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Curriculum - Aquatic Science
General Documents
Curriculum Documents
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- 1st 6 Weeks
- 2nd 6 Weeks
- 3rd 6 Weeks
- 4th 6 Weeks
- 5th 6 Weeks
- 6th 6 Weeks
- 1st Six Weeks Test (.pdf) (Intranet Download only!)
CONCEPT 1: Nature of Science and Data
Essential Questions
- How does a hypothesis relate to and become part of a broader theory?
- How can you ensure you have valid data in a scientific investigation?
- How do scientists use data to determine the interdependence of variables?
- How does the use of a tool like dimensional analysis help organize and structure unit conversions?
- Why is it useful to use appropriate graphical analysis in the display and analysis of data?
Learning Plan Supporting Documents
Unit 1: Nature of Science
- Lesson Portfolios in development
CONCEPT 2: Atomic Theory
Essential Questions
- How do scientists use experimental evidence to inform and refine their understanding of atomic structure?
- Why is it accurate to describe matter as "mostly empty space?"
- How do the quantities of electrons, protons, and neutrons impact the charge, mass, and identity of the atom?
Learning Plan Supporting Documents
Unit 1: Foundations of the Atom
- Lesson Portfolios in development
- 2nd Six Weeks Test (.pdf) (Intranet Download only!)
CONCEPT 2: Atomic Theory (continued)
Essential Questions
- How does the nucleus of an atom change through the absorption or emission of alpha, beta, and gamma particles?
- How has an understanding of nuclear fission and fusion influenced the way in which we approach war and energy in society?
- How does knowing the arrangement of electrons in atoms help us understand chemical behavior?
- Why are ultraviolet waves more damaging to human tissue than visible light waves?
- How is the Bohr model an incomplete and inaccurate representation of the arrangement of electrons in an atom?
Learning Plan Supporting Documents
Unit 2: Nuclear Chemistry
- Lesson Portfolios in development
Unit 3: Electrons and Waves
- Lesson Portfolios in development
Unit 4: Periodic Trends
- Lesson Portfolios in development
CONCEPT 3: Bonding Theory
Essential Questions
- Which electrons in an atom are involved in the formation of chemical bonds and attractions?
- Why is the word "bonding" misleading in terms of "ionic bonding" and "metallic bonding?"
- How do the formulas of ionic compounds relate to their physical arrangement in their solid structures?
- Why is it important to have a systematic way of naming chemicals?
Learning Plan Supporting Documents
Unit 1: Nomenclature and Bonding
- Lesson Portfolios in development
- 3rd Six Weeks Test (.pdf) (Intranet Download only!)
CONCEPT 3: Bonding Theory (continued)
Essential Questions
- Which electrons in an atom are involved in the formation of chemical bonds and attractions?
- Why is the word "bonding" misleading in terms of "ionic bonding" and "metallic bonding?"
- How do the formulas of ionic compounds relate to their physical arrangement in their solid structures?
- Why is it important to have a systematic way of naming chemicals?
- How do Lewis Structures help us visualize the molecule
- How do the respective electronegativities of the atoms in a bond help us determine bond polarity?
- Why is it important to understand the physical geometry of a molecule in determining the overall polarity of a molecule?
- How does an understanding of electron pair repulsion help us justify the shapes of molecules?
Learning Plan Supporting Documents
Unit 1: Nomenclature and Bonding (continued)
- Lesson Portfolios in development
Unit 2: Bonding and Its Geometry
- Lesson Portfolios in development
- 4th Six Weeks Test (.pdf) (Intranet Download only!)
CONCEPT 4: Chemical Quantities
Essential Questions
- What is a mole, and what does it represent?
- Relative to other large number, how big is a mole?
- How does the unit of moles relate mass and particle number?
- How does the percentage composition of a substance relate to its chemical formula?
- Why is the empirical formula not a valid basis for chemical identity?
Learning Plan Supporting Documents
Unit 1: Chemical Quantities
- Lesson Portfolios in development
CONCEPT 5: Conservation of Mass
Essential Questions
- Why is it not acceptable to balance an equation by changing the subscripts of the formulas?
- Why can we say that mass and particles are conserved, but not moles?
- Why don't the coefficients of chemical equations allow us to relate masses of reactants and products?
- Why might there be leftover reactant(s) in a reaction?
- How can the ability to predict quantities of products be useful to industry and medicine?
Learning Plan Supporting Documents
Unit 1: Conservation of Mass
- Lesson Portfolios in development
CONCEPT 6: Properties of Matter
Essential Questions
- How does the addition or removal of energy affect the phases of matter?
- How is the relationship between temperature, pressure, volume, and number of moles calculated in relation to one another with changes in system?
- How would the world be different if ice didn't float?
- How does the addition or removal of energy affect the phases of matter?
- Why is it not a good idea to distinguish physical versus chemical changes on the basis of reversibility?
- Is the transformation of carbon as coal to carbon as diamond a chemical or physical change?
- Why are tires more likely to burst during the summer?
- If all gases have the same molar volume at the same pressure and temperature, why do they have different densities?
Learning Plan Supporting Documents
Unit 1: States of Matter
- Lesson Portfolios in development
- 5th Six Weeks Test (.pdf) (Intranet Download only!)
CONCEPT 6: Properties of Matter
Essential Questions
- Why is it important to understand the units in concentration units as they relate to solvent, solute, and solution?
- What is meant by the term, "like dissolves like?"
- How are the terms compound, molecule, atoms, pure substance, and mixture differentiated from each other?
- How do factors like temperature and pressure affect the solubility of solids and gases?
- How can you make a supersaturated solution from an unsaturated one?
- Why is it insufficient to distinguish heterogeneous and homogeneous systems on the basis of ability to physically separate components?
Learning Plan Supporting Documents
Unit 2: Solutions
- Lesson Portfolios in development
CONCEPT 7: Acids and Bases
Essential Questions
- What is the proportionality between the hydrogen ion and hydroxide ion concentrations in a solution?
- How is the pH of a substance determined, and what does it tell you?
- Why is the pH of a solution not an appropriate indicator of the strength of the acid or base?
- How can the degree of ionization for a weak acid or base be quantified for comparative means?
- What is misleading about the term "neutralization reaction" in reference to reactions between acids and bases that produce water?
Learning Plan Supporting Documents
Unit 1: Acids and Bases
- Lesson Portfolios in development
- 6th Six Weeks Test (.pdf) (Intranet Download only!)
CONCEPT 8: Conservation of Energy
Essential Questions
- How do the energies of reactants and products in a chemical reaction relate to the overall heat of reaction?
- What effect will multiplying the coeffiecients of a chemical reaction have on the reported heat of reaction?
- Why is specific heat capacity a more useful thermodynamic constant than heat capacity?
- What is the difference between heat and temperature?
- Why do you use Styrofoam cups as the reaction vessel in your calorimetric inverstigations?
- Why do we end up eating a far greater mass of food than our overall body mass over the course of our lives?
Learning Plan Supporting Documents
Unit 1: Conservation of Energy
- Lesson Portfolios in development
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