Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
Objects, and the
materials they are
made of, have
properties that
can be used to
describe and
classify them
1. compare the densities of regular
and irregular objects using their
respective measures of volume and
mass.
2. identify pure substances by their
physical and chemical properties
(i.e., color, hardness, conductivity,
etc).
3. classify a substance as being
made up of one kind of atom
(element) or compound when given
the molecular formula or structural
formula (or electron dot diagram)
for the substance.
4. compare and contrast the
common properties of metals,
nonmetals, metalloids, and noble
gases.
2.1, 3.1, 3.3,
3.4, 3.5
Know
ledge
Analy
sis
1. Class discussion on the periodic chart
involving elements, compounds,
nomenclature, groups of elements such as
metal, nonmetals, metalloids, noble gases.
Students will compare the properties of the
elements, know their names and how they
combine to form neutral compounds, identify
their purity by their chemical and physical
properties and classify them by comparing
and contrasting their characteristics.
(addresses objectives 2, 3, and 4)
2. Laboratory Activity: Separation of a
Mixture: students will be given different
mixtures and via proper techniques, using
proper equipment, concepts etc. will
separate the mixture into the original
compounds and determine into which
categories they fit.
3. Individual classroom work involving
calculations on densities, mass, volume, SI
units, derived units, and Significant digits.
Students will compare the densities of
substances once calculated and give their
answers with correct units and correct
number of significant digits.
1. Chapter test will include
multiple choice, applications and
constructive response questions
which will delve into elements,
compounds, their chemical and
physical properties, and the
groups they fit into on the
periodic chart.
2. Scoring guide for formal
laboratory report.
3. Teacher checklist is done for
complete understanding of the
comparisons, correct
calculations, units and significant
digits.
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
1 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
B The students will:
Properties of
mixtures depend
upon the
concentrations,
properties, and
interactions of
particles
1. classify solutions as dilute,
concentrated, or saturated.
2. synthesize the equations for
equilibrium and determine ones for
acids and bases. Conclude the
strength and properties of acidic,
basic, and neutral solutions.
3. predict the effect of the
properties of the solvent or solute
(e.g., polarity, temperature, surface
area/particle size, concentration,
agitation) on solubility of a
substance.
1.8, 2.1, 3.1,
3.2, 3.4, 4.1
Analy
sis
1. Individual classroom work: students
will synthesize the equations for
equilibrium to formulate into equations
for acids or bases (Keq becomes Ka or
Kb); utilizing these equations they will
then be able to calculate the extent to
which a weak acid or base can ionize.
Conclusions can then be drawn as to
which is stronger in an aqueous
solution.
2. Laboratory activity: Hydrolysis:
reactions of salts in water to produce
acidic, basic or neutral solution,
determination and writing the Kh, Ka,
Kb, etc for all reactions
1. Teacher checklist for
individual classroom work
synthesizing the equations and
determining ones for acids and
bases.
2. Scoring guide for formal
laboratory report.
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
2 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
C The students will:
Properties of
matter can be
explained in
terms of moving
particles too small
to be seen without
tremendous
magnification
1. describe the movements of
atom, molecules, and compounds
utilizing collisions of particles and
the Kinetic Molecular Theory.
3.1, 3.4, 3.5,
3.7
Com
pre
hensio
n
1. Utilizing the Kinetic Molecular
Theory; students will describe the
movement of atoms and molecules
either individually or within a compound
to show how bonding between metals
and metals, metals and nonmetals, or
two nonmetals change the movements
of the particles. Explaining how the
collisions of particles is involved in the
formation of compounds and how it
requires proper orientation and energy
for bond formation to occur.
1. Chapter test utilizing multiple
choice, application and
constructive response to check
for the comprehension of the
Kinetic Molecular Theory.
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Science: Advanced Placement Chemistry 11-12th Grade
3 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
D The students will:
Physical changes
in states of matter
due to thermal
changes in
materials can be
explained by the
Kinetic Theory of
Matter
1. using the Kinetic Theory model,
explain the changes that occur in
the distance between
atoms/molecules and temperatures
of a substance as energy is
absorbed or released during a
phase change.
2. predict the effect of a
temperature change on the
properties (e.g. pressure, density)
of a material (solids, liquids,
gases).
3. predict the effect of pressure
changes on properties (e.g.,
temperature, density) of a material
(solids, liquids, gases).
2.1, 3.1, 3.4,
4.1
Com
pre
hensio
n
Synth
esis
1. Utilizing the Kinetic Molecular Theory
model: students will explain why the
distance between atoms and molecules
changes as the temperature and
pressure of the substance is altered.
Students will be able to determine
whether the energy reaction is
endothermic (absorbing energy) or
exothermic (releasing energy)
depending on the direction of the phase
change.
2. Students will need to be able to
predict what effects the change of
pressure, temperature, etc. will have on
other properties of solids, liquids or
gases and the laws (theories) that apply.
(addresses obj. 2 and 3)
3. Laboratory Activity: Solid-Liquid
Phase Changes: determine the melting
point and the heat of fusion of an
unknown solid and plot the time-
temperature graph of a phase change
and interpret the energy changes that
occur.
1.Teacher checklist is done for
complete understanding and
explanation of the Kinetic
Molecular Theory and
endothermic and exothermic
processes.
2. Chapter test will have
multiple choice, application and
constructive response to check
for students ability to predict and
determine the effects that
temperature and pressure will
have on properties of solids,
liquids and gases.
3. Scoring guide for formal
laboratory report.
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
4 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
E The students will:
The atomic model
describes the
electrically neutral
atom
1. describe the atom as having a
dense, positive nucleus surrounded
by a cloud of negative electrons.
2. calculate the number of protons,
neutrons, and electrons of an
element (or isotopes) given its
atomic mass (or mass number) and
atomic number.
3. describe the information
provided by the atomic number and
the mass number (i.e., electrical
charge, chemical stability).
2.1, 3.2, 3.3,
3.4, 3.5, 4.1
Com
pre
hensio
n
1. Since this course is advanced
placement, we will do a review of these
to make sure the students can describe
the various parts of an atom, know their
charges and their masses. Remember
how they were discovered and who
discovered them, how to calculate the
number of each of those particles in an
atom, isotope, or ion, as well as
calculate the average atomic mass.
Describe how they obtain the
information provided by the atomic
number, mass number and how it would
be utilized.
(Addresses obj. 1, 2,and 3)
1. Teacher checklist is done for
complete understanding for the
descriptions and calculations
utilizing correct units and
significant digits.
2. Chapter test will also include
calculations and descriptions of
the nucleus, particles within the
atom, how and why they are
used for the different aspects
needed in the course for atoms,
isotopes and ions.
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Science: Advanced Placement Chemistry 11-12th Grade
5 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
F The students will:
The periodic table
organizes the
elements
according to their
atomic structure
and chemical
reactivity
1. explain the structure of the
periodic table in terms of the
elements with common properties
(groups/families) and repeating
properties (periods).
2. classify elements as metals,
nonmetals, metalloids, and noble
gases according to their location on
the Periodic Table.
3.1, 3.4, 3.5
Com
pre
hensio
n
Analy
sis
1. Individual classroom work: Students
will explain the structure of the periodic
table by using the properties of
ionization energy, electron affinity,
electronegativity and atomic radius as
well as other common properties. They
already know the family/group names
and how the chart is divided into metals,
nonmetals and metalloids.
2. Laboratory Activity: Activity Series:
helps the students to explain and
become familiar with the relative
activities of metals in chemical
reactions. Chemical elements are
usually classified by their properties into
three groups: metals, nonmetals, and
metalloids. Most of the known elements
are metals. Using the following
reactions, students can determine the
reactivity of the metals given: electron
transfer, metals with acids, and metals
with solutions of other metals.
1. Teacher checklist is done for
complete understanding and
explanations of the periodic
table, the families and their
properties.
2. Scoring guide for formal
laboratory report.
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
6 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
G The students will:
Properties of
objects and states
of matter can
change
chemically and/or
physically
1. distinguish between physical and
chemical changes in matter.2.1, 3.1, 4.1
Analy
sis 1. Class discussion on distinguishing
between physical and chemical changes
in matter.
1. Quiz: Give students a list of
different changes in matter and
students must classify them as
physical or chemical.
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Science: Advanced Placement Chemistry 11-12th Grade
7 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
H The students will:
Chemical bonding
is the combining
of different pure
substances
(elements,
compounds) to
form new
substances with
different
properties
1. describe how the valence
electron configuration determines
how atoms interact and may bond.
2. predict the reaction rates of
different substances based on their
properties (i.e., concentrations of
reactants, pressure, temperature,
state of matter, surface area, type
of reactant material).
3. compare and contrast the types
of chemical bonds (i.e., ionic,
covalent).
4. identify the consequences of
different types of reactions (i.e.,
oxidation/reduction reactions such
as combustion, acid/base
reactions) to humans and human
activity
2.1, 3.1, 3.2,
3.3, 3.4, 3.5,
3.6, 3.7, 3.8,
4.1
Know
ledge th
rough E
valu
ation
1. Laboratory Activity: Molecular Models:
Lewis Dot Formulas, VESPR Theory, and
Valence Bond Theory: Students will describe
and construct models of compounds utilizing
the Lewis Dot diagrams, VESPR Theory,
Valence Bond theory and electron
configurations to predict shapes and
polarities of small molecules and polyatomic
ions.
2. Laboratory Activity: Determining the
Reaction Mechanism of a Chemical
Reaction Using Kinetics: Students will
determine and predict the correct reaction
rate based on properties such as
concentrations, temperature, etc. They will
then choose the correct mechanism to
obtain this particular reaction based on the
data obtained.
3. Individual classroom work: Students will
compare and contrast the different types of
chemical bonds and what type of elements
they originate between and identify the
different types of reactions and their
consequences to humans and human
activity (e.g., acid rain)
(Addresses obj 3 and 4)
1. Scoring guide for formal
laboratory reports (activities 1
and 2)
2. Teacher checklist is done for
complete understanding in the
student's comparison,
contrasting and identification and
the consequences to humans
and their activities.
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
8 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
I The students will:
Mass is
conserved during
any physical or
chemical change
1. compare the mass of the
reactants to the mass of the
products in a chemical reaction or
physical change as support for the
Law of Conservation of Mass.
2. conclude whether the number of
atoms of the reactants and
products in a chemical equation are
balanced.
2.1, 3.1, 3.4,
3.7, 4.1
Applic
ation
Analy
sis
1. Laboratory Activity: Chemical
Reactions of Copper and Percent Yield:
Students will begin with a given mass of
copper, utilizing various reactions and
techniques they will convert it into
different chemical compounds and in the
final analysis compare it back to the
amount with which they began. Different
reactions used are: redox, metathesis,
and dehydration. Methods of separation
are filtration, sedimentation, decantation,
extraction, and sublimation. This
experiment is designed as a quantitative
evaluation of your individual laboratory
skills.
2. Individual classroom activity:
Students will balance and classify
equations after writing the correct
neutral formulas and then will conclude
that the number of atoms of reactants
and products in the chemical equations
are correctly balanced. Students will
also have to predict the products of the
reactions given only the reactants and
then balance and classify.
1. Scoring guide for formal
laboratory reports.
2. Teacher checklist is done for
complete understanding of
writing correct neutral formulas
for compounds, correctly
balancing the equations
(concluding that the same
number of atoms are in the
reactants as in the products),
and correctly writing products
given on the reactants and then
balancing and classifying.
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
9 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
Forms of energy
have a source, a
means of transfer
(work and heat),
and a receiver
1. differentiate between thermal energy
(the total internal energy of a
substance which is dependent upon
mass), heat (thermal energy that
transfers from one object or system to
another due to a difference in
temperature), and temperature (the
measure of average kinetic energy of
molecules or atoms in a substance).
2. recognize chemical energy as the
energy stored in the bonds between
atoms in a compound.
3. describe the relationship among
wavelength, energy, and frequency as
illustrated by the electromagnetic
spectrum.
4. describe sources and common uses
of different forms of energy (i.e.,
chemical, nuclear, thermal,
mechanical, electromagnetic).
5. identify and evaluate
advantages/disadvantages of using
various sources of energy (e.g., wind,
solar, geothermal, hydroelectric, fossil
fuel) for human activity.
2.1, 3.1, 3.4,
3.7, 4.1
Know
ledge
Com
pre
hensio
n
Analy
sis
1. Classroom discussion:
a. Differentiation between thermal
energy, heat, and temperature
b. Recognize that chemical energy is
energy stored in the bonds between
atoms in a compound
c. Describe different forms of energy
and the sources from which they come
and
d. identify and evaluate the
advantages/disadvantages of using the
difference sources of energy for human
activity
(addresses obj 1, 2, 4, and 5)
2. Individual classroom work: Students
will describe the relationship among
wavelength, frequency, energy and
velocity (speed of light) as shown by the
electromagnetic spectrum. Calculations
using c (speed of light) = wavelength
(lambda) x frequency (nu); E (energy) =
h (Planck's constant) x frequency (nu)
and E= h x c/ lambda; conversions
between units within the SI system must
be used as well.
1. Chapter test utilizing multiple
choice, application, constructive
response and problem solving
will address the understanding
and differentiation of thermal
energy, heat and temperature;
potential energy that is chemical
energy stored in bonds between
atoms within a compound;
describe different forms of
energy and their sources;
identify and evaluate the
advantages/disadvantages of
these different sources on
human activity; describe and
calculate problems dealing with
wavelength, frequency, energy
and velocity (speed of light); SI
conversions and when to use
them.
2. Teacher checklist is done for
complete understanding of these
concepts, correct calculations,
units, conversions of SI units.
Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Science: Advanced Placement Chemistry 11-12th Grade
10 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
B The students will:
Mechanical
energy comes
from the motion
(kinetic energy)
and/or relative
position (potential
energy) of an
object
1. relate kinetic energy to an
object's mass and its velocity.
2. distinguish between examples of
kinetic and potential energy within a
system.
3. describe the effect of work on an
object's kinetic and potential
energy.
3.1, 3.4, 3.7,
4.1
Com
pre
hensio
n
Analy
sis
1. Classroom discussion: Students
should come into AP Chemistry with this
information, a review is done to make
sure that the understanding of these
concepts is still there: relationship of KE
to the object's mass and velocity; KE
=1/2mv2 (kinetic energy is equal to 1/2
times the mass times the velocity of the
object squared); distinguish between
examples of kinetic and potential energy
within a system and then describe the
effect of work on an object's kinetic and
potential energy (e.g., E = q + w [
internal energy = heat plus work], work
= Pressure times the change in volume)
(Addresses objectives 1, 2, and 3)
1. Chapter test will utilize
multiple choice, application,
constructive response and
problem solving in relation to
kinetic energy, potential energy,
work and their calculations.
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
11 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
D The students will:
Chemical
reactions involve
changes in the
bonding of atoms
with the release
or absorption of
energy
1. describe evidence of energy
transfer and transformations that
occur during exothermic and
endothermic reactions.
3.5, 4.1
Com
pre
hensio
n 1. Demonstration: Students will be able
to describe endothermic or exothermic
reactions from viewing the
demonstrations performed by the
teacher and provide evidence of the
energy transfer.
1. Checklist: As the
demonstration is done, students
will answer questions on their
checklist as to whether the
reaction is endothermic or
exothermic and give evidence of
the energy transfer and explain
why they feel it occurs in this
way.
E
Nuclear energy is
a major source of
energy throughout
the universe
1. describe how changes in the
nucleus of an atom during a
nuclear reaction (i.e., nuclear
decay, fusion, fission) result in
emission of radiation.
2. identify the role of nuclear
energy as it serves as a source of
energy (e.g., source of
electromagnetic radiation, nuclear
power plants, etc.)
3.1, 3.4, 3.7,
4.1
Know
ledge
Com
pre
hensio
n
1. Individual classroom work: students
will describe the changes that the
nucleus of an atom can undergo during
a nuclear reaction and then show how
alpha and beta decay occurs and the
calculations, they will identify the role of
nuclear energy as a source of energy
and discuss the
advantages/disadvantages to humans
and human activity.
(Addresses obj 1 and 2)
1. Instructor will check for
correct descriptions, calculations
of alpha and beta decay, how
they occur and the role of
nuclear energy as to its
advantages/disadvantages to
humans.
Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Science: Advanced Placement Chemistry 11-12th Grade
12 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
F The students will:
Energy can
change from one
form to another
within and
between systems,
but the total
amount remains
the same
1. describe the transformations that
occur as energy changes from
kinetic to potential within a system.
2. explain how energy can be
transferred (absorbed or released)
or transformed between and within
systems as the total amount of
energy remains constant (i.e., Law
of Conservation of Energy).
2.1, 3.5, 3.7,
4.1
Com
pre
hensio
n
Analy
sis
1. See the activity in Standard 1, GLE 2,
Concept B.
1. See the assessment in
Standard 1, GLE 2, Concept B
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 1: Properties and Principles of Matter and Energy
13 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
Scientific inquiry
includes the
ability of students
to formulate a
testable question
and explanation,
and to select
appropriate
investigative
methods in order
to obtain
evidence relevant
to the explanation
1. formulate testable questions and
hypotheses.
2. analyze an experiment, identify the
components and explain their
importance to the design of a valid
experiment.
3. acknowledge there is no fixed
procedure called the "scientific
method", but that some investigations
involve systematic observations,
carefully collected and relevant
evidence, logical reasoning, and some
imagination in developing hypotheses
and other explanations.
4. evaluate the design of an
experiment and make suggestions for
reasonable improvements.
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8,
1.10, 2.1
Know
ledge thro
ugh E
valu
ation
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
*See Rationale
14 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
Scientific inquiry
includes the
ability of students
to formulate a
testable question
and explanation,
and to select
appropriate
investigative
methods in order
to obtain
evidence relevant
to the explanation
5. acknowledge some scientific
explanations cannot be tested
using the standard experimental
"scientific method" due to the limits
of the laboratory environment,
resources, and/or technologies.
6. acknowledge there is no fixed
procedure called the "scientific
method", but that some
investigations involve systematic
observations, carefully collected
and relevant evidence, logical
reasoning, and some imagination in
developing hypotheses and other
explanations.
7. evaluate the design of an
experiment and make suggestions
for reasonable improvements.
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8,
1.10, 2.1
Know
ledge thro
ugh E
valu
ation
*See Rationale
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
15 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
B The students will:
Scientific inquiry
relies upon
gathering
evidence from
qualitative and
quantitative
observations
1. make qualitative and quantitative
observations using the appropriate
senses, tools and equipment to
gather data.
2. measure length, mass, volume,
force, temperature, and time to a
specific unit using the SI system.
3. determine the appropriate tools
and techniques to collect, analyze,
and interpret data.
4. calculate the range,
average/mean, percent, and ratios
for sets of data.
5. recognize observation is biased
by the experiences and knowledge
of the observer.
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8,
1.10, 2.1
Know
ledge thro
ugh E
valu
ation
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
*See Rationale
16 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
C The students will:
Evidence is used
to formulate
explanations
1. use quantitative and qualitative
data as support for reasonable
explanations (conclusions).
2. analyze experimental data to
determine results.
3. identify the possible effects of
errors in observations,
measurements, and calculations,
on the validity and reliability of data
and resultant explanations
(conclusions).
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8,
1.10, 2.1
Know
ledge thro
ugh E
valu
ation
D
Scientific inquiry
includes
evaluation of
explanations
(hypotheses,
laws, theories) in
light of scientific
principles
(understandings)
1. Analyze whether evidence (data)
and scientific principles support
proposed explanations
(hypotheses, laws, theories).
2. Evaluate the reasonableness of
an explanation (conclusions).
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8,
1.10, 2.1
Know
ledge thro
ugh
Evalu
ation
Science: Advanced Placement Chemistry 11-12th Grade
*See Rationale
*See Rationale
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
17 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
Concepts Measurable Learner ObjectiveProcess
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
E The students will:
The nature of
science relies
upon
communication
of results and
justification of
explanations
1. communicate the procedures
and results of investigations and
explanations through:
a. Oral presentations
b. Drawings and maps
c. Data tables
d. Graphs
e. Equations and writing
2. communicate and defend a
scientific argument
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8,
1.10, 2.1
Know
ledge thro
ugh E
valu
ation
*See Rationale
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
18 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
ConceptsMeasurable Learner
Objective
Process
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
B The students will:
Advances in
technology often
result in improved
data collection
and an increase
in scientific
information
1. recognize the relationships
linking technology and science
(e.g., how technological problems
may create a demand for new
science knowledge, how new
technologies make it possible for
scientists to extend research and
advance science).
2.4, 2.7, 4.1
Know
ledge thro
ugh
Evalu
ation
C
Technological
solutions to
problems often
have drawbacks
as well as
benefits
1. identify and evaluate the
drawbacks and benefits of
technological solutions to a given
problem.
2.4, 2.7, 4.1
Know
ledge thro
ugh
Evalu
ation
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
*See Rationale
*See Rationale
19 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
ConceptsMeasurable Learner
Objective
Process
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
A The students will:
People of
different gender
and ethnicity have
contributed to
scientific
discoveries and
the invention of
technological
innovations
1. recognize contributions to
science are not limited to the work
of one particular group , but are
made by a diverse group of
scientists representing various
ethnic and gender groups.
2. recognize gender and ethnicity
of scientists often influence the
questions asked and/or the
methods used in scientific
research and may limit or advance
science knowledge and/or
technology.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
B
Scientific theories
are developed
based on the body
of knowledge that
exists at any
particular time and
must be rigorously
questioned and
tested for validity
1. identify and describe how
explanations (hypotheses, laws,
theories) of scientific phenomena
have changed over time as a result
of new evidence.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
Content Standard 8: Impact of Science, Technology, and Human Activity
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology
evolve over time
*See Rationale
*See Rationale
Science: Advanced Placement Chemistry 11-12th Grade
20 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
ConceptsMeasurable Learner
Objective
Process
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
B The students will:
Social, political,
economic, ethical
and
environmental
factors strongly
influence, and are
influenced by, the
direction of
progress of
science and
technology
1. identify and describe major
scientific technological challenges
to society and their ramifications
for public policy.
2. analyze and evaluate the social,
political, economic, ethical, and
environmental factors affecting
progress toward meeting major
scientific and technological
challenges.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
C
Scientific ethics
require that
scientists must
not knowingly
subject people or
the community to
health or property
risks without their
knowledge and
consent
1. identify and evaluate the need
for informed consent in
experimentation.
2. identify the ethical issues
involved in experimentation.
3. identify and evaluate the role of
models as an ethical alternative to
direct experimentation.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 8: Impact of Science, Technology, and Human ActivityGLE 3: Science and technology affect, and are affected by, society
*See Rationale
*See Rationale
21 10/15/2007 Cape Girardeau Public Schools 2005
Science Curriculum
ConceptsMeasurable Learner
Objective
Process
Standards
Integrated
Skills
Bloom
Level
Instructional Strategies Student
Activities/ResourcesAssessment
D The students will:
Scientific
information is
presented
through a number
of credible
sources, but is at
times influenced
in such a way to
become non-
credible
1. evaluate a given source for its
scientific credibility (e.g., articles in
a new periodical quoting an "eye
witness", a scientist speaking
within or outside his/her area of
expertise).
2. explain why accurate record-
keeping, openness, and replication
are essential for maintaining an
investigator's credibility with other
scientists and society.
2.4, 2.7, 4.1
Know
ledge thro
ugh E
valu
ation
Assessment
*See Rationale
Science: Advanced Placement Chemistry 11-12th Grade
Content Standard 8: Impact of Science, Technology, and Human ActivityGLE 3: Science and technology affect, and are affected by, society
22 10/15/2007 Cape Girardeau Public Schools 2005