final cla science scope and sequence - about · sc science standards ngss cross mst standards ......

B Biology

Unit

B 1 Scientific Inquiry

Key Ideas: This unit is focused on all of the key ideas in Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process .

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity .

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena .

SC SCIENCE STANDARDS

MST STANDARDS

NGSS CROSS-CUTTING CONCEPTS

Major Understandings: H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims. H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies .

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning .

continued

Patterns:

Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them .

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Unit Overview: Science relies on logic and creativity Science is both a body of knowledge and a way of knowing—an intellectual and social process that applies human intelligence to explaining how the world works Scientific explanations are developed using both observations (evidence) and what people already know about the world (scientific knowledge) All scientific explanations are tentative and subject to change Good science involves questioning, observing and inferring, experimenting, finding evidence, collecting and organizing data, drawing valid conclusions, and undergoing peer review Understanding the scientific view of the natural world is an essential part of personal, societal, and ethical decision making Scientific literacy involves internalizing the scientific critical attitude so that it can be applied in everyday life, particularly in relation to health, commercial, and technological claims [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: How do scientists pose questions,

seek answers, and develop solutions?


MST STANDARDS


H.B.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. H.B.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions. H.B.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) express relationships between variables for models and investigations, and (3) use grade-level appropriate statistics to analyze data. H.B.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. H.B.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts. H.B.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

Standard 6: Interconnectedness: Common Themes

Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems .

Key Idea 4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium) .

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behaviors and conditions .

■■ Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments .

■■ Mathematical representations are needed to identify some patterns .

■■ Empirical evidence is needed to identify patterns .

Cause and Effect: Mechanism and Prediction:

Events have causes, sometimes simple, sometimes multifaceted . Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering .

■■ Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects .

Scale, Proportion, and Quantity:

In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change .

■■ Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e .g ., linear growth vs . exponential growth) .

Stability and Change:

For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand .

■■ Much of science deals with constructing explanations of how things change and how they remain stable .

ENVIRONMENTAL GUIDELINES FOR LEARNING

Strand 1: Questioning, Analysis, and Interpretation Skills ■■ Guideline A—Questioning—Learners are able to develop, modify, clarify, and explain

questions that guide environmental investigations of various types . They understand factors that influence the questions they pose .

■■ Guideline B—Designing investigations—Learners know how to design investigations to answer particular questions about the environment . They are able to develop approaches for investigating unfamiliar types of problems and phenomena .

■■ Guideline C—Collecting information—Learners are able to locate and collect reliable information for environmental investigations of many types . They know how to use sophisticated technology to collect information, including computer programs that access, gather, store, and display data .

■■ Guideline D—Evaluating accuracy and reliability—Learners can apply basic logic and reasoning skills to evaluate completeness and reliability in a variety of information sources .

■■ Guideline E—Organizing information—Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes .

■■ Guideline F—Working with models and simulations—Learners are able to create, use, and evaluate models to understand environmental phenomena .

■■ Guideline G—Drawing conclusions and developing explanations—Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses .

Unit

B 2

Ecology

Key Ideas: Key Idea 1: Living things are both similar to and different from each other and from nonliving things .

Key Idea 6: Plants and animals depend on each other and their physical environment .


MST STANDARDS


Major Understandings: H.B.2A.1 Construct explanations of how the structures of carbohydrates, lipids, proteins, and nucleic acids (including DNA and RNA) are related to their functions in organisms. H.B.2A.2 Plan and conduct investigations to determine how various environmental factors (including temperature and pH) affect enzyme activity and the rate of biochemical reactions. H.B.2B. Conceptual Understanding: Organisms and their parts are made of cells. Cells are the structural units of life and have specialized substructures that carry out the essential functions of life. Viruses lack cellular organization and therefore cannot independently carry out all of the essential functions of life. Performance Indicators: Students who demonstrate this understanding can: Conceptual Understanding: Transport processes which move materials into and out of the cell serve to maintain the homeostasis of the cell.


Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions .

Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design .


continued

Patterns:





■■ The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs .

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Unit Overview: The fundamental concept of ecology is that living organisms interact with and are dependent on their environment and each other These interactions result in a flow of energy and a cycling of materials that are essential for life Competition can occur between members of different species for an ecological niche Competition can also occur within species Competition may be for abiotic resources, such as space, water, air, and shelter, and for biotic resources, such as food and mates Students should be familiar with the concept of food chains and webs [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: Why doesn’t any one type of living thing

take over the world?


MST STANDARDS


H.B.2C.1 Develop and use models to exemplify how the cell membrane serves to maintain homeostasis of the cell through both active and passive transport processes. H.B.2C.2 Ask scientific questions to define the problems that organisms face in maintaining homeostasis within different environments (including water of varying solute concentrations). H.B.2C.3 Analyze and interpret data to explain the movement of molecules (including water) across a membrane. H.B.2D.1 Construct models to explain how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms. H.B.2D.2 Develop and use models to exemplify the changes that occur in a cell during the cell cycle (including changes in cell size, chromosomes, cell membrane/cell wall, and the number of cells produced) and predict, based on the models, what might happen to a cell that does not progress through the cycle correctly. H.B.2D.3 Construct explanations for how the cell cycle is monitored by checkpoint systems and communicate possible consequences of the continued cycling of abnormal cells. H.B.2D.4 Construct scientific arguments to support the pros and cons of biotechnological applications of stem cells using examples from both plants and animals.

Key Idea 4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium) .

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions .


Systems and System Models:

A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems .

■■ Models (e .g ., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales .

Energy and Matter: Flows, Cycles, and Conservation:

Tracking energy and matter flows into, out of, and within systems helps one understand their system’s behavior .

■■ Energy cannot be created or destroyed—only moved between one place and another place, between objects and/or fields, or between systems .

■■ Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system .

■■ Energy drives the cycling of matter within and between systems .





Strand 1: Questioning, Analysis, and Interpretation Skills ■■ Guideline A—Questioning—Learners are able to develop, modify, clarify, and

explain questions that guide environmental investigations of various types . They understand factors that influence the questions they pose .

■■ Guideline F—Working with models and simulations—Learners are able to create, use, and evaluate models to understand environmental phenomena .

■■ Guideline G—Drawing conclusions and developing explanations—Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses .

Strand 2: Knowledge of Environmental Processes and Systems

Strand 2.2: The Living Environment ■■ Guideline A—Organisms, populations, and communities—Learners understand

basic population dynamics and the importance of diversity in living systems .

■■ Guideline C—Systems and connections—Learners understand the living environment to be comprised of interrelated, dynamic systems .

■■ Guideline D—Flow of matter and energy—Learners are able to account for environmental characteristics based on their knowledge of how matter and energy interact in living systems .

Unit

B 3

Organization and Patterns in Life


Key Idea 4: The continuity of life is sustained through reproduction and development .

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life .


MST STANDARDS


Major Understandings: H.B.3A.1 Develop and use models to explain how chemical reactions among ATP, ADP, and inorganic phosphate act to transfer chemical energy within cells. H.B.3A.2 Develop and revise models to describe how photosynthesis transforms light energy into stored chemical energy. H.B.3A.3 Construct scientific arguments to support claims that chemical elements in the sugar molecules produced by photosynthesis may interact with other elements to form amino acids, lipids, nucleic acids or other large organic molecules.


Key Idea 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning .



continued



■■ Cause and effect relationships can be suggested and predicted for complex natural and human-designed systems by examining what is known about smaller scale mechanisms within the system .

■■ Changes in systems may have various causes that may not have equal effects .

continued

Unit Overview: Living things are similar in that they rely on many of the same processes to stay alive, yet are different in the ways that these processes are carried out Nonliving things lack certain features of living organisms, such as the ability to maintain a cellular organization, carry out metabolic processes while maintaining internal stability (homeostasis), and pass on hereditary information through reproduction Different organisms have different regulatory mechanisms that function to maintain the level of organization necessary for life Life is dependent upon availability of an energy source and raw materials that are used in the basic enzyme-controlled biochemical processes of living organisms These biochemical processes occur within a narrow range of conditions [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: How is a single-celled organism

similar to and different from a human?


MST STANDARDS


H.B.3A.4 Develop models of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of molecules are broken, the bonds of new compounds are formed and a net transfer of energy results.

H.B.3A.5 Plan and conduct scientific investigations or computer simulations to determine the relationship between variables that affect the processes of fermentation and/or cellular respiration in living organisms and interpret the data in terms of real-world phenomena.




Standard 7: Interdisciplinary Problem Solving

Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results .




■■ Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly .

■■ Patterns observable at one scale may not be observable or exist at other scales .




■■ Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models .

Structure and Function:

The way an object is shaped or structured determines many of its properties and functions .

■■ The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials .

continued



Strand 2.2: The Living Environment ■■ Guideline C—Systems and connections—Learners understand the living environment

to be comprised of interrelated, dynamic systems .

■■ Guideline D—Flow of matter and energy—Learners are able to account for environmental characteristics based on their knowledge of how matter and energy interact in living systems .

Unit

B 4

Homeostasis and Immunity


Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life .


MST STANDARDS


Major Understandings: H.B.3A.1 Develop and use models to explain how chemical reactions among ATP, ADP, and inorganic phosphate act to transfer chemical energy within cells. H.B.3A.2 Develop and revise models to describe how photosynthesis transforms light energy into stored chemical energy. H.B.3A.3 Construct scientific arguments to support claims that chemical elements in the sugar molecules produced by photosynthesis may interact with other elements to form amino acids, lipids, nucleic acids or other large organic molecules.





continued

Patterns:


■■ Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena .

continued

Unit Overview: The components of living systems, from a single cell to an ecosystem, interact to maintain balance Different organisms have different regulatory mechanisms that function to maintain the level of organization necessary for life Because organisms are continually exposed to changes in their external and internal environments, they must continually monitor and respond to these changes Responses to change can range in complexity from simple activation of a cell chemical process to elaborate learned behavior The result of these responses is called homeostasis, a “dynamic equilibrium” or “steady state” that keeps the internal environment within certain limits Organisms have a diversity of homeostaticfeedback mechanisms that detect deviations from normal and take corrective actions to return their systems to the normal range These mechanisms maintain the internal environment within narrow limits that are favorable for cell activities [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: How do we survive?


MST STANDARDS


H.B.3A.4 Develop models of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of molecules are broken, the bonds of new compounds are formed and a net transfer of energy results.

H.B.3A.5 Plan and conduct scientific investigations or computer simulations to determine the relationship between variables that affect the processes of fermentation and/or cellular respiration in living organisms and interpret the data in terms of real-world phenomena.
















continued



■■ Models can be used to predict the behavior of a

system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models .







■■ Feedback (negative or positive) can stabilize or destabilize a system .


Strand 1: Questioning, Analysis, and Interpretation Skills ■■ Guideline A—Questioning—Learners are able to develop questions that help them

learn about the environment and do simple investigations .

■■ Guideline B—Designing investigations—Learners are able to design simple investigations .

■■ Guideline C—Collecting information—Learners are able to locate and collect information about the environment and environmental topics .

■■ Guideline D—Evaluating accuracy and reliability—Learners understand the need to use reliable information to answer their questions . They are familiar with some basic factors to consider in judging the merits of information .

■■ Guideline E—Organizing information—Learners are able to describe data and organize information to search for relationships and patterns concerning the environment and environmental topics .

■■ Guideline G—Drawing conclusions and developing explanations—Learners can develop simple explanations that address their questions about the environment .

Unit

B 5

Reproduction and Development

Key Ideas: Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring .

Key Idea 4: The continuity of life is sustained through reproduction and development .


MST STANDARDS


Major Understandings: H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. H.B.4A.2 Develop and use models to explain how genetic information (DNA) is copied for transmission to subsequent generations of cells (mitosis).








continued

Unit Overview: Species transcend individual life spans through reproduction Asexual reproduction produces genetically identical offspring Sexual reproduction produces offspring that have a combination of genes inherited from each parent’s specialized sex cells (gametes) The processes of gamete production, fertilization, and development follow an orderly sequence of events Zygotes contain all the information necessary for growth, development, and eventual reproduction of the organism Development is a highly regulated process involving mitosis and differentiation Reproduction and development are subject to environmental impact Human development, birth, and aging should be viewed as a predictable pattern of events Reproductive technology has medical, agricultural, and ecological applications [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: How does life create life?



Strand 2.4: Environment and Society ■■ Guideline A—Human/environment interactions—Learners understand that humans are

able to alter the physical environment to meet their needs and that there are limits to the ability of the environment to absorb impacts or meet human needs .

Unit

B 6

Genetics and Biotechnology

Key Ideas: Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring .


MST STANDARDS


Major Understandings: H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of the daughter cells is different from the DNA of the parent cell. H.B.4C.2 Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information. H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures genetic variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.






continued

Patterns:





■■ Systems can be designed to cause a desired effect . continued

Unit Overview: Organisms from all kingdoms possess a set of instructions (genes) that determines their characteristics These instructions are passed from parents to offspring during reproduction The inherited instructions that are passed from parent to offspring exist in the form of a code This code is contained in DNA molecules The DNA molecules must be accurately replicated before being passed on Once the coded information is passed on, it is used by a cell to make proteins The proteins that are made become cell parts and carry out most functions of the cell Throughout recorded history, humans have used selective breeding and other biotechnological methods to produce products or organisms with desirable traits Our current understanding of DNA extends this to the manipulation of genes leading to the development of new combinations of traits and new varieties of organisms [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: Why do offspring look like their parents?


MST STANDARDS


H.B.4D.1 Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited.

Key Idea 4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium) .


Key Idea 6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs .


Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena .




■■ Systems can be designed to do specific tasks .









continued


MST STANDARDS


■■ Change and rates of change can be quantified and

modeled over very short or very long periods of time . Some system changes are irreversible .


Strand 2.2: The Living Environment ■■ Guideline B—Heredity and evolution—Learners understand the basic ideas and genetic

mechanisms behind biological evolution .

Strand 2.4: Environment and Society

■■ Guideline A—Human/environment interactions—Learners understand that humans are able to alter the physical environment to meet their needs and that there are limits to the ability of the environment to absorb impacts or meet human needs .

■■ Guideline D—Technology—Learners are able to examine the social and environmental impacts of various technologies and technological systems .

Unit

B 7

Evolution

Key Ideas: Key Idea 3: Individual organisms and species change over time .


MST STANDARDS


Major Understandings: B-5.1 Summarize the process of natural selection. B-5.2 Explain how genetic processes result in the continuity of life-forms over time. B-5.3 Explain how diversity within a species increases the chances of its survival. B-5.4 Explain how genetic variability and environmental factors lead to biological evolution. B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

Standard 6: Interconnectedness—Common Themes


Patterns:



■■ Empirical evidence is needed to identify patterns . continued

Unit Overview: Evolution is the change of species over time This theory is the central unifying theme of biology This change over time is well documented by extensive evidence from a wide variety of sources In sexually reproducing organisms, only changes in the genes of sex cells can become the basis for evolutionary change and that these evolutionary changes may occur in structure, function, and behavior over time Students need to be able to distinguish between evolutionary change and the changes that occur during the lifetime of an individual organism According to many scientists, biological evolution occurs through natural selection Natural selection is the result of overproduction of offspring, variations among offspring, the struggle for survival, the adaptive value of certain variations, and the subsequent survival and increased reproduction of those best adapted to a particular environment Selection for individuals with a certain trait can result in changing the proportions of that trait in a population The diversity of life on Earth today is the result of natural selection occurring over a vast amount of geologic time for most organisms, but over a short amount of time for organisms with short reproductive cycles such as pathogens in an antibiotic environment and insects in a pesticide environment [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: Is change inevitable for all living things?



B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.

B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different group of organisms








■■ Change and rates of change can be quantified and modeled over very short or very long periods of time . Some system changes are irreversible .


Strand 2.2: The Living Environment ■■ Guideline A—Organisms, populations, and communities—Learners understand basic

population dynamics and the importance of diversity in living systems .

■■ Guideline B—Heredity and evolution—Learners understand the basic ideas and genetic mechanisms behind biological evolution .

Strand 2.4: Environment and Society

■■ Guideline A—Human/environment interactions—Learners understand that humans are able to alter the physical environment to meet their needs and that there are limits to the ability of the environment to absorb impacts or meet human needs .

Strand 3.1: Skills for Analyzing and Investigating Environmental Issues ■■ Guideline B—Sorting out the consequences of issues—Learners are able to evaluate the

consequences of specific environmental changes, conditions, and issues for human and ecological systems .

Unit

B 8

Human Influences on the Environment

Key Ideas: Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment .


MST STANDARDS


Major Understandings: H.B.6B.1 Develop and use models of the carbon cycle, which include the interactions between photosynthesis, cellular respiration and other processes that release carbon dioxide, to evaluate the effects of increasing atmospheric carbon dioxide on natural and agricultural ecosystems. H.B.6B.2 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases (such as carbon dioxide and methane) on the carbon cycle and global climate. H.B.6B. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological. H.B.6A.2. Use mathematical and computational thinking to support claims that limiting factors affect the number of individuals that an ecosystem can support.



Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use .

Key Idea 3: Information technology can have positive and negative impacts on society, depending upon how it is used .



Patterns:






continued

continued

Unit Overview: Population growth has placed new strains on the environment—massive pollution of air and water, deforestation and extinction of species, global warming, and alteration of the ozone shield Some individuals believe that there will be a technological fix for such problems Others, concerned with the accelerating pace of change and the ecological concept of finite resources, are far less optimistic What is certain, however, is that resolving these issues will require increasing global awareness, cooperation, and action Since the students of today will be the elected officials and informed public of tomorrow, the teacher should encourage a diversity of activities that will allow students to explore, explain, and apply conceptual understandings and skills necessary to be environmentally literate [Refer to Appendix A for the Humane Treatment of Animals and Conservation Day]

Essential Question: Why do we need to care for our planet?


MST STANDARDS










■■ Systems can be designed to cause a desired effect .




■■ When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models .


■■ Much of science deals with constructing explanations ■■ Models can be used to predict the behavior of a of how things change and how they remain stable . system, but these predictions have limited precision and

reliability due to the assumptions and approximations ■■ Change and rates of change can be quantified and

modeled over very short or very long periods of time . inherent in models .

Some system changes are irreversible . Stability and Change: ■■ Feedback (negative or positive) can stabilize or For both designed and natural systems, conditions that

destabilize a system . affect stability and factors that control rates of change ■■ Systems can be designed for greater or lesser stability . are critical elements to consider and understand .



Strand 2.3: Humans and Their Societies ■■ Guideline A—Individuals and groups—Learners understand the influence of individual

and group actions on the environment, and how groups can work to promote and balance interests .

Strand 2.4: Environment and Society ■■ Guideline A—Human/environment interactions—Learners understand that humans

are able to alter the physical environment to meet their needs and that there are limits to the ability of the environment to absorb impacts or meet human needs .

■■ Guideline D—Technology—Learners are able to examine the social and environmental impacts of various technologies and technological systems .

■■ Guideline E—Environmental issues—Learners are familiar with a range of environmental issues at scales that range from local to national to global . They understand that these scales and issues are often linked .

Strand 3: Skills for Understanding and Addressing Environmental Issues

Strand 3.1: Skills for Analyzing and Investigating Environmental Issues ■■ Guideline A—Identifying and investigating issues—Learners apply their research and

analytical skills to investigate environmental issues ranging from local issues to those that are regional or global in scope .

■■ Guideline B—Sorting out the consequences of issues—Learners are able to evaluate the consequences of specific environmental changes, conditions, and issues for human and ecological systems .

■■ Guideline C—Identifying and evaluating alternative solutions and courses of action— Learners are able to identify and propose action strategies that are likely to be effective in particular situations and for particular purposes .

■■ Guideline D—Working with flexibility, creativity, and openness—While environmental issues investigations can bring to the surface deeply held views, learners are able to engage each other in peer review conducted in the spirit of open inquiry .

continued


Strand 3.2: Decision-Making and Citizenship Skills ■■ Guideline A—Forming and evaluating personal views—Learners are able to examine and

express their own views on environmental issues .

■■ Guideline B—Evaluating the need for citizen action—Learners are able to think critically about whether they believe action is needed in particular situations and whether they believe they should be involved .

■■ Guideline C—Planning and taking action—By participating in issues of their choosing— mostly close to home—they learn the basics of individual and collective action .

■■ Guideline D—Evaluating the results of actions—Learners understand that civic actions have consequences .

CH Chemistry

Unit

CH 1

The Physical Nature of Matter

Key Ideas: Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity .

Key Idea 4: Energy exists in many forms, and when these forms change, energy is conserved .


MST STANDARDS


Major Understandings: H.C.4A.1 Develop and use models to explain the arrangement and movement of the particles in solids, liquids, gases, and plasma as well as the relative strengths of their intermolecular forces. H.C.4A.2 Analyze and interpret heating curve graphs to explain that changes from one state of matter to another are energy dependent.

H.C.4A.3 Conduct controlled scientific investigations and use models to explain the behaviors of gases (including the proportional relationships among pressure, volume, and temperature).



Examples include:

■■ use the Internet as a source to retrieve information for classroom use, e .g ., Periodic Table, acid rain requiring improved investigations and experiments .

continued

Patterns:



■■ Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus and effects .


continued

Unit Overview: Chemistry is the study of matter and energy explained and categorized using observable characteristics All changes in matter are accompanied by changes in energy Energy exists in many forms, and when these forms change, energy is conserved Throughout history, humankind has tried to effectively use and convert various forms of energy Energy is used to do work that makes life more productive and enjoyable The Law of Conservation of Matter and Energy applies to phase changes, chemical changes, and nuclear changes, that help run our modern world With a complete understanding of these processes and their application to the modern world comes a responsibility to take care of waste, limit pollution, and decrease potential risks

Essential Question: How can matter be explained interms of stability and change?


MST STANDARDS










Scale, Proportion, and Quantity


■■ Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale .






continued



■■ Models can be used to predict the behavior of a system, Structure and Function: The way an object is

but these predictions have limited precision and reliability shaped or structured determines many of its due to the assumptions and approximations inherent properties and functions. in models . Investigating or designing new systems or structures

■■

■■ Mathematical representations are needed to identify requires a detailed examination of the properties some patterns . of different materials, the structures of different

■■ Empirical evidence is needed to identify patterns . components, and connections of components to reveal its function and/or solve a problem .

Cause and Effect: Mechanism and Prediction: ■■ The functions and properties of natural and designed

Empirical evidence is required to differentiate between objects and systems can be inferred from their overall cause and correlation and make claims about specific structure, the way their components are shaped and causes and effects . used, and the molecular substructures of its various

■■ Cause and effect relationships can be suggested and materials .

predicted for complex natural and human-designed Stability and Change: systems by examining what is known about smaller

scale mechanisms within the system . For both designed and natural systems, conditions that affect stability and factors that control rates of change are

■■ Changes in systems may have various causes that critical elements to consider and understand . may not have equal effects .

■■ Much of science deals with constructing explanations Energy and Matter: Flows, Cycles, and of how things change and how they remain stable . Conservation:

■■ Change and rates of change can be quantified and ■■ The total amount of energy and matter in closed modeled over very short or very long periods of time .

systems is conserved . Some system changes are irreversible .



ENVIRONMENTAL GUIDELINES

FOR LEARNING

REFERENCE TABLES

Strand 2: Knowledge of Environmental Processes and Systems ■■ Guideline B—Changes in Matter—Learners apply

their understanding of chemical reactions to round out their explanations of environmental characteristics and everyday phenomena .

■■ Guideline C—Energy—Learners apply their knowledge of energy and matter to understand phenomena in the world around them .

[Refer to Appendix B – Reference Tables for Physical Setting/Chemistry]

Table A – Standard Temperature and Pressure

Table B – Physical Constants for Water

Table C – Selected Prefixes

Table D – Selected Units

The Periodic Table of Elements

Table S – Properties of Selected Elements

Table T – Important Formulas and Equations

Unit

CH 2

Atomic Concepts


Key Idea 5: Energy and matter interact through forces that result in changes in motion .


MST STANDARDS


Major Understandings: H.C.2A.1 Obtain and communicate information to describe and compare subatomic particles with regard to mass, location, charge, electrical attractions and repulsions, and impact on the properties of an atom. H.C.2A.2 Use the Bohr and quantum mechanical models of atomic structure to exemplify how electrons are distributed in atoms.

H.C.2A.3 Analyze and interpret absorption and emission spectra to support explanations that electrons have discrete energy levels.



Examples include:

■■ Use the Internet as a source to retrieve information for classroom use, e .g ., research history of atomic structures and scientific development of modern atomic theory .



Patterns:





continued

Unit Overview: Through decades of experimentation and modeling that began in the late 1800s, it was determined that matter was composed of particles called atoms An atom has a small, dense nucleus in the center with electrons moving about in the empty space surrounding the nucleus Energy was thought to exist in small, indivisible packets called quanta, and this theory was used to develop a model of the atom which had a central nucleus surrounded by shells of electrons The model was used to explain the properties of chemical bonding, and additional experimentation with radioactivity provided evidence that atomic nuclei contained protons and neutrons Changes in motion result from the interaction of matter and energy

Essential Question: How is the structure of an atom

like other systems models?


MST STANDARDS





■■ Empirical evidence is required to differentiate between Energy and Matter: Flows, Cycles, and cause and correlation and make claims about specific Conservation: causes and effects .

Tracking energy and matter flows into, out of, and within ■■ Cause and effect relationships can be suggested and systems helps one understand their system’s behavior . predicted for complex natural and human-designed

systems by examining what is known about smaller scale ■■ Changes of energy and matter in a system can be

described in terms of energy and matter flows into, out mechanisms within the system .

of, and within that system . Systems and System Models: ■■ Energy cannot be created or destroyed—only moved A system is an organized group of related objects or

between one place and another place, between components; models can be used for understanding and objects and/or fields, or between systems . predicting the behavior of systems .

Structure and Function: ■■ When investigating or describing a system, the

The way an object is shaped or structured determines boundaries and initial conditions of the system need to

many of its properties and functions . be defined and their inputs and outputs analyzed and described using models .

■■ Investigating or designing new systems or structures requires a detailed examination of the properties ■■ Models (e .g ., physical, mathematical, computer models)

of different materials, the structures of different can be used to simulate systems and interactions—

components, and connections of components to including energy, matter, and information flows—within

reveal its function and/or solve a problem . and between systems at different scales . ■■ Models can be used to predict the behavior of a

system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models .


FOR LEARNING

REFERENCE TABLES







Table O – Symbols Used in Nuclear Chemistry



Unit

CH 3

Nuclear Chemistry





MST STANDARDS


Major Understandings: H.C.2B.1 Obtain and communicate information to compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and their practical applications (including medical benefits and associated risks).

H.C.2B.2 Develop models to exemplify radioactive decay and use the models to explain the concept of half-life and its use in determining the age of materials (such as radiocarbon dating or the use of radioisotopes to date rocks).



Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use .



continued

Patterns:





Unit Overview: The discovery of the energy stored in the nucleus of an atom, its uses, and its benefits and risks is a continuing process that began with the detection of the first radioactive isotope Using radioactivity, the inner structure of the atom was defined by other researchers Scientists involved in the development of nuclear fission and the atomic bomb explored both peaceful and destructive uses of nuclear energy Modern researchers continue to search for ways in which the power of the nucleus can be used for the betterment of the world With a complete understanding of these processes and their application to the modern world comes a responsibility to take care of waste, limit pollution, and decrease potential risks

Essential Questions: Why is this alternative energy source

so controversial? Is this really an

alternative energy source?


MST STANDARDS


H.C.2B.3 Obtain and communicate information to compare and contrast nuclear fission and nuclear fusion and to explain why the ability to produce low energy nuclear reactions would be a scientific breakthrough.

H.C.2B.4 Use mathematical and computational thinking to explain the relationship between mass and energy in nuclear reactions (E=mc2).



Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena .









■■ The total amount of energy and matter in closed systems is conserved .



■■ In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved .

continued


MST STANDARDS










FOR LEARNING

REFERENCE TABLES







Table N – Selected Radioisotopes

Table O – Symbols Used in Nuclear Chemistry



Unit

CH 4

Chemical Bonding



Patterns:







continued

Unit Overview: The concept of a chemical bond is the core principle behind most of chemistry Bonding is what enables atoms of elements to join in multiple combinations to form more than fifty million chemical substances in our world There are several types of chemical bonds with specific characteristics that require unique circumstances to account for the various chemical combinations we find on earth

Essential Question: Why do some atoms form chemical bonds toform stable compounds and others do not?


MST STANDARDS


Major Understandings:

H.C.3A.1 Construct explanations for the formation of molecular compounds via sharing of electrons and for the formation of ionic compounds via transfer of electrons.

H.C.3A.3 Analyze and interpret data to predict the type of bonding (ionic or covalent) and the shape of simple compounds by using the Lewis dot structures and oxidation numbers.


Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions

Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design

Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions



H.C.3A.4 Plan and conduct controlled scientific investigations to generate data on the properties of substances and analyze the data to infer the types of bonds (including ionic, polar covalent, and nonpolar covalent) in simple compounds. H.C.3A.5 Develop and use models (such as Lewis dot structures, structural formulas, or ball-and-stick models) of simple hydrocarbons to exemplify structural isomerism. H.C.3A.6 Construct explanations of how the basic structure of common natural and synthetic polymers is related to their bulk properties. H.C.3A.7 Analyze and interpret data to determine the empirical formula of a compound and the percent composition of a compound.









Energy and Matter: Flows Cycles, and Conservation:




continued


FOR LEARNING

REFERENCE TABLES

Strand 1: Questioning, Analysis and Interpretation Skills ■■ Guideline E—Organizing Information—Learners are

able to organize and display information in ways appropriate to different types of environmental investigations and purposes .

■■ Guideline F—Working with Models and Simulations — Learners are able to create, use, and evaluate models to understand environmental phenomena


Table E – Selected Polyatomic Ions

Table F – Solubility Guidelines for Aqueous Solutions



Unit

CH 5

Periodicity




MST STANDARDS



H.C.3A.2 Use the periodic table to write and interpret the formulas and names of chemical compounds (including binary ionic compounds, binary covalent compounds, and straight-chain alkanes up to six carbons).






Patterns:






continued

Unit Overview: The element phosphorous was isolated and “discovered” in the late 1600s, but it was not until the mid-1800s that a serious attempt at organizing the arrangement of elements was made by a Russian chemist named Dimitri Mendeleev In his development of the periodic table, Mendeleev became aware of repeating patterns and knew that there were elements that had yet to be discovered and so left open spaces in the Periodic Table of elements to accommodate for future discoveries Through meticulous investigations and careful organization, the Periodic Table of Elements is a wealth of chemical information

Essential Questions: What are the trends in the Periodic Table of Elements as you go from

left to right and top to bottom? What are the factors that determine

each of the trends you see?



■■ The succession of elements across the same period ■■ The placement or location of an element on the demonstrates characteristic trends: differences in atomic Periodic Table gives an indication of the physical and radius, ionic radius, electronegativity, first ionization chemical properties of that element . The elements on energy, metallic/nonmetallic properties . (3.1bb) the Periodic Table are arranged in order of increasing The number of protons in an atom (atomic number) atomic number . (3.1y)

■■

identifies the element . The sum of the protons and ■■ For Groups 1, 2, 13–18 on the Periodic Table, neutrons in an atom (mass number) identifies the isotope . elements with the same group have the same number Common notations that represent isotopes include: 14C, of valence electrons (helium is the exception) and 14C, carbon-14, C-14 . (3.1g) therefore similar chemical properties . (3.1z)

6

■■ The outermost electrons in an atom are called the valence ■■ Atoms attain a stable valence electron configuration electrons . In general, the number of valence electrons by bonding with other atoms . Nobel gases have stable affects the chemical properties of an element . (3.1l) valence configurations and tend not to bond . (5.2b)

■■ Elements can be classified by their properties and are ■■ Some elements exist in two or more forms in the same located on the Periodic Table as metals, non-metals, phase . These forms differ in their molecular or crystal metalloids (B, Si, Ge, As, Sb, Te) and noble gases . (3.1v) structure, and hence their properties . (5.2f)

■■ Elements can be differentiated by physical properties . ■■ Metals tend to react with nonmetals to form ionic Physical properties of substances, such as density, compounds . Nonmetals tend to react with nonmetals conductivity, malleability, solubility and hardness differ to form molecular (covalent) compounds . Ionic among elements . (3.1w) compounds containing polyatomic ions have both Elements can also be differentiated by chemical ionic and covalent bonding . (5.2h)

■■

properties . Chemical properties describe how an element behaves during a chemical reaction . (3.1x)








■■ Systems can be designed for greater or lesser stability .


FOR LEARNING

REFERENCE TABLES

Strand 1: Questioning, Analysis, and Interpretation Skills ■■ Guideline E—Organizing Information—Learners are

able to organize and display information in ways appropriate to different types of environmental investigations and purposes .

■■ Guideline F—Working with Models and Simulations— Learners are able to create, use and evaluate models to understand environmental phenomena .




Unit

CH 6

Moles/Stoichiometry



MST STANDARDS



H.C.6A.1 Develop and use models to predict the products of chemical reactions (1) based upon movements of ions; (2) based upon movements of protons; and (3) based upon movements of electrons.

H.C.6A.3 Plan and conduct controlled scientific investigations to produce mathematical evidence that mass is conserved in chemical reactions.

H.C.6A.4 Use mathematical and computational thinking to predict the amounts of reactants required and products produced in specific chemical reactions.






Patterns:







continued

Unit Overview: Stoichiometry is the term used for the calculation of a balanced chemical reaction As per the Law of Conservation of Matter, the number and type of atoms that go into a reaction must match the number and type of atoms that are formed as the product of the reaction This means that if the amounts of the separate reactants are known, then the amount of the product can be calculated As with algebra, once this is known, the variable can be determined A mole is a unit of measurement in chemistry expressed as Avogadro’s constant (6 .02 x 1023) and equal to a substance’s mean molecular mass

Essential Questions:

What is the purpose of knowing the amounts of substances involved in chemical equations?

How can this knowledge inform the workof chemical engineers?



■■ The significance of a phenomenon is dependent on the Structure and Function: scale, proportion, and quantity at which it occurs . The way an object is shaped or structured determines

■■ Using the concept of orders of magnitude allows one many of its properties and functions . to understand how a model at one scale relates to a Investigating or designing new systems or structures

■■

model at another scale . requires a detailed examination of the properties ■■ Algebraic thinking is used to examine scientific data of different materials, the structures of different

and predict the effect of a change in one variable on components, and connections of components to another (e .g ., linear growth vs . exponential growth) . reveal its function and/or solve a problem .

Systems and System Models: ■■ The functions and properties of natural and designed objects and systems can be inferred from their overall

A system is an organized group of related objects or structure, the way their components are shaped and components; models can be used for understanding and used, and the molecular substructures of its various predicting the behavior of systems . materials . ■■ Models (e .g ., physical, mathematical, computer

models) can be used to simulate systems and Stability and Change: interactions—including energy, matter, and information For both designed and natural systems, conditions that flows—within and between systems at different scales . affect stability and factors that control rates of change are

critical elements to consider and understand . Energy and Matter: Flows, Cycles, and Conservation: ■■ Much of science deals with constructing explanations

of how things change and how they remain stable . Tracking energy and matter flows into, out of, and within systems helps one understand their system’s behavior . ■■ Change and rates of change can be quantified and

modeled over very short or very long periods of time . ■■ The total amount of energy and matter in closed Some system changes are irreversible .

systems is conserved . ■■ Systems can be designed for greater or lesser stability .





FOR LEARNING

REFERENCE TABLES






Table B – Physical Constants for Water




Table F – Solubility Guidelines for Aqueous Solutions

Table G – Solubility Curves at Standard Temperature and Pressure

Table I – Heats of Reaction at 101 .3 kPA and 29K




Unit

CH 7

Kinetics & Equilibrium




MST STANDARDS



H.C.6A.2 Use Le Châtelier’s principle to predict shifts in chemical equilibria resulting from changes in concentration, pressure, and temperature.

H.C.7A.1 Analyze and interpret data from energy diagrams and investigations to support claims that the amount of energy released or absorbed during a chemical reaction depends on changes in total bond energy.

H.C.7A.2 Use mathematical and computational thinking to write thermochemical equations and draw energy diagrams for the combustion of common hydrocarbon fuels and carbohydrates, given molar enthalpies of combustion.






continued

Patterns:





Unit Overview: Chemical equilibrium is the state of constant composition attained when opposing reaction rates become equal in a closed system In other words, the reactants and the products do not have to necessarily be equal, but the rate at which they are formed is equal Kinetics is the term for particles in motion, and the movement of these particles will be determined by the forces or stresses that are added or removed from a system Chemical reactions happen when particles with adequate energy and proper orientation collide This process may absorb or release energy and can be represented visually using a graph of potential energy

Essential Questions: How is the equilibrium of a chemical systemthe same as homeostasis in living things?

A balance of vectors in engineering?


MST STANDARDS


H.C.7A.3 Plan and conduct controlled scientific investigations to determine the effects of temperature, surface area, stirring, concentration of reactants, and the presence of various catalysts on the rate of chemical reactions. H.C.7A.4 Develop and use models to explain the

relationships between collision frequency, the energy of collisions, the orientation of molecules, activation energy, and the rates of chemical reactions.

Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems

Key Idea 4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium)

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions


Events have causes, sometimes simple, sometimes multifaceted Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering

cause and correlation and make claims about specific causes and effects

predicted for complex natural and human-designed systems by examining what is known about smaller scale mechanisms within the system

not have equal effects


In considering phenomena, it is critical to recognize whatis relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change

scale, proportion, and quantity at which it occurs

they are too small, too large, too fast, or too slow to

concept understand how a model at one scale relates to a model at another scale

predict the effect of a change in one variable on another

continued



Systems and System Models: Stability and Change:

A system is an organized group of related objects or For both designed and natural systems, conditions that components; models can be used for understanding and affect stability and factors that control rates of change are predicting the behavior of systems . critical elements to consider and understand .

■■ Models (e .g ., physical, mathematical, computer ■■ Much of science deals with constructing explanations models) can be used to simulate systems and of how things change and how they remain stable . interactions—including energy, matter, and information Change and rates of change can be quantified and

■■

flows—within and between systems at different scales . modeled over very short or very long periods of time .

Energy and Matter: Flows, Cycles, and Some system changes are irreversible .

Conservation: ■■ Feedback (negative or positive) can stabilize or

Tracking energy and matter flows into, out of, and within destabilize a system . systems helps one understand their system’s behavior . ■■ Systems can be designed for greater or lesser stability .





FOR LEARNING

REFERENCE TABLES






Table G – Solubility Curves at Standard Temperature and Pressure

Table H – Vapor Pressure of Four Liquids

Table I – Heats of Reaction at 101 .3kPa and 298K




Unit

CH 8

Solutions, Acids & Bases



MST STANDARDS


Major Understandings: H.C.5A.1 Obtain and communicate information to describe how a substance can dissolve in water by dissociation, dispersion, or ionization and how intermolecular forces affect solvation. H.C.5A.2 Analyze and interpret data to explain the effects of temperature and pressure on the solubility of solutes in a given amount of solvent. H.C.5A.3 Use mathematical representations to analyze the concentrations of unknown solutions in terms of molarity and percent by mass.

H.C.5A.4 Analyze and interpret data to describe the properties of acids, bases, and salts.







continued

Patterns:



■■ Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system .




Events have causes, sometimes simple, sometimes multifaceted . Deciphering causal relationships, and the mechanisms by which t hey are mediated, is a major activity of science and engineering .

continued

Unit Overview: Understanding acids and bases is important for grasping chemistry concepts Simple double-replacement reactions can make the difference between solutions that can cause great harm and those that are relatively benign The uses for both acids and bases are seemingly endless and a major topic of study in the general chemistry course

Essential Questions:

What are the essential components of both acids and bases that make them similar?

Different?


MST STANDARDS



Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena .


If students are asked to do a project, then the project would require students to:

■■ Work effectively

■■ Gather and process information

■■ Generate and analyze ideas

■■ Observe common themes

■■ Realize ideas

■■ Present results



■■ Systems can be designed to cause a desired effect .



In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change







continue


■■ Models (e .g ., physical, mathematical, computer Stability and Change:

models) can be used to simulate systems and For both designed and natural systems, conditions interactions—including energy, matter, and information that affect stability and factors that control rates of flows—within and between systems at different scales . change are critical elements to consider and understand .

Energy and Matter: Flows, Cycles, and ■■ Much of science deals with constructing explanations Conservation: of how things change and how they remain stable .

Tracking energy and matter flows into, out of, and within ■■ Change and rates of change can be quantified systems helps one understand their system’s behavior . and modeled over very short or very long periods

The total amount of energy and matter in closed of time . Some system changes are irreversible . ■■

systems is conserved . ■■ Feedback (negative or positive) can stabilize or Changes of energy and matter in a system can be destabilize a system .

■■

described in terms of energy and matter flows into, ■■ Systems can be designed for greater or lesser stability . out of, and within that system .




FOR LEARNING

REFERENCE TABLES






Table K – Common Acids

Table L – Common Bases

Table M – Common Acid-Base Indicators



PH Physics

Unit

HP 1

Science and Engineering Practices

Key Ideas: Key Idea 1: Abstraction and symbolic representation are used to communicate mathematically.


MST STANDARDS



H.P.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.

H.P.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

H.P.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.






continued

Patterns:






continued

Unit Overview: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of scientific content.

Essential Question: What skills are necessary to develop an understanding of

scientific content?

MST STANDARDS


H.P.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions. H.P.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate English and metric units, (2) express relationships between variables for models and investigations, or (3) use grade-level appropriate statistics to analyze data. H.P.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. H.P.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts. H.P.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. H.P.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.










PH | Unit 2: Mechanics | 164

Unit

PH 2

Interactions and Forces

Key Ideas: Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective .


MST STANDARDS



H.P.2A.1 Plan and conduct controlled scientific investigations on the straight-line motion of an object to include an interpretation of the object’s displacement, time of motion, constant velocity, average velocity, and constant acceleration.

H.P.2A.2 Construct explanations for an object’s change in motion using one-dimensional vector addition.

H.P.2A.3 Use mathematical and computational thinking to apply formulas related to an object’s displacement, constant velocity, average velocity and constant acceleration. Interpret the meaning of the sign of displacement, velocity, and acceleration.

H.P.2A.4 Develop and use models to represent an object’s displacement, velocity, and acceleration (including vector diagrams, data tables, motion graphs, dot motion diagrams, and mathematical formulas).


Students will access, generate, process, and transfer information using appropriate technologies .



Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning .


continued

Patterns:







continued

Unit Overview: Fundamental forces govern all the interactions of the universe The interaction of masses is determined by the gravitational force Changes in the motion of an object require a force Newton’s laws can be used to explain and predict the motion of an object

Essential Question:

How are Newton’s laws of motionrelevant to our lives?



MST STANDARDS


H.P.2A.5 Construct explanations for what is meant by “constant” velocity and “constant” acceleration (including writing descriptions of the object’s motion and calculating the sign and magnitude of the slope of the line on a position-time and velocity-time graph).

H.P.2A.6 Obtain information to communicate the similarities and differences between distance and displacement; speed and velocity; constant velocity and instantaneous velocity; constant velocity and average velocity; and velocity and acceleration.

H.P.2B.1 Plan and conduct controlled scientific investigations involving the motion of an object to determine the relationships among the net force on the object, its mass, and its acceleration (Newton’s second law of motion, Fnet = ma) and analyze collected data to construct an explanation of the object’s motion using Newton’s second law of motion.

H.P.2B.2 Use a free-body diagram to represent the forces on an object.

H.P.2B.3 Use Newton’s Third Law of Motion to construct explanations of everyday phenomena (such as a hammer hitting a nail, the thrust of a rocket engine, the lift of an airplane wing, or a book at rest on a table) and identify the force pairs in each given situation involving two objects and compare the size and direction of each force.

H.P.2B.4 Use mathematical and computational thinking to derive the relationship between impulse and Newton’s Second Law of Motion.

H.P.2B.5 Plan and conduct controlled scientific investigations to support the Law of Conservation of Momentum in the context of two objects moving linearly (p=mv).





Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real- life problems and make informed decisions .













H.P.2B.6 Construct scientific arguments to defend the use of the conservation of linear momentum in the investigation of traffic accidents in which the initial motions of the objects are used to determine the final motions of the objects. H.P.2B.7 Apply physics principles to design a device that minimizes the force on an object during a collision and construct an explanation for the design. H.P.2B.8 Develop and use models (such as a computer simulation, drawing, or demonstration) and Newton’s Second Law of Motion to construct explanations for why an object moving at a constant speed in a circle is accelerating. H.P.2B.9 Construct explanations for the practical applications of torque (such as a see-saw, bolt, wrench, and hinged door). H.P.2B.10 Obtain information to communicate physical situations in which Newton’s Second Law of Motion does not apply. H.P.2C.1 Use a free-body diagram to represent the normal, tension (or elastic), applied, and frictional forces on an object.

H.P.2C.2 Plan and conduct controlled scientific investigations to determine the variables that could affect the kinetic frictional force on an object. H.P.2C.3 Obtain and evaluate information to compare kinetic and static friction. H.P.2C.4 Analyze and interpret data on force and displacement to determine the spring (or elastic) constant of an elastic material (Hooke’s Law, F=-kx), including constructing an appropriate graph in order to draw a line-of-best-fit whose calculated slope will yield the spring constant, k. H.P.2C.5 Use mathematical and computational thinking to apply Fnet = ma to analyze problems involving contact interactions and gravity. H.P.2D.1 Develop and use models (such as computer simulations, demonstrations, diagrams, and drawings) to explain how neutral objects can become charged and how objects mutually repel or attract each other and include the concept of conservation of charge in the explanation.



TABLES: REFERENCE TABLES FOR PHYSICAL SETTING/PHYSICS THAT ARE RELEVANT TO THE UNIT

H.P.2D.2 Use mathematical and computational thinking to predict the relationships among the masses of two objects, the attractive gravitational force between them, and the distance between them (Newton’s Law of Universal Gravitat ion, F=Gm1m2/r2)

H.P.2D.3 Obtain information to communicate how long-term gravitational interactions govern the evolution and maintenance of large-scale structures in the universe (such as the solar system and galaxies) and the patterns of motion within them.

H.P.2D.4 Use mathematical and computational thinking to predict the relationships among the charges of two particles, the attractive or repulsive electrical force between them, and the distance between them (Coulomb’s Law. F=kq1q2/r2)

H.P.2D.5 Construct explanations for how the non-contact forces of gravity, electricity, and magnetism can be modeled as fields by sketching field diagrams for two given charges, two massive objects, or a bar magnet and use these diagrams to qualitatively interpret the direction and magnitude of the force at a particular location in the field.

H.P.2D.6 Use a free-body diagram to represent the gravitational force on an object.

H.P.2D.7 Use a free-body diagram to represent the electrical force on a charge.

H.P.2D.8 Develop and use models (such as computer simulations, drawings, or demonstrations) to explain the relationship between moving charged particles (current) and magnetic forces and fields.

H.P.2D.9 Use Newton’s Law of Universal Gravitation and Newton’s second law of motion to explain why all objects near Earth’s surface have the same acceleration.

H.P.2D.10 Use mathematical and computational thinking to apply Fnet = ma to analyze problems involving non-contact interactions, including objects in free fall.

Strand 1: Questioning, Analysis, and Interpretation Skills ■■ Guideline A—Questioning—Learners are able to

develop, modify, clarify, and explain questions that guide environmental investigations of various types . They understand factors that influence the questions they pose .



■■ Guideline D—Evaluating accuracy and reliability— Learners can apply basic logic and reasoning skills to evaluate completeness and reliability in a variety of information sources .


■■ Guideline F—Working with models and simulations— Learners are able to create, use, and evaluate models to understand environmental phenomena .

continued

[Refer To Appendix D – Reference Tables For Physical Setting/Physics]

List of Physical Constants (p1)

Approximate Coefficients of Friction (p1)

Mechanics (p6)

PH | Unit 3: Energy | 169

Unit

PH 3

Interactions and Energy

Unit Overview: The law of conservation of energy provides one of the basic keys to understanding the universe The fundamental tenet of this law is that the total mass-energy of the universe is constant; however, energy can be transferred in many ways Historically, scientists have treated the law of conservation of matter and energy separately All energy can be classified as either kinetic or potential When work is done on or by a system, the energy of the system changes This relationship is known as the work-energy theorem

Essential Question: How are work, power, and energy related?

Key Ideas: Key Idea 4: Energy exists in many forms, and when these forms change, energy is conserved


MST STANDARDS



H.P.3A.1 Use mathematical and computational thinking to determine the work done by a constant force (W=Fd). H.P.3A.2 Use mathematical and computational thinking to analyze problems dealing with the work done on or by an object and its change in energy. H.P.3A.3 Obtain information to communicate how energy is conserved in elastic and inelastic collisions. H.P.3A.4 Plan and conduct controlled scientific investigations to determine the power output of the human body.


Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to


Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions

Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design

continued


In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change

the scale, proportion, and quantity at which it occurs

they are too small, too large, too fast, or too slow to observe directly

or exist at other scales

concept to understand how a model at one scale relates to a model at another scale

continued


MST STANDARDS


H.P.3B.1 Develop and use models (such as computer simulations, drawings, bar graphs, and diagrams) to exemplify the transformation of mechanical energy in simple systems and those wit h periodic motion and on which only conservative forces act.

H.P.3B.2 Use mathematical and computational thinking to argue the validity of the conservation of mechanical energy in simple systems and those with periodic motion and on which only conservative forces act (KE = ½ mv2, PEg = mgh, PEe = ½ kx2).

H.P.3B.3 Use drawings or diagrams to identify positions of relative high and low potential energy in a gravitational and electrical field (with the source of the field being positive as well as negative and the charge experiencing the field being positive as well as negative).

H.P.3C.1 Plan and conduct controlled scientific investigations to determine the variables that affect the rate of heat transfer between two objects.

H.P.3C.2 Analyze and interpret data to describe the thermal conductivity of different materials.

H.P.3C.3 Develop and use models (such as a drawing or a small-scale greenhouse) to exemplify the energy balance of the Earth (including conduction, convection, and radiation).

H.P.3D.1 Develop and use models (such as drawings) to exemplify the interaction of mechanical waves with different boundaries (sound wave interference) including the formation of standing waves and two-source interference patterns.

H.P.3D.2 Use the principle of superposition to explain everyday examples of resonance (including musical instruments and the human voice).

















■■ Energy cannot be created or destroyed—only moved ■■ Changes of energy and matter in a system can be between one place and another place, between described in terms of energy and matter flows into, out objects and/or fields, or between systems . of, and within that system .




TABLES: REFERENCE TABLES FOR PHYSICAL SETTING/PHYSICS THAT ARE RELEVANT TO THE UNIT

H.P.3D.3 Develop and use models to explain what happens to the observed frequency of a sound wave when the relative positions of an observer and wave source changes (Doppler effect).

H.P.3D.4 Use mathematical and computational thinking to analyze problems that relate the frequency, period, amplitude, wavelength, velocity, and energy of sound waves.

H.P.3E.1 Plan and conduct controlled scientific investigations to determine the relationship between the current and potential drop (voltage) across an Ohmic resistor. Analyze and interpret data to verify Ohm’s law, including constructing an appropriate graph in order to draw a line-of-best-fit whose calculated slope will yield R, the resistance of the resistor.

H.P.3E.2 Develop and use models (such as circuit drawings and mathematical representations) to explain how an electric circuit works by tracing the path of the electrons and including concepts of energy transformation, transfer, and the conservation of energy and electric charge.

H.P.3E.3 Use mathematical and computational thinking to analyze problems dealing with current, electric potential, resistance, and electric charge.

H.P.3E.4 Use mathematical and computational thinking to analyze problems dealing with the power output of electric devices.

H.P.3E.5 Plan and conduct controlled scientific investigations to determine how connecting resistors in series and in parallel affects the power (brightness) of light bulbs.

H.P.3E.6 Obtain and communicate information about the relationship between magnetism and electric currents to explain the role of magnets and coils of wire in microphones, speakers, generators, and motors.

Strand 1: Questioning, Analysis, and Interpretation Skills ■■ Guideline A—Questioning—Learners are able to

develop, modify, clarify, and explain questions that guide environmental investigations of various types . They understand factors that influence the questions they pose .



■■ Guideline D—Evaluating accuracy and reliability— Learners can apply basic logic and reasoning skills to evaluate completeness and reliability in a variety of information sources .


■■ Guideline F—Working with models and simulations— Learners are able to create, use, and evaluate models to understand environmental phenomena .

continued

[Refer To Appendix D – Reference Tables For Physical Setting/Physics]

List of Physical Constants (p1)

Approximate Coefficients of Friction (p1)



H.P.3E.7 Design a simple motor and construct an explanation of how this motor transforms electrical energy into mechanical energy and work.

H.P.3F.1 Construct scientific arguments that support the wave model of light and the particle model of light.

H.P.3F.2 Plan and conduct controlled scientific investigations to determine the interaction between the visible light portion of the electromagnetic spectrum and various objects (including mirrors, lenses, barriers with two slits, and diffraction gratings) and to construct explanations of the behavior of light (reflection, refraction, transmission, interference) in these instances using models (including ray diagrams).

H.P.3F.3 Use drawings to exemplify the behavior of light passing from one transparent medium to another and construct explanations for this behavior.

H.P.3F.4 Use mathematical and computational thinking to analyze problems that relate the frequency, period, amplitude, wavelength, velocity, and energy of light.

H.P.3F.5 Obtain information to communicate the similarities and differences among the different bands of the electromagnetic spectrum (including radio waves, microwaves, infrared, visible light, ultraviolet, and gamma rays) and give examples of devices or phenomena from each band.

H.P.3F.6 Obtain information to construct explanations on how waves are used to produce, transmit, and capture signals and store and interpret information (including ultrasound imaging, telescopes, cell phones, and bar code scanners).

■■ Guideline G—Drawing conclusions and developing Strand 2.4: Environment and Society explanations—Learners are able to use evidence and Guideline A—Human/environment interactions—

■■

logic in developing proposed explanations that address Learners understand that humans are able to alter the their initial questions and hypotheses . physical environment to meet their needs and that there

Strand 2: Knowledge of Environmental Processes are limits to the ability of the environment to absorb

and Systems impacts or meet human needs . ■■ Guideline D—Technology—Learners are able to

Strand 2.1: The Earth as a Physical System examine the social and environmental impacts of various ■■ Guideline A—Processes that shape the Earth— technologies and technological systems .

Learners understand the major physical processes ■■ Guideline E—Environmental issues—Learners are familiar

that shape the Earth . They can relate these processes, with a range of environmental issues at scales that range especially those that are large-scale and long-term, to from local to national to global . They understand that characteristics of the Earth . these scales and issues are often linked .


Strand 2.2: The Living Environment ■■ Guideline D—Flow of matter and energy—Learners

are able to account for environmental characteristics based on their knowledge of how matter and energy interact in living systems .

MST STANDARDS


H.P.3G.1 Develop and use models to represent the basic structure of an atom (including protons, neutrons, electrons, and the nucleus).

H.P.3G.2 Develop and use models (such as drawings, diagrams, computer simulations, and demonstrations) to communicate the similarities and differences between fusion and fission. Give examples offusion and fission reactions and include the concept of conservation of mass-energy.

H.P.3G.3 Construct scientific arguments to support claims for or against the viability of fusion and fission as sources of usable energy.

H.P.3G.4 Use mathematical and computational thinking to predict the products of radioactive decay (including alpha, beta, and gamma decay).

H.P.3G.5 Obtain information to communicate how radioactive decay processes have practical applications (such as food preservation, cancer treatments, fossil and rock dating, and as radioisotopic medical tracers).




















continued

Grades

9-12

Cross-Cutting Concepts

continued

Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them

in explanations of phenomena

introduced; thus requiring improved investigations and experiments

Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimesmultifaceted Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering

is known about smaller scale mechanisms within the system

Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change

concept

A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems

and outputs analyzed and described using models

matter, and information flows—within and between systems at different scales

assumptions and approximations inherent in models

Grades

9-12

Cross-Cutting Concepts

Developed by NSTA using information from Appendix G of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc.

Adapted from: National Research Council (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academy Press. Chapter 4: Crosscutting Concepts.

Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows into, out of, and within systems helps one understand their system’s behavior

or between systems

way an object is shaped or structured determines many of its properties and functions

the structures of different components, and connections of components to reveal its function and/or solve a problem

the way their components are shaped and used, and the molecular substructures of its various materials

both designed and natural systems,conditions that affect stability and factors that control rates of change are critical elements to consider and understand

Grades

9-12

Engineering Design

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Grades

9-12 Engineering Design

Grade Unit

# # Unit Title

Key Ideas: The key ideas addressed throughout the unit pulled from the SCDE standards. (REVISED)


MST STANDARDS


ALIGNED PROJECT


REFERENCE TABLES

Leaf indicates a connection to Environmental Science

Unit Overview: A brief teacher-friendly blurb that describes the learning in the unit at a high level (NEW)

Essential Question: Revised essential questions for the unit.

(REVISED)

final cla science scope and sequence - about · sc science standards ngss cross mst standards ......

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