Program of Studies - Science - High School
(Only the Big
Ideas related to physics are shown.) |
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Physics for Scientists and
Engineers |
Principles of Physics |
Conceptual Physics |
Virtual Physics Labs |
| Big
Idea: Structure and Transformation of Matter (Physical Science) |
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| High
School Enduring Knowledge – Understandings |
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will understand that |
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| · the configuration of atoms in a molecule determines the
molecule’s properties. Shapes are particularly important in how molecules
interact with others. |
21.12, 21.15 |
21.11, 21.14 |
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an enormous variety of biological, chemical
and physical phenomena can be explained by changes in the arrangement and
motion of atoms and molecules. |
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when elements are listed in order by their
number of protons, the same sequence of properties appears over and over
again in the list. The structure of the periodic table reflects this sequence
of properties, which is caused by the repeating pattern of outermost
electrons. |
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not all atoms of an element are truly
identical. Some may vary in their number of neutrons (isotopes) or electrons
(ions). These variations result in properties which are different than the
more common forms of that element. |
44.3 |
43.3 |
38.3 |
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Changes of state occur when enough energy is
added to or removed from the atoms/molecules of a substance to change their
average energy of vibration. Most solids expand as they are heated, and if
sufficient energy is added the atoms/molecules lose their rigid structure and
become free to move past each other as a liquid. In gases the energy of
vibration is enough that individual atoms/molecules are free to move
independently. |
19.21 |
19.18 |
18.14 |
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elements are able to form an almost limitless
variety of chemical compounds by the sharing or exchange of their electrons.
The rate at which these combinations occur is influenced by a number of
variables. The compounds produced may vary tremendously in their physical and
chemical properties. |
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chemical reactions have a variety of
essential real-world applications, such as oxidation and various metabolic
processes. |
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a system may stay the same because nothing is
happening or because things are happening but exactly counterbalance one
another. |
Chapters 5, 6 and 12 |
Chapters 5, 6 and 12 |
Chapters 5 and 11 |
·Helicopters in flight |
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accurate record-keeping, openness and
replication are essential for maintaining credibility with other scientists
and society. |
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| High
School Skills and Concepts |
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will |
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| · classify samples of matter from everyday life as being
elements, compounds, or mixtures |
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Investigate the kinetic molecular theory of
matter |
Chapter 20 |
Chapter 20 |
Chapter 19 |
·Pressure, volume and temperature |
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construct and/or interpret diagrams that
illustrate ionic and covalent bonding |
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predict compound formation and bond type as
either ionic or covalent |
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identify and test variables that affect
reaction rates |
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use evidence/data from chemical reactions to
predict the effects of changes in variables (concentration, temperature,
properties of reactants, surface area and catalysts) |
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explore the relationships among temperature,
particle number, pressure and volume in the Universal Gas Law |
20.2 - 20.10 |
20.2 - 20.10 |
19.2 - 19.9 |
·Pressure, volume and temperature |
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explain the organizational structure (design)
and communicate the usefulness of the Periodic Table to determine potential
combinations of elements |
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investigate the role of intermolecular or
intramolecular interactions on the physical properties (solubility, density,
polarity, boiling/melting points) of compounds |
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relate the chemical behavior of an element,
including bonding, to its location on the periodic table |
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relate the structure of water to its function
as the universal solvent |
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design and conduct experiments to determine
the conductivity of various materials |
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create and/or interpret graphs and equations
to depict and analyze patterns of change |
Throughout the book |
Throughout the book |
Throughout the book |
·Helicopters in flight
·Pressure, volume and temperature
·Electric golf
·Generators and transformers |
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explore real-life applications of a variety
of chemical reactions (e.g., acids and bases, oxidation, rusting, tarnishing)
and communicate findings/present evidence in an authentic form (transactive
writing, public speaking, multimedia presentations) |
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generate investigable questions and conduct
experiments or non-experimental research to address them, using evidence to
defend conclusions |
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All labs |
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| Big
Idea: Motion and Forces (Physical Science) |
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| High
School Enduring Knowledge – Understandings |
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will understand that |
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| · representing and describing motion in a variety of ways
provides data that can be used to construct explanations and make predictions
about real-life phenomena. |
Chapters 2 -
11 |
Chapters 2 -
11 |
Chapters 2 -
10 |
·Skee-Ball
·Firing a cannon
·Juggling objects
·Navigating race tracks |
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the usefulness of a model can be tested by
comparing its predictions to actual observations in the real world. But a
close match does not necessarily mean that the model is the only “true” model
or the only one that would work. |
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All labs |
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all motion is relative to whatever frame of
reference is chosen, for there is no motionless frame from which to judge all
motion. |
4.22 |
4.21 |
4.14 |
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the strength of the gravitational force
between objects is proportional to the masses and weakens rapidly with
increasing distance between them. |
13.1 |
13.1 |
12.1 |
·Orbiting satellites |
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electricity and magnetism are two inseparable
aspects of the same force (electromagnetism). Moving electrical charges
produce magnetic forces and moving magnetic fields produce electrical forces.
Electrical current is due to the motion of charge and has a specific
direction. |
27.1,
Chapters 31, 32 |
27.1,
Chapters 31, 32 |
25.1,
Chapters 28, 29 |
·Generators and transformers |
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electromagnetic forces acting within and
between atoms are vastly stronger than the gravitational forces acting
between the atoms. At the atomic level, electric forces between oppositely
charged electrons and protons hold atoms and molecules together and thus are
involved in all chemical reactions. On a larger scale, these forces hold
solid and liquid materials together and act between objects when they are in
contact—as in sticking or sliding friction. |
23.10 - 23.11,
42.9 |
23.10 - 23.11,
42.9 |
22.9 - 22.10,
36.8 |
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the forces that hold the nucleus of an atom
together are much stronger than the electromagnetic force. That is why such
great amounts of energy are released from the nuclear reactions in the sun
and other stars. |
44.5 - 44.14 |
43.5 - 43.14 |
38.5 - 38.14 |
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| High
School Skills and
Concepts |
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will |
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| · design and conduct investigations involving the motion of
objects and report the results in a variety of ways |
2.0, 2.7,
4.0, 4.10, 4.14, 7.0, 8.0, 9.0, 10.0, 11.0 |
2.0, 2.7,
4.0, 4.9, 4.13, 7.0, 8.0, 9.0, 10.0, 11.0 |
2.0, 2.7,
4.0, 4.5, 4.9, 6.0, 7.0, 8.0, 9.0, 10.0 |
·Skee-Ball
·Firing a cannon
·Juggling objects
·Navigating race tracks |
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investigate Newton’s Laws of Motion and
Gravitation. Experimentally test inertia and gravitational acceleration |
5.0, 13.0 |
5.0, 13.0 |
5.0, 12.0 |
·Helicopters in flight
·Orbiting satellites |
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experimentally test conservation of momentum.
Use tables, charts and graphs in making arguments and claims in oral and
written presentations |
8.0 |
8.0 |
7.0 |
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create and analyze graphs, ensuring that they
do not misrepresent results by using inappropriate scales or by failing to
specify the axes clearly |
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·Helicopters in flight
·Pressure, volume and temperature
·Electric golf
·Generators and transformers |
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develop investigable questions that guide
explorations of the interrelationship between electricity and magnetism |
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·Generators and transformers |
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investigate the attraction and repulsion of
electrical charges to predict the behavior of charged objects |
23.0 |
23.0 |
22.0 |
·Electric golf |
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create conceptual and mathematical models of
motion and test them against real-life phenomena |
Chapters 2-11 |
Chapters 2-11 |
Chapters 2-10 |
·Skee-Ball
·Firing a cannon
·Juggling objects
·Navigating race tracks |
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explain why the strength of the nuclear force
is responsible for the great energy release involved in nuclear reactions |
44.5 - 44.14 |
43.5 - 43.14 |
38.5 - 38.14 |
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predict which forces would be predominant in
a given system and explain |
Chapter 5 |
Chapter 5 |
Chapter 5 |
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| Big
Idea: The Earth and the Universe (Earth/Space Science) |
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| High
School Enduring Knowledge – Understandings |
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will understand that |
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| · gravity played an essential role in the formation of the
universe and is one of the fundamental forces that controls the function of
the universe and the systems within it. |
13.1 |
13.1 |
12.1 |
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current estimates of the ages of the Earth
(4.6 billion years) and the universe (10+ billion years) are based on a
variety of measurement techniques that have unique strengths and limitations.
The same evidence that establishes the extreme age of the universe also
indicates its vastness. |
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stars have cycles of birth and death, and the
lives of large stars end in explosions that provide the elements to create
new stars and planets. All living things on Earth are also formed from this
recycled matter. |
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the speed of light is dwarfed by the vastness
of the universe, resulting in the human view of the sky being essentially a
“look back in time” as we view light that was emitted long in the past and
has been traveling across the cosmos to reach Earth. |
35.0 |
34.0 |
30.0 |
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the shape and location of the continents have
been gradually changing for millions of years because density differences
inside the mantle result in convection currents. These changes, as well as
more rapid ones (e.g. earthquakes, volcanoes, tsunamis) can impact living
organisms. |
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mathematical models and computer simulations
are used in studying evidence from many sources to form a scientific account
of the universe. |
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scientists rely on increasingly sophisticated
methods of measurement in order to investigate a variety of phenomena that
were previously immeasurable. |
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curiosity, honesty, openness and skepticism
are highly regarded in science, and are incorporated into the way science is
carried out. |
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| High
School Skills and Concepts |
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will |
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| · compare methods used to measure the ages of geologic
features |
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research the historical rise in acceptance of
the theory of Plate Tectonics and the geological/biological consequences of
plate movement |
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analyze the supporting evidence for the
nebular theory of formation of the solar system |
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analyze the supporting evidence for the Big
Bang theory of formation of the universe |
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explain the role of gravity in the formation
and function of the universe |
Chapter 13 |
Chapter 13 |
Chapter 12 |
·Orbiting satellites
·Mission to Mars |
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investigate, describe and document patterns
of interaction of matter and gravity |
Chapter 13 |
Chapter 13 |
Chapter 12 |
·Orbiting satellites
·Mission to Mars |
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describe the life cycle of stars and the
products/consequences of their deaths |
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explain how technological solutions permit
the study of phenomena too faint, small, distant or slow to be directly
measured |
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employ scientific notation to communicate and
compare astronomical phenomena |
1.3,
1.11 - 1.13 |
1.3,
1.11 - 1.13 |
1.3
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·Orbiting satellites
·Mission to Mars |
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explore real-life implications of current
findings in Earth/space research and communicate findings in an authentic
form, exemplifying the traits of curiosity, honesty, openness and skepticism |
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| Big
Idea: Energy Transformations (Unifying Concepts) |
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| High
School Enduring Knowledge – Understandings |
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| Students
will understand that |
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| · transformations that occur within the nuclei of atoms
release vastly greater energy than those that involve only electrons, and
result in the emission of radiation and/or transformation of elements. |
Chapter 44 |
Chapter 43 |
Chapter 38 |
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while the total amount of energy in the
universe is constant, the amount that is available for useful transformations
is always decreasing. Systems within the universe will cease to function once
the energy differential becomes zero. |
Chapters 7 and 22 |
Chapters 7 and 22 |
Chapters 6 and 21 |
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waves, including electromagnetic radiation,
are an important form of energy transfer. Waves are governed by rules that
can be investigated and used to predict/explain their behavior. |
Chapters 16, 17, 18, 35 |
Chapters 16, 17, 18, 34 |
Chapters 15, 16, 17, 30 |
·Birds on a wire
·Playing Beethoven's Fifth Symphony |
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many elements and compounds are involved in
continuous cyclic processes where they are stored by and/or flow between
organisms and the environment. These processes require a continuous supply of
energy to occur. |
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radiant energy from the sun is stored in a
chemical form in plants as a result of photosynthesis. This energy
transformation allows plants to use simple molecules, such as carbon dioxide
and water, to assemble the complex molecules needed to increase their mass. |
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energy stored in food is released by a series
of internal chemical reactions that reorganize the molecules into a form
useable by the organism. |
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a variety of carbon compounds are essential
to the processes that occur in all organisms. |
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heat is a manifestation of the random motion
and vibrations of atoms or molecules within a substance. Interactions between
or among atoms or molecules naturally move toward states of higher disorder. |
19.7, 19.9,
22.5, 22.8,
22.18 |
19.5, 19.7,
22.5, 22.8,
22.9 |
18.5, 18.6,
21.4 - 21.6 |
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many different sources of energy are used for
a variety of purposes, including powering machines designed to do useful
work. Regardless of function or energy source, the useful energy output of
any machine is always less than the total energy input. |
22.2,
Chapter 22 |
22.2,
Chapter 22 |
21.2,
Chapter 21 |
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all Earth systems/processes require either an
internal or external source of energy to function. Changes to any component,
or to the quantity or type of energy input, may influence all components of
the system. |
7.22,
Chapter 7 |
7.19,
Chapter 7 |
6.16,
Chapter 6 |
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weather and climate are the direct or
indirect result of transfer of solar energy, and changes in one part of the
system may influence all of the others. The complexity of the system and the
number of variables involved requires very complex mathematical models in
order to make accurate predictions. |
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technological problems often create a demand
for new scientific knowledge, and new technologies make it possible for
scientists to conduct their research more effectively or to conduct new lines
of research. The availability of new technology often sparks scientific
advances. |
14.7, 24.13,
29.25, 30.11,
30.15, 40.3,
40.22, 42.24 |
14.7, 24.13,
29.25, 30.12,
30.16, 39.3,
39.16, 41.23 |
13.6, 23.10,
28.12,
28.15,
36.20 |
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technology affects society because it solves
practical problems and serves human needs. Science affects society by
stimulating thought or satisfying curiosity, or by influencing views of the
world, or by providing knowledge necessary for new technological advances. |
11.19, 14.22,
23.15, 28.4,
28.19, 30.3,
30.5, 30.27,
32.16, 35.27,
38.18, 40.3,
40.22, 42.18,
42.19, 42.20,
42.24 |
11.14, 14.22,
23.15, 28.4,
28.16, 30.3,
30.5, 30.26,
32.13, 34.23,
37.16, 39.3,
39.16, 41.17,
41.18, 41.19,
41.23 |
10.7, 13.15,
22.12, 26.3,
26.11, 28.3,
28.5, 28.19,
30.10,
33.12,
36.15, 36.16,
36.20 |
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| High
School Skills and Concepts |
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| Students
will |
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| · classify and describe nuclear reactions and their products |
44.13 -
44.16 |
43.13 -
43.16 |
38.13 -
38.15 |
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investigate the forces inside the nucleus and
evaluate the risk/benefits of nuclear energy |
44.5, 44.13 |
43.5, 43.13 |
38.5, 38.13 |
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apply the law of conservation of energy and
explore heat flow in real-life phenomena |
7.22 - 7.25,
19.25 - 19.30,
Chapters 21,22 |
7.19 - 7.22,
19.22 - 19.27,
Chapters 21,22 |
6.16 - 6.19,
18.17 - 18.20,
Chapters 20,21 |
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investigate waves, the rules describing wave
behavior and energy transfer via waves in real life phenomena (e.g., nuclear
medicine, industrial applications) |
Chapters 16, 17, 18 |
Chapters 16, 17, 18 |
Chapters 15, 16, 17 |
·Birds on a wire
·Playing Beethoven's Fifth Symphony |
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investigate the flow of matter and energy
between organisms and the environment and model the cyclic nature of this
process |
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explain the metabolic process of
photosynthesis and describe the molecules it assembles to store solar energy |
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describe the metabolic processes that allow
energy stored in food to be made available to the organism |
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explore the composition and function of the
carbon compounds involved in metabolism |
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apply the concept of entropy to molecular
interactions and to interactions within the universe |
22.5 - 22.8,
22.18 - 22.19 |
22.5 - 22.9 |
21.4 - 21.6 |
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analyze a variety of energy sources, their
potential uses and their relative costs/benefits |
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investigate the relationship of energy input
vs. useful energy output in mechanical systems |
Chapters 21, 22 |
Chapters 21, 22 |
Chapters 20, 21 |
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model and explain the relationships and
energy flow existing in various Earth systems |
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use weather data to model the complex
interactions responsible for weather and climate |
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describe how science and technology interact.
Research and investigate the impact of technology on society and how
technological advances have driven scientific research |
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