| Index= | Outline |
| Salam School | ||||||||||||
| Proposed General Science Class | ||||||||||||
| Prepared By: William Weber and Ben Grining<= /td> | ||||||||||||
| All Rights Reserved to Salam School | ||||||||||||
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| Salam School | |||||||||
| Integrated Science -12th Grade Course A year-long course including physical science (chem/physics/astronomy) first semester, biology context second. |
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| Time Frame | Learn= ing Targets | Key C= oncepts | Asses= sment | State = Standards | Back to Index | ||||
| Unit 1, Introduction to Science (2 weeks) | Describe the main branches of natural science and relate them to each other. | Identify the areas of physics, chemistry and astronomy and their contributions to careers. | Develop a spreadsheet program to create graphs. | ||||||
| Analyze the use of graphs in other fields of study i.e. social studies. | |||||||||
| Illustrate the role of serendipity in scientific discoveries. | Integrate Chemistry/Physics in a cross-disciplinary worksheet (CRF) | ||||||||
| Distinguish between scientific laws and theories | Create a concept map of the various divisions and branches of science. | ||||||||
| Use SciLinks and investigate either New Discoveries in Science, Leonardo da V= inci and the Scientific Method, or Presenting Scientific Data. Develop a PowerPoint presentatio= n | |||||||||
| Describe how mathematics can describe physical events. | Differentiate between a theory and law and gives examples in the history of science | ||||||||
| Quiz on conversions between systems of measurements. | |||||||||
| Explain the objective of a consistent system of units, and identify the 7 fundamental units in scien= ce and their corresponding derived units | State scientific ideas in a mathematical context by using equations and manipul= ate their terms using algebraic methods. (isolating variables) | Section Review Questions | |||||||
| Measurement Lab | |||||||||
| Use the unit cancellation me= thod in converting between SI and other systems of measurements | Explain and identify the roles of dependent and independent variables in a contro= lled scientific experiment. | Lab on Accuracy and Precision comparing the caliper, micrometer, and metric ruler. | |||||||
| bell ringer quiz | |||||||||
| Use scientific apparatus i.e. microscope, telescope, spectroscope, etc. in an experiment and explain how the scient= ific tools work and what they detect. | Lab on comparing the density of pennies | ||||||||
| Apply significant figures in rounding your final answers | Utilizing the pendulum equation as a means for modeling simple harmonic motion | ||||||||
| Describe how significant figures track down imprecision and place limitations on final mathematical answers and the tolerance of instruments. | |||||||||
| Utilize mathematics to determine the slope o= f a linear graph, and be able to apply basic statistical measures viz. omega values and regression analysis to class experimental data | Explain the difference between SI base units and derived units . Give examples of each. | Worksheets on writing scientific notation, significant figures, dimensional analysis, etc. | |||||||
| Use scientific apparatus i.e. microscope, telescope, spectroscope, etc. in an experiment and explain how the scient= ific tools work and what they detect. | Conducting a data collection lab and find the three tests for average and deviation.= | ||||||||
| Interpret line graphs, bar graphs, and pie graphs using extrapolation and interpolation skills. | Conduct an experiment/lab and constructing the best fit equation using regression analysis. | ||||||||
| Unit 2, Measuring Motion and Dynamics (3 weeks) | Explain the relationship between motion and a frame of reference (inertial and relativistic) | Describe the measurements needed to describe the average speed, acceleration, etc.= of a body. | Chapter tests | ||||||
| Describe motion in terms of distance, displacement, speed, and velocity. | Explain how to combine parallel vectors in the same and opposite directions in finding a resultant. | Bell ringer and Chapter quizzes. | |||||||
| Differentiate between scalar and vector quantities encompassing magnitude and direction | Identify, by using units, magnitudes of speed, velocity, acceleration, etc. | Section Review questions | |||||||
| Explain the role of the slope of a line on a position vs. time graph. | Solve mathematical problems using equations for speed, velocity, acceleration.<= /td> | Pre-tests | |||||||
| Describe the concept of acceleration both positive and negative as a change in velocity. | Identify whether an object is speeding up or slowing down by analyzing the magnitu= des of kinematics. | Making interdisciplinary connections between the arts and motion via modern dance. Paper. | |||||||
| Explain the effects of unbalanced or net fo= rces on the motion of objects. | Explain the criteria for accelerating and constant velocity and give examples of both. | Investigate a traffic accident applying the three Newtonian laws. | |||||||
| Compare and contrast static, kinetic, and rolling friction. | Explain how circular motion at constant speed is still considered a form of acceleration (centripetal) | Labs on free fall, linear acceleration, N2L, Atwood Machine, Friction, and Superball Motion and Energy Loss | |||||||
| Explain how the coefficient of friction is determined and its role in representing the resistance to motion. | Identify the forces interacting on a body and be able to construct an FBD (free-bo= dy diagram). | Develop an experiment using a rotational frame of reference instead of an inertia= l | |||||||
| Identify ways in which friction can be redu= ced or increased. | Describe a situation in which net forces act on an object and compute its value relating it to a masses acceleration. | Research the effect of the Coriolis Effect on ocean and wind currents in the N and= S hemisphere | |||||||
| Recognize the role of Newton's 1st law in technological applications especially in safety. | Understand the role of friction in calculating the net force that causes an acceleration. | Keep a log book of the foods you eat and the type of exercise and its duration. Do a calorie coun= t. | |||||||
| Use Newton's second law in determining the = net force, mass, or acceleration of a body. | Differentiate between the three types of friction (static, kinetic, and rolling) and ra= nk them as to their overall average coefficient of friction value. | Tracking speed activity. Use a watch/stopwatch, measure the time period and the speed of your car. Develop a data table and line gr= aph. | |||||||
| Explain the relationship of mass and distan= ce in the inverse square law of gravitation. | Identify action-reaction pairs acting on a two-body system | Write a paper researching the political and historical period of Galileo Galile= i. | |||||||
| Describe orbital motion as a result of two concomitant motions. | Distinguish between mass and weight as to units and distance from a gravitational cen= ter. | ||||||||
| Demonstrate mathematically how free-fall acceleration relates to weight. | Be able to apply the w =3D mg equation to solve for the mass of an object. | ||||||||
| Clarify the relationship between paired forc= es as action-reaction couples. | Explain how normal forces are developed and their role in calculating friction. | ||||||||
| Describe how contact and field forces are consequential in moving charges. | |||||||||
| Unit 3, Work and Energy (2 weeks) | Defin= e work and power | Deter= mine if and the amount of work being done under certain circumstances. | Integ= rate Biology and Work/Energy using the muscles | ||||||
| Calculate the work done on an object | Describe how energy cannot be created nor destroyed, but only changed in form | Research James Watt and James Prescott Joule and their contributions to science and W/E. | |||||||
| Use the concept of mechanical advantage to explain how machines make doing work easier | Explain how energy is different than work. | ||||||||
| Describe a situation where GPE is useful and deleterious. | Home Activity: Inventory your house and find five tools around the house explaining their function, the forces that act on the tool, and how the t= ools apply force to other objects. | ||||||||
| Calculate the mechanical advantage of various machines. | |||||||||
| Differentiate between work and power | Explain how energy can be associated with biotic and abiotic sources and how it is transferred through the "web of life | Invent a kinetic mobile using simple machines that combine to form compound machines. | |||||||
| Name the six types of simple machines and give examples of each. | List three situations in which PE converts to KE and vice versa. | Chapter examinations. | |||||||
| Calculate the amount of power produced in watts and hp by running up a staircase. | |||||||||
| Describe how a lever can increase the force without changing the amount of work done. | Describe the rise and fall of a basketball using the concepts of KE and PE | ||||||||
| Choose a compound machine that you use everyday, and identify the simple machines that it contains | Develop a loop-de-loop using a marble and insulating pipe. Calculate energy transformations= . | ||||||||
| Explain why machines are not 100% efficient= . | |||||||||
| Using the W-E theorem and elasticity applications, calculate the work done and = KE produced in a commercial dart gun. | |||||||||
| Explain the relationship betwe= en energy and work. | Describe situations in sports that connect work and energy. | ||||||||
| Lab on Hooke's Law and W =3D EPE =3D 1/2kxx | |||||||||
| Define potential and kinetic energy | Describe the movement of a pendulum or roller coaster using different energy forms= and the effect of non-conservative forces like friction. | ||||||||
| Calculate GPE, KE, and EPE. | |||||||||
| Distinguish between mechanical and non-mechanical energy | |||||||||
| Identify and describe the transformations of energy | |||||||||
| Unit 4, Waves and Sound and Light (2-weeks)<= /td> | Recognize that waves transfer energy some through a medium others without a medium<= /td> | Distinguish between the motion of the medium and that of the wave | Conceptual and Practice Problems | ||||||
| Distinguish between mechanical and electromagnetic waves | Explain how principles of simple harmonic motion can be applied to the motion of a swing. | Concept map of the unit including vocabulary | |||||||
| Explain the relationship between particle vibration and wave motion | Compare and contrast and mass-spring system oscillation with that of a simple pendulum. | Create a presentation on seismic waves…their propagation and speed. | |||||||
| Distinguish between transverse= and longitudinal waves | Distinguish between transverse and longitudi= nal waves by drawing model diagrams of each and corresponding similar parts (crest=3Dcompression) | Identify periodic motion in nature. Develop a chart describing the objects, their path of motion, etc. | |||||||
| Identify the crest, trough, amplitude, and wavelength of a wave. | Explain how oscillating waves can be polarized by film or sunglasses. | Research the role of UV radiation and skin cancer and the role of sun blockers (SP= F) | |||||||
| Define the terms frequency and period | Identify the medium for different types of waves. | Have students poll other students concerning the x-ray or gamma ray technology= and its use in medicine. Pros a= nd cons. | |||||||
| Describe the Doppler Effect | Describe the motion of a water molecule on the surface of the ocean as the wave pa= sses by. | Presentation on infrared camera and imagery; microwaves and how they work. | |||||||
| Solve problems using the wave equation for = v, f, and lambda. | Describe several situations in which a wave transports energy. | Chapter exams | |||||||
| Explain what happens when wave interference takes place. | Apply Planck's equation in chemistry to find the energy in a photon (particle) = and relate it to visible light. | Lab reports including observing waves in a ripple tank, demonstrating harmonic motion with a spring, slinky and particle movement, calculating wave speed using a wooden dowel and rectangular pan, and modeling transverse waves u= sing a sand pendulum, | |||||||
| Distinguish between constructive and destructive interference | |||||||||
| Recognize how beats are produced by mechani= cal means. | Distinguish between seismic P and S waves and relate them to transverse and longitudi= nal waves. | ||||||||
| Recognize what parameters affect the speed = of sound. | Illustrate the properties of a wave on a sine curve. | ||||||||
| Relate loudness and pitch to properties of sound waves | State the SI units for wavelength, frequency, period, speed,etc. | ||||||||
| Describe the function of the ear and the biological process of hearing. | Explain why sound waves travel faster in specific media viz. solids, liquids, etc= . | ||||||||
| Identify the duality of light as a particle= and wave. | Describe the relationship (indirect) between frequency and wavelength. | ||||||||
| Relate the energy of light to the frequency= of EM waves. | Arrange EM waves by wavelength and give uses for each form of electromagnetic radiation. | ||||||||
| Explain how EM waves are used in communicat= ion, medicine, and other areas. | Explain how the energy and penetration power of radiation is related to the color= of visible light. | ||||||||
| Unit 5, Atoms and the Periodic Table (3 week= s) | Explain Dalton's theory and describe why it was more successful than Democritus's theory. | Summarize the main ideas of Dalton's atomic theory. | Bell ringer Quizzes | ||||||
| State the charge, mass, and location of each part of an atom according to the modern model of the atom | List the charge, mass, and location of each of the three sub-atomic particles found within atoms. | Section Reviews | |||||||
| Compare and contrast the Bohr model with the modern quantum model | Predict how many valence electrons a nitrogen atom has. | Concept Reviews | |||||||
| Relate the organization of the periodic tab= le to the arrangement of electrons within an atom. | Explain why atoms on the periodic table are essentially neutral. | Chapter Exam | |||||||
| Explain why some atoms gain or lose electro= ns to form ions. | Explain how the path of an electron varies between Bohr's atom and the quantum-mechanical atom. | Research paper on the STM and its ability to perceive atoms in 3-D. | |||||||
| Determine how many protons,neutrons, and electrons an atom has, given its symbol, atomic number, and mass number.<= /td> | Calculate the number of protons, electrons and neutrons an atom has from the atomic mass and its atomic number. | Power point presentation on carbon molecules especially the buckyball and its future application in medicine. | |||||||
| Describe how the abundance of isotopes affe= cts an element's average atomic mass | Predict which isotope of nitrogen is the most common based on the periodic table = and its two isotopes. | Making a chart of the elements found in the human body, atmosphere, and in the Earth's mantle | |||||||
| Locate alkali metals, alkaline-earth metals, and transition metals in the periodic table. | Describe why the elements in the modern periodic table (Moseley) are arranged by atomic number not atomic mass as in earlier versions (Mendeleev) | Multiple "pocket labs including drawing atomic models, constructing a model, isotopes-penny lab, and comparing the physical properties of elements. | |||||||
| Relate an elements chemical properties to t= he electron arrangement of its atoms. | Compare and contrast the characteristics of metals, non-metals, and semi-conducto= rs. | Inventory of metals that you see on a typical day…describe their uses and the= ir properties | |||||||
| Explain the relationship between a mole of a substance and Avogadro's number | Describe the reactivity trends in the periodic table using bromine as an example.<= /td> | Developing a taxonomic key for metals, non-metals and metalloids. | |||||||
| Find the molar mass of an element by using = the periodic table | Predict the charge of metallic and non-metallic ions in the periodic table using = the family number | Research the contribution of Islamic philosophers of the Middle Ages to the atomic theory of the time | |||||||
| Solve problems converting the amount of an element in moles to its gram-mass and vice-versa. | Define Avogadro's constant and how it relates to the mole | Investigate the world of the "smaller" particles of the standard model including leptons and quarks | |||||||
| Explain why a graph relating the amount of a particular elem= ent and its mass is a linear function. | Build models of the orbital shapes for electrons inclduing s and p. | ||||||||
| Solve mathematics problems relating gram mass and mole | Make a small set of atomic scientist cards including Democritus through Dalton= and beyond the electron cloud model. | ||||||||
| Uncover the world of the isotope including its use in atomic energy, the atomic b= omb, and nuclear medicine. Poster board project. | |||||||||
| Connect transitional elements with the color of many precious and semiprecious gems. Group discussion. | |||||||||
| Oral discussion on the metals found in currency, their value, and their properties. Research the mi= nt website and communicate the history and changes in composition of US coin= s. | |||||||||
| Unit 6, Structure of Matter (3 weeks) | Disti= nguish between compounds and mixtures | Class= ify substances as mixtures or compounds | Quizz= es incl. bellringer or openers | ||||||
| Relate the chemical formula of a compound to the relative numbers of atoms or ions present | Explain the relationship between bonding, chemical composition, melting point and function in various compounds | Chapter Examination | |||||||
| Draw models of compounds using the structural formula | Manipulate ball and stick models in forming compounds. Be able to draw them in structur= al formula format | Vocabulary test and Guided Reading Tests | |||||||
| Describe how the chemical structure of a compound affects its properties | Explain the characteristics of network structures in forming strong solids and hi= gh boiling and melting points | Section Review | |||||||
| Explain the role of the electron in forming ionic and covalent bonds. | |||||||||
| Compare the properties of substances with different types of bonds. | Explain why glass (esp. Pyrex) has properties that allow it to be used for cookwa= re. | Making Cross-Disciplinary connections…What happens in a ceramic kiln. Brief research topic. | |||||||
| Describe how carbon atoms bond covalently to form organic compounds | Explain the role of electrolytes (salts) in producing good and bad health. | Worksheets stressing some math skills including writing ionic formulas, total number= of atoms in a compound, and molecular mass. | |||||||
| Identify the names and structures of groups= of simple organic compounds and polymers | Compare and contrast the electron movement in metallic bonds versus covalent and ionic. | Small written report on either the life of Linus Pauling or Ion Propulsion in D= eep Space | |||||||
| Identify what makes up the polymers that are essential to life including proteins, DNA, and carbohydrates | |||||||||
| Descri= be a polar covalent molecule (water or ammonium) and draw the bonding relationship between H-O or N-H atoms. | Lab on the melting rate of sugar and salt…which melts fastest (dissolvi= ng rate exp.) | ||||||||
| Name a= nd write ionic compounds using the valence electrons that are transferred and the periodic table | Making a model of a close-packed structure in reference to ionic packed structur= es. | ||||||||
| Explai= n why the Stock System (Roman numerals is necessary for naming transitional compoun= ds | Give a demonstration on a group activity of using springs and styrofoam balls = to create "resilient" compounds | ||||||||
| Distin= guish between alkanes, alkenes, or alcohols based on their names | Do an internet search on either nitrogen fixation, Haber-Bosch process, or t= he role of lightning in forming NO3. Develop a poster. | ||||||||
| Explai= n why certain compounds i.e. CBr5 can not exist according to your knowledge of valency. | Show a video on alloy technology and the chemistry behind strengthening metals. Note-taking and collecting | ||||||||
| Draw a= carbon atom skeleton and determine the number and positions of the hydrogen's in= the hydrocarbon | Quick activity on polymer memory using rubber bands, hot plates, plastic rings = from a six pack of soda cans | ||||||||
| = | Lab report on making a polymer from glue and borax and changing the formula to determine the best formula for a bouncy ball (Dupont) | ||||||||
| = ; | Develop a KWL Note strategy for the chapter and turn it in for a grade | ||||||||
| Unit 7, Chemical Reactions and Kinetics (3 weeks) | Recognize some signs that a chemical reaction may be taking place | I |
Bellr= inger and Opener quizzes | ||||||
| List three signs that a chemical reaction is taking place | |||||||||
| Explain chemical changes in te= rms of the structure and motion of atoms and molecules | Section Review Questions | ||||||||
| List four forms of energy that might be absorbed or released during a chemical reaction | Chapter Examination | ||||||||
| Describe the differences between endothermic and exothermic reactions | Classify reactions as exothermic or endothermic | Concept review questions | |||||||
| Identify situations involving chemical ener= gy | Predict which atoms will be found in the products if the original reactants are k= nown | Historical paper on the role of the alchemist and the theory of elements | |||||||
| Distinguish among the five general types of chemical reactions | Classify give chemical reactions by type | Power point presentation on the chemistry of art | |||||||
| Predict the products of some reactions based on the reaction type | Identify which element is oxidized and which is reduced in a chemical reaction | A brief how does it work paper on fire extinguishers…and their inhere= nt chemistry | |||||||
| Describe reactions that transfer or share electrons between molecules, atoms, or ions. | Define radical | Poster board on chemiluminesce in organisms | |||||||
| Demonstrate how to balance chemical equatio= ns | Compare and contrast single and double displacement reactions based on the number= of reactants | Math Skills worksheets on balancing chemical equations and mole ratios to calculate mass | |||||||
| Interpret chemical equations to determine t= he relative number of moles of reactants needed and moles of products formed= | Contrast synthesis and decomposition reactions | An opinion expose on fertilizers…friend or foe | |||||||
| Explain the law of definite proportions and= how it allows for predicting reaction amounts | List three possible results from a double-replacement reaction | Quick Lab on the Lemon Cell | |||||||
| Identify mole ratios in a balanced chemical equation | Identify whether reactions are balanced or unbalanced. | Analysis of a demonstration on ammonium hydroxide and hydrochloric acid | |||||||
| Calculate the relative masses of reactants = and products from a chemical equation. | Be able to balance equations regardless of type | Lab: Can You Determine the Products o= f a Reaction? | |||||||
| Describe the factors affecting a chemical reaction | Explain why coefficients not subscripts must be changed to balance an equation | Analysis of Surface Area on Reactivity…rock salt vs table salt | |||||||
| Explain the role of a catalyst on a chemical reaction | Demonstrate that in a balance equation that the gram masses in the reactants and prod= ucts are uniform (conservation of mass) | Analysis of a demonstration on the effect of temperature on dissolving rate | |||||||
| Explain chemical equilibrium in terms of eq= ual forward and reverse reaction rates | List five factors that may affect the rate of a chemical reaction | Lab: Effect of Concentration on React= ion Rate | |||||||
| Apply LeChatelier's principl= e to predict the effect of changes in concentration, temperature, and pressure= in an equilibrium reaction | Describe what can happen to the reaction rate of a system that is heated and then cooled | LabL Raw Liver…The Effect of a Catalytic Enzme on Reaction Rate | |||||||
| Compare and contrast a catalyst and an inhibitor | Math Skills worksheet on using mole ratios to calculate mass | ||||||||
| Describe which way an increase in pressure = will change an equilibrium system | Interpretation Project: Find several biodegradable items and determine the chemical reaction for the decomposi= tion | ||||||||
| Write a paragraph around three enzymes found in the human body | |||||||||
| Lab: Measure the rate of a Chemical Reaction using Zinc and Hydrochloric Acid | |||||||||
| Unit 8, Chemistry of Life (4 weeks) | Explain
the significance of carbon in organic molecules. Recognize the six most common elements in organic molecules (C, H, N, O= , P, S). Describe the composition and functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). Describe how dehydration synthesis and hydrolysis relate to organic molecules. Explain the role of enzymes in biochemical reactions. Essentail Questions: Of what are living things made? How are organic molecules formed? How do organic molecules interact to support life? |
*
Identify the three subatomic particles found in
atoms * Compare and Contrast the isotopes of an element. * State the definition of a chemical compound * Describe The two main types of chemical bonds * Explain why water molecules are polar * Differentiate between solutions and suspensions * Define acidic solutions and basic solutions * Describe the composition and function of each group of organic compou= nds * Explain how chemical reactions affect chemical bonds in compounds * Describe how energy changes affect how easily a chemical reaction will occur * Explain why enzymes are important to living things |
Lab
Reports Assessment Question Sets Lab/Experiment Analysis Questions Concept Map Graphic Organizer Learning Log Entries |
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| Unit 9, Chemical Structure and Function of Cells (4 weeks) |
1.
Relate cell parts/organelles to their functions. 2. Differentiate between prokaryotic cells and eukaryotic cells, in ter= ms of their general structures and degrees of complexity. 3. Distinguish between plant and animal cells. 4. Describe how cells function in a narrow range of physical conditions, such as temperature, and pH, to perform life functions that help to maint= ain homeostasis. 5. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). 6. Identify the reactants and products in the general reaction of photosynthesis. Describe th= e use of isotopes in this identification. 10. Provide evidence that the organic compounds produced by plants are = the primary source of energy and nutrients for most living things. 11. Identify how cellular respiration is important for the production of ATP. 12. Explain the interrelated nature of photosynthesis and cellular respiration. 13. Describe and compare the processes of mitosis and meiosis, and their role in the cell |
*
Explain the cell theory * Name the basic cell structures. * Contrast and Compare prokaryotes and eukaryotes. * Describe the main function of the cell wall. * Describe the function of the cell nucleus. * Identify the main roles of the cytoskeleton. * Describe The functions = of the major cell organelles. * Identify the main function of the cell membrane. * Describe diffusion. * Compare and Contrast the processes of osmosis, facilitated diffusion,= and active transport. * Describe cell specialization * Identify the organization levels in multicellular organisms. * Explain where plants get the energy they need to produce food. * Describe the role of ATP in cellular activities. * Explain what the experiments of van Helmont, Priestly, and Ingenhousz reveal about how plants grow. * State the overall equation for photosynthesis. * Describe the role of light and chlorophyll in photosynthesis. * Explain cellular respiration. * Compare photosynthesis and respiration. * Explain the problems that growth causes for cells. |
Lab
Reports Assessment Question Sets Lab/Experiment Analysis Questions Concept Map Graphic Organizer Learning Log Entries |
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| Unit 10, Ecology (4 weeks) |
1. Explain how biotic and abiotic
factors cycle in an ecosystem (water, carbon, oxygen, and nitrogen) 2. Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. influence fluctuations in population size. 4. Analyze changes in an ecosystem resulting from natural causes, chang= es in climate, human activity, or introduced non-native species. 5. Explain how symbiotic behavior produces interactions within ecosystems. Essential Questions: How do living organisms interact with their environment? |
*
Identify the levels of organization that ecologists study * Describe the methods used to study ecology * Identify the source of energy for life processes * Trace the flow of energy through living systems * Evaluate the efficiency of energy transfer among organisms in an ecosystem * Describe how matter cycles among the living and non-living parts of an ecosystem * Explain why nutrients are important in living systems * Describe how the availability of nutrients affects the productivity of ecosystems * Analyze how biotic/abiotic factors influence an ecosystem * Identify interactions that occur within communities * Describe how ecosystems recover from a disturbance * State the characteristics used to describe a population * Identify factors that affect population size * Differentiate between exponential and logistic growth * Identify factors that limit population growth * Compare and Contrast density-dependent and density-independent limiti= ng factors |
Chapter
Test Chapter Quiz Lab Reports Lab/Experiment Analysis Questions Section Summary Questions Learning Log- main ideas, questions, and vocabulary Concept Maps Graphic Organizers |
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| Unit 11, Classification (6 weeks) |
1.
Analyze the classification of organisms according to their evolutionary
relationships. 2. The historical development and changing nature of classification systems. 3. Similarities and differences between eukaryotic and prokaryotic orga= nisms. 4. Similarities and difference among the eukaryotic kingdoms: Protists, Fungi, Plants, and Animals. 5. Classification of organisms using keys. 6. Highlight the changing nature of classification based on new knowledge generated by research on evolutionary relationships. 7. Analyze the processes by which organisms representative of the follo= wing groups accomplish essential life functions including: 8. Unicellular protists, annelid worms, insects, amphibians, mammals, nonvascular plants, gymnosperms, and angiosperms. 9. Transport (circulation), excretion, respiration, regulation, nutriti= on, synthesis, reproduction, and growth and development 10. Assess, describe = and explain adaptations affecting survival and reproductive success. * Structural adaptations in plants and animals (form to function). * Disease-causing viruses and |
1. Follow the history of the
classification system. 2. Originally two kingdoms (plants and animals). More kingdoms added as knowledge of the diversity of organisms increased. 3. Development of the sev= en level classification system (KPCOFGS) and binomial nomenclature. 4. Basis of classification system o Evolutionary phylogeny o DNA and biochemical analysis o Embryology o Morphology 5. Comparison and contrast of prokaryotic and eukaryotic organisms shou= ld include o Presence/absence of membrane-bound organelles o Ribosomes in both. o Contrasts in chromosomestructure. o Contrast in size. 6. Comparison between eukaryotic kingdoms should include o Cellular structures o Unicellular vs. multi-cellular o Methods of making getting/making food and breaking down food to get energy. o Reproduction 7. Use dichotomous keys to classify organisms |
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