Course title

Pre-requisite

Course description

Introductory Science Principles

Purpose: Introductory Science Principles exposes students to some of the concepts central to the sciences; and prepares these students for success in other science courses. This class includes content from Chemistry; Physics; Earth Science; and Space Science; as well as material common to all sciences; such as the Scientific Method. Honors Introductory Science Principles includes the same objectives as Regular ISP; but in greater depth and with greater emphasis on application.

Unit One: Metrics & Laboratory Procedures (1 Ω weeks)
? SC08-S1C2-PO 4. Perform measurements using appropriate scientific tools (e.g.; balances; microscopes; probes; micrometers).
? SCHS-S1C2-P01 Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.

Unit Two: The Scientific Method (2 Ω weeks)
? SCHS-S1C1-PO 1. Evaluate scientific information for relevance to a given problem.
? SCHS-S1C1-PO 2. Develop questions from observations that transition into testable hypotheses.
? SCHS-S1C1-PO 3. Formulate a testable hypothesis.
? SCHS-S1C1-PO 4. Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).
? SCHS-S1C2-PO 2. Identify the resources needed to conduct an investigation.
? SCHS-S1C2-PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
o Identify dependent and independent variables in a controlled investigation.
o Determine an appropriate method for data collection (e.g.; using balances; thermometers; microscopes; spectrophotometer; using qualitative changes).
o Determine an appropriate method for recording data (e.g.; notes; sketches; photographs; videos; journals (logs); charts; computers/calculators).
? SCHS-S1C2-PO 4. Conduct a scientific investigation that is based on a research design.
? SCHS-S1C2-PO 5. Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
? SCHS-S1C3-P01. Interpret data that show a variety of possible relationships between variables; including:
o positive relationship
o negative relationship
o no relationship
? SCHS-S1C3-PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
? SCHS-S1C3-PO 3. Critique reports of scientific studies (e.g.; published papers; student reports).
? SCHS-S1C3-PO 4. Evaluate the design of an investigation to identify possible sources of procedural error; including:
o sample size
o trials
o controls
o analyses
? SCHS-S1C3-PO6. Use descriptive statistics to analyze data; including:
o mean
o frequency
o range
? SCHS-S1C3-PO 7. Propose further investigations based on the findings of a conducted investigation.
? SCHS-S1C4-PO 1. For a specific investigation; choose an appropriate method for communicating the results.
? SCHS-S1C4-PO 2. Produce graphs that communicate data.
? SCHS-S1C4-PO 3. Communicate results clearly and logically.
? SCHS-S1C4-PO 4. Support conclusions with logical scientific arguments.
? SCHS-S2C1-PO1. Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
? SCHS-S2C1-PO4. Analyze how specific cultural and/or societal issues promote or hinder scientificadvancements.
? SCHS-S2C2-PO1. Specify the requirements of a valid; scientific explanation (theory); including that it be:
o logical
o subject to peer review
o public
o respectful of rules of evidence
? SCHS-S2C2-PO2. Explain the process by which accepted ideas are challenged or extended by scientific innovation.
? SCHS-S2C2-PO3. Distinguish between pure and applied science.
? SCHS-S2C2-PO4. Describe how scientists continue to investigate and critically analyze aspects of theories.
? SCHS-S3C2-PO2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.

Unit Three: Basic Chemistry (4 weeks)
? SCHS-S5C1-PO 1. Describe substances based on their physical properties.
? SCHS-S5C1-PO 2. Describe substances based on their chemical properties.
? SCHS-S5C1-PO 3. Predict properties of elements and compounds using trends of the periodic table (e.g.; metals; non-metals; bonding ? ionic/covalent).
? SCHS-S5C1-PO 6. Describe the following features and components of the atom:
o protons
o neutrons
o electrons
o mass
o number and type of particles
o structure
o organization
? SCHS-S5C3-PO 2. Describe various ways in which energy is transferred from one system to another (e.g.; mechanical contact; thermal conduction; electromagnetic radiation.)
? SCHS-S5C4-PO 1. Apply the law of conservation of matter to changes in a system.
? SCHS-S5C2-PO 1. Determine the rate of change of a quantity (e.g.; rate of erosion; rate of reaction; rate of growth; velocity).
? SCHS-S5C3-PO 3. Recognize that energy is conserved in a closed system.
? SCHS-S5C3-PO 7. Explain how molecular motion is related to temperature and phase changes.
? SCHS-S5C4-PO 2. Identify the indicators of chemical change; including formation of a precipitate; evolution of a gas; color change; absorption or release of heat energy.
? SCHS-S5C5-PO 1. Describe various ways in which matter and energy interact (e.g.; photosynthesis; phase change).
? SCHS-S1C3-PO 5. Design models (conceptual or physical) of the following to represent ?real world? scenarios: phase change.
? SCHS-S5C4-PO 3. Represent a chemical reaction by using a balanced equation.
? SCHS-S5C4-PO 4. Distinguish among the types of bonds (i.e.; ionic; covalent; metallic; hydrogen bonding).
? SCHS-S5C4-PO 11. Predict the effect of various factors (e.g.; temperature; concentration; pressure; catalysts) on the equilibrium state and on the rates of chemical reaction.
? SCHS-S5C4-PO 12. Compare the nature; behavior; concentration; and strengths of acids and bases.

END OF TERM ONE

Unit Four: Space Science (2 Ω Weeks)
? SCHS-S6C4-PO 1. Describe the Big Bang Theory as an explanation for the origin of the universe.
? SCHS-S6C3-PO 1. Describe the scientific theory of the origin of the solar system (solar nebular hypothesis).
? SCHS-S6C4-PO 2. Describe the fusion process that takes place in stars.
? SCHS-S6C4-PO 5. Explain the formation of the light elements in stars and the heavier elements (what astronomers call ?metals?) in supernova explosions.
? SCHS-S6C4-PO 3. Analyze the evolution of various types of stars using the Hertzsprung-Russell (HR) diagram.
? SCHS-S6C3-PO 3. Explain the phases of the Moon; eclipses (lunar and solar); and the interaction of the Sun; Moon; and Earth (tidal effect).
? SCHS-S5C2-PO 3. Explain how Newton?s 1st Law applies to objects at rest or moving at constant velocity.
? SCHS-S2C2-PO 2. Describe how diverse people and/or cultures; past and present; have made important contributions to scientific innovations. (Newton; Galileo; Kepler; etc.)
? SCHS-S5C2-PO 5. Use Newton?s 3rd Law to explain forces as interactions between bodies (e.g.; a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
? SCHS-S1C3-PO 5. Design models (conceptual or physical) of the following to represent ?real world? scenarios: collisions.
? SCHS-S5C3-PO 2. Describe various ways in which energy is transferred from one system to another (e.g.; electromagnetic radiation.)

Unit Five: History of the Earth (2 Ω Weeks)
? SCHS-S6C3-PO 4. Interpret a geologic time scale.
? SCHS-S6C3-PO 5. Distinguish between relative and absolute geologic dating techniques.
? SCHS-S6C2-PO 1. Describe the flow of energy to and from the Earth.
? PO 2. Explain the mechanisms of heat transfer (convection; conduction; radiation) among the atmosphere; land masses; and oceans.
? SCHS-S6C2-PO 4. Demonstrate the relationship between the Earth?s internal convective heat flow and plate tectonics.
? SCHS-S6C2-PO 5. Demonstrate the relationships among earthquakes; volcanoes; mountain ranges; mid-oceanic ridges; deep sea trenches; and tectonic plates.
? SCHS-S3C1-PO 2. Describe the environmental effects of the following natural and/or human-caused hazards: earthquakes.
? SCHS-S3C1-PO 4. Evaluate the following factors that affect the quality of the environment: volcanic dust.
? SCHS-S6C1-PO 1. Identify ways materials are cycled within the Earth system (i.e.; carbon cycle; water cycle; rock cycle).
? SCHS-S6C1-PO 3. Explain how the rock cycle is related to plate tectonics.

Unit Six: Water and Weather (3 Weeks)
? SCHS-S6C2-PO 3. Distinguish between weather and climate.
? SCHS-S6C2-PO 2. Explain the mechanisms of heat transfer (convection; conduction; radiation) among the atmosphere; land masses; and oceans.
? SCHS-S3C1-PO 2. Describe the environmental effects of the following natural and/or human-caused hazards: extreme weather.
? SCHS-S6C2-PO 15. List the factors that determine climate (e.g.; altitude; latitude; water bodies; precipitation; prevailing winds; topography).
? SCHS-S6C2-PO 16. Explain the causes and/or effects of climate changes over long periods of time (e.g.; glaciation; desertification; solar activity; greenhouse effect).
? SCHS-S6C2-PO 17. Investigate the effects of acid rain; smoke; volcanic dust; urban development; and greenhouse gases; on climate change over various periods of time.
? SCHS-S6C1-PO 5. Describe factors that impact current and future water quantity and quality including surface; ground; and local water issues.
? SCHS-S3C1-PO 1. Analyze the costs; benefits; and risks of various ways of dealing with the following needs or problems:
? various forms of alternative energy
? storage of nuclear waste
? abandoned mines
? greenhouse gases
? hazardous wastes
? SCHS-S3C4-PO 4. Analyze the use of renewable and nonrenewable resources in Arizona:
? water
? land
? soil
? minerals
? air
? SCHS-S3C2-PO3. Support a position on a science or technology issue.
? SCHS-S2C1-PO3. Analyze how specific changes in science have affected society.
? SCHS-S6C1-PO 6. Analyze methods of reclamation and conservation of water.

Textbook: ?Earth Science?; Holt; Rinehart; & Winston

Major Lab Activities

1. Tower Lab- Students work in small groups; plan; design; and build the tallest tower possible using only one sheet of letter-sized computer paper. They then reflect on the outcome of their design and consider improvements.
2. Measurement Lab- Students become acquainted with use of measurement tools and the metric system. Standard length; mass; time; volume measurements are made and units are converted. Students determine density and attempt to calculate the thickness of aluminum foil or copper wire using careful measurements and geometry.
3. Reaction Time Lab- Students collect baseline reaction times from group members and apply basic statistical methods for analysis of typical values. Students then attempt to manipulate reaction times while controlling other variables. Hypotheses are then confirmed or refuted based upon the data collected.
4. Individual Science Research Experiment Lab- Students propose their own out of class research experiment while closely following the scientific method and ethical guidelines. Experiments are carried out; data is collected; analyzed; and explained; and conclusions are drawn. Students then present their findings to the class and the class decides if the experiment is valid and worthy of publishing.
5. Roller Coaster Virtual Lab- After researching the fundamentals of motion; forces and gravity; students use a website to design a roller coaster within parameters established by the site itself. They evaluate their design and compare and contrast their idea with others.
6. Physics Projectile Motion-Trajectory Lab- Students build a ramp that a marble will travel down and off a desk into a cup that is a measured distance away from the base of the desk. They must determine the cups position mathematically and have one attempt to see if they are right.
7. Matter Classification Lab- Students observe sample of substances and mixtures and then classify them according to their own standards and criteria. Classifications are shared and students come to a consensus as to the best scheme to classify matter.
8. Chemical Observation Lab- Students observe five different chemical reactions and organize their data into qualitative and quantitative categories. Students then classify the reactions themselves; discuss the role of energy and attempt to find similar real-world reactions like those observed.
9. Conductivity/Magnetism Lab- Students investigate the conductive and magnetic properties of matter including solids; solutions; and mixtures.
10. Periodic Table Lab- Students recreate the periodic table by ?walking? in Dmitri Mendeleev?s footsteps. Students use data cards with physical properties of elements and try to arrange them in a periodic pattern.
11. Burning Candle Lab- Students determine the amount of candle burned and explain the reaction with a chemical equation and the Law of Conservation of Mass. Students also calculated the number of molecules produced and burned in the reaction.
12. Chemical Synthesis Lab- Students synthesize an insoluble ionic compound from two solutions. They filter it and weigh it and compare to their predicted value.
13. Bubble Inquiry Lab- Students research bubble chemistry and set up their own experiment to test a measurable dependent value. They are given a bubble recipe; set up their own hypothesis and procedures; collect their own data and analyze their results.
14. Three Dimensional Scale Modeling of the Earth-Moon System Lab- Students create a 3-D model of the earth-moon system using actual objects and distances.
15. Geologic Time Scale Lab- Students research the time divisions of Earth?s history and create a scaled time line that accounts for major events in Earth?s history. They choose the length of paper to house their time periods and the determine their own scale.
16. Radiometric Age Lab- Students simulate random radioactive decay using M & M?s and analyze the results to real life decay.
17. Virtual Radiochronology Lab- Students log on the computer and use a geology-labs website to learn about radioactive dating and apply their knowledge to real world scenarios. They get a certificate for successful completion of the lab.
18. Wave Speed Lab- Students carry out a lab relating wave speed to water depth and explain their results and why waves break on the shore.
19. Salinity Lab- Students determine how much salt is needed to make an egg float and compare their findings to the salinity of the oceans and how salinity and density change depending on location.

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Approved

Approved competency code

• LINT
• Integrated science

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Online / Virtual