science curriculum - cape girardeau public schools€¦ · · 2007-10-15science curriculum...

Science Curriculum

Concepts Measurable Learner ObjectiveProcess

Standards

Integrated

Skills

Bloom

Level

Instructional Strategies Student

Activities/ResourcesAssessment

A The students will:

Objects, and the

materials they are

made of, have

properties that

can be used to

describe and

classify them

1. compare the densities of regular

and irregular objects using their

respective measures of volume and

mass.

2. identify pure substances by their

physical and chemical properties

(i.e., color, hardness, conductivity,

etc).

3. classify a substance as being

made up of one kind of atom

(element) or compound when given

the molecular formula or structural

formula (or electron dot diagram)

for the substance.

4. compare and contrast the

common properties of metals,

nonmetals, metalloids, and noble

gases.

2.1, 3.1, 3.3,

3.4, 3.5

Know

ledge

Analy

sis

1. Class discussion on the periodic chart

involving elements, compounds,

nomenclature, groups of elements such as

metal, nonmetals, metalloids, noble gases.

Students will compare the properties of the

elements, know their names and how they

combine to form neutral compounds, identify

their purity by their chemical and physical

properties and classify them by comparing

and contrasting their characteristics.

(addresses objectives 2, 3, and 4)

2. Laboratory Activity: Separation of a

Mixture: students will be given different

mixtures and via proper techniques, using

proper equipment, concepts etc. will

separate the mixture into the original

compounds and determine into which

categories they fit.

3. Individual classroom work involving

calculations on densities, mass, volume, SI

units, derived units, and Significant digits.

Students will compare the densities of

substances once calculated and give their

answers with correct units and correct

number of significant digits.

1. Chapter test will include

multiple choice, applications and

constructive response questions

which will delve into elements,

compounds, their chemical and

physical properties, and the

groups they fit into on the

periodic chart.

2. Scoring guide for formal

laboratory report.

3. Teacher checklist is done for

complete understanding of the

comparisons, correct

calculations, units and significant

digits.

Science: Advanced Placement Chemistry 11-12th Grade

Content Standard 1: Properties and Principles of Matter and Energy

GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter

1 10/15/2007 Cape Girardeau Public Schools 2005

Science Curriculum


Standards

Integrated

Skills

Bloom

Level



B The students will:

Properties of

mixtures depend

upon the

concentrations,

properties, and

interactions of

particles

1. classify solutions as dilute,

concentrated, or saturated.

2. synthesize the equations for

equilibrium and determine ones for

acids and bases. Conclude the

strength and properties of acidic,

basic, and neutral solutions.

3. predict the effect of the

properties of the solvent or solute

(e.g., polarity, temperature, surface

area/particle size, concentration,

agitation) on solubility of a

substance.

1.8, 2.1, 3.1,

3.2, 3.4, 4.1

Analy

sis

1. Individual classroom work: students

will synthesize the equations for

equilibrium to formulate into equations

for acids or bases (Keq becomes Ka or

Kb); utilizing these equations they will

then be able to calculate the extent to

which a weak acid or base can ionize.

Conclusions can then be drawn as to

which is stronger in an aqueous

solution.

2. Laboratory activity: Hydrolysis:

reactions of salts in water to produce

acidic, basic or neutral solution,

determination and writing the Kh, Ka,

Kb, etc for all reactions

1. Teacher checklist for

individual classroom work

synthesizing the equations and

determining ones for acids and

bases.


laboratory report.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



C The students will:

Properties of

matter can be

explained in

terms of moving

particles too small

to be seen without

tremendous

magnification

1. describe the movements of

atom, molecules, and compounds

utilizing collisions of particles and

the Kinetic Molecular Theory.

3.1, 3.4, 3.5,

3.7

Com

pre

hensio

n

1. Utilizing the Kinetic Molecular

Theory; students will describe the

movement of atoms and molecules

either individually or within a compound

to show how bonding between metals

and metals, metals and nonmetals, or

two nonmetals change the movements

of the particles. Explaining how the

collisions of particles is involved in the

formation of compounds and how it

requires proper orientation and energy

for bond formation to occur.

1. Chapter test utilizing multiple

choice, application and

constructive response to check

for the comprehension of the

Kinetic Molecular Theory.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



D The students will:

Physical changes

in states of matter

due to thermal

changes in

materials can be

explained by the

Kinetic Theory of

Matter

1. using the Kinetic Theory model,

explain the changes that occur in

the distance between

atoms/molecules and temperatures

of a substance as energy is

absorbed or released during a

phase change.

2. predict the effect of a

temperature change on the

properties (e.g. pressure, density)

of a material (solids, liquids,

gases).

3. predict the effect of pressure

changes on properties (e.g.,

temperature, density) of a material

(solids, liquids, gases).

2.1, 3.1, 3.4,

4.1

Com

pre

hensio

n

Synth

esis

1. Utilizing the Kinetic Molecular Theory

model: students will explain why the

distance between atoms and molecules

changes as the temperature and

pressure of the substance is altered.

Students will be able to determine

whether the energy reaction is

endothermic (absorbing energy) or

exothermic (releasing energy)

depending on the direction of the phase

change.

2. Students will need to be able to

predict what effects the change of

pressure, temperature, etc. will have on

other properties of solids, liquids or

gases and the laws (theories) that apply.

(addresses obj. 2 and 3)

3. Laboratory Activity: Solid-Liquid

Phase Changes: determine the melting

point and the heat of fusion of an

unknown solid and plot the time-

temperature graph of a phase change

and interpret the energy changes that

occur.

1.Teacher checklist is done for

complete understanding and

explanation of the Kinetic

Molecular Theory and

endothermic and exothermic

processes.

2. Chapter test will have

multiple choice, application and

constructive response to check

for students ability to predict and

determine the effects that

temperature and pressure will

have on properties of solids,

liquids and gases.


laboratory report.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



E The students will:

The atomic model

describes the

electrically neutral

atom

1. describe the atom as having a

dense, positive nucleus surrounded

by a cloud of negative electrons.

2. calculate the number of protons,

neutrons, and electrons of an

element (or isotopes) given its

atomic mass (or mass number) and

atomic number.

3. describe the information

provided by the atomic number and

the mass number (i.e., electrical

charge, chemical stability).

2.1, 3.2, 3.3,

3.4, 3.5, 4.1

Com

pre

hensio

n

1. Since this course is advanced

placement, we will do a review of these

to make sure the students can describe

the various parts of an atom, know their

charges and their masses. Remember

how they were discovered and who

discovered them, how to calculate the

number of each of those particles in an

atom, isotope, or ion, as well as

calculate the average atomic mass.

Describe how they obtain the

information provided by the atomic

number, mass number and how it would

be utilized.

(Addresses obj. 1, 2,and 3)


complete understanding for the

descriptions and calculations

utilizing correct units and

significant digits.

2. Chapter test will also include

calculations and descriptions of

the nucleus, particles within the

atom, how and why they are

used for the different aspects

needed in the course for atoms,

isotopes and ions.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



F The students will:

The periodic table

organizes the

elements

according to their

atomic structure

and chemical

reactivity

1. explain the structure of the

periodic table in terms of the

elements with common properties

(groups/families) and repeating

properties (periods).

2. classify elements as metals,

nonmetals, metalloids, and noble

gases according to their location on

the Periodic Table.

3.1, 3.4, 3.5

Com

pre

hensio

n

Analy

sis

1. Individual classroom work: Students

will explain the structure of the periodic

table by using the properties of

ionization energy, electron affinity,

electronegativity and atomic radius as

well as other common properties. They

already know the family/group names

and how the chart is divided into metals,

nonmetals and metalloids.

2. Laboratory Activity: Activity Series:

helps the students to explain and

become familiar with the relative

activities of metals in chemical

reactions. Chemical elements are

usually classified by their properties into

three groups: metals, nonmetals, and

metalloids. Most of the known elements

are metals. Using the following

reactions, students can determine the

reactivity of the metals given: electron

transfer, metals with acids, and metals

with solutions of other metals.


complete understanding and

explanations of the periodic

table, the families and their

properties.


laboratory report.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



G The students will:

Properties of

objects and states

of matter can

change

chemically and/or

physically

1. distinguish between physical and

chemical changes in matter.2.1, 3.1, 4.1

Analy

sis 1. Class discussion on distinguishing

between physical and chemical changes

in matter.

1. Quiz: Give students a list of

different changes in matter and

students must classify them as

physical or chemical.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



H The students will:

Chemical bonding

is the combining

of different pure

substances

(elements,

compounds) to

form new

substances with

different

properties

1. describe how the valence

electron configuration determines

how atoms interact and may bond.

2. predict the reaction rates of

different substances based on their

properties (i.e., concentrations of

reactants, pressure, temperature,

state of matter, surface area, type

of reactant material).

3. compare and contrast the types

of chemical bonds (i.e., ionic,

covalent).

4. identify the consequences of

different types of reactions (i.e.,

oxidation/reduction reactions such

as combustion, acid/base

reactions) to humans and human

activity

2.1, 3.1, 3.2,

3.3, 3.4, 3.5,

3.6, 3.7, 3.8,

4.1

Know

ledge th

rough E

valu

ation

1. Laboratory Activity: Molecular Models:

Lewis Dot Formulas, VESPR Theory, and

Valence Bond Theory: Students will describe

and construct models of compounds utilizing

the Lewis Dot diagrams, VESPR Theory,

Valence Bond theory and electron

configurations to predict shapes and

polarities of small molecules and polyatomic

ions.

2. Laboratory Activity: Determining the

Reaction Mechanism of a Chemical

Reaction Using Kinetics: Students will

determine and predict the correct reaction

rate based on properties such as

concentrations, temperature, etc. They will

then choose the correct mechanism to

obtain this particular reaction based on the

data obtained.

3. Individual classroom work: Students will

compare and contrast the different types of

chemical bonds and what type of elements

they originate between and identify the

different types of reactions and their

consequences to humans and human

activity (e.g., acid rain)

(Addresses obj 3 and 4)


laboratory reports (activities 1

and 2)


complete understanding in the

student's comparison,

contrasting and identification and

the consequences to humans

and their activities.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



I The students will:

Mass is

conserved during

any physical or

chemical change

1. compare the mass of the

reactants to the mass of the

products in a chemical reaction or

physical change as support for the

Law of Conservation of Mass.

2. conclude whether the number of

atoms of the reactants and

products in a chemical equation are

balanced.

2.1, 3.1, 3.4,

3.7, 4.1

Applic

ation

Analy

sis

1. Laboratory Activity: Chemical

Reactions of Copper and Percent Yield:

Students will begin with a given mass of

copper, utilizing various reactions and

techniques they will convert it into

different chemical compounds and in the

final analysis compare it back to the

amount with which they began. Different

reactions used are: redox, metathesis,

and dehydration. Methods of separation

are filtration, sedimentation, decantation,

extraction, and sublimation. This

experiment is designed as a quantitative

evaluation of your individual laboratory

skills.

2. Individual classroom activity:

Students will balance and classify

equations after writing the correct

neutral formulas and then will conclude

that the number of atoms of reactants

and products in the chemical equations

are correctly balanced. Students will

also have to predict the products of the

reactions given only the reactants and

then balance and classify.


laboratory reports.


complete understanding of

writing correct neutral formulas

for compounds, correctly

balancing the equations

(concluding that the same

number of atoms are in the

reactants as in the products),

and correctly writing products

given on the reactants and then

balancing and classifying.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Forms of energy

have a source, a

means of transfer

(work and heat),

and a receiver

1. differentiate between thermal energy

(the total internal energy of a

substance which is dependent upon

mass), heat (thermal energy that

transfers from one object or system to

another due to a difference in

temperature), and temperature (the

measure of average kinetic energy of

molecules or atoms in a substance).

2. recognize chemical energy as the

energy stored in the bonds between

atoms in a compound.

3. describe the relationship among

wavelength, energy, and frequency as

illustrated by the electromagnetic

spectrum.

4. describe sources and common uses

of different forms of energy (i.e.,

chemical, nuclear, thermal,

mechanical, electromagnetic).

5. identify and evaluate

advantages/disadvantages of using

various sources of energy (e.g., wind,

solar, geothermal, hydroelectric, fossil

fuel) for human activity.

2.1, 3.1, 3.4,

3.7, 4.1

Know

ledge

Com

pre

hensio

n

Analy

sis

1. Classroom discussion:

a. Differentiation between thermal

energy, heat, and temperature

b. Recognize that chemical energy is

energy stored in the bonds between

atoms in a compound

c. Describe different forms of energy

and the sources from which they come

and

d. identify and evaluate the

advantages/disadvantages of using the

difference sources of energy for human

activity

(addresses obj 1, 2, 4, and 5)

2. Individual classroom work: Students

will describe the relationship among

wavelength, frequency, energy and

velocity (speed of light) as shown by the

electromagnetic spectrum. Calculations

using c (speed of light) = wavelength

(lambda) x frequency (nu); E (energy) =

h (Planck's constant) x frequency (nu)

and E= h x c/ lambda; conversions

between units within the SI system must

be used as well.

1. Chapter test utilizing multiple

choice, application, constructive

response and problem solving

will address the understanding

and differentiation of thermal

energy, heat and temperature;

potential energy that is chemical

energy stored in bonds between

atoms within a compound;

describe different forms of

energy and their sources;

identify and evaluate the

advantages/disadvantages of

these different sources on

human activity; describe and

calculate problems dealing with

wavelength, frequency, energy

and velocity (speed of light); SI

conversions and when to use

them.


complete understanding of these

concepts, correct calculations,

units, conversions of SI units.

Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems



Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Mechanical

energy comes

from the motion

(kinetic energy)

and/or relative

position (potential

energy) of an

object

1. relate kinetic energy to an

object's mass and its velocity.

2. distinguish between examples of

kinetic and potential energy within a

system.

3. describe the effect of work on an

object's kinetic and potential

energy.

3.1, 3.4, 3.7,

4.1

Com

pre

hensio

n

Analy

sis

1. Classroom discussion: Students

should come into AP Chemistry with this

information, a review is done to make

sure that the understanding of these

concepts is still there: relationship of KE

to the object's mass and velocity; KE

=1/2mv2 (kinetic energy is equal to 1/2

times the mass times the velocity of the

object squared); distinguish between

examples of kinetic and potential energy

within a system and then describe the

effect of work on an object's kinetic and

potential energy (e.g., E = q + w [

internal energy = heat plus work], work

= Pressure times the change in volume)

(Addresses objectives 1, 2, and 3)

1. Chapter test will utilize

multiple choice, application,

constructive response and

problem solving in relation to

kinetic energy, potential energy,

work and their calculations.




Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Chemical

reactions involve

changes in the

bonding of atoms

with the release

or absorption of

energy

1. describe evidence of energy

transfer and transformations that

occur during exothermic and

endothermic reactions.

3.5, 4.1

Com

pre

hensio

n 1. Demonstration: Students will be able

to describe endothermic or exothermic

reactions from viewing the

demonstrations performed by the

teacher and provide evidence of the

energy transfer.

1. Checklist: As the

demonstration is done, students

will answer questions on their

checklist as to whether the

reaction is endothermic or

exothermic and give evidence of

the energy transfer and explain

why they feel it occurs in this

way.

E

Nuclear energy is

a major source of

energy throughout

the universe

1. describe how changes in the

nucleus of an atom during a

nuclear reaction (i.e., nuclear

decay, fusion, fission) result in

emission of radiation.

2. identify the role of nuclear

energy as it serves as a source of

energy (e.g., source of

electromagnetic radiation, nuclear

power plants, etc.)

3.1, 3.4, 3.7,

4.1

Know

ledge

Com

pre

hensio

n

1. Individual classroom work: students

will describe the changes that the

nucleus of an atom can undergo during

a nuclear reaction and then show how

alpha and beta decay occurs and the

calculations, they will identify the role of

nuclear energy as a source of energy

and discuss the

advantages/disadvantages to humans

and human activity.

(Addresses obj 1 and 2)

1. Instructor will check for

correct descriptions, calculations

of alpha and beta decay, how

they occur and the role of

nuclear energy as to its

advantages/disadvantages to

humans.




Science Curriculum


Standards

Integrated

Skills

Bloom

Level



F The students will:

Energy can

change from one

form to another

within and

between systems,

but the total

amount remains

the same

1. describe the transformations that

occur as energy changes from

kinetic to potential within a system.

2. explain how energy can be

transferred (absorbed or released)

or transformed between and within

systems as the total amount of

energy remains constant (i.e., Law

of Conservation of Energy).

2.1, 3.5, 3.7,

4.1

Com

pre

hensio

n

Analy

sis

1. See the activity in Standard 1, GLE 2,

Concept B.

1. See the assessment in

Standard 1, GLE 2, Concept B

GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems




Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Scientific inquiry

includes the

ability of students

to formulate a

testable question

and explanation,

and to select

appropriate

investigative

methods in order

to obtain

evidence relevant

to the explanation

1. formulate testable questions and

hypotheses.

2. analyze an experiment, identify the

components and explain their

importance to the design of a valid

experiment.

3. acknowledge there is no fixed

procedure called the "scientific

method", but that some investigations

involve systematic observations,

carefully collected and relevant

evidence, logical reasoning, and some

imagination in developing hypotheses

and other explanations.

4. evaluate the design of an

experiment and make suggestions for

reasonable improvements.

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation


Content Standard 7: Scientific Inquiry

GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

*See Rationale


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Scientific inquiry

includes the

ability of students

to formulate a

testable question

and explanation,

and to select

appropriate

investigative

methods in order

to obtain

evidence relevant

to the explanation

5. acknowledge some scientific

explanations cannot be tested

using the standard experimental

"scientific method" due to the limits

of the laboratory environment,

resources, and/or technologies.

6. acknowledge there is no fixed

procedure called the "scientific

method", but that some

investigations involve systematic

observations, carefully collected

and relevant evidence, logical

reasoning, and some imagination in

developing hypotheses and other

explanations.

7. evaluate the design of an

experiment and make suggestions

for reasonable improvements.

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation

*See Rationale





Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Scientific inquiry

relies upon

gathering

evidence from

qualitative and

quantitative

observations

1. make qualitative and quantitative

observations using the appropriate

senses, tools and equipment to

gather data.

2. measure length, mass, volume,

force, temperature, and time to a

specific unit using the SI system.

3. determine the appropriate tools

and techniques to collect, analyze,

and interpret data.

4. calculate the range,

average/mean, percent, and ratios

for sets of data.

5. recognize observation is biased

by the experiences and knowledge

of the observer.

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation




*See Rationale


Science Curriculum


Standards

Integrated

Skills

Bloom

Level



C The students will:

Evidence is used

to formulate

explanations

1. use quantitative and qualitative

data as support for reasonable

explanations (conclusions).

2. analyze experimental data to

determine results.

3. identify the possible effects of

errors in observations,

measurements, and calculations,

on the validity and reliability of data

and resultant explanations

(conclusions).

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation

D

Scientific inquiry

includes

evaluation of

explanations

(hypotheses,

laws, theories) in

light of scientific

principles

(understandings)

1. Analyze whether evidence (data)

and scientific principles support

proposed explanations

(hypotheses, laws, theories).

2. Evaluate the reasonableness of

an explanation (conclusions).

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh

Evalu

ation


*See Rationale

*See Rationale




Science Curriculum


Standards

Integrated

Skills

Bloom

Level



E The students will:

The nature of

science relies

upon

communication

of results and

justification of

explanations

1. communicate the procedures

and results of investigations and

explanations through:

a. Oral presentations

b. Drawings and maps

c. Data tables

d. Graphs

e. Equations and writing

2. communicate and defend a

scientific argument

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation

*See Rationale





Science Curriculum

ConceptsMeasurable Learner

Objective

Process

Standards

Integrated

Skills

Bloom

Level




Advances in

technology often

result in improved

data collection

and an increase

in scientific

information

1. recognize the relationships

linking technology and science

(e.g., how technological problems

may create a demand for new

science knowledge, how new

technologies make it possible for

scientists to extend research and

advance science).

2.4, 2.7, 4.1

Know

ledge thro

ugh

Evalu

ation

C

Technological

solutions to

problems often

have drawbacks

as well as

benefits

1. identify and evaluate the

drawbacks and benefits of

technological solutions to a given

problem.

2.4, 2.7, 4.1

Know

ledge thro

ugh

Evalu

ation


Content Standard 8: Impact of Science, Technology, and Human Activity

GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

*See Rationale

*See Rationale


Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




People of

different gender

and ethnicity have

contributed to

scientific

discoveries and

the invention of

technological

innovations

1. recognize contributions to

science are not limited to the work

of one particular group , but are

made by a diverse group of

scientists representing various

ethnic and gender groups.

2. recognize gender and ethnicity

of scientists often influence the

questions asked and/or the

methods used in scientific

research and may limit or advance

science knowledge and/or

technology.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

B

Scientific theories

are developed

based on the body

of knowledge that

exists at any

particular time and

must be rigorously

questioned and

tested for validity

1. identify and describe how

explanations (hypotheses, laws,

theories) of scientific phenomena

have changed over time as a result

of new evidence.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

Content Standard 8: Impact of Science, Technology, and Human Activity

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

evolve over time

*See Rationale

*See Rationale



Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




Social, political,

economic, ethical

and

environmental

factors strongly

influence, and are

influenced by, the

direction of

progress of

science and

technology

1. identify and describe major

scientific technological challenges

to society and their ramifications

for public policy.

2. analyze and evaluate the social,

political, economic, ethical, and

environmental factors affecting

progress toward meeting major

scientific and technological

challenges.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

C

Scientific ethics

require that

scientists must

not knowingly

subject people or

the community to

health or property

risks without their

knowledge and

consent

1. identify and evaluate the need

for informed consent in

experimentation.

2. identify the ethical issues

involved in experimentation.

3. identify and evaluate the role of

models as an ethical alternative to

direct experimentation.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation


Content Standard 8: Impact of Science, Technology, and Human ActivityGLE 3: Science and technology affect, and are affected by, society

*See Rationale

*See Rationale


Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




Scientific

information is

presented

through a number

of credible

sources, but is at

times influenced

in such a way to

become non-

credible

1. evaluate a given source for its

scientific credibility (e.g., articles in

a new periodical quoting an "eye

witness", a scientist speaking

within or outside his/her area of

expertise).

2. explain why accurate record-

keeping, openness, and replication

are essential for maintaining an

investigator's credibility with other

scientists and society.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

Assessment

*See Rationale


Content Standard 8: Impact of Science, Technology, and Human ActivityGLE 3: Science and technology affect, and are affected by, society


science curriculum - cape girardeau public schools€¦ · · 2007-10-15science curriculum...

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