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APS District Curriculum Map Column B Course /Subject: Science

ESSENTIAL COMPONENTS

Month: August

1. Big Ideas Student answers to EQs that lead them to the Big Ideas

Scientists use mathematical concepts, principles, and expressions to analyze data, develop models, understand patterns and relationships, evaluate findings, and draw conclusions.

2. Essential QuestionsQuestions that lead students to Big Ideas.

How does the safe process of chemical investigation contribute valid, unbiased, knowledge to society?

3. Performance StandardsStrand I: Scientific Thinking and PracticeStandard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.9-12 Benchmark I: Use accepted scientific methods to collect, analyze, and interpret data and observations and to design and conduct scientific investigations and communicate results.I.I.I.1.Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions.I.I.I.2. Design and conduct scientific investigations that include: testable hypotheses, controls and variables, methods to collect, analyze, and interpret data, results that address hypotheses being investigated, predictions based on results, re-evaluation of hypotheses and additional experimentation as necessary, and error analysis.I.I.I.3. Use appropriate technologies to collect, analyze, and communicate scientific data (e.g., computers, calculators, balances, microscopes).I.I.I.4. Convey results of investigations using scientific concepts, methodologies, and expressions, including: scientific language and symbols, diagrams, charts, and other data displays, mathematical expressions and processes (e.g., mean, median, slope, and proportionality), clear, logical, and concise communication, and reasoned arguments.I.I.I.5. Understand how scientific theories are used to explain and predict natural phenomena (e.g., plate tectonics, ocean currents, structure of atom).9-12 Benchmark II: Understand that scientific processes produce scientific knowledge that is continually evaluated, validated, revised, or rejected.I.I.II.1. Understand how scientific processes produce valid, reliable results, including: consistency of explanations with data and observations, openness to peer review, full disclosure and examination of assumptions, testability of hypotheses, and repeatability of experiments and reproducibility of results.I.I.II.2. Use scientific reasoning and valid logic to recognize: faulty logic, cause and effect, the difference between observation and unsubstantiated inferences and conclusions, and potential bias.I.I.II.3. Understand how new data and observations can result in new scientific knowledge.

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APS District Curriculum Map Column B Course /Subject: ScienceI.I.II.4. Critically analyze an accepted explanation by reviewing current scientific knowledge.I.I.II.5. Examine investigations of current interest in science (e.g., superconductivity, molecular machines, age of the universe).I.I.II.6. Examine the scientific processes and logic used in investigations of past events (e.g., using data from crime scenes, fossils), investigations that can be planned in advance but are only done once (e.g., expensive or time-consuming experiments such as medical clinical trials), and investigations of phenomena that can be repeated easily and frequently.9-12 Benchmark III: Use mathematical concepts, principles, and expressions to analyze data, develop models, understand patterns and relationships, evaluate findings, and draw conclusions.I.I.III.1. Create multiple displays of data to analyze and explain the relationships in scientific investigations.I.I.III.2. Use mathematical models to describe, explain, and predict natural phenomena.

I.I.III.3. Use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling).I.I.III.4. Identify and apply measurement techniques and consider possible effects of measurement errors.I.I.III.5. Use mathematics to express and establish scientific relationships (e.g., scientific notation, vectors, dimensional analysis).Strand III: Science and SocietyStandard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.9-12 Benchmark I: Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.III.I.I.1. Know how science enables technology, but also constrains it, and recognize the difference between real technology and science fiction (e.g., rockets vs. antigravity machines; nuclear reactors vs. perpetual-motion machines; medical X-rays vs. Star-Trek tricorders).III.I.I.6. Analyze the impact of digital technologies on the availability, creation, and dissemination of information.

4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources

ARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites

6. ContentNouns (What students need to know)

The Students will1. Define the following:

chemistry systematic study scientific method

2. Explain that chemistry is a central science important to many human endeavors. 3. Explain that the universe is one system with a set of rules that can be discovered by systematic study.4. List and describe the steps of the scientific method.

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http://www.rda.aps.edu/RDA/index.cfm

https://aps.blackboard.com/webapps/portal/frameset.jsp?tab=community&url=/bin/common/course.pl?course_id=_117122_1


APS District Curriculum Map Column B Course /Subject: Science5. Explain the safety rules for working in the laboratory. 6. Identify common laboratory equipment.7. List and explain the sections of a good lab report.8. Return a signed student/parent safety contract

7. SkillsVerbs (What students need to be able to do)

Optional – to be completed at the school site.

8. Vocabulary List (Words students need to know to understand concepts)


9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)

FountainOobleck (cornstarch)Happy/Sad BallsDensity ExperimentsSignificant Figures, Precision, Accuracy, GraphingDensity of Pennies (before/after rolling)Shrinking Plastics (Density before/after)Young’s Modulus (of Styrofoam/paper beams, or Balsa Wood)Testing ConcreteString with Epoxy (or instant glue)Compression/Tension Chocolate (?)Small-Scale Balance LabDesign Conservation of Mass Lab (Effervescent Tablet in Water – mass of “fizz”)Hockey Puck Strength (water with various amount, type paper shreds)Einstein’s Big Ideas video – first part (Faraday, Lavoisier)

10. Resources Optional – to be completed at the school site.

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Month: September


During a chemical change the composition of matter changes but matter cannot be created or destroyed in this process.There are several clues that a chemical change has occurred: transfer of energy, change in color, change of state.


How do chemists classify matter and distinguish between physical and chemical properties, and how energy is related to the phases of matter?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.1. Classify matter in a variety of ways (e.g., element, compound, mixture; solid, liquid, gas; acidic, basic, neutral).II.I.I.2. Identify, measure, and use a variety of physical and chemical properties (e.g., electrical conductivity, density, viscosity, chemical reactivity, pH, melting point).II.I.I.3. Know how to use properties to separate mixtures into pure substances (e.g., distillation, chromatography, solubility).II.I.I.10.Know that states of matter (i.e., solid, liquid, gas) depend on the arrangement of atoms and molecules and on

their freedom of motion.9-12 Benchmark II: Understand the transformation and transmission of energy and how energy and matter interact.II.I.II.1. Identify different forms of energy, including kinetic, gravitational (potential), chemical, thermal, nuclear, and electromagnetic.II.I.II.2. Explain how thermal energy (heat) consists of the random motion and vibrations of atoms and molecules and is measured by temperature.II.I.II.5. Explain how heat flows in terms of the transfer of vibrational motion of atoms and molecules from hotter to colder regions.




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APS District Curriculum Map Column B Course /Subject: Science6. ContentNouns (What students need to know)

Students will1. Define the following:

matter physical properties & chemical properties conservation of matter

2. Define matter and name and describe the four states of matter.3. Identify, compare, and contrast physical and chemical properties and changes of matter.4. State the law of conservation of matter.

Students will5. Define the following:

matter physical properties & chemical properties conservation of matter element & compound pure substance & mixture homogeneous & heterogeneous (energy: kinetic, potential, radiant)

6. Define matter and name and describe the four states of matter.7. Identify, compare, and contrast physical and chemical properties and changes of matter.8. State the law of conservation of matter.9. Explain the difference between an element and a compound.10. Explain the difference between a pure substance and a mixture.11. Compare and contrast homogeneous and heterogeneous mixtures.12. Describe several techniques to separate mixtures.

Students will13. Define the following

thermal energy Heat Temperature

14. Explain that heat is a form of energy and that this thermal energy is the motion of atoms and molecules.15. Explain that temperature is a measure of the average kinetic energy of the atoms and molecules.16. Describe how heat is transferred from hotter to colder regions.

. Identify different forms of energy, including kinetic, gravitational (potential), chemical, thermal, nuclear, and electromagnetic.II.I.II.2. Explain how thermal energy (heat) consists of the random motion and vibrations of atoms and molecules and is measured by temperature.II.I.II.5. Explain how heat flows in terms of the transfer of vibrational motion of atoms and molecules from hotter to colder regions.



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APS District Curriculum Map Column B Course /Subject: Science8. Vocabulary List (Words students need to know to understand concepts)



History of materialsClassify 20 materialsClassify elements, compounds, and mixturesClassify materials in home, auto, etc.Campus TourChanging Clay (physical or chemical change)Slime/Gluep/Gak labs (chemical or physical, solid or liquid)Rock/Paper/ScissorsVarious Properties Labs: Thermo Properties of Plastics, Happy/Sad Balls, Glass Bending & Blowing, Glass Beads, Types of Broken Glass, Melt & Pour Tin)Phase Diagram (water) WorksheetIt’s Just a PhaseTin/Bismuth Demo Separation Anxiety LabPaper Chromatography (Separation Lab)Separation of Plastics by DensityMaking an Alloy (mixtures)Coke/Diet Coke Density labDensity Experiments (penny rolling, shrinking plastics)Sink/Float predictions of various objectsCompare Steels Lab (Bobby Pins and Paper Clips)Percent Sweetener in Bubble GumConductivity of heat with conductometerConductivity of aluminum versus alumina rods


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Month: October


Our understanding of the structure of atoms changes as new experimental evidence and data is obtained.


How has atomic theory evolved to our current understanding of the structure of the atom?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.5. Understand that matter is made of atoms and atoms are made of subatomic particles.II.I.I.6. Understand atomic structure, including: most space occupied by electrons, nucleus made of protons and neutrons, isotopes of an element, masses of proton and neutron 2000 times greater than mass of electron, and atoms are held together by proton-electron electrical forces.Strand III: Science and SocietyStandard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.9-12 Benchmark I: Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.III.I.I.2. Understand how advances in technology enable further advances in science (e.g., microscopes and cellular structure; telescopes and understanding of the universe).III.I.I.3. Evaluate the influences of technology on society (e.g., communications, petroleum, transportation, nuclear energy, computers, medicine, genetic engineering) including both desired and undesired effects, and including some historical examples (e.g., the wheel, the plow, the printing press, the lightning rod).III.I.I.4. Understand the scientific foundations of common technologies (e.g., kitchen appliances, radio, television, aircraft, rockets, computers, medical X-rays, selective breeding, fertilizers and pesticides, agricultural equipment).III.I.I.10. Describe major historical changes in scientific perspectives (e.g., atomic theory, germs, cosmology, relativity, plate tectonics, evolution) and the experimental observations that triggered them.III.I.I.11. Know that societal factors can promote or constrain scientific discovery (e.g., government funding, laws and regulations about human cloning and genetically modified organisms, gender and ethnic bias, AIDS research, alternative-energy research).

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Students will:1. Define the following:

atom atomic mass atomic theory of matter neutron cathode ray/tube atomic mass unit electron atomic number radioactivity ion nucleus mass number proton

2. Define the term atom.3. State the main idea in each of the early models of the atom.4. List the postulates of Dalton’s theory.5. Explain what studies of cathode rays and radioactivity revealed about atoms. 6. Discuss Rutherford’s alpha-scattering experiment and how it showed the existence of the nucleus.7. Name and describe the three subatomic particles.8. Determine the number of protons, neutrons, and electrons in an atom.9. Define isotopes and atomic mass.

The following goes here or in April (Stoichiometry)?

Students will: 1. Define the following:

Atomic Mass Percentage Composition Mole

2. Calculate the molar mass of a chemical compound. 3. Construct a Mole Map that directs mole conversion calculations. 4. Calculate the percent composition of a chemical compound.



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APS District Curriculum Map Column B Course /Subject: Science8. Vocabulary List (Words students need to know to understand concepts)



Models of Atoms, Isotopes, Ions (beans, marshmallow, etc.)Powers of Ten (here?)Isotopic Abundance Labs (Isotopes of Pennium, Mnmium, etc.)Building Crystal Models (Styrofoam balls)ICE ModelFCC/BCC of Iron WireCopper Wire Work Hardening and BB Board explanationsBobby Pin and Paper Clips ExplanationsNitinol DemonstrationCrystal Growing Demonstrations? (phenyl salicylate, sodium acetate)CRT with Magnet Demonstration (Thomson)Rutherford’s Experiments (rolling balls under wood with hidden shapes)Historical Timeline of Scientists, Discoveries, Changing Theories of Matter and AtomsScientist ReportsScientists CrosswordAtoms, Isotopes, and Ions worksheetsArticles and Videos of Technology


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Month: November


Energy transformations can be used to identify elements and the composition of objects in the universe.


How does energy interact with electrons in atoms and how can that energy be used to identify elemental compositions?

3. Performance StandardsStrand II: The Content of ScienceStandard I: (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark II: Understand the transformation and transmission of energy and how energy and matter interact.II.I.II.8. Describe the characteristics of electromagnetic waves (e.g., visible light, radio, microwave, X-ray, ultraviolet, gamma) and other waves (e.g., sound, seismic waves, water waves), including: origin and potential hazards of various forms of electromagnetic radiation, energy of electromagnetic waves carried in discrete energy packets (photons) whose energy is inversely proportional to wavelength.II.I.II.9. Know that each kind of atom or molecule can gain or lose energy only in discrete amounts.II.I.II.10. Explain how wavelengths of electromagnetic radiation can be used to identify atoms, molecules, and the composition of stars.Strand II: The Content of ScienceStandard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.9-12 Benchmark I: Examine the scientific theories of the origin, structure, contents, and evolution of the solar system and the universe, and their interconnections.II.III.I.5. Explain how objects in the universe emit different electromagnetic radiation and how this information is used.



ARE THE WORK OF THE SCHOOL SITE.

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APS District Curriculum Map Column B Course /Subject: ScienceRefer to OPD, C&A, and RDA Websites



electromagnetic radiation visible spectrum amplitude Planck’s constant wavelength quantum frequency photoelectric effect speed of light photon line spectrum quantum number ground state excited state matter wave uncertainty principle quantum-mechanical model electron density orbital principle energy level sublevel electron configuration orbital diagram

2. Describe a wave in terms of its frequency, wavelength, speed, and amplitude.3. Identify the major regions of the electromagnetic spectrum.4. Explain what is meant by a quantum of energy.5. Relate the energy of radiation to its frequency. 6. Distinguish between a continuous spectrum and a line spectrum.7. State the main idea in Bohr’s model of the atom. 8. Describe atomic orbitals in terms of their shape, size, and energy.9. Determine the electron configurations of several elements using the principles of orbital energy, orbital capacity, and electron spin. 10. Determine the number of valence electrons for elements.






Gas Tubes Spectrums (Las Vegas Lights)Flame TestsEnergy of Photons (Flinn Kit)Arc DiagramsAtom Models with Energy LevelsElectronic Configurations (with Valence Electrons and Lewis (Electron) Dot Structures)Slinky or Rope WavesEMR Spectrum ColoringEMR Spectrum Reference Sheet with Hazards, Uses, etc.EMR Calculations (wavelength/frequency/energy)Star Spectrums to identify elements (find)AA (Spec 20 (find)Einstein Big Ideas Video Second Portion (after Lavoisier to before Lisa Meitner)

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Column B Science 12



Month: December


The arrangement of atoms in a periodic table can be used to make predictions about physical and chemical properties of elements and compounds.


How is the periodic table organized, and how does it allow us to predict the properties of elements?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.4. Describe trends in properties (e.g., ionization energy or reactivity as a function of location on the periodic table, boiling point of organic liquids as a function of molecular weight). II.I.I.8. Make predictions about elements using the periodic table (e.g., number of valence electrons, metallic character, reactivity, conductivity, type of bond between elements).






periodic table noble gas inner core periodic law periodic trend group atomic radius family ionization energy period electron affinity alkali metal valence electron alkaline earth metal abbrev. electron halogen configuration noble gas electronegativity metal nonmetal

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APS District Curriculum Map Column B Course /Subject: Science semimetal

2. State the periodic law. 3. Discuss the history of the development of the periodic table.4. Explain why elements in a group have similar properties.5. Name the major groups in the periodic table. 6. Identify the four blocks of the periodic table. 7. Identify trends within groups and periods. 8. Define atomic radius, electronegativity, electron affinity, ionization energy. 9. Show the relationship between groups and valence electrons.10. Compare and contrast physical and chemical properties of sections of the periodic table.






Color Periodic ChartGraph Periodic TrendsArc DiagramsElectron Configurations with Valance Electrons and Lewis (Electron) Dot Structures)World of Chemistry Video with K for Na in GlassSubstitutional Alloys (best if similar atomic radii, electro negativities, crystal structures)Predict Bonding type by electronegativity Difference


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Month: January


The nuclei of atoms can change releasing energy and forming different elements.Nuclear energy has a variety of uses in medicine, archaeology, technology, and can be harnessed as an energy source.


How are earth’s systems and the sun driven by nuclear sources of energy?

What role does nuclear science play in our society’s medical technology, energy sources, radiometric dating, and history?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.11. Know that some atomic nuclei can change, including: spontaneous decay, half-life of isotopes, fission, fusion (e.g., the sun), alpha, beta, and gamma radiation.9-12 Benchmark II: Understand the transformation and transmission of energy and how energy and matter interact.II.I.II.3. Understand that energy can change from one form to another (e.g., changes in kinetic and potential energy in a gravitational field, heats of reaction, hydroelectric dams) and know that energy is conserved in these changes.Strand II: The Content of ScienceStandard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.9-12 Benchmark I: Examine the scientific theories of the origin, structure, contents, and evolution of the solar system and the universe, and their interconnections.II.III.I.1. Understand the scale and contents of the universe, including: range of structures from atoms through astronomical objects to the universe, objects in the universe such as planets, stars, galaxies, and nebulae.Strand II: The Content of ScienceStandard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.9-12 Benchmark II: Examine the scientific theories of the origin, structure, energy, and evolution of Earth and its atmosphere, and their interconnections.II.III.II2. Recognize that radiometric data indicates that Earth is at least 4 billion years old and that Earth has changed during that period.II.III.II.3. Describe the internal structure of Earth (e.g., core, mantle, crust) and the structure of Earth’s plates.

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APS District Curriculum Map Column B Course /Subject: ScienceII.III.II.4. Understand the changes in Earth’s past and the investigative methods used to determine geologic time, including: rock sequences, relative dating, fossil correlation, and radiometric dating, geologic time scales, historic changes in life forms, and the evidence for absolute ages (e.g., radiometric methods, tree rings, paleomagnetism).II.III.II.6. Know that Earth’s systems are driven by internal (i.e., radioactive decay and gravitational energy) and external (i.e., the sun) sources of energy.II.III.II.10. Describe the composition and structure of Earth’s materials, including: the major rock types (i.e., sedimentary, igneous, metamorphic) and their formation, natural resources (e.g., minerals, petroleum) and their formation.II.III.II.12. Explain how the availability of ground water through aquifers can fluctuate based on multiple factors (i.e., rate of use, rate of replenishment, surface changes, and changes in temperature).Strand III: Science and SocietyStandard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.9-12 Benchmark I: Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.III.I.I.7. Describe how human activities have affected ozone in the upper atmosphere and how it affects health and the environment.III.I.I.8. Describe uses of radioactivity (e.g., nuclear power, nuclear medicine, radiometric dating). III.I.I.9. Describe how scientific knowledge helps decision makers with local, national, and global challenges (e.g., Waste Isolation Pilot Project [WIPP], mining, drought, population growth, alternative energy, climate change).III.I.I.12. Explain how societies can change ecosystems and how these changes can be reversible or irreversible.III.I.I.13. Describe how environmental, economic, and political interests impact resource management and use in New Mexico.III.I.I.14. Describe New Mexico’s role in nuclear science (e.g., Manhattan Project, WIPP, national laboratories).III.I.I.15. Identify how science has produced knowledge that is relevant to individual health and material prosperity. III.I.I.16. Understand that reasonable people may disagree about some issues that are of interest to both science and religion (e.g., the origin of life on Earth, the cause of the Big Bang, the future of Earth). III.I.I.17. Identify important questions that science cannot answer (e.g., questions that are beyond today’s science, decisions that science can only help to make, questions that are inherently outside of the realm of science).III.I.I.18. Understand that scientists have characteristics in common with other individuals (e.g., employment and career needs, curiosity, desire to perform public service, greed, preconceptions and biases, temptation to be unethical, core values including honesty and openness).III.I.I.19. Know that science plays a role in many different kinds of careers and activities (e.g., public service, volunteers, public office holders, researchers, teachers, doctors, nurses, technicians, farmers, ranchers).



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APS District Curriculum Map Column B Course /Subject: ScienceARE THE WORK OF THE SCHOOL SITE. Refer to OPD, C&A, and RDA Websites


The student will…1. Define the following: Crust

MantleCoreLithosphereAsthenosphere DifferentiationSeismic waveElemental CompositionRockSedimentaryIgneousMetamorphicRock CycleOreMineralNatural ResourceUraniumSilicateFossil FuelsPetroleum/OilCoalGasRenewableRecyclable

2. Describe the internal structure and composition of Earth.3. Explain how minerals are different from rocks.4. Identify and classify major rock types and how they are formed.5. Identify and classify types of natural resources and how some are formed.6. Describe how natural resources are formed7. Explain how minerals are different from ores are different from rocks.8. Use proper laboratory and safety techniques to extract copper from malachite or convert aluminum to alum.9. Calculate the theoretical percent composition of copper in malachite and calculate the percent error for the laboratory data results

for copper in malachite.10. Understand methods used to determine geologic time, including: Rock sequences, relative dating, fossil correlation & radiometric

dating.11. Explain that radioactive decay releases energy and that this is one of the sources of the earth’s heat.12. Recognize that radiometric data indicates that earth is at least 4 billion years old.

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APS District Curriculum Map Column B Course /Subject: ScienceThe students will…

1. Define the following: radioactivity • half-life curie • roentgen rad • rem radioisotope • nuclear reaction alpha, beta, and gamma radiation alpha and beta decay (or radioactive decay) nuclear equation

2. Explain the contributions of Roentgen, Becquerel, Rutherford, and Curie to our understanding of radioactivity. 3. Define radioactivity. 4. Characterize the three types of radiation: alpha, beta, and gamma. 5. Describe the changes that accompany nuclear reactions. 6. Write balanced nuclear equations for alpha and beta decay processes. 7. Explain what is meant by the half-life of a radioactive element. 8. Describe how radiation affects living things (beneficial as well as detrimental). 9. Describe what happens in a nuclear bombardment reaction.

10. Compare and contrast nuclear fission and nuclear fusion11. Explain how nuclear reactors are used to produce energy. 12. Identify some uses, challenges, and problems associated with radioactivity and nuclear reactions.13. Discuss societal issues of nuclear science.14. Describe New Mexico’s many roles in nuclear science






Earth Structure DiagramRock Types TableRock Cycle DiagramNatural Resources TableProperties of MineralsRelative Dating OrderRadiation shieldingU-238 Decay ChainPennium-123 or MnM DecayNuclear Technology VideoFusion Video (includes fission)Origins video – first partChina Syndrome VideoCopper from Malachite labAlum labEinstein’s Big Ideas Video – last portion (start with Lisa Meitner)Storm video (?)

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APS District Curriculum Map Column B Course /Subject: ScienceDebate/Discussion of Nuclear Waste IssuesDebate/Discussion of NM RolesDebate/Discussion Building More Nuclear Power PlantsCareers and Scientists in Nuclear Science


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Month: February


The energies and extent of filling of atomic orbitals and molecular orbitals in an atom or molecule affects the properties, reactivity and stability of an atom/molecule.


How does the transfer of valence electrons between atoms lead to crystalline substances and what are the properties of crystalline substances?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.7. Explain how electrons determine the properties of substances by: interactions between atoms through, transferring or sharing valence electrons, ionic and covalent bonds, the ability of carbon to form a diverse array of organic structures.II.I.I.9. Understand how the type and arrangement of atoms and their bonds determine macroscopic properties (e.g., boiling point, electrical conductivity, hardness of minerals).






Ion Metallic Bond Ionic Bond Ionic Compound The Octet Rule Cation and Anion Monatomic Ion and Polyatomic Ion Binary Ionic Compound (Type I and II) metal + nonmetal Binary nonmetal + nonmetal (Type III) Polyatomic Nomenclature

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APS District Curriculum Map Column B Course /Subject: Science2. List the properties of metals3. Describe how metallic bonding leads to the properties of metals4. List the properties of ceramics (ionically bonded, not network covalent)5. List the characteristics of most ionic compounds. 6. Write the formulas for binary ionic compounds. 7. Name the formulas for binary ionic compounds. 8. Master the names and formulas of common polyatomic ions.






ICE ModelFCC/BCC Iron WireCopper Work HardeningSteels – Bobby Pins and Paper ClipsNitinol DemonstrationMetal ExplorationsSamurai Sword ArticleAxes, Knives and Swords VideoAluminum versus AluminaLantern MantleLight BulbGlass as a ConductorCrystalline versus AmorphousCut and Paste IonsNames and Formulas WorksheetsIons QuizzesChanging ClayTypes of Glass/BreakageVarious Articles about CeramicsWhat Precipitates What labTo Form or Not to Form labPrecipitation Reactions Worksheet


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Month: March


The properties of matter depend on bond type and the structure of the compounds of that matter.


How does the sharing of valence electrons between atoms lead to molecular substances, and how does the interaction of these electrons dictate macroscopic properties?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.7. Explain how electrons determine the properties of substances by: interactions between atoms through, transferring or sharing valence electrons, ionic and covalent bonds, and the ability of carbon to form a diverse array of organic structures.II.I.I.9. Understand how the type and arrangement of atoms and their bonds determine macroscopic properties (e.g., boiling point, electrical conductivity, hardness of minerals).






Octet Rule Polar Covalent Bond Covalent Bond Nonpolar Covalent Bond Molecule Molecular Formula Structural Formula Single Covalent Bond Electronegativity Double Covalent Bond Triple Covalent Bond Organic Chemistry

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APS District Curriculum Map Column B Course /Subject: Science2. Write electron dot structures for covalent compounds. 3. Write structural formulas for covalent compounds.4. Write molecular formulas for covalent compounds. 5. Name binary covalent compounds.

The students will…1. Define the following:

hydrogen bonding soluble polar & nonpolar insoluble surface tension saturated solution unsaturated aqueous solution supersaturated solvent & solute miscible

2. Describe the properties of solutions 3. Explain how the nature of the solvent and solute affect solubility by differentiating among saturated, unsaturated, and

supersaturated solutions4. Describe the factors that affect the rate at which a solute dissolves in a solvent such as temperature, particle size, and agitation






Ball and Stick ModelsMolecular OrigamiPolymer Demos (Structure of Chains, Cross-Linking, etc.)Happy/Sad BallsThermoset versus ThermoplasticRubber Bands and Heat (entropy)Shrinking PlasticsPolymer Labs (Slime, Gluep, Gak)Properties of Liquids Demonstrations – Water versus Oil, Viscosity of Liquids (polarity, hydrogen bonding)Rigid and Flexible Foams (note: urethane on list of chemicals not “allowed”)Envirotec (sp?) as alternative - coastersLatex Ball (acid/base also)


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Month: April


Chemical reactions occur making the ending substances more stable than the starting substances.By understanding chemical processes, we can predict the likelihood of a chemical reaction occurring.


How does electronic structure of atoms determine the wave in which substances react chemically, and how do we illustrate this in balanced chemical equations?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.12. Know that chemical reactions involve the rearrangement of atoms, and that they occur on many timescales (e.g., picoseconds to millennia).II.I.I.13. Understand types of chemical reactions (e.g., synthesis, decomposition, combustion, redox, neutralization) and identify them as exothermic or endothermic.II.I.I.14. Know how to express chemical reactions with balanced equations that show conservation of mass products of common reactions.






Chemical Reaction Complete Combustion Reaction Chemical Equation Incomplete Combustion Reaction Reactant Endothermic Reactions Product Exotherminc Reactions Balanced Chemical Equation Direct Combination Reaction (Synthesis) Decomposition Reaction Single-Replacement Reaction Double-Replacement Reaction

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2. Write word equations.3. Write balanced formula equations. 4. Classify chemical reactions. 5. Complete chemical equations (given reactants be able to predict products). 6. Perform a lab activity that demonstrates the different types of reactions.

The students will…1. Define the following:

Chemical equation Balanced equation Reactants Products Subscript Coefficient

2. Define stoichiometry and describe its importance3. Relate stoichiometry to balanced chemical equations






Activity Series of MetalsCorrosion Labs (NACE)Raku (redox)Joy of Color in Ceramic Glazes with RedoxCasein Glue (note: careful, may spout out)Copper from MalachiteAl to Alum lamWhat Precipitates with What LabTo Form or Not To Form LabSunset in a BagEndo Exo LabSpecific Heat labEnergy in a PeanutNylon 6-10 DemonstrationHuman Addition Reaction (also can do condensation)


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Month: May


Rates of chemical reactions are determined by the details of the molecular collisions, which are affected by temperature, concentration, and the presence of catalysts.Most reactions occur to a state of equilibrium but this equilibrium can be disturbed by changes in energy or concentration of the reactants/products.


How does the rate of chemical reactions vary with temperature, concentration, and the presence of catalysts, and when do reactions reach equilibrium?

3. Performance StandardsStrand II: The Content of ScienceStandard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.9-12 Benchmark I: Understand the properties, underlying structure, and reactions of matter.II.I.I.15. Describe how the rate of chemical reactions depends on many factors that include temperature, concentration, and the presence of catalysts.9-12 Benchmark II: Understand the transformation and transmission of energy and how energy and matter interact.II.I.II.11. Understand the concept of equilibrium (i.e., thermal, mechanical, and chemical).





The Student will





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APS District Curriculum Map Column B Course /Subject: Science9. Leaning Activities/Lesson Plans (Essential Experiences or Guided Practices)

Rigid and Flexible Foams (catalysts? exothermic, note: urethane on list of chemicals note “allowed”)Envirotek Coasters (catalyst?)Rate of Reaction Lab (?)Corrosion Labs (add various substances, amount, e.g. salt, baking soda, etc.)Time for Concrete to fully setPolymers with UV light (circuit boards, braces?)


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