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Integrated Science 1B
   

Course Description

This course provides students with the information, experiences and activities related to major areas of study in the field of Integrated Science. Some of the major topics presented include cell function and cell reproduction, the movement of the Earth’s crust, earthquakes, volcanoes, plate tectonics, geologic time, the structure of atoms, the periodic table of elements and the bonding of atoms to form molecules, electricity, magnetism and the electromagnetic spectrum.  In this course, students also study the natural history of California, and are exposed to concepts relating to Chemistry, Physics, Earth Science, and Biology.

Credits: 5
Languages: English and Spanish

DOE
State Standards

Course Content

Unit 6 - How Do We Reproduce?

California Curriculum Standards

Students know amino acids are the building blocks of proteins. (Chemistry 10c)

Students know heat flow and work are two forms of energy transfer between systems. (Physics 3a)

Students know large molecules (polymers), such as proteins, nucleic acids and starch are formed by repetitive combinations of simple subunits. (Chemistry 10a)

Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm. (Biology 1d)

Students know how mutations and sexual reproduction lead to genetic variation in a population.(Biology 2)

Students know a multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. (Biology 3)

Investigate a societal based issue by researching the literature, analyzing data and communicating the findings. (Investigation and Experimentation 1m)

Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data.  (Investigation and Experimentation 1a)

Unit Objectives

Upon completion of this unit, the student will be able to:

  • Explain the process of cell division, known as mitosis.
  • Describe how organisms use energy.
  • Explain the Central Dogma of Biology.
  • Identify the steps of meiosis.
  • List and describe several careers in Biology.
  • Briefly explain how phenotype is different from genotype.
  • Explain the process of independent assortment and the Law of Segregation.
  • Complete a scientific investigation and report the finding in a formal write-up.

Unit 7 - Where Did They Go?

California Curriculum Standards

Students know the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy. (Physics 13c)

Students know waves carry energy from one place to another. (Physics 4a)

Students know features of the ocean floor (magnetic patterns, age and sea floor topography) provide evidence of plate tectonics. (Earth Sciences 13a)

Students know the principal structures that form at the three different kinds of plate boundaries. (Earth Sciences 3b)

Students know why and how earthquakes occur and scales used to measure their intensities. (Earth Sciences 3d)

Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. (Earth Sciences 3e)

Students know the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planet and their moons and in mass extinction of life on Earth. (Earth Sciences 1f)

Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation and mass extinction. (Biology 8e)

Investigate a societal based issue by researching the literature, analyzing data and communicating the findings. (Investigation and Experimentation 1m)

Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data.  (Investigation and Experimentation 1a)

Unit Objectives

Upon completion of this unit, the student will be able to:

  • Explain the process of stress and how it shapes the Earth’s crust.
  • Describe how a volcano is made.
  • Explain the Law of Superposition and Uniformitarianism.
  • Identify the steps of continental drift.
  • List and describe several features resulting from crustal plate movement.
  • Briefly explain an earthquake.
  • Explain the process of fossil formation.
  • Give examples that describe geologic time.
  • Complete a scientific investigation about plate movement.

Unit 8 - Atoms: The Stuff of Life

California Curriculum Standards

Students know the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of Earth. (Physics 1e)

Students know charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges. (Physics 5e)

Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. (Chemistry 1a)

Students know how to use the periodic table to identify metals, semimetals, nonmetals and halogens. (Chemistry 1b)

Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity and the relative sizes of ions and atoms. (Chemistry 1c)

Students know how to use the periodic table to determine the number of electrons available for bonding. (Chemistry 1d)

Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. (Chemistry 1e)

Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. (Chemistry 2a)

Students know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction. (Chemistry 1c)

Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome electromagnetic repulsion between the protons. (Chemistry 11a)

Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions. (Chemistry 11c)

Students know the evidence indicating that all elements with an atomic number greater than that of helium have been formed by nuclear fusion in stars. (Earth Science 2c)

Investigate a societal based issue by researching the literature, analyzing data and communicating the findings. (Investigation and Experimentation 1m)

Unit Objectives

Upon completion of this unit, the student will be able to:

  • Describe how atomic theories differed (Greeks; Dalton; Thomson; Rutherford and Bohr).
  • Explain the difference between atomic number and mass number.
  • Identify the parts of an atom and their locations.
  • List and describe the four forces acting on the nucleus of an atom.
  • Briefly explain how Mendeleev and others designed the periodic table.
  • Explain the difference between a metal, nonmetal and a metalloid.
  • Give examples that describe each family of elements.
  • Explain how covalent, ionic and metallic bonds are formed between atoms.
  • Complete a scientific investigation about indirect observations.

Unit 9 - Electricity and Magnetism

California Curriculum Standards

Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors and capacitors. (Physics 13a)

Students know how to solve problems involving Ohm’s law. (Physics 5b)

Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. (Physics 5c)

Students know the properties of transistors and the role of transistors in electric circuits. (Physics 5d)

Students know charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges. (Physics 5e)

Students know magnetic materials and electric currents are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources. (Physics 5f)

Students know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil. (Physics 5g)

Students know plasmas, the fourth state of matter, contain ions or free electrons or both and conduct electricity. (Physics 5i)

Students know the nucleus of the atom is much smaller than the atom yet contains most of it mass. (Chemistry 1e)

Students recognize the cumulative nature of scientific evidence. (Investigation and Experimentation 1k)

Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data.  (Investigation and Experimentation 1a)

Unit Objectives

Upon completion of this unit, the student will be able to:

  • provide a "working" (in your own words) definition of electricity .
  • properly apply vocabulary that relate to the study of electricity.
  • describe how static charges are formed and how they interact.
  • tell how objects can be charged by contact.
  • explain why some static charges can be dangerous.
  • relate historical anecdotes with the study of electricity.
  • analyze quotes and poetry concerning electricity.
  • describe the nature of an electric current.
  • distinguish between conductors and insulators.
  • read a household electric meter and compute a monthly electric bill.
  • use Ohm’s law to calculate amperes, volts and ohms produced in a circuit.
  • draw an electrical circuit and demonstrate electron flow.
  • describe how electronic means of communication work.
  • tell how magnetism and the earth relate to each other.
  • define and explain plasma, the fourth phase of matter.
  • conduct an investigation using an electric meter.

Unit 10 - Natural History of California

California Curriculum Standards

Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. (Biology 6a)

Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species or changes in population size. (Biology 6b)

Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration and death. (Biology 6c)

Students know how water, carbon and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.(Biology 6d)

Students know a vital part of an ecosystem is the stability of its producers and decomposers. (Biology 6e)

Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. (Biology 8b)

Students know reproductive or geographic isolation affects speciation. (Biology 8d)

Students know rainforests and deserts on Earth are distributed in bands at specific latitudes. (Earth Science 5e)

Students know the interaction of wind patterns, ocean currents and mountain ranges results in the global pattern of latitudinal bands of rainforests and deserts. (Earth Science 5f)

Students know weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere. (Earth Science 6a)

Students know the effects on climate of latitude, elevation, topography and proximity to large bodies of water and cold or warm ocean currents. (Earth Science 6b)

Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels and the movement of carbon among these reservoirs. (Earth Science 7a)

Students know the resources of major economic importance in California and their relation to California’s geology. (Earth Science 9a)

Students know the importance of water to society, the origins of California’s fresh water and the relationship between supply and need. (Earth Science 9c)

Students recognize the cumulative nature of scientific evidence. (Investigation and Experimentation 1k)

Select and use appropriate tools and technology to perform tests, collect data, analyze relationships and display data.  (Investigation and Experimentation 1a)

Unit Objectives

Upon completion of this unit, the student will be able to:

  • provide a description and explanation of the major biomes of the Earth
  • properly apply vocabulary that relate to ecosystems
  • describe how carbon, nitrogen and water cycles work on Earth
  • tell how biotic and abiotic factors interact in an ecosystem
  • explain why rainfall and temperature are important to biomes
  • analyze how several different biomes compare to each other
  • describe the nature of lands of limited water
  • distinguish types of deserts based on latitude
  • use the internet to research California biomes
  • draw examples of organisms from several California biomes