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HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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Hoover City Schools Secondary Curriculum Science, 2006-07
Course Information:
Course Title: Integrated Chemistry & Physics, Pre-AP Grade Level: 10,11
Course Description: This course is a study of chemistry as a microcosm of physics. The course includes the study of basic chemical and physical theories and principles that describe the interactions of matter and energy, the basic forces that exist in nature and the application of the conservation laws (as they apply to energy, momentum and matter). Honors Integrated Chemistry and Physics is designed for those students who possess exceptional mathematical and problem-solving skills as well as outstanding expository writing skills. Students who take this course need to be independent learners, readers with a very high ability to comprehend difficult concepts, and scholars who wish to pursue advanced science courses during the rest of their high school career. This course will focus on laboratory activities and problem solving.
State COS Correlate: Chemistry Core (all) & Physics Core (parts) Calendar Type: Year
Pre-requisite: Pre-AP Biology 9 or 10 Co-requisite: Pre-AP Algebra II or any math above this level
Textbook Title: Modern Chemistry (with Live Ink) Textbook Publisher: HRW
Textbook ISBN: 0-03-073546-7 Textbook Copy Year: 2006
(Supp) Textbook Title: Physics: Principles and Problems
(Supp) Textbook Publisher: Glencoe (Supp) Textbook ISBN: 0-07-845813-7
(Supp)Textbook Copy Year: 2005 Accountability Standards: None LEA Curriculum Authors: Jane Mahon
Date of LEA Approval: Spring 2006
Topical Scope and Sequence:
Unit # 1st Nine Weeks
1 Measurement, Basic Units, Unit Analysis, Dimensional Analysis, Scientific Method,
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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Unit # 1st Nine Weeks
Nuclear Structure and Reactions, Basic Chemical Calculations (density, atomic mass, molar mass, mole concept, %composition)
2 Kinematics
3 Forces, Motion, and Statics
Unit # 2nd
Nine Weeks
4 Work Energy Cycle, Conservation of Momentum, and Gravity
5 Electrostatics
6 Atomic Structure and Periodicity
7 Chemical Bonding
Unit # 3rd
Nine Weeks
8 The Language of Chemistry
9 Gases, Liquids, Solutions, and Solution Stiochiometry
10 Thermochemistry and Thermodynamics
Unit # 4th
Nine Weeks
11 Currnet Electyricity and Circuits
12 Acids and Bases
13 Chemical and Physical Equilibrium
Units and Outcome-Based Objectives:
Unit 1- Measurement, Calculations, and Nuclear Chemistry
Essential Questions:
How is scientific knowledge discovered, verified and communicated?
How is the nucleus of the atom constructed, and how is this different from the
usual view of nuclear structure?
Conceptual Connections:
Discovery
Communication
Uncertainty and Analysis
Experimental Activities:
# Unit 1 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Green Fire 3 Demo
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 1 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
2 Tea Bag Experiment 2,3,21 Inquiry
3 Standards Lab (Physics) 2,3,4,21 Inquiry
4 Reading and Constructing Graphs (Chemistry) 2 – 6,21 Experiment
5 Significant Figures/Accuracy and Precision
(Chemistry) 4,9,21 Experiment
6 Measurement (Chemistry) 3,4,21 Inquiry
7 Laboratory Procedures (Chemistry) 3,4,21 Experiment
8 Finding the Mass of Air in the Classroom
(Density) 2,4,21 Inquiry
9 Properties of Nuclear Particles (ASIM – Nuclear
Scalars) 19,20,21 Experiment
Outcome-Based Objectives:
# Unit 1 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 Recall a group of specific elements and
symbols from the Periodic Table. Mastery A-3 NA
2 Use the scientific method to logically
approach the solution of a problem. Mastery
P-1
Through
P-11
NA
3 Perform basic laboratory procedures
safely. Mastery
P-1
Through
P-11
NA
4
Use significant digits, scientific
notation, S.I. units of measurement (both
fundamental and derived) and density to
perform calculations involving unit
analysis and dimensional analysis.
Mastery P-4 NA
5
Use mathematical and graphical
methods to express patterns and
relationships determined from sets of
scientific data.
Mastery P-2 NA
6
Distinguish between the relationships
represented by graphs that are linear,
hyperbolic or parabolic.
Mastery P-2 NA
7
Differentiate between: the three states
of matter, elements, mixture, and
compounds, extensive and intensive
properties of matter.
Mastery
A-1
A-5
A-1 a
A-1 c
NA
8
Solve for unknown quantities by
manipulating variables in a given
equation or mathematical formula.
Mastery P-9 NA
9 Distinguish between accuracy and Mastery P-10 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 1 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
precision, and express accuracy as
percent error.
P-11
10 Define protons, electrons, and neutrons. Mastery A-3 b NA
11 Explain the different particles which
make up protons and neutrons Introduction A-9 a NA
12 Distinguish between mass number and
atomic number. Mastery A-3 b NA
13 Find elements on the Periodic Table
using atomic number. Mastery A-3 b NA
14
Differentiate between metals, non-
metals, and metalloids in the Periodic
Table and by property,
Mastery A-1 b NA
15
Define the term ‘isotope’ and calculate
its number of electrons, protons, and
neutrons.
Mastery A-3 b NA
16 Define the term ‘mole’ and ‘Avogadro’s
Number.’ Mastery A-6 NA
17
Define molar mass and be able to
calculate it for a given atom or
compound.
Mastery A-6 NA
18 Calculate equivalents among grams,
moles, and number of particles. Mastery A-6 NA
19
Identify the characteristics of alpha,
beta, and gamma radiation, and give the
general differences between fission and
fusion (nuclear reactions.)
Mastery A-9 c
A-9 d NA
20
Write nuclear equations and use the
half-life definition to solve problems.
Solve problems involving C-14.
Mastery A-9 b
A-9 e NA
21
Use written and oral communication
skills to present and explain scientific
phenomena and concepts individually or
in collaborative groups using scientific
and non-scientific language.
Mastery P-2 NA
Unit 2- Motion in One Dimension, Vectors, and Projectile Motion (This is a physics unit, so the COS Alignment is from the physics COS.)
Essential Questions:
How do you describe the motion of an object?
Conceptual Connections:
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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Change vs consistency
Graphical Anslysis
Experimental Activities:
# Unit 2 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Constructing Motion Graphs 2.1,2.2,2,3 Experiment
2 Free Fall Lab 2.3,2.7,2.8,
2.9 Experiment
3 Projectile Motion Lab 2.8 – 2.12 Experiment/
Inquiry
4 Physical and Chemical Changes 1.7 and 1.14 Experiment
Outcome-Based Objectives:
# Unit 2 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1
Describe motion in terms of frames of
reference, displacement, time, and
velocity.
Mastery B-1, 4 NA
2 Distinguish between
distance/displacement, speed/velocity. Mastery B-1, 4 NA
3
Use physical data to construct and
analyze position and time, speed and
time, acceleration and time graphs for
both kinematics and free fall.
Mastery B-1, 4 NA
4
Relate average speed to distance
traveled and time elapsed to solve
problems involving such unknowns.
Mastery B-1, 4 NA
5 Define acceleration and suggest a way to
measure it. Mastery B-1, 4 NA
6
Apply kinematic equations to calculate
distance, time, or speed under conditions
of constant acceleration.
Mastery B-1, 4 NA
7
Write the value of the acceleration due
to gravity in both SI units and English
units.
Mastery B-1, 4 NA
8 Describe the behavior of an object in
free fall with and without air resistance. Mastery B-1, 4 NA
9
Calculate the position and velocity at
specific times for a body dropped from
rest, projected vertically downward or
vertically upwards with some initial
velocity.
Mastery B-1, 4 NA
10 Describe and discuss the trajectory of a Mastery B-1, 4 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 2 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
projectile in the earth’s gravitational
field.
11
Predict the range, maximum altitude,
and time of flight for a given position
for a given projectile when initial speed
and the angle of projection are given
Mastery B-1, 4 NA
12 Define scalar and vector. Mastery B-1 NA
13 Define vector sum and resultant of two
vectors at right angles. Mastery B-1 NA
14 Determine the x- and y- components of a
vector when the angle is given. Mastery B-1 NA
15
For a distance vs. time, velocity vs. time,
and acceleration vs. time graph, describe
what the slope (if it is a line) and the
area under the curve represent.
Mastery B-1 NA
Unit 3-Forces, Motion, and Statics
Essential Questions:
How does matter move and interact?
What is the relationship between force and motion?
How do forces maintain equilibrium?
How is friction beneficial?
Conceptual Connections:
Change
Force and Motion
Structure and Function
Consistency and change
Experimental Activities:
# Unit 3 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Dishes and Tablecloth 8 Demo
2 Newton’s Second Law 6,7 Inquiry
3 Newton’s Third Law and Rockets 9,10 Demo
4 Static and Kinetic Friction Lab 17 - 20 Experiment
5 Factors that Affect Friction 17 - 20 Inquiry
6 Flame Test (Chem. Lab will be done on assigned
day.) Experiment
Outcome-Based Objectives:
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 3 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1
Identify the 4 basic forces that exist in
nature and cite examples of how and
where they are found. Describe Grand
Unification Theory.
Introduction B-1, 4 NA
2 Define net force and explain the effect
that a net force has on a body. Mastery B-1, 4 NA
3 Draw a free-body diagram for a body or
a system of bodies in motion or at rest. Mastery B-1, 4 NA
4
State and give an example of the
application of each of Newton’s Three
Laws of Motion.
Mastery B-1, 4 NA
5 Relate Newton’s first and second law to
kinematics. Mastery
B-1, 4
NA
6
Determine experimentally the
relationship between force, mass, and
acceleration.
Mastery B-1, 4 NA
7
Design an experiment that would show
the variations in acceleration caused by
a change in applied force on a given
mass.
Mastery
B-1, 4
NA
8 Define inertia and give several practical
examples. Mastery
B-1, 4
NA
9 Identify action-reaction pairs. Mastery B-1, 4 NA
10 Explain why action-reaction pairs do not
result in equilibrium. Mastery
B-1, 4
NA
11 Explain the cause of terminal speed. Mastery B-1, 4 NA
12 Distinguish between mass and weight. Mastery B-1 NA
13
Discuss the forces of kinetic and static
friction and suggest a means of
measuring them.
Mastery B-1 NA
14
State the two conditions for static
equilibrium in words and in equation
form.
Mastery B-1 NA
15 Find the normal force exerted on an
object by a rigid surface. Mastery B-1 NA
16
Identify the force of friction (including
direction) acting on an object in various
situations, given the coefficients of
friction between the object and a
surface.
Mastery B-1 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 3 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
17
Resolve the forces acting on an object
supported by an incline into components
parallel and perpendicular to the incline.
Mastery B-1 NA
18 Solve motion problems by applying the
two conditions of equilibrium. Mastery B-1 NA
19 Demonstrate that the frictional force is
independent of the area of contact. Mastery B-1 NA
20
Demonstrate on a given set of surfaces
that the coefficient of static friction is
greater than the force of kinetic friction.
Mastery B-1 NA
Unit 4-Work-Energy Cycle, Conservation of Momentum, Gravity
Essential Questions:
If energy is always conserved, how can we speak of an energy crisis?
What does the conservation of energy mean?
How is momentum related to Newton’s Second Law?
How does the mass of an object affect the way it moves?
What holds the universe together?
Conceptual Connections:
Consistency and Change
Systems
Models
Structure and Function
Experimental Activities:
# Unit 4 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Work and Conservation of Mechanical Energy 1 - 5 Experiment
2 Power Inquiry Lab 9,10 Inquiry
3 Hooke’s Law Lab 6 Experiment
4 Work and Power 1 -11 Demo
5 Conservation of Momentum Lab 13 - 18 Experiment
6 Intermolecular Forces (Chem. Lab) 7.19
(Chem.) Experiment
7 Ionic vs. Covalent Bonding (Chem. Lab)
7.3 – 7.5
and 7.13
(Chem)
Experiment
Outcome-Based Objectives:
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 4 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1
Recognize the difference between the
scientific and ordinary definitions of
work.
Mastery B-4 NA
2 Define the joule, erg, foot-pound as
units of work and energy. Mastery
B-4
NA
3
Recognize that the area beneath a Force
vs. Distance curve is work done over the
distance interval.
Mastery B-4 NA
4 Define and calculate kinetic and
potential energy. Mastery
B-4
NA
5
Demonstrate by example and
experiment the relationship between the
performance of work and the
corresponding change in kinetic or
potential energy.
Mastery
B-4
NA
6
Interpret and analyze Force vs.
Elongation experimental graph for a
Hooke’s Law Experiment. Include the
meaning of the slope of the line.
Mastery B-4 NA
7 Recognize and describe the forms that
conserved energy can take. Mastery
B-4
NA
8 Classify the different types of potential
energy. Mastery
B-4
NA
9 Define and calculate power. Mastery B-4 NA
10
Define and compare the units of watt,
kilowatt, and horsepower as they are
used to measure power.
Mastery B-4 NA
11 Identify situations in which conservation
of mechanical energy is valid. Mastery B-4 NA
12
Design an experiment to demonstrate the
use of the concept of power and a
procedure for computation.
Mastery B-4 NA
13 Define and relate impulse and
momentum. Mastery B-2 NA
14 Compare the momentum of the same
object moving with different velocities. Mastery B-2 NA
15
Derive an equation illustrating the
relationship of a change of momentum
to the impulse.
Mastery B-2 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 4 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
16
Describe the interaction between two
objects in terms of the change in
momentum of each object.
Mastery B-2 NA
17
Using the Law of Conservation of
Momentum, predict the final velocity of
one object if the initial velocities of both
objects before the collision are known,
and the velocity of one of the objects is
known after the collision. Be able to use
other equations derived from the Law of
Conservation of Momentum.
Mastery B-2 NA
18 Identify collisions as elastic or inelastic. Mastery B-2 NA
19
Apply Newton’s Universal Law of
Gravitation to find the gravitational
force between two masses.
Mastery B-1 NA
20
Determine mass from weight and weight
from mass where a value for the
acceleration is known or can be
calculated from given data.
Mastery B-1 NA
Unit 5-Electrostatics
Essential Questions:
What is matter made of, and how does matter become charged?
What is electricity, and how is it different from electrical charge.
Conceptual Connections:
Change and Consistency
Structure and Function
Experimental Activities:
# Unit 5 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Electrostatics Discovery Lab 1-7 Experiment
2 Electrostatics – Interactive Demonstrations 1-7 Demo
Outcome-Based Objectives:
# Unit 5 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 Understand and be able to explain the
basic properties of electric charge. Introduction B-8,9 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 5 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
2 Describe electrical forces between
objects. Mastery B-8,9 NA
3
Explain from the point of view of
electron transfer how an object becomes
charge.
Mastery B-8,9 NA
4
Explain, using the concept of induction,
how objects can attract and repel each
other.
Mastery B-8,9 NA
5 Write Coulomb’s Law in words and
express it in terms of an equation. Mastery B-8,9 NA
6 Relate that the coulomb (C) is the basic
unit of charge. Mastery B-8,9 NA
7 Calculate electric force using Coulomb’s
Law. Mastery B-8,9 NA
Unit 6-Atomic Structure and Periodicity
Essential Questions:
How do we know that matter has structure and order?
How does the organization of the Periodic Table reflect the structure of matter
and authenticate the quantum mechanical model of the atom?
Conceptual Connections:
Structure
Models
Organization
Experimental Activities:
# Unit 6 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Spectrum Tubes 3 Demo
2 Periodic Trends 19 Experiment
3 Wave Lab with Springs 1 Experiment
4 Diamagnetism and Paramagnetism (ASIM) 10,22,23 Experiment
Outcome-Based Objectives:
# Unit 6 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1
Explain the mathematical relationship
among speed, wavelength, and
frequency of electromagnetic radiation.
Mastery B-6 a NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 6 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
2 Discuss the dual wave-particle nature of
light and electrons. Mastery B-6 c NA
3
Explain the benchmark discoveries that
led to the historical development of
atomic structure: Millikan’s Oil Drop
Experiment, Rutherford’s Gold Foil
Experiment, Thomson’s Cathode Ray,
the photoelectric effect, and atomic
spectra.
Mastery A-3 c NA
3 Describe the Bohr model of the
hydrogen atom. Mastery A-3 c NA
4
Discuss de Broglie’s role in the
development of the quantum mechanical
model of the atom.
Mastery A-3 c NA
5
Compare and contrast the Bohr model of
the atom and the quantum mechanical
model of the atom.
Mastery A-3 c NA
6
Explain how the Heisenberg Uncertainty
Principle and Schrödinger wave
equation led of the idea of atomic
orbitals.
Mastery A-3 c NA
7 List the 4 quantum numbers and their
significance. Mastery NA NA
8
Relate the number of sublevels
corresponding to each of an atom’s main
energy levels, the number of orbitals per
sublevel, and the number of orbitals per
main energy level.
Mastery NA NA
9 List the total number of electrons needed
to fully occupy each main energy level. Mastery NA NA
10
Use the Aufbau Principle, the Pauli
Exclusion Principle and Hund’s rule to
write electron configurations and orbital
notations for any element.
Mastery A-3 a NA
11 Describe the modern Periodic Table Mastery A-3 NA
12
Explain how the Periodic Law can be
used to predict the physical and
chemical properties of the elements.
Mastery A-3 NA
13
Describe how the elements belonging to
a group of the Periodic Table are
interrelated in terms of atomic number.
Mastery A-3 NA
14
Describe the relationship between
electrons in sublevels (orbitals) and the
length of each period on the Periodic
Mastery A-3 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 6 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
Table.
15
Locate and name the four blocks of the
Periodic Table. Explain reasons for
these names.
Mastery A-3 NA
16 Discuss the relationship between group
configurations and group numbers. Mastery
A-3
NA
17
Describe the locations in the Periodic
Table and the general properties of the
alkali metals, the alkaline earth metals,
the halogens, and the Noble Gases.
Mastery A-3 NA
18 Define atomic and ionic radii, ionization
energy, and electronegativity. Mastery
A-3
NA
19
Compare the periodic trends of atomic
radii, ionization energy and
electronegativity, and explain the
reasons for each.
Mastery A-3 NA
20
Define valence electrons, and state how
many are present in atoms of each main
group element.
Mastery A-3 NA
21
Compare the atomic radii, ionization
energies and electronegativities of the d-
block elements with those of the main-
group elements.
Mastery A-3 NA
22 Write electron configurations and orbital
notations for ions. Mastery
A-3
NA
23
Define the words paramagnetism and
diamagnetism. Classify a metal as
paramagnetic or diamagnetic from its
orbital notation.
Mastery A-3 NA
Unit 7-Chemical Bonding
Essential Questions:
How does matter interact on an atomic level?
Conceptual Connections:
Change
Form and Function
Models
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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Symmetry
Experimental Activities:
# Unit 7 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1
Intermolecular Forces (ASIM)
Listed with a physics unit because of the timing,
but will be referred to and the write-up and post-
lab discussion possibly completed during this unit
19 Experiment
2
Ionic vs. Covalent Bonding
Listed with a physics unit because of the timing,
but will be referred to and the write up and post-
lab discussion possibly completed during this
unit.
3-5, 13 Experiment
3 Covalent Bonding Manipulative (models) 9-11, 21 -
23 2 Experiments
Outcome-Based Objectives:
# Unit 7 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 Define chemical bond. Mastery A-5 NA
2 Explain why most atoms form chemical
bonds. Mastery A-5 NA
3 Describe ionic and covalent bonding. Mastery A-5 NA
4 Explain why most chemical bonding is
neither purely ionic nor purely covalent. Mastery A-5 NA
5 Classify bonding type according to
electronegativity difference. Mastery
A-3
A-5 NA
6 Define molecule and molecular formula. Mastery A-5 NA
7
Explain relationships between potential
energy, distance between approaching
atoms, bond length, and bond strength.
Mastery B-4 NA
8 State the octet rule. Mastery A-3 a NA
9 Draw Lewis structures (Lewis dot
structures) for molecules. Mastery A-3 a NA
10
Draw Lewis structures for resonance
structures and use these structures in the
explanation of the molecular structure.
Mastery A-3 a NA
11 Explain why some molecules are non-
polar and some are polar. Mastery NA NA
12 Define lattice energy and its significance
With regard to ionic bonding. Mastery NA NA
13 List and compare distinctive properties
of ionic compounds and molecular Mastery A-6 a NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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# Unit 7 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
compounds.
14
Explain the difference between
empirical formulas and molecular
formulas.
Mastery A-6 a NA
15
Write the Lewis structure for a
polyatomic ion given the formula and
the charge on the ion.
Mastery A-6 b NA
16
Describe the electron-sea model, and use
it to explain the properties of metals:
good conductors of heat and electricity,
shiny, malleable, and ductile.
Mastery
A-1 b
NA
17
Explain the VSPER theory and use it to
predict molecular shapes and shapes of
polyatomic ions.
Mastery NA NA
18
Explain how the shapes of molecules
and polyatomic ions are accounted for
by hybridization theory. Know the
shapes and bond angles for molecules
and polyatomic ions containing 5 or
fewer atoms.
Mastery NA NA
19
Describe the intermolecular forces:
dipole-dipole, London dispersion, and
hydrogen bonding.
Mastery A-5 NA
20 Describe the structure of carbon chains,
branched chains and rings. Introduction
A-2
NA
21
Name and write molecular formulas and
structural formulas for compounds with
up to 10 carbon atoms in alkane series or
the alkene series.
Introduction A-2 NA
22 Name an alkane or an alkene when
given the structural formula. Introduction A-2 NA
23 Draw the structural formula of benzene
and describe its unique properties. Introduction A-2 NA
24 Demonstrate at least 3 applications of
organic compounds in every day life. Introduction
A-2
NA
25
Determine empirical and molecular
formulas for a compound using percent
composition data
Introduction A-6e NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
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Unit 8-The Language of Chemistry and Its Quantitative Nature
Essential Questions:
How do scientists systematically name various types of substances?
How does matter interact on an atomic or molecular level?
How are the interactions of matter expressed quantitavely?
Conceptual Connections:
Classification
Organization
Form and Function
Balance
Systems
Symmetry
Ratio
Experimental Activities:
# Unit 8 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Types of Reactions/Evidence of Chemical
Change 17 Experiment
2 Law of Conservation of Mass/Matter 4.7
(Physics) Inquiry
3 Kinetics – The NEW Blue Bottle Reaction 20 Demo
4 S’mores 22 Experiment
5 Mole and Mass Relationships 21 Experiment
6 Limiting Reagent/Reactant 22 Experiment
Outcome-Based Objectives:
# Unit 8 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 Explain the significance of a chemical
formula. Mastery A-6 c NA
2
Determine the formula of an ionic
compound formed between two given
ions.
Mastery A-6 b NA
3 Name an ionic compound given its
formula. Mastery A-6 c NA
4 Using prefixes, name a binary molecular
compound from its formula. Mastery A-6 c NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 17 of 29
# Unit 8 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
5 Write the formula of a binary molecular
compound given its name. Mastery A-6 c NA
6 Memorize the list of polyatomic ions. Mastery A-6 c NA
7 Use the rules for assigning oxidation
numbers. Mastery A-6 b NA
8 Name ionic compounds of transition
metals using the Stock sytem. Mastery A-6 c NA
9 Calculate the formula mass of molar
mass of any given compound. Review A-6 NA
10
Use molar mass to convert between
mass in grams and moles of a chemical
compound.
Review A-6 NA
11
Classify chemical reactions as
composition, decomposition, single
replacement, double replacement or
combustion
Mastery A-6d NA
Unit 9-Gases, Liquids, and Solution Stiochiometry
Essential Questions:
How does the motion of matter affect its properties?
Conceptual Connections:
Models
Order
Time
Ratio
Experimental Activities:
# Unit 9 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Gas Laws 3-7 Experiment
2 Phase Changes 1 Experiment
3 Exploding Tennis Ball Can 3-7 Inquiry
4 Design to investigate one of the factors which
affect solubility. 14 Inquiry
Outcome-Based Objectives:
# Unit 9 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 State the kinetic molecular theory of
matter, and describe how it explains Mastery A-5 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 18 of 29
# Unit 9 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
certain properties of matter and how it
explains phase changes.
2
Explain the difference between a real
gas and an ideal gas in terms of Kinetic
Molecular Theory.
Mastery A-5 NA
3 Define pressure and relate it to force. Mastery A-7 NA
4 Convert units of pressure. Mastery A-7 NA
5
Relate that STP means standard
temperature and pressure, which are
1.00 atm and 273 K
Mastery A-7 NA
6
Define and apply Dalton’s Law of
Partial Pressures using the example of
gases collected over water.
Mastery A-7 NA
7 Use the ideal gas equation to solve for
any of its variables: PV = nRT Mastery A-6 NA
8
Use the ideal gas equation to solve for
the molar mass of a gas or the density of
a gas.
Mastery A-6
A-7 NA
9 Use the Law of Combining Volumes to
solve problems. Mastery
A-6
A-7 NA
10 Use the standard molar volume of a gas
(22.4 l/mol at STP) to solve problems. Mastery
A-6
A-7 NA
11 Calculate stoichiometric problems that
involve both mass and volume. Mastery A-6 NA
12
Use Graham’s Law of Effusion of
determine the relative rates of effusion
of two gases of known molar mass.
Mastery A-7 NA
13
Given the mass of the substance
dissolved (solute) and the volume of the
solvent (dissolving medium, usually
water), calculate the molarity of a
solution.
Mastery A-4 c NA
14 Describe the factors that affect the rate
of solution. Mastery A-4 d NA
15 Use solubility curves to interpret
saturation levels. Mastery A-4 a NA
16
Given the molarity of a solution,
determine the amount of solute in a
given amount (volume in liters) of
solution.
Mastery A-4 e NA
17
Given the concentration of a solution,
determine the amount (volume in L) of
the solution.
Mastery A-4 e NA
18 Given the concentration of a solution, Mastery A-4 e NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 19 of 29
# Unit 9 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
determine how to dilute it to obtain a
solution with a lower molarity.
19
Use solution concentrations in
stoichiometric calculations involving
both masses of substances and volumes
of gases.
Mastery A-6
A-4 e NA
20 Explain the conductivity of electrolytic
solutions Introduction A-4b NA
Unit 10-Thermochemistry and Thermodynamics
Essential Questions:
What is energy and how does it relate to changes in matter?
How is heat transferred?
What is entropy?
Conceptual Connections:
Change and Consistency
Expansion
Force and Energy
Experimental Activities:
# Unit 10 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Endo- and Exothermic Reactions 10 Experiment
2 Specific Heat of an Unknown Metal 11 Experiment
3 Heat of Fusion 4 Experiment
Outcome-Based Objectives:
# Unit 10 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 Distinguish between energy, heat, and
temperature. Mastery
B-4
B-5 a NA
2
Calculate the quantity of heat absorbed
or released during temperature and
phase changes.
Mastery B-5 a NA
3
Explain the conditions required for a
spontaneous physical or chemical
change. (enthalpy and entropy)
Mastery B-5 NA
4 Relate the definition of heat of Mastery B-5 a NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 20 of 29
# Unit 10 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
formation, ∆Hf, and use ∆Hf to find
∆Hrxn.
5
Use Hess’s Law to find ∆Hrxn when
given a set of equations, or write a set of
equations and look up ∆Hf to find ∆Hrxn
for a reaction that has no data.
Mastery B-4 NA
6
Explain qualitatively that all energy
cannot be converted into useful work,
Second Law of Thermodynamics.
Mastery B-5 NA
7
Explain the relationship between
enthalpy and entropy in the equation ∆G
= ∆Hrxn + T∆S. A change is
spontaneous only if ∆G is negative.
Mastery B-5 a NA
8
Discuss how the temperature of a
chemical or physical change can be
changed to make the change
spontaneous.
Mastery B-5 a NA
9
Draw Potential Energy Diagrams to
show that reactions are endothermic or
exothermic.
Mastery B-5 a
A-8 NA
10 Distinguish between changes that are
endothermic and exothermic. Mastery A-8 NA
11
Use the equation q = m x c x ∆T to
determine any one of the four variables
when the other three are known. Mastery B-5 a NA
12 Calculate the specific heat using a
change in temperature Mastery A-8a NA
Unit 11 – Current Electricity and Circuits Essential Questions:
How does electricity get to my house?
How can Ohm’s Law be used to regulate circuits?
Conceptual Connections:
Power
Change and Consistency
Experimental Activities:
# Unit 11 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 21 of 29
# Unit 11 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 Circuit Discovery Lab 3, 7-12 Inquiry
2 Electrical Equivalent of Heat (Joule’s
Experiment) 10, 11 Experiment
Outcome-Based Objectives:
# Unit 11 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1 Define the ampere as the unit of
electrical current. (Coulomb/second) Mastery
B-9
NA
2
Distinguish be definition and example
between potential energy, electric
potential, and electrical potential
difference.
Mastery B-9 NA
3 Describe the conditions for flow of
electrical change. Mastery B-9 NA
4 Distinguish between conventional flow
and electron flow. Mastery B-9 NA
5
Define the unit of resistance as the
ohm. This is a derived unit and its
more basic units are J/C.
Mastery B-9 NA
6 Define the factors that determine the
resistance of a wire. Mastery B-9 NA
7
Calculate the resistance across a bank
of resistors in series, in parallel, and in
combinations of series and parallel.
Mastery B-9 NA
8 Define emf and its role in DC electrical
theory and circuits. Mastery B-9 NA
9
Define and describe voltage, current
and equivalent resistance of resistors
connected in series, parallel, and
combination.
Mastery B-9 NA
10 Calculate the power loss for a given
DC circuit. Mastery B-9 NA
11
Connect resistors in series, in parallel
and combined. Draw circuit diagrams
for each circuit.
Mastery B-9 NA
12
Design and conduct an experiment
using series/parallel resistors in
conjunction with ammeters and
voltmeters (multimeters).
Mastery B-9 NA
13 Summarize similarities in the
calculation of electrical, and Mastery B-9 NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 22 of 29
# Unit 11 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
gravitational forces between objects.
Unit 12- Acids and Bases
Essential Questions:
How are substances classified as acids or bases?
Conceptual Connections:
Function
Strength
Taste
Experimental Activities:
# Unit 12 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 MOM to the Rescue 1 Demo
2 pH/Acid Base Titration 4 Experiment
3 Properties of Acids and Bases 1 and 2 Inquiry
Outcome-Based Objectives:
# Unit 12 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1
Describe acids and bases in terms of
strength, concentration, and
neutralization reactions.
Mastery A-4 c NA
2 Relate that pH = -log [H
+]. This is
called the power of the hydrogen ion. Mastery A-4 c NA
3
Relate that [ H+
] x [ OH1-
] = 1 x 10-14
.
This is known as the ionization constant
for water. It can also be written pH +
pOH = 14.
Mastery A-4 c NA
4
Calculate the [ H+
], the [ OH1-
], the pH
and the pOH for any acid or base when
the concentration is given. The [ ] mean
concentration in moles/L or M.
Mastery A-4 c NA
5 Compare and contrast the three theories
of acids and bases. Mastery NA NA
6 Label conjugate acid base pairs in a
given chemical equation. Mastery NA NA
7 Explain why some specific molecules or Mastery NA NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 23 of 29
# Unit 12 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
ions act only as acids or bases according
to the Lewis definition.
8 Identify common weak acids, such as
vinegar (acetic acid, CH3COOH). Mastery NA NA
9 Identify common weak bases such as
ammonia (NH3). Mastery NA NA
10
Identify the following strong acids:
HClO4, H2SO4, HNO3, HClO3, HCl,
HBr, HI. All other acids are weak. The
strong bases are the hydroxides of the
group I metals. All other hydroxides or
derivatives of ammonia are weak acids.
Mastery NA NA
Unit 13- Chemical Equilibrium
Essential Questions:
Do reactions ever go to completion?
Conceptual Connections:
Equal rates
Ratios
Constancy
Experimental Activities:
# Unit 13 Investigations Unit Obj
Correlation Type
(Dem, Exp, Inq)
1 LeChatelier’s Principle 8,9 Experiment
2 2 NO2(g) ↔ N2O4(g) 1-9 Demo
Outcome-Based Objectives:
# Unit 13 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
1
Describe chemical and physical
equilibrium as a dynamic state which
exists when the rate of the forward
reaction equals the rate of the reverse
reaction.
Mastery NA NA
2
Explain why the vapor pressure of a
liquid in a closed system depends only
on the temperature and the nature of the
liquid. Give examples of liquids that
would have different vapor pressures
Mastery NA NA
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 24 of 29
# Unit 13 Objectives Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
and explain in terms of intermolecular
forces of attraction.
3
Write equilibrium constant expressions
for homogeneous reactions and
heterogeneous reactions.
Mastery NA NA
4
Calculate the numerical value of the
equilibrium constant if the equilibrium
concentrations are given or can be
calculated.
Mastery NA NA
5 Write equilibrium constant expressions
for weak acids and weak bases. Mastery NA NA
6
Calculate the pH of a weak acid or a
weak base if its equilibrium constant is
known.
Mastery NA NA
7 Calculate the Ka or Kb if the pH is given. Mastery NA NA
8
Relate how Le Chatelier’s Principle
states that if a change is made in an
equilibrium system, the system will
move to moderate or use up the change.
Mastery A-8 b NA
9
Use Le Chatleier’s Priniciple to predict
which way a reaction will move when a
change in the reaction conditions is
made.
Mastery A-8 b NA
Alabama Course of Study Correlation: Science
COS Title Chemistry Core (all) &
Physics Core (parts) Bulletin 2005, No. 20
Std.
# COS Standard
HCS Unit-
Objective
CONTENT STANDARDS, Chemistry (all)
A-1
Differentiate among pure substances, mixtures, elements, and
compounds. 1.7
a) Distinguishing between intensive and extensive properties
of matter
1.7
1.14
b) Contrasting properties of metals, nonmetals, and metalloids 7.16
c) Distinguishing between homogeneous and heterogeneous
forms of matter 1.7
A-2 Describe the structure of carbon chains, branched chains, and
rings. 7.20 – 7.24
A-3 Use the periodic table to identify periodic trends, including atomic
radii, ionization energy, electronegativity, and energy levels.
1.1
6.11 – 6.23
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 25 of 29
COS Title Chemistry Core (all) &
Physics Core (parts) Bulletin 2005, No. 20
Std.
# COS Standard
HCS Unit-
Objective
7.5
a) Utilizing electron configurations, Lewis dot structures, and
orbital notations to write chemical formulas
6.10
7.8 – 7.10
b) Calculating the number of protons, neutrons, and electrons
in an isotope
1.10
1.12
1.13
1.15
c) Utilizing benchmark discoveries to describe the historical
development of atomic structure, including photoelectric
effect, absorption, and emission spectra of elements
(Example: Thompson’s cathode ray, Rutherford’s gold foil,
Millikan’s oil drop, and Bohr’s bright line spectra
experiments)
6.3 – 6.6
A-4
Describe solubility in terms of energy changes associated with the
solution process.
a) Using solubility curves to interpret saturation levels 9.15
b) Explaining the conductivity of electrolytic solutions 9.20
c) Describing acids and bases in terms of strength,
concentration, pH, and neutralization reactions
9.13
12.1 – 12.4
d) Describing factors that affect the rate of solution 9.14
e) Solving problems involving molarity, including solution
preparation and dilution 9.16 – 9.19
A-5
Use the kinetic theory to explain states of matter, phase changes,
solubility, and chemical reactions. (Example: water at 25 degrees
Celsius remains in the liquid state because of the strong attraction
between water molecules while kinetic energy allows the sliding of
molecules past one another)
1.7
7.1 – 7.6
7.19
9.1 – 9.2
A-6
Solve stoichiometric problems involving relationships among the
number of particles, moles, and masses of reactants and products
in a chemical reaction.
1.16 – 1.18
8.9 – 8.10
9.7 – 9.11
9.19
a) Predicting ionic and covalent bond types and products
given known reactants 7.13 – 7.14
b) Assigning oxidation numbers for individual atoms of
monatomic and polyatomic ions
7.15
8.2
8.7
c) Identifying the nomenclature of ionic compounds, binary
compounds, and acids
8.1
8.3 – 8.6
8.8
d) Classifying chemical reactions as composition,
decomposition, single replacement, or double replacement 8.11
e) Determining empirical or molecular formulas for a 7.25
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 26 of 29
COS Title Chemistry Core (all) &
Physics Core (parts) Bulletin 2005, No. 20
Std.
# COS Standard
HCS Unit-
Objective
compound using percent composition data
A-7
Explain behavior of ideal gases in terms of pressure, volume,
temperature, and number of particles using Charles’s law, Boyle’s
law, Gay-Lussac’s law, the combined gas law, and the ideal gas
law.
9.3 – 9.6
9.8 – 9.10
9.12
A-8
Distinguish among endothermic and exothermic physical and
chemical changes. (Examples: endothermic physical—phase
change from ice to water, endothermic chemical- reaction between
citric acid solution and baking soda, exothermic physical- phase
change from water vapor to water, exothermic chemical-
formation of water from combustion of hydrogen and oxygen)
10.9
10.10
a) Calculating temperature change by using specific heat 10.12
b) Using Le Châtelier’s principle to explain changes in
physical and chemical equilibrium 13.8 – 13.9
A-9
Distinguish between chemical and nuclear reactions.
a) Identifying atomic and subatomic particles, including
mesons, quarks, tachyons, and baryons 1.11
b) Calculating the half-life of selective radioactive isotopes 1.20
c) Identifying types of radiation and their properties 1.19
d) Contrasting fission and fusion 1.19
e) Describing carbon-14 decay as a dating method 1.20
CONTENT STANDARDS, Physics (parts)
B-1
Explain linear, uniform circular, and projectile motions using one-
and two-dimensional vectors.
2.1 – 2.15
3.1 – 3.20
4.19 – 4.20
a) Explaining the significance of slope and area under a curve
when graphing distance-time or velocity-time data
(Example: slope and area of a velocity-time curve giving
acceleration and distance traveled)
b) Describing forces that act on an object (Example: drawing
a free-body diagram showing all forces acting on an object
and resultant effects of friction, gravity, and normal force
on an object sliding down an inclined plane)
B-2
Define the law of conservation of momentum. 4.13 – 4.18
a) Calculating the momentum of a single object
b) Calculating momenta of two objects before and after
collision in one-dimensional motion
B-3 Explain planetary motion and navigation in space in terms of
Kepler’s and Newton’s laws.
B-4 Describe quantitative relationships for velocity, acceleration,
force, work, power, potential energy, and kinetic energy.
2.1 – 2.11
3.1 – 3.11
4.1 – 4.12
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 27 of 29
COS Title Chemistry Core (all) &
Physics Core (parts) Bulletin 2005, No. 20
Std.
# COS Standard
HCS Unit-
Objective
7.7
10.1
10.5
B-5
Explain the concept of entropy as it relates to heating and cooling,
using the laws of thermodynamics.
10.3
10.6
a) Using qualitative and quantitative methods to show the
relationship between changes in heat energy and changes
in temperature
10.1 – 10.2
10.4
10.7 – 10.9
10.11
B-6
Describe wave behavior in terms of reflection, refraction,
diffraction, constructive and destructive wave interference, and
Doppler effect.
a) Explaining reasons for differences in speed, frequency, and
wavelength of a propagating wave in varying materials 6.1
b) Describing uses of different components of the
electromagnetic spectrum, including radio waves,
microwaves, infrared radiation, visible light, ultraviolet
radiation, X rays, and gamma radiation
c) Demonstrating particle and wave duality using Einstein’s
theory for explaining the photoelectric effect 6.2
d) Describing change of wave speed in different media
B-7
Describe properties of reflection, refraction, and diffraction.
(Examples: tracing the path of a reflected light ray, predicting the
formation of reflected images through tracing of rays)
a) Demonstrating the path of light through mirrors, lenses,
and prisms (Example: tracing the path of a refracted light
ray through prisms using Snell’s law)
b) Describing the effect of filters and polarization on the
transmission of light
B-8
Summarize similarities in the calculation of electrical, magnetic,
and gravitational forces between objects. 5.1 – 5.7
a) Determining the force on charged particles using
Coulomb’s law
B-9
Describe quantitative relationships among charge, current,
electrical potential energy, potential difference, resistance, and
electrical power for simple series, parallel, or combination direct
current (DC) circuits.
5.1 – 5.7
11.1–11.13
PROCESS AND APPLICATION STANDARDS
P-1 Observing: Using one or more of the senses to gather information
about one’s environment
1.2
1.3
P-2 Communicating: Conveying oral or written information verbally
as well as visually through models, tables, charts, and graphs
1.2 – 1.3
1.5 – 6
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 28 of 29
COS Title Chemistry Core (all) &
Physics Core (parts) Bulletin 2005, No. 20
Std.
# COS Standard
HCS Unit-
Objective
1.21
P-3 Classifying: Utilizing simple groupings of objects or events based
on common properties 1.2 – 1.3
P-4 Measuring: Using appropriate metric units for measuring length,
volume, and mass 1.2 – 1.4
P-5
Predicting: Proposing possible results or outcomes of future
events based on observations and inferences drawn from previous
events
1.2 – 1.3
P-6 Inferring: Constructing an interpretation or explanation based on
information gathered 1.2 – 1.3
P-7
Controlling Variables: Recognizing the many factors that affect
the outcome of events and understanding their relationships to
each other whereby one factor (variable) can be manipulated while
others are controlled
1.2 – 1.3
P-8 Defining Operationally: Stating definitions of objects or events
based on observable characteristics 1.2 – 1.3
P-9 Formulating Hypotheses: Making predictions of future events
based on manipulation of variables
1.2 – 1.3
1.8
P-10
Experimenting (Controlled): Conducting scientific
investigations systematically, including identifying and framing
the question carefully, forming a hypothesis, managing variables
effectively, developing a logical experimental procedure,
recording and analyzing data, and presenting conclusions based
on investigation and previous research
1.2 – 1.3
1.9
P-11 Analyzing Data: Using collected data to accept or reject
hypotheses
1.2 – 1.3
1.9
EXPLORE / PLAN / ACT Standards for Transition Correlation: Science
Score
Range EPAS Standard
HCS Unit-
Objective
24 to 27
Compare data from a complex table, graph, or
diagram
Interpolate between data points in a table or graph
Identify or use a simple mathematical relationship
that exists between data
Identify a direct or inverse relationship between
variables in a complex table, graph, or diagram
Compare or combine data from two simple data sets
Combine new, simple information (data or text) with
HCS Curriculum: Science 6 – 12 Pre-AP Integrated Chemistry and Physics (High School)
Page 29 of 29
Score
Range EPAS Standard
HCS Unit-
Objective
given information (data or text)
Understand moderately complex lab procedures
Understand simple experimental designs
Select a simple hypothesis, prediction, or conclusion
that is supported by one or more data sets or
viewpoints
Inv 12.3
Identify strengths and weaknesses in one or more
viewpoints
Post-Lab
discussion
of Inv 12.3
Identify similarities and differences in two or more
viewpoints
Inv 11.1
Class
Discussion
Identify key issues or assumptions in an argument or
viewpoint
Inv 10.2
Class
discussion
of sources
of error.
Determine whether new information supports or
weakens a viewpoint or hypothesis
Inv 9.3
Discussion
of
differences
in results.
28 - 32
Identify or use a complex mathematical relationship
that exists between data
Obj 5.5 and
4.19
Extrapolate from data points in a table or graph 2.1
Compare or combine given text with data from
tables, graphs, or diagrams 2.1
Understand complex lab procedures
Determine the hypothesis for an experiment
Understand moderately complex experimental
designs
Identify an alternate method for testing a hypothesis
Select a complex hypothesis, prediction, or
conclusion that is supported by a data set or
viewpoint
Select a set of data or a viewpoint that supports or
contradicts a hypothesis, prediction, or conclusion
Predict the most likely or least likely result based on
a given viewpoint