High School Pre IB Chemistry/Physics Science Curriculum
Transcript of High School Pre IB Chemistry/Physics Science Curriculum
High School
Pre IB
Chemistry/Physics
Science
Curriculum Essentials
Document
Boulder Valley School District
Department of Curriculum and Instruction
May 2012
4/3/2012 BVSD Curriculum Essentials 2
Introduction
Science Curriculum Essentials in BVSD
In 2009, the Colorado Department of Education published the most recent version of the Colorado
Academic Standards.
This revision of the Boulder Valley School District Science Curriculum had three main goals:
align with the revised Colorado Academic Standards
maintain unique elements of our BVSD curriculum that reach beyond the standards
maintain a viable list of concepts and skills that students should master in each grade level or
course
Inquiry
A new organizational feature of the Colorado Academic Standards is the integration of science inquiry
skills with specific scientific concepts. Instead of having a separate standard for inquiry, the skills
associated with the process of scientific inquiry are embedded in the Evidence Outcomes for each
Grade Level Expectation. In addition, the nature and history of science has been integrated into the
Grade Level Expectations under “Nature of the Discipline”. This approach is echoed by the
Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas which
states that the skills or practices of inquiry and the core ideas “must be woven together in standards,
curricula, instruction, and assessments.”
Scientific inquiry remains a central focus of the revised BVSD Science Curriculum Essentials
Documents. The following definition from the National Science Education. Standards serves as the
basis for our common understanding of how scientific inquiry is defined.
Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose
explanations based on the evidence derived from their work. Inquiry also refers to the activities of
students in which they develop knowledge and understanding of scientific ideas, as well as an
understanding of how scientists study the natural world.
The following points serve to clarify the vision of what inquiry means in BVSD.
Inquiry involves five essential features, which are heavily integrated into the wording of Evidence
Outcomes in the Colorado Academic Standards. Students engaged in scientific inquiry should
ask or respond to scientifically oriented questions
give priority to evidence
formulate explanations based on evidence
connect explanations to scientific knowledge
communicate and justify explanations
(Inquiry and the National Science Education Standards).
Inquiry based science instruction involves a continuum of learning experiences from teacher-led to
learner self-directed activities, including but not limited to hand-on labs. Hence,
both a structured assignment involving reading and written reflection and an open-ended, hands-on
investigation could be considered inquiry as long as they involve the five essential features identified
above.
The ultimate goals of inquiry-based instruction are to engage learners, develop their conceptual
understanding of the natural world around them, and to overcome misconceptions in science.
Inquiry-based activities should balance students’ application of content knowledge, creativity and
critical thinking in order to analyze data, solve a problem or address a unique question.
4/3/2012 BVSD Curriculum Essentials 3
High School Advanced Pre IB Chemistry/Physics Overview
1. Physical Science
1. Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion – but have limitations
2. Matter has definite structure that determines characteristic physical and chemical properties
3. Matter can change form through chemical or nuclear reactions abiding by
the laws of conservation of mass and energy
4. Atoms bond in different ways to form molecules and compounds that have definite properties
5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined
6.
7.
8.
When energy changes form, it is neither created not destroyed; however,
because some is necessarily lost as heat, the amount of energy available to do work decreases
Scientists use the tools of math to solve problems, analyze data, and evaluate the validity of results. Scientists ask questions and state hypotheses using prior knowledge to help design and guide scientific investigations, using appropriate
technology and safe laboratory practices.
Course Description
Pre IB chemistry/Physics is a lab-based,
inquiry‐oriented course involving principles and
concepts concerning the physical world. This course
involves 1 semester of Chemistry and 1 semester of
Physics. Content areas explored include nature and
behavior of matter, atomic theory, chemical and
physical changes including bonding and reactions,
mechanics, electricity and magnetism, light and sound,
and energy. The course emphasizes the study and
proper use of fundamental science tools including the
metric system, periodic table, graphing techniques and
applied technologies. Laboratory activities reinforce
concepts and principles presented. The student will be
required to follow the IB internal assessment format for
format labs.
As an advanced course, this course goes beyond the curriculum expectations of a standard course offering by increasing the depth and complexity. Students are engaged in dynamic, high‐level learning. The pace of an
advanced course will be faster than that of a “standard” course.
Topics at a Glance
Mechan:ES (Kinematics
Conservation of mass
Properties of Light
Properties of Liquids & Gasses
Math Tools
Atomic Theory
Chemical Bonding Reactions &
Equations
Conservation of energy
Lab Practices using IA format
Periodic Table
Assessments
Instructor generated assessment that aligns with the pre req requirements at the IB
Chemistry and Physics classes.
Science ACT
Standard Big Ideas in Advanced IB Chemistry/Physics (Grade Level Expectations)
4/3/2012 BVSD Curriculum Essentials 4
1. Physical Science
Students know and understand common properties, forms and changes in matter and energy.
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Physical Science standard:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small or very fast objects
Apply an understanding of atomic and molecular structure to explain the properties of
matter, and predict outcomes of chemical and nuclear reactions
Apply an understanding that energy exists in various forms, and its transformation and
conservation occur in processes that are predictable and measurable
Engage in scientific inquiry by asking or responding to scientifically oriented questions,
collecting and analyzing data, giving priority to evidence, formulating explanations
based on evidence, connecting explanations to scientific knowledge, and communicating
and justifying explanations.
4/3/2012 BVSD Curriculum Essentials 5
Content Area: Science - High School Physical Science
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses,
and changes in their motion – but have limitations
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Gather, analyze and interpret data and create graphs
regarding position, velocity and acceleration of moving
objects
b. Develop, communicate and justify an evidence-based
analysis of the forces acting on an object and the
resultant acceleration produced by a net force
c. Develop, communicate and justify an evidence-based
scientific prediction regarding the effects of the action-
reaction force pairs on the motion of two interacting
objects
d. Examine the effect of changing masses and distance
when applying Newton's law of universal gravitation to
a system of two bodies
e. Identify the limitations of Newton’s laws in extreme
situations
f. Uses Newton’s Second Law (force = mass x
acceleration) to calculate the magnitude of a change in
the motion of an object
g. Applies Newton’s Laws to free-body force diagrams
and mathematical problem-solving.
h. Apply motion and force concepts to complex
moving objects including 2 dimensional
projectile motion.
i. Apply the properties of liquids and gasses to the
concepts of buoyancy and pressure including
Archines and Bernoullis principles.
Inquiry Questions:
1. How can forces be acting on an object without changing the
object’s motion?
2. Why do equal but opposite action and reaction forces not
cancel?
Relevance and Application:
1. Newton's laws are used in a variety of design processes such
as vehicle safety, aerospace, bridge design and interplanetary
probes.
2. An understanding of forces leads to safer building designs
such as earthquake-safe buildings.
3. Forces present in the earth lead to plate tectonics.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about
an application of Newton’s laws of motion.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and uncertainty in
measurement.
3. Differentiate between the use of the terms “law” and “theory”
as they are defined and used in science compared to how they
are used in other disciplines or common use.
4. Use technology to perform calculations and to organize,
analyze and report data.
4/3/2012 BVSD Curriculum Essentials 6
Content Area: Science - High School Physical Science
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical
and nuclear reactions
GRADE LEVEL EXPECTATION
Concepts and skills students master:
2. Matter has definite structure that determines characteristic physical and chemical properties
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Develop, communicate, and justify an evidence-based
scientific explanation supporting the current model of
an atom
b. Gather, analyze and interpret data on chemical and
physical properties of elements such as density,
melting point, boiling point
c. Use characteristic physical and chemical properties to
develop predictions and supporting claims about
elements’ positions on the periodic table
d. Demonstrate a comprehensive understanding of
kinetic molecular
Theory and its relationship to th phase of matter.
Inquiry Questions:
1. What patterns can be observed in the properties of elements
and families in the periodic table?
2. What properties do nanoscale particles have that are different
than those of macroscopic samples of the same substance?
Relevance and Application:
1. The unique properties of various elements make them useful
for specific applications. For example, metalloids and
semiconductors are useful in electronic applications.
2. Alloys are created by combining metals with other elements to
produce materials with useful properties that are not found in
nature. For example, iron and carbon make steel.
3. Consumers can make informed decisions regarding the
purchase of household chemicals when they understand
chemical properties and their implications. For example,
choosing lead based versus non-lead based paints weighs
safety concerns against color and durability in applications.
4. The unique properties of nanoscale particles provide special
benefits and dangers.
Nature of Discipline:
1. Recognize that the current understanding of molecular
structure related to the physical and chemical properties of
matter has developed over time and become more
sophisticated as new technologies have led to new evidence.
2. Ask testable questions about the nature of matter, and use an
inquiry approach to investigate it.
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Content Area: Science - High School Physical Science
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical
and nuclear reactions
GRADE LEVEL EXPECTATION
Concepts and skills students master:
3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Recognize, analyze, interpret, and balance chemical
equations (synthesis, decomposition, combustion, and
replacement) and nuclear equations (fusion and
fission)and nuclear decay reactions
b. Predict reactants and products for different types of
chemical and nuclear reactions
c. Predict and calculate the amount of products produced
in a chemical reaction based on the amount of
reactants
d. Demonstrate an understanding of the mole concept
and how it relates to stoichiometric calculations
Inquiry Questions:
1. What patterns of chemical reactions exist?
2. How are chemical reactions distinguished from nuclear
reactions?
Relevance and Application:
1. Products formed in different types of reactions are useful to
people. For example, polymerase reactions making nylon.
2. The use of chemicals can have both positive and negative
environmental effects. For example, the use of lime to make
acidic soils more productive or the use of CFCs causing the
ozone hole.
3. When using radioactive substances, there are benefits such as
medicine and energy production as well as dangers such as
environmental and health concerns.
Nature of Discipline:
1. Critically evaluate chemical and nuclear change models.
2. Identify the strengths and weaknesses of a model which
represents complex natural phenomenon.
3. Use an inquiry approach to test predictions about chemical
reactions.
4. Share experimental data, and respectfully discuss conflicting
results.
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Content Area: Science - High School Physical Science
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical
and nuclear reactions
GRADE LEVEL EXPECTATION
Concepts and skills students master:
4. Atoms bond in different ways to form molecules and compounds that have definite properties
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Develop, communicate, and justify an evidence-based
scientific explanation supporting the current models of
chemical bonding
b. Use characteristic physical and chemical properties to
develop predictions and supporting claims about
compounds’ classification as ionic, polar or covalent
c. Describe the role electrons play in atomic bonding.
Use Lewis dot structures and structural formulas to
model how covalent molecules are bonded
d. Predict the type of bonding that will occur among
elements based on their position in the periodic table
e. Demonstrate an understanding of writing balanced
chemical equations and predicting products based on
knowledge of the types of reactions
Inquiry Questions:
1. How can various substances be classified as ionic or covalent
compounds?
2. What role do electrons play in different types of chemical
bonds?
Relevance and Application:
1. Related compounds share some properties that help focus
chemists when looking for a substance with particular
properties for a specific application. For example, finding new
super conductors.
2. Carbon atoms bond in ways that provide the foundation for a
wide range of applications. For example, forming chains and
rings such as sugars and fats that are essential to life and
developing synthetic fibers and oils.
3. Living systems create and use various chemical compounds
such as plants making sugars from photosynthesis and
chemicals that can be used as medicine, and endocrine glands
producing hormones.
Nature of Discipline:
1. Recognize that the current understanding of molecular
structure related to the physical and chemical properties of
matter has developed over time and become more
sophisticated as new technologies have led to new evidence.
2. Employ data-collection technology to gather, view, analyze,
and interpret data about chemical and physical properties of
different compounds.
4/3/2012 BVSD Curriculum Essentials 9
Content Area: Science
Standard: 1. Physical Science - High School Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
GRADE LEVEL EXPECTATION
Concepts and skills students master:
5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and
experimentally determined
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Develop, communicate, and justify an evidence-based
scientific explanation regarding the potential and
kinetic nature of mechanical energy
b. Use appropriate measurements, equations and graphs
to gather, analyze, and interpret data on the quantity
of energy in a system or an object
c. Use direct and indirect evidence to develop predictions
of the types of energy associated with objects
d. Identify different energy forms, and calculate their
amounts by measuring their defining characteristics
e. Gather and analyze data to determine the specific heat
of a substance
f. Design, predict and communicate results of
investigation that examines energy transformations in
chemical reactions using IB, internal assessment
format
Inquiry Questions:
1. What factors can be measured to determine the amount of
energy associated with an object?
2. What are the most common forms of energy in our physical
world?
3. What makes an energy form renewable or nonrenewable?
4. What makes some forms of energy hard to measure?
Relevance and Application:
1. Society and energy providers must conduct a cost-benefit
analysis of different ways to provide electricity to our society.
2. An understanding of energy transformations is necessary when
designing clean energy systems that convert any type of energy
into electricity such as wind generators and solar cells.
3. There are advantages and disadvantages to using various energy
sources such as gasoline, diesel, ethanol, hydrogen, and
electricity as transportation fuel.
4. Politics plays a role in shaping energy policy such as balancing
conflicting stakeholder needs.
5. Energy plays a role in living systems and Earth’s
systems. For example, cells convert sugar to ATP and then to
energy, energy inside the earth drives plate tectonic phenomena
such as earthquakes and volcanoes, and energy from the Sun
drives weather.
6. Extension: Advances in battery technology is vitally
important as electronics become more ubiquitous and as
the world looks for new sources of energy.
4/3/2012 BVSD Curriculum Essentials 10
7. Extension: An understanding of energy transformations is
necessary when designing clean energy systems that
convert any type of energy into electricity such as wind
generators and solar cells.
8. Extension: Knowledge of electricity and electric circuits is
relevant to all electrical devices. This includes mobile
devices and the electricity used in homes.
Nature of Discipline:
1. Critically evaluate scientific claims made in popular media or by
peers regarding the application of energy forms, and determine if
the evidence presented is appropriate and sufficient to support
the claims.
Use the historical context and impact of early energy research
and consider the potential implications for current energy studies
on science and our society.
4/3/2012 BVSD Curriculum Essentials 11
Content Area: Science - High School Physical Science
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
GRADE LEVEL EXPECTATION
Concepts and skills students master:
6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the
amount of energy available to do work decreases
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Use direct and indirect evidence to develop and
support claims about the conservation of energy in a
variety of systems, including transformations to heat
b. Evaluate the energy conversion efficiency of a variety
of energy transformations
c. Describe energy transformations both quantitatively
and qualitatively
d. Differentiate among the characteristics of mechanical
and electromagnetic waves that determine their
energy
e. Examine, evaluate, question, and ethically use
information from a variety of sources and media to
investigate energy conservation and loss
f. Applies the terms frequency, wavelength and
amplitude to both sound (longitudinal) and light
(transverse) wave
g. Demonstrates comprehensive understanding of the
relationship between frequency wavelength and
velocity of light
h. Investigate the basic concepts of optics including,
reflection, refractor and interal reflection
Inquiry Questions:
1. Why is 100 percent efficiency impossible in an energy
transformation?
2. How does the law of conservation of energy help us solve
problems involving complex systems?
3. Scientists or engineers often say energy is “lost.” Is there a
word that might be better than “lost?” Why?
Relevance and Application:
1. Incremental strides have been made in improving the
efficiency of different forms of energy production and
consumption. For example, today’s engines are much more
efficient than those from 50 years ago, and batteries are more
powerful and last longer than those from just a few years ago.
2. Different technologies such as light-emitting diodes, compact
fluorescent lights, and incandescent light bulbs have different
efficiencies and environmental impacts.
Nature of Discipline:
1. Critically evaluate scientific claims made in popular media or
by peers regarding the application of energy transformations,
and determine if the evidence presented is appropriate and
sufficient to support the claims.
2. Ask testable questions and make a falsifiable hypothesis about
the conservation of energy, and use an inquiry approach to
find an answer.
3. Share experimental data, and respectfully discuss conflicting
results emulating the practice of scientists.
4/3/2012 BVSD Curriculum Essentials 12
4. Critically evaluate scientific claims made in popular media or
by peers regarding the application of energy transformations,
and determine if the evidence presented is appropriate and
sufficient to support the claims.
5. Ask testable questions and make a falsifiable hypothesis about
the conservation of energy, and use an inquiry approach to
find an answer.
6. Share experimental data, and respectfully discuss conflicting
results emulating the practice of scientists.
4/3/2012 BVSD Curriculum Essentials 13
Content Area: Science - High School Physical Science
Standard: 1. Physical Science
Prepared Graduates:
Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority
to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and
justifying explanations.
GRADE LEVEL EXPECTATION
Concepts and skills students master:
7. Scientists use the tools of math to solve problems, analyze data, and evaluate the validity of results.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Use dimensional analysis to solve one factor metric
problems.
b. Calculate quantities (such as density and specific
heat).
c. Understand the concept of significant figures and apply
to simple calculations.
d. Connect the concept of significant figures to precision
of measuring tools.
e. Identify when error has been introduced into a
scientific investigation because certain variables are
not controlled or more than one variable is changed.
f. Calculate percent error.
g. Use and convert between fundamental metric units.
Inquiry Questions:
1. How do we identify sources of error and quantify their impact
on data?
2. How accurately and precisely can a quantity be measured?
Relevance and Application:
1. Being able to identify sources of variability is critical to deciding
if an observation, such as an increase in the number of
tornadoes in a given season, represents an actual change or is
merely the result of natural fluctuation.
2. Incorrect conversion of English to metric units resulted in the
failure of a NASA satellite.
Nature of Discipline:
1. Math is a central tool of science.
4/3/2012 BVSD Curriculum Essentials 14
Content Area: Science - High School Physical Science
Standard: Physical Science
Prepared Graduates:
Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving
priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and
communicating and justifying explanations.
GRADE LEVEL EXPECTATION
Concepts and skills students master:
8. Scientists ask questions and state hypotheses using prior knowledge to help design and guide scientific investigations, using
appropriate technology and safe laboratory practices.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Formulate testable hypotheses based on observed
phenomena and prior knowledge.
b. Design and conduct an experiment to test the
hypothesis, identifying the independent and dependent
variables, and using appropriate equipment and
technology to collect data.
c. Identify and use appropriate safe practices.
d. Write a conclusion linking results to the hypothesis.
Inquiry Questions:
1. What types of questions and hypotheses can be answered by
science?
2. What elements of design are critical in conducting a scientific
investigation?
3. How can we ensure that scientific investigations are both safe
and consistent with standard scientific practice?
4. How do we identify sources of error and quantify their impact
on data?
5. How do we know if the conclusions of a scientific investigation
are valid?
Relevance and Application:
1. A scientific approach to answering a question requires
formulating a testable hypothesis.
2. Questions about which a testable hypothesis cannot be
formulated are not amenable to evaluation by the scientific
method.
3. Safe practices in the lab extend to safe practices in the
workplace.
Nature of Discipline:
1. The scientific method involves formulating a hypothesis,
designing experiments to test the hypothesis, and evaluating
the data to determine if the results support the hypothesis.
4/3/2012 BVSD Curriculum Essentials 15
Prepared Graduate Competencies in Science The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small or very fast objects
Apply an understanding of atomic and molecular structure to explain the properties of matter, and
predict outcomes of chemical and nuclear reactions
Apply an understanding that energy exists in various forms, and its transformation and conservation
occur in processes that are predictable and measurable
Analyze the relationship between structure and function in living systems at a variety of
organizational levels, and recognize living systems’ dependence on natural selection
Explain and illustrate with examples how living systems interact with the biotic and abiotic
environment
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an
interplay between genetics and their environment
Explain how biological evolution accounts for the unity and diversity of living organisms
Describe and interpret how Earth's geologic history and place in space are relevant to our
understanding of the processes that have shaped our planet
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a
complex system
Describe how humans are dependent on the diversity of resources provided by Earth and Sun
Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and
analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting
explanations to scientific knowledge, and communicating and justifying explanations.
4/3/2012 BVSD Curriculum Essentials 16
Standard Grade Level Expectation
High School
2. Physical
Science
1. Newton’s laws of motion and gravitation describe the relationships
among forces acting on and between objects, their masses, and
changes in their motion – but have limitations
2. Matter has definite structure that determines characteristic physical
and chemical properties
3. Matter can change form through chemical or nuclear reactions abiding
by the laws of conservation of mass and energy
4. Atoms bond in different ways to form molecules and compounds that
have definite properties
5. Energy exists in many forms such as mechanical, chemical, electrical,
radiant, thermal, and nuclear, that can be quantified and
experimentally determined
6. When energy changes form, it is neither created not destroyed;
however, because some is necessarily lost as heat, the amount of
energy available to do work decreases
2. Life Science 1. Matter tends to be cycled within an ecosystem, while energy is
transformed and eventually exits an ecosystem
2. The size and persistence of populations depend on their interactions
with each other and on the abiotic factors in an ecosystem
3. Cellular metabolic activities are carried out by biomolecules produced
by organisms
4. The energy for life primarily derives from the interrelated processes of
photosynthesis and cellular respiration. Photosynthesis transforms the
sun’s light energy into the chemical energy of molecular bonds.
Cellular respiration allows cells to utilize chemical energy when these
bonds are broken.
5. Cells use the passive and active transport of substances across
membranes to maintain relatively stable intracellular environments
6. Cells, tissues, organs, and organ systems maintain relatively stable
internal environments, even in the face of changing external
environments
7. Physical and behavioral characteristics of an organism are influenced
to varying degrees by heritable genes, many of which encode
instructions for the production of proteins
8. Multicellularity makes possible a division of labor at the cellular level
through the expression of select genes, but not the entire genome
9. Evolution occurs as the heritable characteristics of populations change
across generations and can lead populations to become better adapted
to their environment
4/3/2012 BVSD Curriculum Essentials 17
Standard Grade Level Expectation
High School (continued)
3. Earth Systems
Science
1. The history of the universe, solar system and Earth can be inferred
from evidence left from past events
2. As part of the solar system, Earth interacts with various
extraterrestrial forces and energies such as gravity, solar phenomena,
electromagnetic radiation, and impact events that influence the
planet’s geosphere, atmosphere, and biosphere in a variety of ways
3. The theory of plate tectonics helps to explain geological, physical, and
geographical features of Earth
4. Climate is the result of energy transfer among interactions of the
atmosphere, hydrosphere, geosphere, and biosphere
5. There are costs, benefits, and consequences of exploration,
development, and consumption of renewable and nonrenewable
resources
6. The interaction of Earth's surface with water, air, gravity, and
biological activity causes physical and chemical changes
7. Natural hazards have local, national and global impacts such as
volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Eighth Grade
3. Earth Systems
Science
1. Weather is a result of complex interactions of Earth's atmosphere, land
and water, that are driven by energy from the sun, and can be
predicted and described through complex models
2. Earth has a variety of climates defined by average temperature,
precipitation, humidity, air pressure, and wind that have changed over
time in a particular location
3. The solar system is comprised of various objects that orbit the Sun
and are classified based on their characteristics
4. The relative positions and motions of Earth, Moon, and Sun can be
used to explain observable effects such as seasons, eclipses, and Moon
phases
5. Major geologic events such as earthquakes, volcanic eruptions, mid-
ocean ridges, and mountain formation are associated with plate
boundaries and attributed to plate motions
6. Geologic time, history, and changing life forms are indicated by fossils
and successive sedimentation, folding, faulting, and uplifting of layers
of sedimentary rock
7. Complex interrelationships exist between Earth’s structure and natural
processes that over time are both constructive and destructive
8. Water on Earth is distributed and circulated through oceans, glaciers,
rivers, ground water, and the atmosphere
9. Earth’s natural resources provide the foundation for human society’s
physical needs. Many natural resources are nonrenewable on human
timescales, while others can be renewed or recycled
4/3/2012 BVSD Curriculum Essentials 18
Standard Grade Level Expectation
Seventh Grade
2. Life Science 1. Individual organisms with certain traits are more likely than others to
survive and have offspring in a specific environment
2. The human body is composed of atoms, molecules, cells, tissues,
organs, and organ systems that have specific functions and
interactions
3. Cells are the smallest unit of life that can function independently and
perform all the necessary functions of life
4. Photosynthesis and cellular respiration are important processes by
which energy is acquired and utilized by organisms
5. Multiple lines of evidence show the evolution of organisms over
geologic time
6. Human activities can deliberately or inadvertently alter ecosystems
and their resiliency
7. Organisms reproduce and transmit genetic information (genes) to
offspring, which influences individuals’ traits in the next generation
8. Changes in environmental conditions can affect the survival of
individual organisms, populations, and entire species
9. Organisms interact with each other and their environment in various
ways that create a flow of energy and cycling of matter in an
ecosystem
Sixth Grade
1. Physical
Science
1. Identify and calculate the direction and magnitude of forces that act on
an object, and explain the results in the object’s change of motion
2. There are different forms of energy, and those forms of energy can be
changed from one form to another – but total energy is conserved
3. Distinguish between physical and chemical changes, noting that mass
is conserved during any change
4. Recognize that waves such as electromagnetic, sound, seismic, and
water have common characteristics and unique properties
5. Mixtures of substances can be separated based on their properties
such as solubility, boiling points, magnetic properties, and densities
6. All matter is made of atoms, which are far too small to see directly
through a light microscope. Elements have unique atoms and thus,
unique properties. Atoms themselves are made of even smaller
particles
7. Atoms may stick together in well-defined molecules or be packed
together in large arrangements. Different arrangements of atoms into
groups compose all substances.
8. The physical characteristics and changes of solid, liquid, and gas states
can be explained using the particulate model
9. Distinguish among, explain, and apply the relationships among mass,
weight, volume, and density
4/3/2012 BVSD Curriculum Essentials 19
Standard Grade Level Expectation
Fifth Grade
1. Physical
Science
1. Mixtures of matter can be separated regardless of how they were
created; all weight and mass of the mixture are the same as the sum
of weight and mass of its parts
2. Life Science 1. All organisms have structures and systems with separate functions
2. Human body systems have basic structures, functions, and needs
3. Earth Systems
Science
1. Earth and sun provide a diversity of renewable and nonrenewable
resources
2. Earth’s surface changes constantly through a variety of processes and
forces
3. Weather conditions change because of the uneven heating of Earth’s
surface by the Sun’s energy. Weather changes are measured by
differences in temperature, air pressure, wind and water in the
atmosphere and type of precipitation
Fourth Grade
1. Physical
Science
1. Energy comes in many forms such as light, heat, sound, magnetic,
chemical, and electrical
2. Life Science 1. All living things share similar characteristics, but they also have
differences that can be described and classified
2. Comparing fossils to each other or to living organisms reveals features
of prehistoric environments and provides information about organisms
today
3. There is interaction and interdependence between and among living
and nonliving components of systems
3. Earth Systems
Science
1. Earth is part of the solar system, which includes the Sun, Moon, and
other bodies that orbit the Sun in predictable patterns that lead to
observable paths of objects in the sky as seen from Earth
Third Grade
1. Physical
Science
1. Matter exists in different states such as solids, liquids, and gases and
can change from one state to another by heating and cooling
2. Life Science 1. The duration and timing of life cycle events such as reproduction and
longevity vary across organisms and species
3. Earth Systems
Science
1. Earth’s materials can be broken down and/or combined into different
materials such as rocks, minerals, rock cycle, formation of soil, and
sand – some of which are usable resources for human activity
Second Grade
1. Physical
Science
1. Changes in speed or direction of motion are caused by forces such as
pushes and pulls.
2. Life Science 1. Organisms depend on their habitat’s nonliving parts to satisfy their
needs
2. Each plant or animal has different structures or behaviors that serve
different functions
3. Earth Systems
Science
1. Weather and the changing seasons impact the environment and
organisms such as humans, plants, and other animals
4/3/2012 BVSD Curriculum Essentials 20
Standard Grade Level Expectation
First Grade
1. Physical
Science
1. Solids and liquids have unique properties that distinguish them
2. Life Science 1. Offspring have characteristics that are similar to but not exactly like
their parents’ characteristics
2. An organism is a living thing that has physical characteristics to help it
survive
3. Earth Systems
Science
1. Earth’s materials can be compared and classified based on their
properties
Kindergarten
1. Physical
Science
1. Objects can move in a variety of ways that can be described by speed
and direction
2. Objects can be sorted by physical properties, which can be observed
and measured
2. Life Science 1. Organisms can be described and sorted by their physical
characteristics
3. Earth Systems
Science
1. The sun provides heat and light to Earth
Preschool
1. Physical
Science
1. Objects have properties and characteristics
2. There are cause-and-effect relationships in everyday experiences
2. Life Science 1. Living things have characteristics and basic needs
2. Living things develop in predictable patterns
3. Earth Systems
Science
1. Earth’s materials have properties and characteristics that affect how
we use those materials
2. Events such as night, day, the movement of objects in the sky,
weather, and seasons have patterns
4/3/2012 BVSD Curriculum Essentials 21
Academic Vocabulary
Standard 1: acceleration, accuracy, action-reaction, alloy, amplitude, anecdotal evidence, atom, bias,
boiling point, causation, chemical bond, chemical energy, chemical equation, chemical property, chemical
reaction, combustion, compound, conductivity, conservation of energy, conservation of matter, constant,
controlled experiment, correlation, covalent, cycle, data, decomposition (chemical reaction), density,
dependent variable, efficiency, electrical energy, electromagnetic wave, electron, element, energy,
energy transformation, error, evidence, experiment, explanation, falsifiable, fission, force, frequency,
fusion, gravitation, heat, hypothesis, independent variable, investigation, ionic, kinetic energy, law,
macroscopic, mass, matter, mechanical energy, melting point, metal, metalloid, methodology,
microscopic, mixture, molecule, motion, nanoscale, neutron, non-renewable energy, nuclear energy,
nuclear equation, nuclear reaction, optimum, pH, periodic table, physical property, plate tectonics, polar,
position, potential energy, product, proton, qualitative, quantitative, radiant energy, radioactive,
reactant, renewable energy, replacement (chemical reaction), research-based evidence, semiconductor,
skepticism, substance, super conductor, synthesis (chemical reaction), synthetic, system, testable
question, theory, thermal energy, uncertainty, velocity
Word Definition
Acceleration the rate of increase of speed
Accuracy the degree of agreement between a measured or computed value of a physical
quantity and the standard or accepted value for that quantity
Action-reaction accompanied by a reaction of equal magnitude but opposite direction
Alloy a metal made by combining two or more metallic elements, especially to give
greater strength or resistance to corrosion
Amplitude in a wave, the maximum extent of a vibration or oscillation from the point of
equilibrium.
Anecdotal evidence short account of a particular incident or event that is not scientific or is hearsay
and therefore considered unreliable
Atom the smallest particle of a chemical element, consisting of a positively charged
nucleus surrounded by negatively charged electrons
Bias statistical sampling or testing error caused by systematically favoring some
outcomes over others
Boiling point the temperature at which a liquid boils at a fixed pressure, especially under
standard atmospheric conditions
Causation the act that produces an effect, where the effect is understood to be a
consequence of the act
Chemical bond any of several forces, especially the ionic bond, covalent bond, and metallic
bond, by which atoms or ions are bound in a molecule
Chemical energy a form of potential energy related to the structural arrangement of atoms or
molecules, which results from the chemical bonds and which can be transformed
to other forms of energy by a chemical reaction
Chemical equation a representation of a chemical reaction using symbols of the elements to
indicate the amount of substance of each reactant and product
Chemical property a property or behavior of a substance when it undergoes a chemical change or
reaction
Chemical reaction a process that involves rearrangement of the molecular or ionic structure of a
substance, as opposed to a change in physical form or a nuclear reaction
Combustion reaction of a substance with oxygen in which energy is released
4/3/2012 BVSD Curriculum Essentials 22
Compound a pure, macroscopically homogeneous substance consisting of atoms or ions of
two or more different elements in definite proportions that cannot be separated
by physical means. A compound usually has properties unlike those of its
constituent elements
Conductivity the ability or power to conduct or transmit heat, electricity, or sound
Conservation of
energy
a principle stating that the total energy of an isolated system remains constant
regardless of changes within the system
Conservation of
matter
a principle in classical physics stating that the total mass of an isolated system
is unchanged by interaction of its parts
Constant an experimental or theoretical condition, factor, or quantity that does not vary
or that is
regarded as invariant in specified circumstances
Controlled
experiment
an experiment that isolates the effect of one variable on a system by holding
constant all
variables but the one under observation
Correlation a measurable and predictable relationship
Covalent of, relating to, or denoting chemical bonds formed by the sharing of electrons
between atoms
Cycle a series of events that are regularly repeated in the same order
Data factual information (as measurements or statistics) used as a basis for
reasoning, discussion, or calculation
Decomposition
(chemical reaction)
the separation of a chemical compound into elements or simpler compounds
Density the mass of a substance per unit volume
Dependent variable the observed or measured variable in an experiment or study whose changes
are determined by the presence of one or more independent variables
Efficiency the ratio of the effective or useful output to the total input in any system
Electrical energy energy made available by the flow of electric charge through a conductor
Electromagnetic
wave
wave of energy having a frequency within the electromagnetic spectrum and
propagated as a periodic disturbance of the electromagnetic field when an
electric charge oscillates or accelerates
Electron an elementary particle in all atoms that has a negative charge
Element substance composed of atoms having an identical number of protons in each
nucleus
Energy the capacity of a physical system to do work
Energy
transformation
to convert energy from one form to another
Error difference between a computed or measured value and a true or theoretically
correct value
Evidence information acquired through objective experience
Experiment a test under controlled conditions that is made to examine the validity of a
hypothesis or determine the efficacy of something previously untried
Explanation a statement based on scientific evidence and logical argument about causes and
effects or relationships between variables
Falsifiable the possibility that an assertion could be shown untrue
Fission a nuclear reaction in which an atomic nucleus, especially a heavy nucleus such
as an isotope of uranium, splits into fragments, usually two fragments of
comparable mass, releasing from 100 million to several hundred million electron
volts of energy
Force an influence tending to change the motion of a body or produce motion or stress
in a stationary body; a push or a pull
4/3/2012 BVSD Curriculum Essentials 23
Frequency the number of repetitions per unit time of a complete waveform
Fusion a nuclear reaction in which nuclei combine to form more massive nuclei with the
simultaneous release of energy
Gravitation the force of attraction that bodies exert on one another as a result of their mass
Heat a form of energy associated with the motion of atoms or molecules and capable
of being
transmitted through solid and fluid media by conduction, through fluid media by
convection, and through empty space by radiation
Hypothesis a tentative explanation for an observation
Independent
variable
a manipulated variable in an experiment or study whose presence or degree
determines the change in the dependent variable
Investigation a detailed inquiry or systematic examination
Ionic formed by the electrostatic attraction of oppositely charged ions
Kinetic energy the energy possessed by an object because of its motion
Law a phenomenon of nature that has been shown to invariably occur whenever
certain conditions exist or are met
Macroscopic large enough to be perceived or examined by the unaided eye
Mass the quantity of matter which a body contains, as measured by its acceleration
under a given force or by the force exerted on it by a gravitational field
Matter physical substance or material in general; that which occupies space and
possesses mass
Mechanical energy energy of an object due to its motion or position
Melting point the temperature at which a solid becomes a liquid at standard atmospheric
pressure
Metal a substance with high electrical conductivity, luster, and malleability, which
readily loses electrons to form positive ions (cations)
Metalloid an element with properties intermediate between those of a metal and nonmetal
Methodology means, technique, or procedure; method
Microscopic too small to be seen by the unaided eye but large enough to be studied under a
microscope
Mixture a composition of two or more substances that are not chemically combined with
each other and are capable of being separated
Molecule the simplest unit of a chemical compound that can exist, consisting of two or
more atoms held together by chemical bonds
Motion a natural event that involves a change in the position or location of something
Nanoscale relating to or occurring on a scale of nanometers (10 -9 m)
Neutron a neutral elementary particle of about the same mass as a proton
Non-renewable
energy
of or relating to an energy source, such as oil or natural gas, or a natural
resource, such as a metallic ore, that is not replaceable after it has been used
Nuclear energy the energy released by a nuclear reaction
Nuclear equation notations are used to represent the decay of one element into another or the
fusion of atoms from different elements
Nuclear reaction a change in the identity or characteristics of an atomic nucleus that results
when it is bombarded with an energetic particle, as in fission, fusion, or
radioactive decay
Optimum the point at which the condition, degree, or amount of something is the most
favorable
pH p(otential of) H(ydrogen); a measure of the acidity or alkalinity of a solution,
numerically equal to 7 for neutral solutions, increasing with increasing alkalinity
and decreasing with
4/3/2012 BVSD Curriculum Essentials 24
Periodic table 1. a table of the chemical elements arranged in order of atomic
number, usually in rows, so that elements with similar atomic structure (and
hence similar chemical properties) appear in vertical columns
Physical property a property of an element or compound that can be observed without a chemical
reaction of the substance
Plate tectonics a theory explaining the structure of the earth's crust and many associated
phenomena as resulting from the interaction of rigid lithospheric plates that
move slowly over the underlying mantle
Polar descriptor for a chemical compound whose molecules exhibit electrically positive
characteristics at one extremity and negative characteristics at the other
Position place or location
Potential energy stored energy; the ability of a system to do work due to its position or internal
structure. For example, gravitational potential energy is a stored energy
determined by an object's position in a gravitational field while elastic potential
energy is the energy stored in a spring
Product a substance resulting from a chemical reaction
Proton an elementary particle in all atoms that has a positive charge
Qualitative involving distinctions, descriptions, or comparisons based on qualities that can
be observed without measurement (e.g. color, shape, appearance)
Quantitative involving distinctions, descriptions, or comparisons that can be quantified or
measured
Radiant energy energy that is transmitted in the form of (electromagnetic) radiation
Radioactive emitting or relating to the emission of ionizing radiation or particles
Reactant a substance participating in a chemical reaction, especially a directly reacting
substance present at the initiation of the reaction
Renewable energy energy which comes from natural resources such as sunlight, wind, rain, tides,
and geothermal heat, which are renewable (naturally replenished)
Replacement
(chemical reaction)
chemical reactions in which one element is replaced by another (single
replacement), or where the positive ion of one compound is exchanged with the
positive ion of another compound (double replacement)
Research-based
evidence
data derived from sound scientific research methods. It is noted as research-
based to differentiate from anecdotal or circumstantial evidence
Semiconductor any of various solid crystalline substances, such as germanium or silicon, having
electrical conductivity greater than insulators but less than good conductors,
and used especially as a base material for computer chips and other electronic
devices
Skepticism a doctrine that suspends judgment until there is sufficient scientific evidence to
believe a claim
Substance a particular kind of matter with uniform properties
Super conductor an element or metallic alloy which, when cooled to near absolute zero, loses all
electrical resistance
Synthesis
(chemical reaction)
formation of a compound from simpler compounds or elements
Synthetic prepared or made artificially
System a group of interacting, interrelated, or interdependent elements forming a
complex whole
Testable question a question that can tested in a scientific investigation
Theory a set of statements or principles devised to explain a large set of data and has
been repeatedly tested or is widely accepted
4/3/2012 BVSD Curriculum Essentials 25
Thermal energy the energy of the motion of the particles or the oscillations in a system; the
total, internal energy of a thermodynamic system or sample of matter that
results in the system's temperature
Uncertainty the estimated amount or percentage by which an observed or calculated value
may differ from the true value
Velocity a vector quantity whose magnitude is a body's speed and whose direction is the
body's direction of motion