Texarkana Independent School District
|Scope and Sequence |
|2009-2010 |
|Texarkana Independent School District |
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|I = Introduced P = Practiced M= Mastered |
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| | 112.42 Integrated Physics and Chemistry, | |
| |Grade 9. High School | |
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| |Grading Period | |
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| |1 | |
| |2 | |
| |3 | |
| |4 | |
| |5 | |
| |6 | |
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| |(c.1) The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and | |
| |ethical practices. The student is expected to: | |
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| |(A) demonstrate safe practices during field and laboratory investigations. {Science Grade 10 Obj. 1} | |
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| |IPM | |
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| |(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials | |
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| |IPM | |
| |P | |
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| |P | |
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| |(c.2) The student uses scientific methods during field and laboratory investigations. The student is expected to: | |
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| |(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; | |
| |{Science Grade 10 Obj. 1} | |
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| |IPM | |
| |P | |
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| |(B) collect data and make measurements with precision; {Science Grade 10 Obj. 1} | |
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| |IPM | |
| |P | |
| |P | |
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| |(C) organize, analyze, evaluate, make inferences, and predict trends from data; and {Science Grade 10 Obj. 1} | |
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| |IPM | |
| |P | |
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| |(D) communicate valid conclusions. {Science Grade 10 Obj. 1} | |
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| |IPM | |
| |P | |
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| |(c.3) The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: | |
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| |(A) analyze, review, [and critique] scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific | |
| |evidence and information; and {Science Grade 10 Obj. 1} | |
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| |IP | |
| |P | |
| |P | |
| |P | |
| |P | |
| |PM | |
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| |(B) draw inferences based on data related to [promotional materials for] products and services. {Science Grade 10 Obj. 1} | |
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| |IP | |
| |P | |
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| |PM | |
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| |(C) evaluate the impact of research on scientific thought, society, and the environment | |
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| |IP | |
| |P | |
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| |PM | |
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| |(D) describe connections between physics and chemistry, and future careers | |
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| |IP | |
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| |PM | |
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| |(E) research and describe the history of physics, chemistry, and contributions of scientists | |
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| |IP | |
| |P | |
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| |PM | |
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| |(c.4) The student knows concepts of force and motion evident in everyday life. The student is expected to: | |
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| |(A) calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines; and {Science Grade 10 Obj. 5}| |
| |Including | |
| |•Effects in | |
| |- The human body | |
| |- Moving toys | |
| |- Machines | |
| |•Define force and identifies examples of forces in the environment | |
| |•Describe the effect of friction on motion | |
| |•Calculate the net force in a simple system | |
| |•Describe how speed, force, work and power are related | |
| |•Interpret distance-time graphs and velocity-time graphs | |
| |•Define free fall and explain why free fall varies for objects of different masses and sizes | |
| |•Define average speed, instantaneous speed, constant speed and terminal velocity | |
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| |IP | |
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| |(B) investigate and describe [applications of] Newton's laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits. | |
| |Integrated Physics and Chemistry (5) Science Concepts. The student knows the effects of waves on everyday life. The student is expected to {Science Grade 10| |
| |Obj. 5} | |
| |Including | |
| |•Explain and give examples of Newton’s three laws of motion | |
| |•Identify modern applications of Newton’s laws in a variety of disciplines (astronomy, geology, athletics, transportation) | |
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| |IPM | |
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| |(C) analyze the effects caused by changing force or distance in simple machines as demonstrated in household devices, the human body, and vehicles | |
| |Including as demonstrated in | |
| |- Household devices | |
| |- The human body | |
| |- Vehicles | |
| |•Describe the relationships among work, force, and distance | |
| |•Classify simple machines as levers, pulleys, inclined planes, wedges, screws, or wheels and axles | |
| |•Identify first-class, second-class, and third-class levers | |
| |•Describe the combination of simple machines that make up different complex machines | |
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| |IPM | |
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| |(D) investigate and demonstrate [mechanical advantage and] efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps. | |
| |{Science Grade 11 Obj. 5} | |
| |Including | |
| |•Levers | |
| |•Motors | |
| |•Wheels and axles | |
| |•Pulleys | |
| |•Ramps | |
| |•Define “mechanical advantage and efficiency “of various machines. Calculate the values of each machine’s mechanical advantage and efficiency. | |
| |o Levers | |
| |o Motors | |
| |o wheels and axles | |
| |o pulleys | |
| |o ramps and calculate the values of each, mechanical advantage and efficiency | |
| |•Explain the effects of changing the mechanical advantage or the efficiency of simple machines | |
| |•Describe how each of the six simple machine types makes work easier | |
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| |IP | |
| |PM | |
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| | (c.5) The student knows the effects of waves on everyday life. The student is expected to: | |
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| |(A) demonstrate wave types and their characteristics through a variety of activities such as modeling with ropes and coils, activating tuning forks, and | |
| |interpreting data on seismic waves. Integrated Physics and Chemistry (6) Science Concepts. The student knows the impact of energy transformations in | |
| |everyday life. The student is expected to {Science Grade 10 Obj. 5} | |
| |Including | |
| |•modeling with ropes and springs, slinky, and ripple tank. | |
| |•activating tuning forks | |
| |•interpreting data on seismic waves | |
| |•Terms | |
| |- Frequency | |
| |- Wavelength | |
| |- Period | |
| |- Transverse | |
| |- Longitudinal (compressional) | |
| |•Identify and describe a variety of wave types | |
| |•Calculate frequency, period, wavelength and wave speed | |
| |•Describe the ectromagnetic spectrum | |
| |•Describe the relationship between frequency and wavelength | |
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| |IPM | |
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| |(B) demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials. {Science Grade 11 | |
| |Obj. 5} | |
| |Including | |
| |•Interference – losing radio signal on a road trip | |
| |•Reflection – mirror, remote controls | |
| |•Polarization – sunglasses | |
| |•Refraction – objects in water | |
| |•Resonance – Tacoma Narrows Bridge video (what happened?) | |
| |•Determine the angle of reflection when given the angle of incidence in secular reflection | |
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| |IPM | |
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| |(C) identify uses of electromagnetic waves in various technological applications such as fiber optics, optical scanners, and microwaves | |
| |Including | |
| |•Fiber optics | |
| |•Optical scanners – supermarket check out | |
| |•Microwaves – cooking (ovens), cell phones | |
| |•Gamma- food irradiation | |
| |•X-rays – examining bones, teeth | |
| |•Ultraviolet – security, tanning beds | |
| |•Visible – fiber optics, phones | |
| |•Infrared- cooking, remote controls | |
| |•Radio waves – radios | |
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| |IPM | |
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| |(D) demonstrate the application of acoustic principles such as in echolocation, musical instruments, noise pollution, and sonograms | |
| |Including | |
| |•Echolocation | |
| |•Musical instruments | |
| |•Noise pollution | |
| |•Sonograms | |
| |•Sonar | |
| |•Describe how sound waves are produced | |
| |•Describe how loudness and pitch of a sound are determined | |
| |•Describe the cause and importance of the Doppler effect | |
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| |IPM | |
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| |(c.6) The student knows the impact of energy transformations in everyday life. The student is expected to: | |
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| |(A) describe the law of conservation of energy; {Science Grade 10 Obj. 5} | |
| |Including | |
| |•Potential energy | |
| |•Kinetic energy | |
| |•Conversions between | |
| |- KE | |
| |- PE | |
| |- How they relate to ME | |
| |•Determine the kinetic energy of an object, given its mass and velocity. | |
| |•Determine the potential energy of an object, given its mass and its height. | |
| |•Analyze energy transformations | |
| |- Potential to kinetic | |
| |- Solar to electrical | |
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| |IPM | |
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| |(B) investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation; and {Science Grade 10 | |
| |Obj. 5} | |
| |Including | |
| |•Energy transfer | |
| |•Particle motion according to the Kinetic Theory | |
| |•Conductors | |
| |•Insulators | |
| |•Temperature conversations (K, °F, & °C) | |
| |•Calculate specific heat | |
| |•Phase changes | |
| |•Illustrate heat transference in a range of situations | |
| |•Heating water-convention | |
| |•A.C. ducts – in ceiling, cold air sinks | |
| |•Solar energy - radiation | |
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| |IPM | |
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| |(C) analyze the efficiency of energy conversions that are responsible for the production of electricity such as from radiant, nuclear, and geothermal | |
| |sources, fossil fuels such as coal, gas, oil, and the movement of water or wind | |
| |Including | |
| |•Radiant | |
| |•Nuclear | |
| |•Geothermal sources | |
| |•Fossil fuels | |
| |- Coal | |
| |- Gas | |
| |- Oil | |
| |- The movement of water or wind | |
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| |(D) investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar | |
| |cells. {Science Grade 11 Obj. 5} | |
| |Including | |
| |•Rechargeable or disposable batteries | |
| |•Solar cells | |
| |• Determine the amount of electric power in a system. | |
| |•Explain why people are continually trying to conserve energy sources. | |
| |•Differentiate between batteries and generators. | |
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| |(E) measure the thermal and electrical conductivity of various materials and explain results | |
| |Including | |
| |•Demonstrate the electrical and thermal conductivity of a variety of materials | |
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| |IP | |
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| |(F) investigate and compare series and parallel circuits. {Science Grade 10 Obj. 5} | |
| |Including | |
| |•Describe the difference in open and closed circuits. | |
| |•Build series and parallel circuits. | |
| |•Compare and contrast the efficiencies of series and parallel circuits. | |
| |•Calculate resistance, voltage, and current. | |
| |•Identify the symbols in a schematic diagram. | |
| |•Describe what happens to an electric charge as it travels through a circuit. | |
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| |IPM | |
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| |(G) analyze the relationship between an electric current and the strength of its magnetic field using simple electromagnets | |
| |Including | |
| |•Describe a magnetic field. | |
| |•Describe how a compass uses magnetic fields. | |
| |•Identify the role of | |
| |- Transformers | |
| |- Generators | |
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| |IPM | |
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| |(H) analyze the effects of heating and cooling processes in systems such as weather, living, and mechanical | |
| |Such as | |
| |•Weather | |
| |•Living (environmental) | |
| |•Mechanical (heat pumps) | |
| |•Evaporation | |
| |•Condensation | |
| |•Insulation | |
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| |IPM | |
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| |(c.7) The student knows relationships exist between properties of matter and its components. The student is expected to: | |
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| |(A) investigate and identify properties of fluids including density, viscosity, and buoyancy; and {Science Grade 10 Obj. 4} | |
| |Including | |
| |•Density | |
| |•Viscosity | |
| |•Buoyancy | |
| |•Describe the properties of a variety of fluids in terms of density, viscosity, and buoyancy | |
| |•Describe Bernoulli’s Principle and its application | |
| |•Describe Pascal’s principal and its applications | |
| |•Define and explain the phase changes | |
| |•Interpret simple phase diagrams | |
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| |IPM | |
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| |(B) research and describe the historical development of the atomic theory | |
| |Including | |
| |•Atom | |
| |•Nucleus | |
| |•Electron Cloud | |
| |•Subatomic particle | |
| |- Proton | |
| |- Neutron | |
| |- Electron | |
| |•Isotopes | |
| |• Atomic number | |
| |• Atomic number and mass number relationship to subatomic particles | |
| |• Valence electron | |
| |• Energy levels | |
| |• Describes the history of the development of the atomic model | |
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| |IPM | |
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| |(C) identify constituents of various materials or objects such as metal salts, light sources, fireworks displays, and stars using spectral-analysis | |
| |techniques | |
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| |The color of different fireworks is determined by their composition. Different elements emit different colors of light. | |
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| |IPM | |
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| |(D) relate the chemical behavior of an element including bonding, to its placement on the periodic table. Integrated Physics and Chemistry (8) Science | |
| |Concepts. The student knows that changes in matter affect everyday life. The student is expected to {Science Grade 11 Obj. 4} | |
| |Including | |
| |•Bonding | |
| |- Ionic | |
| |- Covalent | |
| |- Metallic | |
| |•Periods | |
| |•Groups/Family | |
| |•Metals | |
| |•Nonmetals | |
| |•Metalloids | |
| |•Transition metals | |
| |•Inner-transition metals (rare earth) | |
| |•Element symbols | |
| |•Polyatomic ions | |
| |•Atomic mass | |
| |•Predict oxidation numbers | |
| |•Write formulas using charges | |
| |•Naming compounds | |
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| |IP | |
| |PM | |
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| |(E) classify samples of matter from everyday life as being elements, compounds, or mixtures. Integrated Physics and Chemistry (8) Science Concepts. The | |
| |student knows that changes in matter affect everyday life. The student is expected to {Science Grade 10 Obj. 4} | |
| |Including | |
| |•Elements | |
| |•Compounds | |
| |• Mixtures | |
| |- Heterogeneous mixture | |
| |- Homogeneous mixture | |
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| |IP | |
| |P | |
| |PM | |
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| |(c.8) The student knows that changes in matter affect everyday life. The student is expected to: | |
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| |(A) distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle; and {Science| |
| |Grade 10 Obj. 4} | |
| |Including | |
| |•Oxidation | |
| |•Digestion | |
| |•Changes in states | |
| |•Stages in the rock cycle | |
| |•Identify indications of a chemical change | |
| |- Release of gas | |
| |- Color change | |
| |- Precipitate formation | |
| |- Energy change | |
| |•Describe variables that may affect the outcomes of physical | |
| |and chemical experiments | |
| |•Differentiate between chemical and nuclear reactions | |
| |•Classify changes as chemical or physical | |
| |•Define melting point and boiling point | |
| |•Know the solutions and properties of states of matter as it applies to intermolecular forces. | |
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| |IPM | |
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| |(B) analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks to classify them as | |
| |endergonic or exergonic reactions | |
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| |IPM | |
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| |(C) investigate and identify the law of conservation of mass. Integrated Physics and Chemistry (9) Science Concepts. The student knows how solution | |
| |chemistry is a part of everyday life. The student is expected to {Science Grade 10 Obj. 4} | |
| |Including | |
| |•Recognize that atoms are rearranged in a reaction. | |
| |•Explain and demonstrate the law of conservation of mass | |
| |•Identify the parts of a chemical equation: | |
| |- Reactants | |
| |- Yield sign | |
| |- Product | |
| |•Be able to balance simple chemical equations | |
| |•Classify different reaction types | |
| |- Synthesis | |
| |- Decomposition | |
| |- Combustion | |
| |- Single displacement | |
| |- Double displacement | |
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| |IPM | |
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| |(D) describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production | |
| |•Fission | |
| |•Fusion | |
| |•Radioisotopes | |
| |•Differentiate between chemical and nuclear reactions | |
| |•Explain the importance of nuclear reactions | |
| |- Medicine | |
| |- solar energy | |
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| |IPM | |
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| |(E) research and describe the environmental and economic impact of the end-products of chemical reactions | |
| |Including | |
| |•Heavy metal groups | |
| |•Sulfur dioxide | |
| |•Acid Rain | |
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| |IPM | |
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| |(c.9) The student knows how solution chemistry is a part of everyday life. The student is expected to: | |
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| |(A) relate the structure of water to its function [as the universal solvent]; and {Science Grade 10 Obj. 4} | |
| |Including | |
| |•Structure of water as liquid | |
| |•Structure of water as solid | |
| |•Solubility | |
| |•Describe the properties of water including hydrogen bonding and explain why water is the universal solvent | |
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| |IPM | |
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| |(B) relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity; and {Science | |
| |Grade 11 Obj. 4} | |
| |Including | |
| |More H+, the more acidic, lemons, acids, heartburn | |
| |More OH, the more basic, bleach, ammonia | |
| |Electrolytes - dehydration, PowerAde, Gatorade | |
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| |IPM | |
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| |(C) simulate the effects of acid rain on soil, buildings, statues, or microorganisms | |
| |Including | |
| |•Explain the chemical effects of acid rain on soils, buildings, and living things | |
| |•Propose ways to neutralize the effects of acid rain | |
| |•Describe the importance of solutions in geological, biological, and physical processes | |
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| |IPM | |
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| |(D) demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent. {Science Grade 10 Obj. 4} | |
| |Including | |
| |•Temperature | |
| |•Pressure | |
| |•Nature of the solute and solvent | |
| |•To make sweeter tea, dissolve sugar in hot tea, not cold | |
| |Thermal pollution with respect to oxygen solubility. As temperature increases, concentration of oxygen decreases. CO2 dissolved in soft drinks with | |
| |respect to temperature and pressure. Effect of particle size on rate of dissolving. “Like dissolves like” (Salt dissolves in water. Nail polish dissolves| |
| |in acetone) | |
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| |IPM | |
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| |(E) demonstrate how factors such as particle size, influence the rate of dissolving | |
| |Including | |
| |•Particle size | |
| |•Temperature | |
| |•Pressure | |
| |•Nature of the solute and solvent | |
| | | |
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| |I | |
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| |IPM | |
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