm httpwwwsciencespotnetMediabondingbasics2008pdf httpsciencepppstcomthermohtml wwwsuccesslinkorg httpwwwvisionlearningcomlibrarymodule_viewerphpmid=59

Abbreviations

Subjects CLE Course Level Expectations BT Bloomrsquos Taxonomy DOK Depth of Knowledge

CA Communication Arts Science Strands K Knowledge Level 1 ndash Recall

MA Mathematics Strand 1 Matter amp Energy C Comprehension Level 2 ndash SkillConcept

SC Science Strand 2 Force amp Motion Ap Application Level 3 ndash Strategic Thinking

SS Social Studies Strand 3 Living Organisms An Analysis Level 4 ndash Extended Thinking

Strand 4 Ecology S Synthesis

Strand 5 Earth Systems E Evaluation

Strand 6 Universe

Strand 7 Scientific Inquiry

Strand 8 Science Technology amp Human Activity

386

Resources Adopted Text Websites httpastlcuaeduENERGYlessonplanshighschoollessons httpwwwchalkboredcomlessonsintroductionhtm httpwwwclimatehotmaporgcurriculumclimate_change_guidepdf httphtimathuheducurriculumunits199902990203php httpwwwlearnncorglppages2860 httpwwwnsfgovdiscoveriesindexjspprio_area=4 wwwnytimescom httpwwwphysicsusydeduausuperphysics_tuttherrhtml httppolphysicsguynetcoursech-105lessonhtm httpwwwsaintjoeedu~tspgaslaws httpscience-classnetChemistrychanges_reactionshtm httpwwwsciencespotnetMediabondingbasics2008pdf httpsciencepppstcomthermohtml wwwsuccesslinkorg httpwwwvisionlearningcomlibrarymodule_viewerphpmid=59

Abbreviations

Subjects CLE Course Level Expectations BT Bloomrsquos Taxonomy DOK Depth of Knowledge

CA Communication Arts Science Strands K Knowledge Level 1 ndash Recall

MA Mathematics Strand 1 Matter amp Energy C Comprehension Level 2 ndash SkillConcept

SC Science Strand 2 Force amp Motion Ap Application Level 3 ndash Strategic Thinking

SS Social Studies Strand 3 Living Organisms An Analysis Level 4 ndash Extended Thinking

Strand 4 Ecology S Synthesis

Strand 5 Earth Systems E Evaluation

Strand 6 Universe

Strand 7 Scientific Inquiry

Strand 8 Science Technology amp Human Activity

387

Chemistry I

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

A Objects and the materials they are made of have properties that can be used to describe and classify them a Compare the densities of regular and irregular objects using their respective measures of volume and mass b Identify pure substances by their physical and chemical properties (ie color lusterreflectivity hardness conductivity density pH melting point boiling point specific heat solubility phase at room temperature chemical reactivity) c Classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance d Compare and contrast the common properties of metals nonmetals metalloids (semi-conductors) and noble gases

Sci 1

12

18

11Aa

11Ab

11Ac

11Ad

An 2

gta See CLE 71A Forensic Chemistry gtb d The students will identify pure substances by their physical and chemical properties and compare and contrast common properties of metals nonmetals and metalloids with a lab activity involving classification of metals and nonmetals ldquoProperties of Metals and Nonmetalsrdquo Attachment A gtc The students will classify substances as being an element or a compound when given a formula with classroom discussion and a worksheet Attachment B

a See CLE 71A Forensic Chemistry b d The teacher will gather the materials needed for the lab activity divide the class into groups of 3-4 and lead the class in discussion after the lab is completed c The teacher will lead whole class instruction on classifying substances and the formulas using the Periodic Chart

gta See CLE 71A Forensic Chemistry b d The students will identify pure substances by their physical and chemical properties and compare and contrast common properties of metals nonmetals and metalloids using lab manipulatives and organizing data into a table to represent findings c The students will classify substances as being an element or a compound when given a formula for calculation Attachment C

80

Integrated Skills

388

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B Properties of mixtures depend upon the concentrations properties and interactions of particles a Classify solutions as either dilute or concentrated as either saturated unsaturated or supersaturated a Compare and contrast the properties of acidic basic and neutral solutions c Predict the effects of solvent and solute polarity on solubility (ldquolike dissolves likerdquo) and predict the effects of temperature surface area particle size and agitation on rates of solubility

Sci 1

12

18

11Ba

11Bb

11Bc

An 2

gta-c The students will work in small groups to classify solutions comparecontrast properties of solutions and predict the solubility of solutions with labs on density solute and solvents solutions miscibility concentrations and dilution and reactions in solutions Attachment D (Unit Solutions 8 pages) Attachment F (Crystal Clear Chemistry) Activity with ldquoSnowrdquo

The teacher will use whole group discussion and demonstrations along with hands-on labs

The students will classify solutions comparecontrast properties of solutions and predict the solubility of solutions using manipulatives and through labs and organizing data by physical characteristics Attachment E Additional Assessment wwwsuccesslinkorg Sci-Fi Soda Shoppe Discussing Chemical Reactions

80

Integrated Skills

388

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B Properties of mixtures depend upon the concentrations properties and interactions of particles a Classify solutions as either dilute or concentrated as either saturated unsaturated or supersaturated a Compare and contrast the properties of acidic basic and neutral solutions c Predict the effects of solvent and solute polarity on solubility (ldquolike dissolves likerdquo) and predict the effects of temperature surface area particle size and agitation on rates of solubility

Sci 1

12

18

11Ba

11Bb

11Bc

An 2

gta-c The students will work in small groups to classify solutions comparecontrast properties of solutions and predict the solubility of solutions with labs on density solute and solvents solutions miscibility concentrations and dilution and reactions in solutions Attachment D (Unit Solutions 8 pages) Attachment F (Crystal Clear Chemistry) Activity with ldquoSnowrdquo

The teacher will use whole group discussion and demonstrations along with hands-on labs

The students will classify solutions comparecontrast properties of solutions and predict the solubility of solutions using manipulatives and through labs and organizing data by physical characteristics Attachment E Additional Assessment wwwsuccesslinkorg Sci-Fi Soda Shoppe Discussing Chemical Reactions

80

Integrated Skills

389

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

D Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter a Using the Kinetic Theory model explain the changes that occur in the distance between atomsmolecules and temperature of a substance as energy is absorbed or released during a phase change b Predict the effect of a temperature change on the properties (ie pressure density) of a material (solids liquids gases) c Predict the effect of pressure changes on the properties (ie temperature density) of a material (solids Liquids gases)

Sci 1

12

18

21

11Da

11Db

11Dc

Syn 3

a The students will use the Kinetic Theory model to explain changes in atomsmolecules in a substance as energy is absorbed or released during a phase change with one of the following units httppolphysicsguynetcoursech-105lessonhtm (6-8th grade level) httphtimathuheducurriculumunits199902990203php (Unit with 3 sections) gtb-c The students will predict the effect of pressure and temperature changes on the properties of gas with a unit on Gas Laws httpwwwsaintjoeedu~tspgaslaws

a The teacher will read through the lessons to determine which is better suited to their studentsrsquo ability and follow the lesson as described b-c The teacher will review the unit gather the materials given and provide a review on graphing

a The students will use the Kinetic Theory model to explain changes in atomsmolecules in a substance as energy is absorbed or released during a phase change to create a PowerPoint presentation b-c The students will predict the effect of pressure and temperature changes on the properties of gas with the use of data sheets creation of graphs and writing assignment

75

Integrated Skills Technology Skills

390

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

E The atomic model describes the electrically neutral atom a Describe the atom as having a dense positive nucleus surrounded by a cloud of negative electrons b Calculate the number of protons neutrons and electrons of an elementisotopes given its mass number and atomic number c Describe the information provided by the atomic number and the mass number (ie electrical charge chemical stability)

Sci 1

16

11Ea

11Eb

11Ec

Ap 2

gta-c The student will describe the atom calculate the number of protons neutrons and electrons and describe the information provided by the atomic number and the mass number with a variety of activities in the following lessons Resource PowerPoints worksheets labs etc httpwwwchalkboredcomlessonsintroductionhtm

The teacher will use whole group teaching and use a smartboard or computerprojector to introduce lesson

The student will describe the atom calculate the number of protons neutrons and electrons and describe the information provided by the atomic number and the mass number

80

Integrated Skills

391

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

F The periodic table organizes the elements according to their atomic structure and chemical reactivity a Explain the structure of the periodic table in terms of the elements with common properties (groupsfamilies) and repeating properties (periods) b Classify elements as metals nonmetals metalloids (semi-conductors) and noble gases according to their location on the Periodic Table c Predict the chemical reactivity of elements and the type of bonds that may result between them using the Periodic Table

Sci 1

15

18

11Fa

11Fb

11Fc

Ap 2

gta-b The students will explain the structure of the periodic table and classify elements as metals nonmetals metalloids and noble gases in this activity that includes -Warm-up activity -History lesson on Mendeleev -Worksheet -Jeopardy game for practice -Project httpwwwlearnncorglppages2860 Periodic Table gtc The students will work in groups to predict the chemical reactivity of elements and the type of bonds that result between them with a set of manipulatives and will construct atomic bonding models Attachment G Additional Activity httpwwwsciencespotnetMediabondingbasics2008pdf This is a fun activity for students involving making a headband with ping-pong balls to represent valence electrons in atoms

a-b The teacher will divide the class into small groups provide access to the computer provide the worksheets and materials needed and thoroughly explain the individual project c The teacher will provide the materials for the activity and lead the discussion on bonding

a-b The students will explain the structure of the periodic table and classify elements as metals nonmetals metalloids and noble gases with a worksheet and project rubric c The students will individually predict the chemical reactivity of elements and the type of bonds that result between them with the correct visual manipulative

80

Integrated Skills

392

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

G Properties of objects and states of matter can change chemically andor physically a Distinguish between physical and chemical changes in matter

Sci 1

12

18

11Ga

An 2

gtThe students will distinguish between physical and chemical changes in matter with hands-on activities and labs that compare and contrast changes of matter Attachment H (simple experiments to demonstrate objective) httpscience-classnetChemistrychanges_reactionshtm A variety of activities and sources for Changes and Reactions Labs graphic organizers quizzes ldquoBell Ringersrdquo etc

The teacher will review the sources listed and determine which will best fit their studentsrsquo abilities The teacher will gather the materials needed for the activities and provide the worksheets and graphic organizers to accomplish the task

The students will distinguish between physical and chemical changes in matter with written analysis of labs by constructing answers to represent the findings

75

Integrated Skills

393

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

H Chemical bonding is the combining of different pure substances (elements compounds) to form new substances with different properties a Describe how the valence electron configuration determines how atoms interact and may bond c Compare and contrast the types of chemical bonds (ie ionic covalent) d Predict the products of an acidbase (neutralization) oxidation (rusting) and combustion (burning) reaction

Sci 1

12

11Ha

11Hc

11Hd

An 2

gta-d See CLE 11Fc gta-d See CLE 11Fc

gta-d See CLE 11Fc 75

Integrated Skills

394

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

I Mass is conserved during any physical or chemical change a Compare the mass of the reactants to the mass of the products in a chemical reaction or physical change as support for the Law of Conservation of Mass b Recognize whether the number of atoms of the reactants and products in a chemical equation are balanced

Sci 1

16

11Ia

11Ib

Ap 2

gta-b The students will compare the mass of the reactants to the mass of the products in a chemical reactions with a hands-on activity Attachment I gtb The students will recognize a balanced equation in a teacher lead lesson httpscience-classnetChemistrychanges_reactionshtm A variety of activities and sources for Changes and Reactions that include activities and PP on balanced equations

a-b The teacher will gather the materials needed for the activity divide the class into groups of 3-4 and let the students make the discoveries b The teacher will preview the activitiesPPand other sources that are available on this site to determine which will help to enhance their textbook lesson

a-b The students will compare the mass of the reactants to the mass of the products in a chemical reaction with a set of manipulatives and reflect their findings through answering review questions Attachment J gtb The students will be assessed on their ability to recognize a balanced equation with a textbook assessment

80

Integrated Skills

394

Strand 1 Properties and Principles of Matter and Energy

1 Changes in properties and states of matter provide evidence of the atomic theory of matter Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

I Mass is conserved during any physical or chemical change a Compare the mass of the reactants to the mass of the products in a chemical reaction or physical change as support for the Law of Conservation of Mass b Recognize whether the number of atoms of the reactants and products in a chemical equation are balanced

Sci 1

16

11Ia

11Ib

Ap 2

gta-b The students will compare the mass of the reactants to the mass of the products in a chemical reactions with a hands-on activity Attachment I gtb The students will recognize a balanced equation in a teacher lead lesson httpscience-classnetChemistrychanges_reactionshtm A variety of activities and sources for Changes and Reactions that include activities and PP on balanced equations

a-b The teacher will gather the materials needed for the activity divide the class into groups of 3-4 and let the students make the discoveries b The teacher will preview the activitiesPPand other sources that are available on this site to determine which will help to enhance their textbook lesson

a-b The students will compare the mass of the reactants to the mass of the products in a chemical reaction with a set of manipulatives and reflect their findings through answering review questions Attachment J gtb The students will be assessed on their ability to recognize a balanced equation with a textbook assessment

80

Integrated Skills

395

Strand 1 Properties and Principles of Matter and Energy

2 Energy has a source can be stored and can be transferred but is conserved within a system Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

A Forms of energy have a source a means of transfer (work and heat) and a receiver a Differentiate between thermal energy (the total internal energy of a substance which is dependent upon mass) heat (thermal energy that transfers from one object of system to another due to a difference in temperature) and temperature (the measure of average kinetic energy of molecules or atoms in a substance b Describe the relationship among wavelength energy and frequency as illustrated by the electromagnetic spectrum d Describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms (eg radio infrared visible ultraviolet gamma cosmic rays)

Sci 1

12

12Aa

12Ab

12Ad

An 2

gta The students will differentiate between thermal energy heat and temperature with a hands-on activity chosen by the teacher Tutorial Activities httpwwwphysicsusydeduausuperphysics_tuttherrhtml Free PowerPoint Presentations httpsciencepppstcomthermohtml gtb-c The students will describe the relationship among wavelength energy and frequency in the electromagnetic spectrum and the effect of frequencies on the Earth with a tutorial from The Physics Classroom that includes color vision and sunsetssunrises httpwwwglenbrookk12ilusgbssciphysClasslightlighttochtml

a The teacher will preview the activitiesPP and other sources that are available on this site to determine which will help to enhance their textbook lesson b-c The teacher will make copies of the lesson or provide time for students to access a computer for this tutorial

a The students will differentiate between thermal energy heat and temperature with reflection through vocabulary recall On-line vocabulary quiz httpwwwdontstoplearningcomks3science8Ia_Heat_and_Temperaturehtm b-c The students will describe the relationship among wavelength energy and frequency in the electromagnetic spectrum and the effect of frequencies on the Earth with quick quizzes from the tutorial lesson

75

Integrated Skills

396

Strand 1 Properties and Principles of Matter and Energy

2 Energy has a source can be stored and can be transferred but is conserved within a system Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

D Chemical reactions involve changes in the bonding of atoms with the release or absorption of energy a Describe evidence of energy transfer and transformations that occur during exothermic and endothermic chemical reactions

Sci 1

18

12Da

An 2

gta The students will describe evidence of energy transfer and the transformations that occur during exothermic and endothermic chemical change with a lesson involving ice cream or when completing 4 chemical reactions Attachment K (ice cream) Attachment L (4 reactions)

a The teacher will gather the material needed divide the class into groups provide copies of handouts and describe the graph

a The students will analyze evidence of energy transfer and the transformations that occur during exothermic and endothermic chemical change with analysis of data and creation of a graph

75

Integrated Skills

397

Strand 1 Properties and Principles of Matter and Energy

2 Energy has a source can be stored and can be transferred but is conserved within a system Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

E Nuclear energy is a major source of energy throughout the universe a Describe how changes in the nucleus of an atom during a nuclear reaction (ie nuclear decay fusion fission) result in emission of radiation

Sci 1

18

12Ea

An 2

gta The students will describe how changes in the nucleus of an atom during a nuclear reaction with a diagram Tutorial with animated recreations of reactions httpwwwvisionlearningcomlibrarymodule_viewerphpmid=59

The teacher will provide time for students to view the animated reactions on a computer or a smartboard The teacher will provide the materials for the students to diagram the reactions

a The students will describe how changes in the nucleus of an atom during a nuclear reaction with the creation of a diagram

75

Integrated Skills Technology Skills

397

Strand 1 Properties and Principles of Matter and Energy

2 Energy has a source can be stored and can be transferred but is conserved within a system Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

E Nuclear energy is a major source of energy throughout the universe a Describe how changes in the nucleus of an atom during a nuclear reaction (ie nuclear decay fusion fission) result in emission of radiation

Sci 1

18

12Ea

An 2

gta The students will describe how changes in the nucleus of an atom during a nuclear reaction with a diagram Tutorial with animated recreations of reactions httpwwwvisionlearningcomlibrarymodule_viewerphpmid=59

The teacher will provide time for students to view the animated reactions on a computer or a smartboard The teacher will provide the materials for the students to diagram the reactions

a The students will describe how changes in the nucleus of an atom during a nuclear reaction with the creation of a diagram

75

Integrated Skills Technology Skills

398

Strand 1 Properties and Principles of Matter and Energy

2 Energy has a source can be stored and can be transferred but is conserved within a system Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

F Energy can be transferred within a system as the total amount of energy remains constant (ie Law of Conservation of Energy) a Classify the different ways to store energy (ie chemical nuclear thermal mechanical electromagnetic) and describe the transfer of energy as it changes from kinetic to potential while the total amount of energy remains constant within a system (eg using gasoline to move a car photocell generating electricity electromagnetic motor doing work energy generated by nuclear reactor)

Sci 1

16

12Ba

An 2

gta The students will classify the different ways to store energy and describe the transfer of energy within a system with a classroom activity from the textbook or from a lesson listed below Project Energy Energy Lessons for High School httpastlcuaeduENERGYlessonplanshighschoollessonshighschoollessonsxhtmEndothermic20and20Exothermic

Lessons Endothermic Reactions Endothermic and Exothermic Reactions Gases Pressure Volume and Temperature Conductors Insulators and Semiconductors Semiconductors A 21

st

Century Social Studies Topic How Low Can It Go Nuclear Reactions Studying Peaceful Applications

The teacher will preview the materials available and determine which best fit the needs of their students The teacher will provide copies of the materials needed for the lesson and lead a whole group activity

a The students will classify the different ways to store energy and describe the transfer of energy within a system with textbook quiz

80

Integrated Skills

399

Strand 5 Processes and Interactions of the Earthrsquos Systems

(Geosphere Atmosphere and Hydrosphere)

1 Earthrsquos Systems (geosphere atmosphere and hydrosphere) have common components and unique structures Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B The hydrosphere is composed of water (a material with unique properties) and other materials a Recognize the importance of water as a solvent in the environment as it relates to acid rain and water pollution

Sci 5

13

18

51Ba

An 3

gta The students will recognize the importance of water in the environment as it relates to acid rain and water pollution with a scientific inquiry lesson

Attachment M In this lesson

students select one of two questions associated with acid precipitation and design an experiment that addresses a question Students complete a short reading that provides background information on acid precipitation and pH They also conduct a literature search to find out more about acid precipitation

The teacher will divide the class into small groups provide the materials needed time to research and instruction on filling out the experiment design matrix

gta The students will recognize the importance of water in the environment as it relates to acid rain and water pollution with a scientific inquiry lesson

80

Integrated Skills

400

Strand 5 Processes and Interactions of the Earthrsquos Systems

(Geosphere Atmosphere and Hydrosphere)

1 Earthrsquos Systems (geosphere atmosphere and hydrosphere) have common components and unique structures Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

C The atmosphere (air) is composed of a mixture of gases including water vapor and minute particles a Relate the composition of gases and temperature of the layers of the atmosphere (ie troposphere stratosphere ionosphere) to cloud formation and transmission of radiation (eg ultraviolet infrared) b Describe the causes and consequences of observed and predicted changes in the ozone layer

Sci 5

14

51Ca

51Cb

An 2

gta-b The students will relate the composition of the layers of the atmosphere to cloud formation and transmission of radiation and describe changes in the ozone layer with a webquest activity Attachment N

The teacher will allow time for students to access the internet provide copies of the worksheet and add additional questions to meet objective

a-b The students relate the composition of the layers of the atmosphere to cloud formation and transmission of radiation and describe changes in the ozone layer with a webquest worksheet

80

Integrated Skills Technology Skills

401

Strand 5 Processes and Interactions of the Earthrsquos Systems

(Geosphere Atmosphere and Hydrosphere)

2 Earthrsquos Systems (geosphere atmosphere and hydrosphere) interact with one another as they undergo change by common

processes Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

F Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earthrsquos systems a Provide evidence (eg variations in sea level glaciation and permafrost layers fossils desertification) that supports theories of climate change due to natural phenomena andor human interactions

Sci 5

14

18

51Fa

An 2

gta The students will provide evidence that supports the theories of climate change due to natural andor human interactions with a lesson from the Union of Concerned Scientist Global Warming Early Warning Signs httpwwwclimatehotmaporgcurriculumclimate_change_guidepdf MAP for above lesson httpwwwclimatehotmaporg Additional Resources Ten things you need to know about Global Warming httphdgceppcmueduteachersguideteachersguidehtm

The teacher will provide time and access to the internet and other resources copy of the chart and lead class discussions on global warming

gta The students will provide evidence that supports the theories of climate change due to natural andor human interactions with study on one particular species and a creation of a chart

80

Integrated Skills

400

Strand 5 Processes and Interactions of the Earthrsquos Systems

(Geosphere Atmosphere and Hydrosphere)

1 Earthrsquos Systems (geosphere atmosphere and hydrosphere) have common components and unique structures Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

C The atmosphere (air) is composed of a mixture of gases including water vapor and minute particles a Relate the composition of gases and temperature of the layers of the atmosphere (ie troposphere stratosphere ionosphere) to cloud formation and transmission of radiation (eg ultraviolet infrared) b Describe the causes and consequences of observed and predicted changes in the ozone layer

Sci 5

14

51Ca

51Cb

An 2

gta-b The students will relate the composition of the layers of the atmosphere to cloud formation and transmission of radiation and describe changes in the ozone layer with a webquest activity Attachment N

The teacher will allow time for students to access the internet provide copies of the worksheet and add additional questions to meet objective

a-b The students relate the composition of the layers of the atmosphere to cloud formation and transmission of radiation and describe changes in the ozone layer with a webquest worksheet

80

Integrated Skills Technology Skills

401

Strand 5 Processes and Interactions of the Earthrsquos Systems

(Geosphere Atmosphere and Hydrosphere)

2 Earthrsquos Systems (geosphere atmosphere and hydrosphere) interact with one another as they undergo change by common

processes Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

F Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earthrsquos systems a Provide evidence (eg variations in sea level glaciation and permafrost layers fossils desertification) that supports theories of climate change due to natural phenomena andor human interactions

Sci 5

14

18

51Fa

An 2

gta The students will provide evidence that supports the theories of climate change due to natural andor human interactions with a lesson from the Union of Concerned Scientist Global Warming Early Warning Signs httpwwwclimatehotmaporgcurriculumclimate_change_guidepdf MAP for above lesson httpwwwclimatehotmaporg Additional Resources Ten things you need to know about Global Warming httphdgceppcmueduteachersguideteachersguidehtm

The teacher will provide time and access to the internet and other resources copy of the chart and lead class discussions on global warming

gta The students will provide evidence that supports the theories of climate change due to natural andor human interactions with study on one particular species and a creation of a chart

80

Integrated Skills

401

Strand 5 Processes and Interactions of the Earthrsquos Systems

(Geosphere Atmosphere and Hydrosphere)

2 Earthrsquos Systems (geosphere atmosphere and hydrosphere) interact with one another as they undergo change by common

processes Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

F Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earthrsquos systems a Provide evidence (eg variations in sea level glaciation and permafrost layers fossils desertification) that supports theories of climate change due to natural phenomena andor human interactions

Sci 5

14

18

51Fa

An 2

gta The students will provide evidence that supports the theories of climate change due to natural andor human interactions with a lesson from the Union of Concerned Scientist Global Warming Early Warning Signs httpwwwclimatehotmaporgcurriculumclimate_change_guidepdf MAP for above lesson httpwwwclimatehotmaporg Additional Resources Ten things you need to know about Global Warming httphdgceppcmueduteachersguideteachersguidehtm

The teacher will provide time and access to the internet and other resources copy of the chart and lead class discussions on global warming

gta The students will provide evidence that supports the theories of climate change due to natural andor human interactions with study on one particular species and a creation of a chart

80

Integrated Skills

402

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

A Scientific inquiry includes the ability of students to formulate a testable question and explanation and to select appropriate investigative methods in order to obtain evidence relevant to the explanation a Formulate testable questions and hypotheses b Analyzing an experiment identify the components (ie independent variable dependent variables control of constants multiple trials) and explain their importance to the design of a valid experiment c Design and conduct a valid experiment

Sci 7

13

18

71Aa

71Ab

71Ac

An

3 3 4

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students will use the scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research Skills Technology Skills

403

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

A Scientific inquiry includes the ability of students to formulate a testable question and explanation and to select appropriate investigative methods in order to obtain evidence relevant to the explanation d Recognize it is not always possible for practical or ethical reasons to control some conditions (eg when sampling or testing humans when observing animal behaviors in nature) e Acknowledge some scientific explanations (eg explanations of astronomical or meteorological phenomena) cannot be tested using a controlled laboratory experiment but instead by using a model due to the limits of the laboratory environment resources andor technologies

Sci 7

13

18

71Ad

71Ae

Com

2 1

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students use the scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research Skills Technology Skills

404

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

A Scientific inquiry includes the ability of students to formulate a testable question and explanation and to select appropriate investigative methods in order to obtain evidence relevant to the explanation f Acknowledge there is no fixed procedure called ldquothe scientific methodrdquo but that some investigations involve systematic observations carefully collected and relevant evidence logical reasoning and some imagination in developing hypotheses and other explanations g Evaluate the design of an experiment and make suggestions for reasonable improvements

Sci 7

13

18

71Af

71Ag

Com Eval

2 3

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students use scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research Skills Technology Skills

405

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations a Make qualitative and quantitative observations using the appropriate senses tools and equipment to gather data (eg microscopes thermometers analog and digital meters computers spring scales balances metric rulers graduated cylinders) b Measure length to the nearest millimeter mass to the nearest gram volume to the nearest milliliter force (weight) to the nearest Newton temperature to the nearest degree Celsius time to the nearest second c Determine the appropriate tools and techniques to collect analyze and interpret data

Sci 7

27

32

71Ba

71Bb

71Bc

Eval Com

2 1 2

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students will be assessed on their ability to use the scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research Skills Technology Skills

406

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations d Judge whether measurements and computation of quantities are reasonable e Calculate the range averagemean percent and ratios for sets of data f Recognize observation is biased by the experiences and knowledge of the observer (eg strong beliefs about what should happen in particular circumstances can prevent the detection of other results)

Sci 7

27

32

71Bd

71Be

71Bf

Eval Com

2 1 2

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students will be assessed on their ability to use the scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research Skills Technology Skills

407

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

C Scientific inquiry includes evaluation of explanations (lawsprinciples theoriesmodels) in light of evidence (data) and scientific principles (understandings) a Use quantitative and qualitative data as support for reasonable explanations (conclusions) b Analyze experimental data to determine patterns relationships perspectives and credibility of explanations (eg predictextrapolate data explain the relationship between the independent and dependent variable)

Sci 7

34

41

71Ca

71Cb

Eva An

3 3

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students will be assessed on their ability to use the scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research Skills Technology Skills

408

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

C Scientific inquiry includes evaluation of explanations (lawsprinciples theoriesmodels) in light of evidence (data) and scientific principles (understandings) c Identify the possible effects of errors in observations measurements and calculations on the validity and reliability of data and resultant explanations (conclusions) d Analyze whether evidence (data) and scientific principles support proposed explanations (lawsprinciples theoriesmodels)

Sci 7

34

41

71Cc

71Cd

Eva An

3 3

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students will be assessed on their ability to use the scientific inquiry when investigating a question with a scoring guide See also CLE 51B

80

Integrated Skills Research

409

Strand 7 Scientific Inquiry

1 Science understanding is developed through the use of science process skills scientific knowledge scientific investigation

reasoning and critical thinking Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

D The nature of science relies upon communication of results and justification of explanations a Communicate the procedures and results of investigations and explanations through

Oral presentations

Drawings amp maps

Data tables

Graphs (bar single and multiple line)

Equations amp writings

b Communicate and defend a scientific argument c Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (eg work and evidence must be critiqued reviewed and validated by peers needed for subsequent investigations by peers results can influence the decisions regarding future scientific work)

Sci 7

21

34

71Da

71Db

71Dc

Eva An

3 3 2

gta-c The students will use the scientific inquiry when investigating a question with one of the following lab activities Use with CLE 11Aa wwwsuccesslinkorg Forensic Chemistry See also CLE 51B

a The teacher will lead the students in the use

of paper chromatography to separate chemicals found in lipstick samples

See also CLE 51B

The students will use the scientific inquiry when investigating a question and present their findings using a variety of media See also CLE 51B

80

Integrated Skills Technology Skills Workplace Readiness

410

Strand 8 Impact of Science Technology and Human Activity

2 Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how

science knowledge and technology evolve over time Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

A People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations a 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

Sci 8

23

46

82Aa

Ap

1 1

gta The students will recognize contributions to chemistry with a research paper on a scientist wwwsuccesslinkorg Famous Chemist Research Project

The teacher will provide a copy of the scoring guide and time to research the scientist on the internet or in the school library

a The students will be assessed on their ability to recognize contributions to chemistry with a scoring guide for a research paper

80

Integrated Skills Equity Research Skills

411

Strand 8 Impact of Science Technology and Human Activity

2 Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how

science knowledge and technology evolve over time Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

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 a Identify and describe how explanations (lawsprinciples theoriesmodels) of scientific phenomena have changed over time as a result of new evidence (eg model of the solar system basic structure of matter structure of an atom)

Sci 8

16

34

82Ba

An

2

gta The students will identify and describe how explanations of scientific phenomena have changed over time with new discoveries by completing a review of an article on new chemistry discoveries Chemistry and Materials Discovery httpwwwnsfgovdiscoveriesindexjspprio_area=4 Use with CLE 83Da-b

The teacher will provide access to the previous mentioned website or copies of the articles from the site

a The students will identify and describe how explanations of scientific phenomena have changed over time with new discoveries by completing a review of an article on new chemistry discoveries

80

Integrated Skills Research Technology Skills

412

Strand 8 Impact of Science Technology and Human Activity 3 Science and technology affect and are affected by society

Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B Social political economic ethical and environmental factors strongly influence and are influenced by the direction of progress of science and technology a Analyze the roles of science and society as they interact to determine the direction of scientific and technological progress (eg prioritization of and funding for new scientific research and technological development is determined on the basis of individual political and social values and needs understanding basic concepts and principles of science and technology influences debate about the economics policies politics and ethics of various scientific and technological challenges)

Sci 8

16

34

43

83Ba

An

3

gta The students will analyze the roles of science and society by propose new scientific investments for a millionaire Who Wants to Be a Thrillionaire Creating Funding Proposals in High-Tech Science wwwnytimescom Use with CLE 83Bb

The teacher will divide the class into discussion groups provide copies of the article ldquoThrillionaires The New Class of Space Entrepreneursrdquo and lead the groups in discussions

a The students will analyze the roles of science and society with a proposal for a new scientific investment for a millionaire

80

Integrated Skills Research Skills Workplace Readiness

413

Strand 8 Impact of Science Technology and Human Activity 3 Science and technology affect and are affected by society

Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

B Social political economic ethical and environmental factors strongly influence and are influenced by the direction of progress of science and technology b Identify and describe major scientific and technological challenges to society and their ramifications for public policy (eg global warming limitations to fossil fuels genetic engineering of plants space andor medical research)

Sci 8

34

43

83Bb

An

3

gtSee CLE 83Ba gtSee CLE 83Ba gtSee CLE 83Ba 80

Integrated Skills Research Skills

414

Strand 8 Impact of Science Technology and Human Activity 3 Science and technology affect and are affected by society

Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

D Scientific information is presented through a number of credible sources but is at times influenced in such a way to become non-credible a Evaluate a given source for its scientific credibility (eg articles in a new periodical quoting an ldquoeye witnessrdquo a scientist speaking within or outside hisher area of expertise) b Explain why accurate recordkeeping openness and replication are essential for maintaining an investigatorrsquos credibility with other scientists and society

Sci 8

17

41

83Da

83Db

Eval

3 1

gtSee CLE 82Ba gtSee CLE 82Ba gtSee CLE 82Ba 80

Integrated Skills Technology Skills Research Skills

414

Strand 8 Impact of Science Technology and Human Activity 3 Science and technology affect and are affected by society

Measurable Learner

Objective

The student will be able to

Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Student Activities Resources

Instructional

Strategies

Assessments

Mastery

Min

D Scientific information is presented through a number of credible sources but is at times influenced in such a way to become non-credible a Evaluate a given source for its scientific credibility (eg articles in a new periodical quoting an ldquoeye witnessrdquo a scientist speaking within or outside hisher area of expertise) b Explain why accurate recordkeeping openness and replication are essential for maintaining an investigatorrsquos credibility with other scientists and society

Sci 8

17

41

83Da

83Db

Eval

3 1

gtSee CLE 82Ba gtSee CLE 82Ba gtSee CLE 82Ba 80

Integrated Skills Technology Skills Research Skills