Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

Scientific Process

• After a review of available and pertinent information, scientists formulate a hypothesis.
  A scientific investigation uses a repeatable procedure to explore one independent variable and proper constants or controls.

• Technology in a scientific investigation allows scientists to quantify observations for analysis.

• Scientists recognize and strive to limit sources of error or uncertainty. Scientific explanations and concepts change over time to reflect new evidence. Scientific results are supported by experimental evidence and explained using scientific concepts. Scientists share information to collaborate and extend knowledge. Scientists collaborate in order to identify alternative explanations and models for the results observed in an investigation. A scientific theory is a hypothesis that has been repeatedly tested and is generally accepted by most scientists.
  Safety is a primary concern with all laboratory techniques.

• Scientists use evidence gained through scientific processes to explain the natural world.

Life Science

• Living things must be in balance with each other and with their environment. Adaptations in living things direct the way a species fits in its environment. There is unity and diversity among living things. A. Living things must strive for balance with each other and their environment. B. Species change over time by a process known as evolution.

• Energy flows and matter cycles through living systems. Living organisms build and breakdown molecules. Building usually takes energy while breaking down releases it. In living organisms, materials move from high concentration to low concentration. Living things strive for balance with each other and their environment.

• Cells have structures that underlie their functions.
  Humans are composed of specialized cells, tissues, organs and organ systems that work together. Cells come from cells. In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA.
  A. In all organisms, the instructions for specifying the characteristics of the organism (genes) are carried in DNA. B. Mutations can be helpful, harmful or have no affect on cells and organisms. C. Society will determine the role of biotechnology.
  In all organisms, the instructions for specifying the characteristics of the organism (genes) are carried in DNA. Genetically diverse populations are more likely to survive changing environments
  Infections can be viral or bacterial in nature and can be transmitted through environmental factors or from one organism to another. Non-infectious disease have genetic or environmental origins.

Science and Technology

• The implementation of any technology and the development of any resource has both benefits and consequences. Technology uses scientific principles to make things and to make things better. The two fields reinforce one another. Science and technology enhance the work we do.

• Recognizing bias and opinion is important when processing scientific information.
  Scientists communicate about and critique each others work.

• By analyzing data, systematic patterns and trends can be discovered. Many natural processes are cyclic.
  A system is composed of discrete parts that are interrelated. Natural cycles respond to internal and external influences. Some quantities in nature change continuously by a constant factor and can be described by exponential functions.

• A valid hypothesis or theory must accommodate new data or the hypothesis or theory must be changed.
  The interdependent fields of science are connected through a particular way of knowing.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

Scientific Process

• Why do scientists generate hypotheses? What makes a science question testable?
  Why do scientists investigate one independent variable at a time? Why must a scientific procedure be repeatable? What kind of measurements are made in a scientific investigation? What tools can be used to make measurements? What constitutes scientific evidence? What makes data valid and reliable?
  Why is it important to continuously evaluate and revise scientific explanations and models?
  What makes a scientific conclusion valid and reliable? What is the importance of written communication in a scientific investigation? Why might there be alternative explanations and models? What is the importance of identifying alternative explanations and models? How do theories change over time? How does a scientific hypothesis drive an investigation?

• What are safe laboratory practices?

• What constitutes scientific evidence? What makes data valid and reliable? Scientists use models to help explain natural systems and to predict the behavior of systems under given circumstances.

Life Science

• What interrelationships exist between organisms, populations, communities, ecosystems and biomes?
  What role does adaptation play in an organism's ability to survive in a particular environment? How are living things related? How do population dynamics affect the survival of a species in a new environment?

• How do organisms capture, store, use and release energy? How are molecules made and broken down in living things? How are materials transported within an organism?

• How does matter cycle and energy flow through different levels of organization in an ecosystem?

• How do cells function and how have structures adapted to perform these functions? What is the relationship between the structure and function of cells, tissues, organs, organ systems and organisms? What cellular processes are involved in reproduction and growth in an organism?

• How do the chemical and physical properties of DNA explain how the genetic information is encoded for genes and replicated?
  A. How does DNA provide for both continuity and diversity within a population?
  B. How does the continuing operation of natural selection on new characteristics and changing environments produce diversity among populations?
  C. Should biotechnology always be used just because we can?

• How are traits passed on? How does biodiversity effect the survival of a population during environmental changes? How are diseases transmitted and what determines whether they are infectious or non-infectious

Science and Technology

• Which drives which, science or technology?
  When will we run out of our natural resources? When is technology a 'good thing' and when is it a 'bad thing'?
  How are science and technology used in the (teenage) workplace?

Processes and Connections

• What constitutes scientific evidence? Why do scientists share their work?

• Why is it important to recognize patterns and trends in scientific data?

• How do cycles start and stop?

• How are systems kept in balance?

• Can the dynamics of natural cycles be predicted?

• How are models used to increase our understanding of the natural world?

• How are exponential functions useful in biological sciences?

• How do hypotheses and theories change over time?

• Where are the boundaries of various science disciplines? (e.g. Where does biology end and chemistry begin? Where does chemistry/Molecular genetics end and genetics/Mendelian begin?)

Standards
Highest Frequency Standards High Frequency Standards Other Standards & E-skills

Standard 1: Students understand the processes of scientific investigations and design, conduct, communicate about, and evaluate such investigation.

Standard 3: Life Science - Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment. Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. Students know and understand interrelationships of matter and energy in living systems. Students know and understand how the human body functions, factors that influence its structures and functions compared with those of other organisms. Students know and understand how organisms change over time in terms of biological evolution and genetics.

Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they affect the world.

Standard 6: Students understand that science involves a particular way of knowing and they understand common connections among scientific disciplines.

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

• Unit I: Basic Chemical Principle, Nomenclature, and Stoichiometry (Submitted by Julie Furstenau, Doherty High School)
  Text Chapter 1 – Introduction: Matter and Measurement
  Required problems:  14, 20, 25, 27, 34, 37, 49, 55, 61, 74
  Lab – Exp. 1 – Determination of the Empirical Formula of Silver Oxide
  Text Chapter 2 – Atoms, Molecules and Ions
  Required problems: 3, 16, 17, 27, 30, 36, 38, 42, 44, 46, 48, 55, 59, 75, 76
  Lab – Exp. 2 – Analysis of Silver in an Alloy
  Text Chapter 21 – Nuclear Chemistry (Sec 21.1 – 21.3 only)
  Required problems: 3, 4, 6, 23, 24, 25
  Text Chapter 3 – Stoichiometry: Calculations with Chem. Formulas & Equations
  Required problems: 8, 12, 18, 24, 34, 40, 46, 54, 60, 70, 73, 105
  

• Unit 2: Solution Chemistry, Electronic Structure and Periodic Trends
  Text Chapter 4 – Aqueous Reactions and Solution Stoichiometry
  Required problems: 6,12,14, 20, 24, 28, 37, 40, 42, 53, 59, 71, 78, 95
  Lab – Exp 5 – Finding the Ratio of Moles of Reactants in a Chem. Rxn.
  Text Chapter 6 – Electronic Structure of Atoms
  Required problems: 7, 9, 13, 27, 33, 43, 56, 62, 65, 67, 93
  Text Chapter 7 – Periodic Properties of the Elements
  Required problems: 13, 20, 23, 33, 38, 39, 41, 44, 45, 78(omit “e”)
  Lab – Exp 7 - An Activity Series
  

• Unit 3: Thermodynamics and Reaction Prediction
  Text Chapter 5 – Thermochemistry
  Required problems: 15, 19, 27, 29, 39, 43, 45, 51, 53, 62, 100
  Lab – Exp. 6 – Thermodynamics – Enthalpy of Reaction and Hess’s Law
  Text Chapter 19 – Chemical Thermodynamics
  Required problems: 6, 9, 15, 26, 30, 34, 40, 46, 68, 82
  **Independent Study:  Chapter 24 – Chemistry of Coordination Compounds (Sections 24.1 – 24.4)
  Required problems: 1, 2, 3, 5, 6, 7, 11, 13, 15
  Lab: Exp 24 – Preparation and Analysis of Tetraamminecopper(II) Sulfate Monohydrate
  

• Unit 4: Chemical Bonding, Molecular Geometry, Gas Laws and Reaction Prediction
  Text Chapter 8 – Basic Concepts of Chemical Bonding
  Required problems: 10, 15, 22, 28, 34, 36, 38, 40, 47, 50, 52, 60, 66, 93
  Text Chapter 9 – Molecular Geometry and Bonding Theories
  There will be no required problems in this chapter; instead we will do a two-day “lab” on molecular geometry that will address all of the pertinent information in this chapter.
  Text Chapter 10 – Gases
  Required problems: 7, 17, 20, 26, 33, 37, 39, 43, 45, 49, 59, 66, 72, 97
  Lab: Exp 8 – Determining the Molar Volume of a Gas
  Exp 9 – Determination of the Molar Mass of Volatile Liquids
  **Independent Study:  Chapter 22 – Chemistry of the Nonmetals
  Required problems: 7, 13, 18, 22, 24, 33, 36, 37, 44, 45, 49, 52, 56, 65, 68, 70, 94, 95

Required Textbooks: Brown, LeMay, and Bursten; Chemistry, The Central Science; Prentice Hall; 2002; 8^th Revised Edition,  Vonderbrink; Laboratory Experiments for Advanced Placement Chemistry; Flinn Scientific; 2006; 2^nd Edition

ChemLab Teacher Resources