Mr. Konieczko's

Brunswick High School

Chemistry in the Community Science

Curriculum

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

Updated: August 28, 2001

Mr. Konieczko may be contacted at email dkoniecz@gwi.net

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

The Brunswick High School chemistry in the community science curriculum is based on the State of Maine Learning Results. The program is aggressive and demands a lot of students. The learning results establish the science academic goals that are expected of all students and we will use a variety of methods to teach them. Following is a list of student learning expectations, which should be accomplished in order to prepare the students for sound scientific and technological literacy.

# # # # # # # # # # # # # # # # # #

11th Grade: Geophysical Science

The goal of this year's program is to learn about chemistry in the world and community around us, extend the concepts that students have already studied and introduce new materials.

The course uses a textbook, ChemCom: Chemistry in the Community, published by Kendall/Hunt (1998). Students are expected to maintain the textbook and use it as their main science reference. Students are to read their science text a minimum of 20 minutes EACH night, even if it is rereading a previous assignment. Reading a science assignment is different from other subjects. The assignment may not be too long but it will rarely be understood by a single reading of the material. Vocabulary will be introduced on a weekly basis and it will be the student's responsibility to learn the vocabulary and maintain the vocabulary in their journal.

The chemistry program will introduce students to chemistry through the study of various problems that we encounter in our daily lives. The focus of the program is to learn about the world around us and the principles upon which chemical interactions take place. Laboratory exercises will build skills and enhance knowledge of the topics covered.

Students will study the big topics of matter and energy. We will investigate the dynamics of energy as we study the the world around us through a variety of methods.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

Maine Learning Results

Chemistry - 11th Grade: School Year 2001 - 2002

The following list is taken from the State of Maine Learning Results (July 1997). It is a list of the academic concepts and practices that we hope to achieve as a result of our curriculum. It should be noted that the following is not the curriculum, but only the end products that we will measure. The state requirements below are organized to show first the content area and the specific content standard, followed by a series of performance indicators that students will be expected to know in order to demonstrate full understanding of the content standards. The letters and numbers refer to the particular content area, content standard and performance indicators listed under the Science and Technology chapter of the State of Maine Learning Results.

Science and Technology

B. Ecology (content area). Students will understand how living things depend on one another and on non-living aspects of the environment (content standard). Students will be able to (performance indicators):

4. Analyze the impact of human and other activities on the type and pace of change in ecosystems.

E. Structure of Matter. Students will understand the structure of matter and the changes it can undergo. Students will be able to:

1. Trace the development of models of the atom to the present and describe how each model reflects the scientific understanding of their time.

2. Analyze how matter is affected by changes in temperature, pressure and volume.

3. Describe the characteristics and behavior of acids and bases.

4. Describe an application of the Law of Conservation of Matter.

5. Describe how atoms are joined by chemical bonding.

6. Compare the physical and chemical characteristics of elements.

7. Describe nuclear reactions, including fusion, fission, and decay, their occurrences in nature, and how they can be used by humans.

H. Energy. Students will understand concepts of energy. Students will be able to:

6. Describe the relationship between matter and energy and how matter releases energy through the process of nuclear fission and fusion.

9. Demonstrate an understanding that energy can be found in chemical bonds and can be used when it is released from those bonds.

I. Motion. Students will understand the motion of objects and how forces can change that motion. Students will be able to:

4. Describe how forces affect fluids (e.g., air and water).

5. Explain the relationship between temperature, heat, and molecular motion.

6. Describe how forces within and between atoms affect their behavior and the properties of matter.

J. Inquiry and Problem Solving. Students will apply inquiry and problem-solving approaches in science and technology. Students will be able to:

1. Make accurate observations using appropriate tools and units of measure.

2. Verify, evaluate and use results in a purposeful way. This includes analyzing and interpreting data, making predictions based on observed patterns, testing solutions against the original problem conditions, and formulating additional questions.

3. Demonstrate the ability to use scientific inquiry and technological method with short term and long term investigations, recognizing that there is more than one way to solve a problem. Demonstrate knowledge of when to try different strategies.

K. Scientific Reasoning. Students will learn to formulate and justify ideas and to make informed decisions. Students will be able to:

1. Judge the accuracy of alternative explanations by identifying the evidence necessary to support them.

2. Explain why agreement among people does not make an argument valid.

3. Develop generalizations based on observations.

4. Determine when there is a need to revise studies in order to improve their validity through better sampling, controls, or data analysis techniques.

5. Produce inductive and deductive arguments to support conjecture.

6. Analyze situations where more than one logical conclusion can be drawn.

L. Communication. Students will communicate effectively in the application of science and technology. Students will be able to:

1. Analyze research or other literature for accuracy in the design and findings of experiments.

2. Use journals and self-assessment to describe and analyze scientific and technological experiences and to reflect on problem-solving processes.

3. Make and use appropriate symbols, pictures, diagrams, scale drawings, and models to represent and simplify real-life situations and to solve problems.

4. Employ graphs, tables, and maps in making arguments and drawing conclusions.

5. Critique models, stating how they do and do not effectively represent the real phenomenon.

6. Evaluate the communication capabilities fo new kinds of media (e.g., cameras with computer disks instead of film).

7. Use computers to organize data, generate models, and do research for problem solving.

8. Engage in a debate, on a scientific issue, where both points of view are based on the same set of information.

M. Implications of Science and Technology. Students will understand the historical, social, economic, environmental, and ethical implications of science and technology. Students will be able to:

1. Examine the impact of political decisions on science and technology.

2. (Not taught in this course.)

3. Evaluate the ethical use or introduction of new scientific or technological developments.

4. Analyze the impacts of various scientific and technological developments.

5. Examine the historical relationships between prevailing cultural beliefs and breakthroughs in science and technology.

6. Research issues that illustrate the effects of technological imbalances and suggest some solutions.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

Links:

Mr. Konieczko's Science Page