Curriculum Guidecircle.adventist.org/files/CD2008/CD2/circle/NADCG07Science9-12.pdf · Curriculum...

Curriculum Guide

Science Education Grades 9-12

Office of Education North American Division of Seventh-day Adventists 2007

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Acknowledgments

The following persons served as members of the North America Division Workshop Committee for science Education 9-12, June 13-28, 2005.

Ian Kelly Chairperson

Associate Director of Education Columbia Union

Ed Goodman

Earth Science/Biology/Chemistry/Physics Pine Tree Academy

Northern New England Conference

Donald Harvey Biology/Chemistry/Physics/Anatomy and Physiology

Madison Academy Kentucky-Tennessee Conference

Robert Nobuhara

Biology/Natural Science/Anatomy and Physiology Campion Academy

Rocky Mountain Conference

Dean Pearson Physical Science/Biology/Anatomy and Physiology

La Sierra Academy Southeastern California Conference

Ron Scott

Integrated Science/Biology/Chemistry/Physics Sandy Lake Academy Maritime Conference

The committee wishes to express appreciation to the 9-12 Science Writing Committee of 1997 for their work on the science curriculum guide, of which our work is a revision.

Ron Russell, co-chair

Peter Bayer Ron Johnson Sharon Clark Melcher Monk Don Harvey Daniel Schoun Kelly D. Hester Judy Toop

NAD Science 9-12 Curriculum Guide 2007

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Table of Contents

Philosophy........................................................................................................................................2 Rationale ..........................................................................................................................................3 Introduction......................................................................................................................................4 How to use this document................................................................................................................5 Journey to Excellence (Goals, Essential Core Elements) ................................................................7 Standards (CORE ADVENTIST, McREL, NAS) .........................................................................11 Goals ..............................................................................................................................................13 Scope and Sequence.......................................................................................................................14 Strands and Essential Learnings ....................................................................................................15 Earth Science ................................................................................................................................17 Course Overview, Goals, and J2E Correlation ..................................................................17 Essential Learnings Matrix with Topics ............................................................................20 Resource List .....................................................................................................................23 Physical Science............................................................................................................................25 Course Overview, Goals, and J2E Correlation ..................................................................25 Essential Learnings Matrix with Topics ............................................................................27 Resource List .....................................................................................................................31 Biology...........................................................................................................................................33 Course Overview, Goals, and J2E Correlation ..................................................................33 Essential Learnings Matrix with Topics ............................................................................36 Resource List .....................................................................................................................40 Chemistry......................................................................................................................................42 Course Overview, Goals, and J2E Correlation ..................................................................42 Essential Learnings Matrix with Topics ............................................................................45 Resource List .....................................................................................................................49 Physics ...........................................................................................................................................51 Course Overview, Goals, and J2E Correlation ..................................................................51 Essential Learnings Matrix with Topics ............................................................................53 Resource List .....................................................................................................................57 Anatomy and Physiology .............................................................................................................59 Course Overview, Goals, and J2E Correlation ..................................................................59 Essential Learnings Matrix with Topics ............................................................................61 Resource List .....................................................................................................................66


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Philosophy

God is the creator of all things and through Him all things were made both visible and invisible (Colossians 1:16). In the beginning of earth’s history God, in six literal days, made the heavens and the earth. During the first week He created life and on the sixth day crowned His work by creating man in His own image who was the masterpiece of His creation. Adventist education provides an atmosphere of learning that is conducive to optimum development. The underlying principles of Seventh-day Adventist education are founded upon God’s Word, and supported by the writings of Ellen G. White. It places a high estimate on the infinite worth of every individual and seeks to provide a climate in which a positive self-image may be developed. This provides opportunities for students to accept Jesus as their personal Friend and Savior. The Essential Learnings of this guide reflect the general Seventh-day Adventist philosophy of education for students to succeed not only in this world but also in the earth made new. Academic excellence is promoted by challenging students to use fully their intellectual capacities. The students’ understanding of fundamental concepts, ability to make decisions, application of problem solving and inquiry skills are vital. The teacher has been given the responsibility to reinforce the goals, concepts, and values of the Seventh-day Adventist curriculum. Through personal interaction, regular planned instruction, use of resources, and the inspiration of the moment a teacher moved by the Holy Spirit will have a major impact on his or her students.


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Rationale

Science is a continual process of discovery. Discovery includes an application of the scientific method in the areas of biology, earth science, physical science and health. It is dependent upon, and influenced by, the interaction of these disciplines within the context of the individual’s cultural and ethnic background, values, lifestyle, and physical and mental makeup. The current curriculum guide has been designed using the Journey to Excellence document prepared by the North American Division Office of Education. The tenets of this document form the framework for Adventist education now and for the future. “Adventist education seeks to develop a life of faith in God and respect for the dignity of all human beings...” (Journey to Excellence, p.5) This statement is reflected in the development of this curriculum guide for science. God, as the creator and restorer of life, forms the foundation of study in all content areas of the sciences. The curriculum guide includes information to help equip students to respond to ideas involving the evolutionary model of origins. Recognizing that: Spiritual values are taught which will lead students to acknowledge God as the Creator and

Sustainer of all living things and the Originator of all scientific principles. Basic biological principles apply to every living thing. Careful stewardship of the earth’s environment is influenced by a study of the earth

sciences. Personal responsibility for achieving and maintaining optimum physical, mental and

spiritual health is achieved through the study of health. Scientific principles and developing technology are determined by the study of physical

science. The ability to use skills is improved through understanding and practicing scientific

methods and processes. The opportunity for chemistry students to study and understand how God created basic

molecular structure and provides changes in matter on the earth is essential. Through the laboratory study of physics a deeper understanding of the integration of science

and mathematics is taught. The interaction of energy and matter as found in the physical universe is discovered when studied in this manner.

Through the study of human anatomy and physiology, the students will be acquainted with the crowning act of creation-man, and discover the marvels of the workings of the human organism.

It is critical that methodology, articulation, and evaluation be current and remain flexible. Ever changing developments within the scientific community require a constant monitoring and readjustment of goals and objectives. The objectives of science/health education is to provide students with a knowledge and understanding of the basic principles of science and health, to motivate them to apply that knowledge to the daily living so that they may achieve optimum physical health and the knowledge of science. To encourage students to share this knowledge, maximizing their service to God and humanity is paramount.


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Introduction

Science education should equip students with the essential skills for career preparation, character development and appreciation for the intelligent design apparent in the created world around them. The study of science should foster critical and analytical thinking skills leading students to utilize scientific methodology in problem-solving applications and assist students to transfer concrete learning experiences to real world situations. Societal trends necessitate that students become scientifically literate, have equal opportunity to learn, and become informed citizens capable of coping successfully in a technological society. This North American Division Office of Education (NADOE) Science 9-12 Curriculum Guide is developed by the NADOE Science 9-12 Curriculum Subcommittee and is aligned with the Seventh-day Adventist Journey to Excellence curriculum publication (embedded within this guide). In addition, the National Academy of Science (NAS) standards have been integrated into this guide. The NAS standards are intended to be utilized to provide uniformly high-quality science education across the United States. This curriculum guide includes the following components: Philosophy – the underlying belief system that guides Seventh-day Adventist science education. Rationale – explains the importance of studying each of the science subject areas within the

framework of the Seventh-day Adventist belief system. Scope – indicates the topics and concepts that are essential to the study of each science subject

taught at the secondary level. Sequence – indicates the order in which the sciences are taught, though there is some variation

among states and countries represented within the North American Division. As we have used the term, it does not refer to the essential learnings or to topics within each subject.

Essential Learnings and Matrices – a quick reference guide that lists major topics and subtopics to be taught for each of the secondary sciences. These topics are listed alphabetically, leaving the sequencing up to the individual teacher.

Journey to Excellence (J2E) – the goals and essential core elements of the North American Division’s curriculum for Seventh-day Adventist schools. These goals and core elements are woven into the essential learnings of the science curriculum. Within each course overview, the J2E goals and essential core elements are correlated, using the numbers and letters found in the J2E document. (i.e. 1 A, C, E, means goal 1, Essential core elements A,C, and E).

Resources – a listing of internet sites containing useful information, activities, demonstrations and laboratory experiments follows each of the course descriptions.

Strands – major overarching divisions of the essential learnings. Essential learnings – every student should understand these as a result of their science

education. Goals – the student attitudes, behaviors, and abilities that we desire the students to develop.

These terms are interrelated. Within the major strands are the individual essential learnings, and the goals indicate how these essential learnings will be evidenced.

A supplementary document accompanies this guide: Focusing on Science Experiments – which provides 23 simple but effective laboratory experiments for science educators to use, which will be especially useful for teachers with limited laboratory resources. This document is unchanged from 1997, except for the addition of resources. It is our hope that you will find this guide useful as you design quality learning opportunities in your science teaching. NAD Science 9-12 Curriculum Guide 2007

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How to Use This Guide

This curriculum guide is designed to be practical and easy to use. It is designed to correlate content with concepts and processes that are universally found through all science subjects. The following steps are recommended for maximizing use of this guide.

I. Introduction Read this section for information regarding content and use of this guide.

II. Philosophy Review this material periodically for help in making your science instruction Christ- centered.

III. Rationale This is the reason that each particular subject area is included in the Science Curriculum Guide. The specific application to Seventh-day Adventist schools is also covered.

IV. Standards and Goals Refer to these broad principles as a guide to the overall content of the course. These can be used when writing course outlines, and to determine student progress.

V. Journey to Excellence The North American Division Curriculum Futures Committee created a renewed vision for learning in Adventist schools in the 21st century. Journey to Excellence is the updated version of this vision. Educational leadership at all levels in the North American Division has determined that the content of this report is vital to the school improvement process in the NAD. Therefore the features of this program are being integrated into this Curriculum Guide in the form of a Journey to Excellence (J2E) reference beside each subject area goal.

VI. Subject Area Guide The subject area guide should be read carefully prior to developing a course outline. It identifies the course taught and the content areas to be covered. Each subject area guide is organized as follows:

a. Course Overview

The course overview describes the content of the course in general terms.

b. Course Goals In addition to the general goals for teaching science, each subject area section provides a list of course goals that should be consulted when developing a course outline. The essential learnings and Journey to Excellence are integrated into the course goals. NAD Science 9-12 Curriculum Guide 2007

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c. Essential Learning Matrix The matrix included in each subject area guide correlates topics with essential learnings. Several of the subjects have optional topics which the teacher can cover if time allows. Topics can and should be taught in an order that best suits the specific needs of the class and expertise and judgment of the teacher.

d. Resource List This is a sampling of the variety of resources available.

VII. Lab Experiment Accompanying this guide is the document Focusing on Science Experiments. It is a set of 23 inexpensive, easy but effective lab experiments, demonstrations, and activities. This information can be helpful in supplementing textual materials.


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Journey to Excellence

Goals and Essential Elements for Curriculum in

Seventh-day Adventist Schools 2002

GOALS The following goals have been

established to support the unique philosophy of Adventist education.

Each student will:

ESSENTIAL CORE ELEMENTS Essential core elements clarify and expand the goal statements and are intentionally

infused into a curriculum that teaches students to:

I. Surrender one’s whole life to God;

develop a relationship with Jesus Christ; allow the Holy Spirit to work in one’s life.

II. Desire to know, live and share the

message and mission of the Seventh-day Adventist Church.

A. Accept God as the Creator and Redeemer. B. Have a growing knowledge of God’s Word and enjoyment in its study. C. Embrace God’s gift of grace by accepting Christ as one’s personal Savior. D. Discover the importance and power of prayer and faith in one’s relationship with Jesus. E. Value God’s revelation of Himself through inspired writings and creation. F. Respond to God’s love by using one’s spiritual gifts to serve others. G. Recognize that God gave the Ten Commandments to show us how to love Him and each other. H. Value and participate in worship alone and with others. A. Be an active participant in one’s local church. B. Understand how the organization of the Seventh-day Adventist church facilitates its mission. C. Become involved in spreading the gospel throughout the world. D. Accept the fundamental beliefs of the Seventh-day Adventist church. E. Appreciate the heritage of the Seventh-day Adventist church. F. Relate to lifestyle choices and cultural issues based on biblical principles.

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GOALS

The following goals have been established to support the unique

philosophy of Adventist education. Each student will:



III. Develop a sense of self-worth, skills

in interpersonal relationships, an understanding of the responsibilities of family membership, and the ability to respond with sensitivity to the needs of others.

IV. Develop an understanding of cultural and historical heritages, affirm a belief in the dignity and worth of others, and accept responsibility for one’s local, national and global environments.

V. Accept personal responsibility for achieving and maintaining optimum physical, mental, and spiritual health.

A. Recognize that God’s ideal for the basic

unit of society is the family. B. Develop an appreciation for the diversity of individuals. C. Acquire knowledge, attitudes, and skills essential to meeting family responsibilities. D. Recognize that God’s unconditional love

gives one self-worth. E. Value sexuality in the context of God’s

ideal. A. Exhibit concern and sensitivity for other peoples and cultures. B. Participate actively in local, national, and global communities. C. Understand the functions of governments

and their impact of individuals and society. D. Use a biblical perspective to analyze

history and current events. E. Assume an active role in nurturing and preserving God’s creation. A. Recognize that God’s ideal for quality

living includes a healthy lifestyle. B. Incorporate into one’s lifestyle the

principles that promote health: nutrition, exercise, water, sun light, temperance, air, rest, trust in God.

C. Avoid at-risk behaviors. D. Apply Christian principles in recreation

and sports. E. Achieve a balance in work and leisure, balancing physical, mental, social, and spiritual activities. F. Recognize the interaction of physical,

mental, and spiritual health with emotional and social well- being.

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GOALS





VI. Adopt a systematic, logical, and

biblically-based approach to decision-making and problem- solving when applied to a developing body of knowledge.

VII. Recognize the importance of effective communication and develop the requisite skills.

VIII. Function responsibly in the everyday world, using Christian

principles of stewardship, economy, and personal management.

A. Broaden intellectual abilities through the

study of God’s Word. B. Use critical and creative thinking skills in

“real world” experiences. C. Develop one’s intellectual potential in

natural sciences and mathematics; arts and humanities; social sciences and applied arts.

D. Utilize effective study techniques to locate, organize, and learn information. E. Approach all intellectual pursuits from a biblical perspective. A. Communicate effectively through the

avenues of reading, writing, listening, speaking, and non-verbal language.

B. Apply a Christ-centered perspective to all forms of personal expression and media. C. Understand how sensitivity to the

differences of others affects communication.

D. Recognize how media and Information Technology impacts communication. E. Utilize communication skills to enhance

one’s Christian witness. A. Develop responsible decision-making skills. B. Appropriately manage one’s personal

finances. C. Acquire skill in the use of technologies. D. Develop basic home-management skills. E. Value cooperation and teamwork when interacting in groups. F. Develop conflict resolution skills. G. Manage time effectively.

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IX. Develop an appreciation of the

beautiful, both in God’s creation and in human expression, while nurturing individual ability in the fine arts.

X. Develop a Christian work ethic with an appreciation for the dignity of service.

A. View God as the Author of beauty, both in His creation and in human expression. B. Employ biblical principles as the basis for appreciation and expression of creative and performing arts. C. Develop fine arts talents through practice, performance and presentation. D. Use aesthetic expression as a means of Communication and service. A. Develop an awareness of career options and opportunities in a changing world, as well

as in the church. B. Recognize the role of useful work in personal development and maintaining self- worth. C. Develop skills that will enhance

employability. D. Experience the joy of serving others. E. Identify one’s interests, abilities, and values, understanding their relationship to career options. F. Always put forth one’s best effort in every

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Standards Seventh-day Adventist science education is designed to prepare students for success in this world, as well as prepare them for eternal life. Standards from the Mid-continent Research for Education and Learning (McREL) organization are being adopted as benchmarks for teaching the sciences. We desire our students to have quality science education, which includes unique concepts inherent in Adventist education. Core Adventist Science Standards As students study science in Seventh-day Adventist schools, they will understand the principle of God as the Creator and Sustainer of the universe including all life on earth. In the various classes they will recognize the core concepts of Adventist philosophy which include: Understands and then accepts the Genesis account of creation in six literal days. Values God’s revelation of Himself through the natural world, as well as the Holy Bible and

inspired writings of Ellen G. White. Understands and recognizes the redemptive plan of Christ and His desire to restore this

world to its original created state. Mid-continent Research for Education and Learning (McREL) Standards for Science Earth and Space Science Understands atmospheric processes and the water cycle Understands earth’s composition and structure Understands the composition and structure of the universe and the Earth’s place in it Life Sciences Understands the principles of heredity and related concepts Understands the structure and function of cells and organisms Understands relationships among organisms and their physical environment Understands biological evolution and the diversity of life

**Understanding does not imply acceptance of a concept**

Physical Sciences Understands the structure and properties of matter Understands the sources and properties of energy Understands forces and motion Nature of Science Understands the nature of scientific knowledge Understands the nature of scientific inquiry Understands the scientific enterprise


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National Academy of Science (NAS) Standards

The National Science Standards as developed by the NAS are provided in this document for your perusal and cross-referencing with the adopted Seventh-day Adventist standards. Inclusion of these National standards does not imply acceptance of all tenets of these standards.

Physical Science Structure of atoms Structure and properties of matter Chemical reactions Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Life Science The cell Molecular basis of heredity Biological evolution Interdependence of organisms Matter, energy, and organization in living systems Behavior of organisms Earth and Space Science Energy and the earth system Geochemical cycles Origin and evolution of the earth’s system Origin and evolution of the universe Science as Inquiry Abilities to do scientific inquiry Understandings about scientific inquiry


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Goals

The Science program in Adventist schools will enable the student to accomplish the following:

1. Develop a meaningful relationship with God. 2. Develop those attitudes, values, and aspirations which strengthen belief in God as the Creator

and in His special creation.

3. Understand the processes, concepts, classifications, generalizations, and unifying principles which lead to an awareness of God and His creation.

4. Promote a growing interest in, curiosity and appreciation for science.

5. Using the scientific method, develop fundamental skills in gathering, organizing, interpreting,

and communicating scientific information, and drawing valid conclusions based on data obtained.

6. Develop proficiency in critical and creative thinking, problem solving, and cooperative

learning skills.

7. Using laboratory and field investigations develop safety skills and an understanding of scientific concepts and processes.

8. Recognize the relationship of science and technology, and acknowledge their potential and

limitations within society.

9. Evaluate current issues involving science and technology, and recognize the necessity of ethics and its application in science.

10. Recognize the challenge of conflicting ideas and use critical analysis to discuss such topics as

creation vs. evolution, cloning, abortion, global warming and AIDS.

11. Recognize and appreciate the diverse ethnic and gender contributions to science. 12. Recognize how society influences the development and use of natural resources, and

understand the individual’s responsibility to be good stewards of those resources.

13. Apply scientific concepts, related theories, laws, assumptions, observations and evidence to solving problems in everyday life.

14. Recognize and evaluate aptitudes, interests, and abilities in exploring career and vocational

opportunities in science.

15. Utilize reference materials, including appropriate Internet sources, to acquire information necessary for understanding a particular topic.


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Science

Scope Sequence Essential Learnings Subject

Bullets are placed in areas of major emphasis

Earth Science (9 & 10)

Physical Science (9) Biology (10) Chemistry (11) Physics (12)

Anatomy & Physiology

(12) Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Orders of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Science Strands

God and His Inquiry and Relationships Principles/Concepts Word Advancement Theories/Laws

Earth’s origins and history Earth’s origins and history Biogeochemical cycles Atomic structure God – Creator, Designer, Sustainer

and Redeemer/faith Ethics, technology and society Classification of organisms Earth’s origins and history

People/career in science Diversity and unity among organisms Atoms and molecules

Scientific method Electricity and magnetism Characteristics of organisms

Life cycles Chemical reactions

Matter, forms and transfer of energy Earth’s atmosphere

Natural resource management Earth’s surface features

Natural selection and biological change Electricity and magnetism

Organ systems Entropy

Populations and ecosystems Forces and motion

Relationship between structure and function Genetics

Reproduction Gravity

Rocks, minerals, and soil Homeostasis

Solar system Irreducible complexity

Sun and other stars Matter and energy

The universe Motion of celestial bodies

Wave characteristics and interaction Orders of magnitude

Properties of substances

Plate tectonics

Reproduction

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Science Subjects

Earth Science

Physical Science

Biology

Chemistry

Physics

Anatomy & Physiology


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Earth Science

Units of Credit: 1- Carnegie Unit Recommended grade level: 9, 10 Semester Credits - 10

Course Overview

Earth Science is the study of the Earth, its characteristics, meteorological phenomena, and outer space. Major topics include geology, astronomy, meteorology, and oceanography. As students study geomorphic features and major geologic processes of the past, present and future, they should gain a greater appreciation of God as the Creator and Sustainer of the Universe. Topics will be taught from a content and concept basis with an emphasis on scientific processes and correlations with biblical accounts of Creation and the Flood.

Course Goals

Following the course goals are the Essential Learnings identified by bullets ( ) with correlation to Journey to Excellence (J2E) on the right. The Earth Science course will assist the student to do the following:

Goals and Essential Learnings

J2E

1. Understand the basic laws, principles and theories of Earth Science. Biogeochemical cycle Scientific method Earth’s origin and history

1 A,E 6 C,D,E,F

2. Understand the meteorological phenomena that impact our planet. Earth’s atmosphere Solar system

9 A

3. Use and understand conceptual models to explain earth processes. Faith God – Designer, Creator, Sustainer and Redeemer/faith Plate tectonics

6 B,C,D,E


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J2E

4. Identify features of given objects, i.e. planets, suns, asteroids and comets. Gravity Orders of magnitude The universe Sun and other stars Solar system Motion of celestial bodies

1 A,E 9 A

5. Dive into the world of oceanography and understand the structures of the ocean floor. Earth’s origin and history Earth’s surface features Motion of celestial bodies

4 B,C,E 9 A,D

6. Understand the major geologic processes and how they shape the objects in the solar system. Solar system Motion of celestial bodies God – Designer, Creator, Sustainer and Redeemer/faith

1 A,E 6 C,F

7. Construct geologic time scales for both the uniformitarian and catastrophic models. Earth’s origin and history God – Designer, Creator, Sustainer and Redeemer/faith Rocks, minerals and soil

1 A,E 4 D

8. Recognize geomorphic features and explain the geologic processes of the earth. Earth’s surface features Plate tectonics Earth’s origin and history

1 A


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J2E

9. Understand how geology influences the quality of living in an area. Earth’s surface features Earth’s atmosphere Plate tectonics

4 E

10. Be aware of environmental changes in relation to

geomorphic and population impact. Ethics, technology and society Earth’s atmosphere Natural resource management

4 B,E

11. Develop hypotheses that explain the observable features

of the earth. Scientific method Earth’s origin and history Earth’s surface features God – Designer, Creator, Sustainer and Redeemer/faith Plate tectonics

1 A,E

12. Understand the implications of catastrophism and the

massive, fossil-bearing, sedimentary deposits. Earth’s origins and history Earth surface features God – Designer, Creator, Sustainer and Redeemer/faith Plate tectonics

1 E 4 D,E

13. Be aware of career opportunities in the field of earth

science and the requirements of those vocations. People in science Ethics, technology and society

10 A,C,D,E


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Earth Science – Matrix I History of the Earth Structure and Composition of the Earth

Essential Learnings Topics Topics

Earth Science Rock Record History

Creation vs

Evolution

Scientific Process

Nature of Matter Minerals Rocks

Shape Dimensions

Heat

Earth’s Resources

Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and Motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Earth Science – Matrix II

Atmospheric Force Changes in Earth’s Crust Essential Learnings Topics Topics

Earth Science Weather Atmosphere Water in the Atmosphere Climate Plate Tectonics Earthquakes

& Volcanoes Weathering Erosion & Deposition

Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Orders of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Earth Science – Matrix III

Earth’s Water Exploring the Universe Essential Learnings Topics Topics

Earth Science Fresh Ocean Stars & Galaxies Sun Solar System

Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Orders of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Earth Science Resource List The following resources are provided as a beginning point for teachers. This is not a comprehensive listing, but provides a sampling of what is available. Teacher discretion needs to be exercised when evaluating the appropriateness of the sites. General to Specific Topics in Science http://www.pbs.org/wgbh/nova/teachers/resources/subj_03_02.htm http://www.biocourse.com/mhhe/bcc/life_sciences/a_p.xsp?text=disciplines:000010&start =0&quant=10 http://www.sciencenetlinks.com/tool_index.cfm http://www.mcrel.org/ http://center.nrsd.net/AboutOurSchool/Links/Science2.html#rock http://www7.nationalgeographic.com/ngm/0507/index.html http://www.pontiac.stclair.k12.il.us/websites_for_teachers.htm http://www.seed.slb.com/en/scictr/lab/index_earth.htm

Earth’s Surface Features http://geology.wr.usgs.gov/docs/usgsnps/yos/index.html http://www.goodearthgraphics.com/virtcave/index.html

Stars & Galaxies http://hubble.nasa.gov/index.php http://oswego.org/staff/cchamber/resources/solarsystem.cfm http://library.thinkquest.org/19455/mars_climate_orbiter.htm Volcanoes http://www.volcanodiscovery.com/volcano-tours/volcano_links/ http://www.volcano.si.edu/ http://vulcan.wr.usgs.gov/home.html Weather http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml http://web.pccs.k12.mi.us/central_lrc/web_weather_sites.htm

Oceanography http://www.esdim.noaa.gov/ocean_page.html http://www.mbayaq.org/ http://www.sheddaquarium.org/sea/fact_sheets.cfm?id=111 Climates http://www.aad.gov.au/ http://www.uwsp.edu/geo/faculty/ritter/geog101/uwsp_lectures/climates_toc.html


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Earth Science Resource List (continued) Rocks and Minerals http://www.cln.org/themes/rocks_minerals.html http://edtech.kennesaw.edu/web/rocks.html http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocks.htm http://mineral.galleries.com/minerals/byname-a.htm Weathering and Erosion http://www.usoe.k12.ut.us/curr/science/sciber00/8th/earth/sciber/weather.htm http://www.kn.pacbell.com/wired/fil/pages/listweatherist.html Use and Care of Natural Resources http://www.epa.gov/teachers/curric-index.htm http://www.darvill.clara.net/altenerg/solar.htm http://ga.water.usgs.gov/edu/hyhowworks.html http://www.darvill.clara.net/altenerg/geothermal.htm#how Earth’s Origin and History http://emporium.turnpike.net/C/cs/ http://egwdatabase.whiteestate.org/nxt/gateway.dll?f=templates$fn=default.htm$vid =default http://www.answersingenesis.org/home/area/faq/flood.asp http://www.grisda.org/ http://www.creationists.org/thegenesissolution.html http://evolution-facts.org/Cruncher%20TOC.htm http://earthref.org/ Books and References Brand, Leonard R. (1997) Faith, Reason and Earth History;

A Paradigm of Earth and Biological Origins by Intelligent Design. http://earthref.org/


25

Physical Science Units of Credit: 1- Carnegie Unit Recommended grade level: 9 (could be taken in any year) Semester Credits - 10

Course Overview Physical science is a laboratory science based on the analysis of data. The realm of physical science includes physics, chemistry, and the interaction of these upon the environment. The topic/concept matrix is a listing of recommended essential learnings for each topic, but is not necessarily comprehensive. The teacher is encouraged to implement as many of the concepts per topic as feasible.

Course Goals Following the course goals are the Essential Learnings identified by bullets ( ) with correlation to Journey to Excellence (J2E) on the right. The Physical Science course will assist the student to do the following:


J2E

1. Develop attitudes, values and aspirations that strengthen belief in the role of God as Master Designer, Creator, Sustainer and Redeemer. God – Designer, Creator, Sustainer & Redeemer/faith

1 A,C,E

2. Discern the wisdom and power of God, who has designed the

laws that govern the physical and chemical worlds. Electricity & magnetism Gravity Orders of magnitude

3. Discover, understand and apply the concepts governing

chemical and physical phenomena. Atoms and molecules Chemical reactions Forces & motion Matter, forms & transfer of energy Properties of substances Wave characteristics & interaction

6 C

6 F 9 A


26


J2E

4. Use conceptual models in the study of physical science. Atomic structure

6 B, C, D

5. Observe, collect and interpret data and make inferences from that data. Scientific method

6 B, D 7 A

6. Safely use laboratory instruments, equipment and materials. Ethics, technology & society

8 C,E,G

7. Recognize career and vocational opportunities in physical

science. People in science

10 A, E, F


27

Physical Science – Matrix I Chemistry Essential Learnings Topics

Physical Science Bonding Conservation of Mass Water Mixtures &

Solutions Carbon

Compounds Reaction

Types Reaction

Rates Acids, Bases Salts

Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Order of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


28

Physical Science – Matrix II Energy & Environment Essential Learnings Topics

Physical Science Combustion Air Quality Water Quality Corrosion Energy Conservation

Alternative Energy Electric Circuits



29

Physical Science – Matrix III Matter Essential Learnings Topics

Physical Science Atomic Theory States Elements Compounds Mixtures & Solutions

Nuclear Reactions Gas Laws



30

Physical Science – Matrix IV Waves, Sound & Light Essential Learnings Topics

Physical Science Types/ Characteristics

Production/ Behavior

Reflection, Refraction & Diffraction

Polarization Music Vision & Hearing Optical



31

Physical Science Resource List

The following Internet web sites are provided as a beginning point for teachers. This is not a comprehensive listing, but provides a sampling of what is available. Teacher discretion needs to be exercised when evaluating the appropriateness of the sites. General Science Sites http://www.mcrel.org/lesson-plans/science/sciencelessons.asp (Mid Continent Research for Education and Learning) http://www.pbs.org/wgbh/nova/teachers/viewing/3204_03_nsn.html (NOVA) Activities/Labs http://www.exploratorium.edu/explore/handson.html (Exporatorium hands-on activites) http://www.utm.edu/departments/ed/cece/cesme/PSAM/PSAM.shtml (Physical Science Activity Manual) http://www.spartechsoftware.com/reeko/ (Reeko’s Mad Science lab – check out the hovercraft activity) http://teacher.scholastic.com/dirt/ (Basic physics activities / demos) http://www.easy2.com/cm/easy/diy_ht_index.asp?page_id=35693919#overview (Mapping electrical circuits) http://chemistry.about.com/od/homeexperiments/ (Household lab activities involving chemistry) http://bridgecontest.usma.edu/download.htm (West Point Bridge making software) http://www.rube-goldberg.com/html/contest.htm (Simple machines contest that illustrates Rube Goldberg cartoons) http://www.billnye.com/flash.html (Bill Nye activities) http://www.legoeducationstore.com/ (Lego Robotics web site) Periodic Table http://chemlab.pc.maricopa.edu/periodic/periodic.html (Pictorial Periodic Table) SI Units http://physics.nist.gov/cuu/Units/ Chemistry http://www.statweb.org/ACT2/labs_demos.htm Physical Science Resource List (continued) Physics NAD Science 9-12 Curriculum Guide 2007

32

http://burtleburtle.net/bob/physics/ http://www.nscl.msu.edu/~westfall/airtrack.html http://www.explorelearning.com/

Astronomy http://education.jpl.nasa.gov/ Science Fairs http://physics.usc.edu/~gould/ScienceFairs/ http://www.botball.org/about_botball/index.html http://www.pbs.org/wgbh/nova/bridge/ http://www.asme.org/eggdrop/ http://www.engineering.usu.edu/jrestate/workshops/buoyancy/boats.html


33

Biology

Units of Credit: 1- Carnegie Unit Recommended grade level: 10 Semester Credits – 10

Course Overview Biology is the study of life and its Creator. This laboratory course is based on the interaction of living and nonliving things. Emphasis is placed on the use of the scientific method including controlled experiments, logic, and theory. Scientific laws, theories, principles, and concepts are also covered.

Course Goals Following the course goals are the Essential Learnings identified by bullets ( ) with correlation to Journey to Excellence (J2E) on the right. The Biology course will assist the student to do the following:


J2E

1. Recognize the role of God as Creator, Master Designer, Sustainer and Redeemer. Earth’s origin and history God – Designer, Creator, Sustainer, Redeemer/faith

1 A,C,E,G,H

2. Develop an appreciation for both the exquisite beauty and complexity created for us by a generous God. Characteristics of organisms Diversity and unity among organisms Entropy Life cycles

9 A,C,D

3. Respect for the earth’s resources and recognition of the

individual’s role in the wise and ethical stewardship of resources.

Biogeochemical cycles Ethics, technology and society Natural resource management

4 A,B,E


34


J2E

4. Understand classification systems of organisms. Classification of organisms

6 B,C,D

5. Understand the molecular basis of structure and function. Atoms and molecules Matter, forms and transfer of energy

5 B,C,E,F

6. Understand the interrelationship between structure and

function in cells, tissues, organs and systems. Organ systems Relationship between structure and function Reproduction

6 C,D

7. Understand the interaction of living organisms and their

environment. Homeostasis Populations and ecosystems

4 B,C,E

5 B 6 B,C 9 A

8. Understand the principles of heredity and genetics. Ethics, technology and society Genetics

3 A,B,E 4 A,E

9. Recognize the factors that influence population growth, stability

and decline. Natural selection and biological change Populations and ecosystems

3 A

4 E 5 F 6 B,D


35


J2E

10. Understand and apply the mathematics necessary for the

quantitative aspects of biology. Orders of magnitude

6 B,C,D

11. Recognize the factors that influence population growth,

stability and decline. Natural selection and biological change Populations and ecosystems

3 A

4 E 5 F 6 B,D

12. Understand and apply the mathematics necessary for the

quantitative aspects of biology. Orders of magnitude

6 B,C,D

13. Understand and apply the scientific method. Scientific method

6 A,B,C,D,F

14. Understand that the foundation for classical scientific concepts

were developed by scientists, many of whom were Christians. People in science

4 D 9 A

15. Introducing potential science careers and vocations for

consideration. Ethics, technology and society People in science

10 A,C,E


36

Biology – Matrix I Animals Cells Essential Learnings Topics Topics

Biology Invertebrates Vertebrates Human Biology

Substance Abuse

Chemical Basis

Respiration & Photosynthesis

Nucleic Acids

Cell

Reproduction

DNA Replication &

Protein Synthesis



37

Biology – Matrix II

Ecology Genetics Essential Learnings Topics Topics

Biology Community Population Human Interaction

Mendelian Genetics

Genes & Chromosomes

Patterns of Inheritance

Gene Expression

Applied Genetics

Genetic Engineering



38

Biology – Matrix III

Virus, Bacteria, Protists, & Fungi Origins & Change Essential Learnings Topics Topics

Biology Virus, Archaebacteria Protists Fungi Creation/

Evolution Fossils &

Catastrophism Dynamic Earth

Organisms Personal

Philosophy



39

Biology – Matrix IV Plants

Essential Learnings Topics

Biology Nonvascular Vascular Plants

Growth & Responses



40

Biology Resource List The following Internet sites are provided as a beginning point for teachers. Many of the interactive/tutorial sites have been teacher tested with students in the classroom and have proven very effective. This is not a comprehensive listing, but provides a sampling of the variety of resources that can be accessed on the Internet. Teacher discretion needs to be exercised when evaluating the appropriateness of the sites.

Biology Interactives/Tutorials http://homepage.smc.edu/hgp/history.htm

(Interactive on the Human Genome Project) http://www.dnalc.org/general/search.pl?terms=southern+blotting

(Dolan DNA Learning Center. Many interactives. Many links here) http://www.ensembl.org/ (A genome browser with many different species included. From the Sanger Institute) http://www.exploratorium.edu/

(The Exploratorium Museum of Science) http://www.dnai.org/c/index.html (Great site from the Dolan DNA Learning Center) http://www.dnaftb.org/dnaftb/11/concept/index.html (41 Interactive sites with many multimedia activities) http://gslc.genetics.utah.edu/units/disorders/ (Great genetic disorder site) http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/chooser.shtml (Human chromosome viewer) http://bcs.whfreeman.com/pierce1e/pages/bcs/welcome_10.html (Animated tutorials) http://www.dnai.org/members (Great site. Dolan learning center) http://bcs.whfreeman.com/pierce1e/default.asp (Tons of information with many links!) http://www.koshland-science-museum.org/teachers/postvdna-act001.jsp (Create a DNA fingerprint) http://www.sumanasinc.com/index.html (A multimedia resource site for science. Many animated tutorials) http://science.nhmccd.edu/biol/bio1int.htm#biochem (A fabulous site with many shockwave tutorials in biology, biochemistry and chemistry) http://www.biology.arizona.edu/default.html (An interactive resource from the University of Arizona) http://www.dnai.org/d/index.html (In Applications, investigate techniques of forensic analysis and use them to solve a

historical puzzle. Find out how DNA science may be applied to healthcare, and delve into the mysteries of our species' past) http://www.wiley.com/legacy/college/boyer/0470003790/animations/pcr/pcr.htm

(Polymerase Chain Reaction activities) http://www.pbs.org/wgbh/nova/sheppard/analyze.html

(Track a killer with DNA) http://www.wiley.com/legacy/college/boyer/0470003790/animations/agarose/agarose.htm (Great interactive site that explains how restriction enzymes function using plasmids) NAD Science 9-12 Curriculum Guide 2007

41

Biology Resource List (continued) http://gslc.genetics.utah.edu/features/utah/ (Utah: a goldmine for genetic research) http://www.math.sunysb.edu/~tony/birds/index.html (Great site that relates names and pictures of birds with wave files of their various songs) http://www.meta-library.net/srcp/index-body.html (A vast array of streaming videos on the evolution creation controversy) http://www.cellsalive.com/ (Interactives on the cell; mitosis, meiosis, cell cycle, etc) http://www.kidwings.com/owlpellets/virtual/vopfinal2.htm (Great interactive that can be used prior to an owl pellet dissection so the students can

articulate the skeleton from a pellet) http://www.crd.ge.com/esl/cgsp/projects/medical/ (Virtual dissections) Book List http://www.iconsofevolution.com/

A great book by Jonathan Wells. A brand new book, "Icons of Evolution" (Regnery, 2000), by molecular biologist Dr. Jonathan Wells highlights how mythology, falsehoods and hoaxes within today's scientific circles pass for evidence of Darwinian evolution.

Philip Johnson: Read/get any book or online source from him. He is a UCAL attorney who is a staunch defender of creation.

Michael Behe: Darwin’s Black Box. Behe is a Ph.D. who is a practicing scientist. He writes on “Intelligent Design”.

Dean Kenyon: Co-authored the accepted textbook on biochemical evolution, Biochemical Predestination, but now is a believer in “Intelligent Design”. Read his material!

William A. Dembski, Ph.D.: A researcher professor at Baylor University, and a leading proponent of “Intelligent Design”.

http://www.designinference.com/nfl.htm No Free Lunch: A great book by William Dembski, one of the leading proponents of

“Intelligent Design” and “Specified Complexity”. Creation Sites http://evolution-facts.org/Cruncher%20TOC.htm (Great site) http://www.worldbydesign.org/resources/index.html (Creation Research Science Education Foundation. Lots of web links) Miscellaneous Resources http://www.myfortress.org/greatchristianscientists.html http://web.media.mit.edu/~picard/Newton.html (A fabulous site written by a scientist from MIT. Gives the Christian background of Isaac

Newton) http://id-www.ucsb.edu/detche/video/origins/johnson/johnson.html (Video interviews with Philip Johnson a UCAL Berkley professor, and defender of creation

science and reason. Very good, he has written many books) http://www.answersingenesis.org/Home/Area/bios/default.asp (An excellent list of Ph.D. scientists who accept biblical creation, with http links to their

biographies and work) NAD Science 9-12 Curriculum Guide 2007

42

Chemistry

Units of Credit: 1- Carnegie Unit Recommended grade level: 11 Semester Credits – 10 This course may be used to satisfy requirements for high school graduation

Course Overview Chemistry is the study of the composition and changes of matter. Chemistry is a descriptive and quantitative science based on controlled experiments, logic and theory. Emphasis is placed on measurement, problem solving, and the processes of physical and chemical change. Models are used to explain observable phenomena and are verified by experimentation and observation. Scientific laws, theories, principles, and concepts are taught from a perspective that promotes an appreciation for the wisdom and creative power of God.

Course Goals Following the course goals are the Essential Learnings identified by bullets ( ) with correlation to Journey to Excellence (J2E) on the right. The Chemistry course will assist the student to do the following:


J2E

1. Discern the wisdom and power of God, who has designed the

laws that govern the phenomena that we observe in chemistry. God – Designer, Creator, Sustainer, Redeemer/faith

2. Understand the basic laws and theories that apply to chemistry. Atomic structure Entropy God – Designer, Creator, Sustainer, Redeemer/faith Irreducible complexity Matter, forms and transfer of energy

1 A,B,E 6 F 9 A

1 A 6 B, C, D


43


J2E

3. Use conceptual models in the study of chemistry. Atomic structure Atoms and molecules Orders of magnitude Scientific method

4. Understand the structure and/or characteristics of matter and energy. Atoms and molecules Matter, forms and transfer of energy Properties of substances Relationship between structure and function

5. Observe phenomena and record data; then organize, interpret, and draw valid conclusions based on that data. Ethics, technology and society Scientific method People in science

6. Safely use laboratory equipment and materials and internalize an ethical approach to the use and disposal of chemicals. Chemical reactions Electricity and magnetism Ethics, technology and society Natural resource management

7. Use reference materials to secure information necessary to understand a particular aspect of chemistry. Chemical reactions People in science Properties of substances

6 C, D 7 D

1 A,E

6 B,C,D,E

10 F

4 E 5 C 6 E

8 A,C,D,E,F

6 D


44


J2E

8. Recognize the importance of continued scientific research to help solve chemistry-related problems in society. Ethics, technology and society Scientific method

9. Recognize career and vocational opportunities in chemistry-related fields. People in science

4 B,C 6 E

1 F 10 A,B,E


45

Chemistry – Matrix I Chemistry Structure Energy


Chemistry Symbols Elements/ Compounds

Atoms/Ions Molecules Bonding Nomenclature Concept of

Energy Energy

Measurement Energy

Conservation



46

Chemistry – Matrix II Matter Measurements


Chemistry Characteristics Mass/Volume Density

Chemical Physical Changes

Metric System Dimensional Analysis

Scientific Notation

Significant

Figures

Percent Error



47

Chemistry – Matrix III Chemical Kinetics Electro-Chemistry Chemical Equilibrium Essential Learnings Topics Topics Topics

Chemistry Nature of Reactions Catalysts Enthalpy

Entropy Electrochemical Cells/Reactions Characteristics

Factors Affecting

Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy ? Motion of celestial bodies Natural resource management Natural selection and biological change Order of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


48

Chemistry – Matrix IV Nuclear Chemistry Organic Chemistry


Chemistry Radioactivity Fission/Fusion Classification Characteristics Polymers/ Biochemicals



49

Chemistry Resource List

The following Internet sites are provided as a beginning point for teachers. This is not a comprehensive listing, but provides a sampling of what is available. Teacher discretion needs to be exercised when evaluating the appropriateness of the sites. Chemical Organizations Professional Societies for Chemistry Education CSUN High School Chemistry Teacher Support Group - Resource for Los Angeles area

chemistry teachers and national high school chemistry list serve. ACS - American Chemical Society. Journal of Chemical Education. CSTA - California Science Teachers Association NSTA - National Science Teachers Association General Chemistry Websites http://www.csun.edu/~vceed002/chemistry/ http://www.longwood.k12.ny.us/lhs/science/chem/ (Site from Longwood High School for chemistry teachers - A wealth of teacher resources) http://www.mpcfaculty.net/ron_rinehart/genlchem.htm

(General site for chemistry) http://www.lni.net/bchelp/frp/chem_links.htm

(Good general site which has many links to topics in chemistry) http://www.lni.net/bchelp/frp/chem_links.htm (Site which contains general links, and chapter by chapter links for different chemistry

topics) http://dbhs.wvusd.k12.ca.us/webdocs/ChemTeamIndex.html (Wealth of chemistry links for teachers. Some may not be appropriate, discretion needs to

be used.) Chemistry Interactive Sites including Media http://www.shambles.net/pages/staff/Chemist/

(Web site for chemistry teachers) http://www.hazelwood.k12.mo.us/~grichert/sciweb/chem.html

(Web site providing links to sites for chemistry teachers) http://www.teacherpowerpoints.com/index.html

(Powerpoint presentations for all areas of science, including chemistry) http://www.wade.org/Chemistry.htm#Interactive%20and%20Visualization%20Sites

(Chemistry interactive sites for teachers)


50

Chemistry Resource List (continued)

http://www.amazon.com/exec/obidos/tg/detail/-/6305943877/002-2039113- 2383248?v=glance

(Powers of 10 video for teaching about orders of magnitude) http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/ (Interactive site for orders of magnitude, including a link to an activity) http://www.exploratorium.edu/learning_studio/cool/chemistry.html

(General site for chemistry - includes some sample movie clips) http://dbhs.wvusd.k12.ca.us/webdocs/ChemTeamIndex.html

(Very good site for interactive activities in chemistry and other topics) http://serendip.brynmawr.edu/sci_edu/chemsites.html (An excellent site for a variety of chemistry experiments and other activities) Lesson Plans http://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/SCScience/HSChemistry_ Daily_Lesson_Plan/hs_chemistry_daily_lesson_plan.html

(Site which shows lesson plans) http://dbhs.wvusd.k12.ca.us/webdocs/ChemTeamIndex.html (Wealth of chemistry links for teachers. Some may not be appropriate, discretion needs to

be used.) http://www.lni.net/bchelp/frp/chem_links.htm (Chemistry site which includes chapter by chapter links. Chapter titles are given in the link,

so a teacher can choose titles even though they are not using the same book as being described in the link.)


51

Physics

Units of Credit: 1- Carnegie Unit Recommended grade level: 12 Semester Credits – 10

Course Overview Physics is a laboratory science based on the analysis of data. The realm of physics includes interaction of energy and matter in the physical universe. The topic/concept matrix is a listing of recommended essential learnings for each topic, but is not necessarily comprehensive. The teacher is encouraged to implement as many of the concepts per topic as feasible.

Course Goals Following the course goals are the Essential Learnings identified by bullets ( ) with correlation to Journey to Excellence (J2E) on the right. The physics course will assist the student to do the following:


J2E

1. Understand the physical properties, laws and unifying principles of physics, and develop attitudes, values and aspirations that strengthen belief in God as Creator. God – Designer, Creator, Sustainer, and Redeemer/faith Gravity Wave characteristics and interactions

1A

2. Appreciate the generosity of God in designing the universe not

only for function but also for beauty and order. Orders of magnitude Entropy The universe

9 A,C,D

3. Apply the concepts identified in the matrix to explain, communicate and predict physical phenomena. Forces and motion Matter, forms and transfer of energy Motion of celestial bodies Properties of substances

6 B,C


52


J2E

4. Observe, collect and interpret data, make inferences from that data, and value data collection as a means of verifying

scientific theories and models. Scientific method Ethics, technology and society

6 D

5. Use physics equipment safely. Ethics, technology and society

8 A,C

6. Increase interest and knowledge of physics, by learning from a

variety of sources, and applying the knowledge to real-life. People in science

8 E

7. Understand the relationships among physics, technology and society. Ethics, technology and society Natural resource management People in science

4 A,E

8. Increase appreciation for scientific explanations in careers and

hobbies. Electricity and magnetism People in science Natural resource management

10 A,C

9. Understand and appreciate that most of the foundational laws of classical physics were discovered by men who believed in God as Designer and Creator. People in science

1 A, E


53

Physics – Matrix I Enrichment (Optional Topics)


Physics Superconductivity Matter/ Anti-matter Cosmology/Astronomy Hydrostatics Fluids & Flow New Developments?



54

Physics – Matrix II

Physical Quantities Statics Waves Essential Learnings Topics Topics

Physics Fundamental Derived Force Translational Equilibrium Torque Rotational

Equilibrium Properties Mechanical Electromagnetic Spectrum



55

Physics – Matrix III

Dynamics Linear Motion Essential Learnings Topics Topics

Physics Newton’s Laws of Motion

Gravity Momentum Projectile Motion

Circular & Periodic Motion

Relativity Displacement Velocity Acceleration



56

Physics – Matrix IV Energy


Physics Mechanical Electrical Optional Topic

Heat Optional Topic

Nuclear Optional Topic

Magnetic Optional Topic



57

Physics Resource List

The Internet sites listed are provided as a beginning point for teachers. The list is not intended to be comprehensive, but simply provides a sample of available sites. Teacher discretion needs to be exercised when evaluating the sites for propriety. Encyclopedias and Museums http://scienceworld.wolfram.com/physics/

(Physics encyclopedia) http://physics.kenyon.edu/EarlyApparatus/

(An interesting site from a historical viewpoint. Helpful for identifying old apparatus in the physics lab closet.)

http://www.exploratorium.edu/index.html (A virtual science museum)

Interactive Sites http://mysite.verizon.net/vzeoacw1

(Physics animations (applets) in French and English) http://jersey.uoregon.edu/vlab/index.html

(Physics animations (applets)) http://www.learner.org/exhibits/parkphysics/index.html

(The physics and safety of amusement park rides. Students design and refine their own rides.)

Lecture Demonstrations/Virtual Labs http://www.phys.hawaii.edu/~teb/java/ntnujava/

(Virtual physics laboratory) http://www.hazelwood.k12.mo.us/~grichert/sciweb/applets.html

(Virtual labs and simulations) http://www.lhup.edu/~dsimanek/scenario/demos.htm

(Physics lecture demonstrations and other teacher resources) http://sprott.physics.wisc.edu/demobook/intro.htm

(Physics lecture demonstrations) http://www.mip.berkeley.edu/physics/physics.html

(Physics lab demonstrations) http://www.ph.utexas.edu/~phy-demo/

(Physics lab demonstrations)


58

Physics Resource List (continued)

Miscellaneous http://www.pbs.org/wgbh/nova/bridge/meetsusp.html

(Tacoma Narrows Bridge Collapse (resonance, harmonic motion)) www.physics2005.org

(Celebration of the Year of Physics (100th anniversary of Einstein’s theory of relativity). Projects, information about Einstein, trivia, etc.)

http://www.intuitor.com/moviephysics/ (A “fun” site. Not intended to recommend watching action movies. Debunks faulty movie

physics.)

News http://news.search.yahoo.com/news/search?ei=UTF-8&fr=slv1-mdp&p=physics

(Physics news) http://www.physicscentral.com/index.html

(Links to teacher resources, interactive sites, history, news, etc.) http://www.physlink.com/

(Physics news and information) http://www.nature.com/physics/index.html

(A serious physics site for teachers or advanced students)

Tutorials http://www.sciencejoywagon.com/physicszone/lesson/default.htm

(Physics tutorials and demonstrations) http://www.colorado.edu/physics/2000/index.pl

(Physics tutorials and interactive activities) http://www.fearofphysics.com/index.html

(Physics for those who have a fear of science. Help, tutorials, and interactive activities) http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html

(Physics tutorials for high school students)


59

Anatomy and Physiology

Units of Credit: .5 or 1- Carnegie Unit Recommended grade level: 11 or 12 Semester Credits – 5 or 10

Course Overview Anatomy and Physiology is an elective course that studies the structure and function of the human body. Emphasis is placed on homeostatic mechanisms, the role of chemistry, levels of organization, cytology, histology, organ systems, disease and dysfunction. It is a laboratory course designed for students interested in health careers.

Course Goals Following the course goals are the Essential Learnings identified by bullets ( ) with correlation to Journey to Excellence on the right. The Anatomy and Physiology course will assist the student to do the following:


J2E

1. Recognize the role of God as Creator, Master Designer,

Sustainer and Redeemer. God – Designer, Creator, Sustainer, and Redeemer/faith

1 A,E, 3 B

2. Appreciate the beauty and complexity of the human body and

recognize the individual’s role in the wise and ethical care of it. Characteristics of organisms Ethics, technology and society Diversity and unity among organisms Natural resource management

2 F 5 A – F

9 A


60


J2E

3. Understand the organization and role of organ systems. Classification of organisms Organ systems Orders of magnitude Relationship between structure and function Reproduction

5 E,F 9 A

4. Understand the role of chemistry in cellular communication,

transport and metabolism. Atoms and molecules Chemical reactions Matter, forms and transfer of energy

5 B,C 6 B

5. Understand the effects the environment has on the human body. Homeostasis Natural resource management Populations and ecosystems

5 A – F

6. Understand the role of heredity and genetics. Ethics, technology and society Genetics

3 B,C,E

7. Apply the scientific method towards the study of human

anatomy and physiology. Scientific method

6 B,D,F

8. Recognize potential careers and vocations related to the study of

anatomy and physiology. People in science

10 A – F


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Anatomy & Physiology – Matrix I Levels of Organization Medical Terminology Chemistry

Essential Learnings Topics Topics Topics

Anatomy & Physiology Hierarchy of Oganization Feedback Overview of

Systems Cavities/

Membranes Planes Overview Organic Nomenclature Biochemistry Movement of

Particles Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Order of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Anatomy & Physiology – Matrix II Cells Histology


Anatomy & Physiology Plasma Membrane Organelles Junctions Mitosis Transport

Mechanisms Tissue

Development Epithelium Glands Identification of Principal

Tissues Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Order of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Anatomy & Physiology – Matrix III

Systems Essential Learnings Topics

Anatomy & Physiology Skeletal Joints Muscles Nervous Systems Special Senses Endocrine Cardiovascular

System Lymphatic

System Atomic structure Atoms and molecules Biogeochemical cycles Characteristics of organisms Chemical reactions Classification of organisms Diversity and unity among organisms Earth’s atmosphere Earth’s origins and history Earth’s surface features Electricity and magnetism Entropy Ethics, technology and society Forces and motion Genetics God – Designer, Creator, Sustainer and Redeemer/faith Gravity Homeostasis Irreducible complexity Life cycles Matter, forms, and transfer of energy Motion of celestial bodies Natural resource management Natural selection and biological change Order of magnitude Organ systems People in science Plate tectonics Populations and ecosystems Properties of substances Relationship between structure and function Reproduction Rocks, minerals, and soil Scientific method The solar system The sun and other stars The universe Wave characteristics and interaction


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Anatomy & Physiology – Matrix IV

Systems (Continued) Disease and Dysfunction Essential Learnings Topics Topics

Anatomy & Physiology Respiratory Digestive Excretory Reproductive Case Studies Cancer Burns Hereditary/ Aging



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Anatomy & Physiology – Matrix V

Careers Nutrition/Metabolism Essential Learnings Topics Topics

Anatomy & Physiology Medical Physical Education

Glycolysis & Respiration Diet



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Anatomy and Physiology Resource List The following Internet sites are provided as a beginning point for teachers. This is not a comprehensive listing, but provides a sampling of the variety of resources that can be accessed from the Internet. Teacher discrimination needs to be exercised when evaluating the appropriateness of the sites. Anatomy and Physiology Interactives/Tutorials http://www.anatomy.tv/default.aspx (The world’s most detailed 3D model of human anatomy online. Free trial to see if the

teacher wishes to subscribe. Try it.) http://www.bartleby.com/107/ (Gray’s Anatomy in color, great reference!) http://www.bbc.co.uk/science/humanbody/ (From the BBC, the interactive body. Students can view and interact with various human

body systems. Many Games included.) http://www.mhhe.com/biosci/ap/dynamichuman2/content/index2.mhtml (The Dynamic Human from McGraw Hill. This site has many good links to other sites on

the web.) http://www.instantanatomy.net/ (Color anatomy illustrations of all parts of the body.) http://www.msjensen.gen.umn.edu/webanatomy/ (Great site from the University of Minnesota. Contains 44 interactive manipulative games on

the human body, with instant self correction and feedback!) http://americanhistory.si.edu/anatomy/bodyparts/nma03_bodyparts.html (Smithsonian Institute site where students identify body parts and place them in correct

anatomical position.) http://health.howstuffworks.com/ (Many interactive sites. Adam anatomy included here at no cost!) http://groups.msn.com/AnatomyPhysiologyTests/ttagskeletalsystem.msnwhis (This site has actual interactive pictures of the human skeleton. The student can scroll over

the pictures for identification of various parts for drills and memorization.)


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