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Curriculum
MYP
6-10
Revised
for
teaching
Fall
2014
Parent
Copy
Climate Change
Human Health
Sustainable
Survival
10th
Grade
Electrical
Power
Generation
8th
Grade
Electricity
and
Heat
9th
Grade
Light
and
Sound
Chemical Energy
Digestive
System
Fluids
Chemical Bonding
Genes
and
Variation.
Evolution
and
Natural
Selection
Simple Machines
Energy
Transformations
in
Living
Things
Time
guidance:
Most
Units
are
6
weeks
long
(16
lessons)
unless
otherwise
stated.
Ex.(7)
denotes
a
7
week
unit
for
example.
Double
units
are
12
weeks
long.
A
Trimester
is
12
weeks
long
(32
lessons).
We
are
in
school
180
days=
36
weeks
=20
cycles
7/31/14
3:21
PM
Grade
6
MYP
Units
Revised
for
teaching
Fall
2014
Grade
6:
Chemistry
Grade
Level
Theme:
Exploring
Ourselves
and
Our
Universe
Time
Frame:
6
weeks
Matter
and
Humans
Content
1. Define
matter
as
anything
that
has
both
mass
and
volume.
2. Observe
and
record
the
properties
of
elements
representative
of
the
first
20
of
the
Periodic
Table
(Mg,
C,
S,
H,
Fe,
Al,
O,
He).
Some
should
be
teacher
demonstrated
only
(Ca,
Na,
Ne,
Hg).
3. Utilize
the
periodic
table
as
a
tool
to
locate
the
first
20
elements
and
identify
symbols.
4. Describe
the
general
properties
of
matter
through
observation
(solid,
liquid,
gas,
color,
luster,
hardness,
density,
reaction
to
acid/heat
and
special
properties
(magnetism/smell/ability
to
conduct
electricity).
5. Investigate
placing
substances
in
a
flame
(magnesium,
salt,
plastic,
aluminum
foil/iron/glass/ceramic)
in
a
flame
in
the
context
of
reaction
to
heat.
6. Outline
the
basic
atomic
nature
of
matter.
7. Explain
that
all
matter
is
made
of
elements
(pure,
mixed
together
of
bonded
together).
8. Use
appropriate
instruments
and
units
to
measure
quantities
such
as
mass,
length,
time,
and
temperature
(see
skills
column).
9. Be
able
to
explain
why
a
beaker
is
not
an
accurate
way
to
measure
liquids.
10. Calculate
the
volume
of
regular
and
irregularly
shaped
objects.
11. Calculate
density
and
explore
its
meaning.
12. Explore
volume
changes
in
matter
as
they
relate
to
temperature
and
density.
13. Investigate
phase
changes
in
simple
elements
and
compounds
(sulfur,
water,
glass,
chocolate).
14. Explain
what
happens
during
a
phase
change
(using
both
macroscopic
and
microscopic
views).
15. Investigate
the
relationship
between
matter
and
energy.
16. Evaluate
the
role
of
material
engineering
(a
rapidly
expanding
field
of
engineering)
in
innovation.
MYP
Concept
Systems
Related
Concepts
Form
Models
Interaction
Global
Context
(Formerly
AOI)
Scientific
and
Technical
Innovation
Statement
of
Inquiry
Humans
manipulate
the
different
properties
of
matter
to
improve
our
way
of
life.
Factual:
What
are
the
different
properties
of
matter?
Conceptual:
What
is
the
relationship
between
temperature
and
the
properties
of
matter?
Debatable:
How
is
an
elements
use
influenced
by
environmental,
economic
and
social
factors?
Terminology:
mass,
weight,
volume,
melting
point,
boiling
point,
condensation,
density,
luster,
hardness,
solid,
liquid,
gas,
theory,
phase,
recycle,
boiling,
evaporation,
condensation,
solidification,
accuracy,
metric,
grams,
mm,
cm,
m,
seconds,
minutes,
Celsius,
tare,
meniscus,
x
axis,
y
axis,
line
of
best
fit,
gravity.
7/31/14
3:21
PM
Grade
6.
Chemistry
Grade
Level
Theme
for
Year:
Exploring
Ourselves
and
Our
Universe
Timeframe:
6
Weeks
Chemical
and
Physical
Changes
Content
MYP Concept
Relationships
1.
2.
3.
4.
5.
Related
Concepts
Form
Conditions
Transfer
Global
Context
(Formerly
AOI)
Scientific
and
Technical
Innovation
Statement
of
Inquiry
Students
will
recognize
that
humans
exploit
the
relationship
between
matter
and
change
to
improve
social
conditions.
Factual:
How
does
man
utilize
simple
scientific
processes
to
separate
matter?
Conceptual:
Is
it
possible
to
get
all
substances
back
after
they
have
combined
with
other
substances?
Debatable:
How
should
humans
dispose
of
materials
in
ways
that
are
more
sustainable?
Terminology:
Homogeneous,
heterogeneous,
element,
atoms,
compounds,
molecules
solution,
chromatography,
filtration,
distillation,
chemical
change,
physical
change,
recycle,
gyre
7/31/14 3:21 PM
Grade
6:
Physics
Grade
Level
Theme
for
Year:
Exploring
Ourselves
and
Our
Universe
Timeframe:
8
weeks
Motion
and
Forces
Content
1. Define
ways
to
describe
the
motion
of
an
object
(displacement,
speed,
velocity,
acceleration).
2. Explain
what
is
meant
by
motion
is
relative.
3. Distinguish
between
mass
and
weight.
4. Distinguish
between
instantaneous
and
average
values
of
speed.
5. Give
examples
of
ways
to
show
that
an
object
is
accelerating.
6. Draw
and
interpret
position-time
and
velocity-time
graphs.
7. Describe
the
motion
of
a
free
falling
object
(simple
understanding
that
speed
increases
by
10m/s
every
second).
8. Define
force
as
a
push
or
pull.
9. State
the
different
types
of
force
(tension,
friction,
air
resistance,
thrust,
etc.)
10. Draw
and
label
force
body
diagrams
(the
amount
of
force
can
be
represented
through
the
lengths
of
the
arrows)
11. Determine
the
net
force
of
an
object.
12. Show
an
understanding
of
Newtons
three
laws
of
motion
13. Apply
the
calculation
F=
m
x
a
14. Discuss
what
is
meant
by
inertia.
15. Give
examples
of
daily
life
situations
involving
inertia.
16. Define
weight
as
the
force
of
gravity
on
an
object.
17. Discuss
the
relationship
between
mass,
acceleration
and
net
force.
18. Identify
action-reaction
forces
and
give
examples
of
situations
involving
Newtons
3rd
law
of
motion.
19. Define
momentum
as
inertia
in
motion.
20. Describe
ways
to
increase/decrease
the
momentum
of
an
object.
21. Discuss
how
impulse
changes
momentum.
22. Explain
how
the
force
of
gravity
affects
the
motion
of
objects.
23. Give
examples
of
objects
experiencing
centripetal
force
(like
motion
of
planets
around
the
sun).
24. Explain
different
factors
affecting
the
flight
of
a
bottle
rocket.
MYP
Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
Change
Motion,
Forces
Orientation
in
Space
and
Time
Humans
manipulate
the
interaction
and
balance
of
forces
to
control
movement.
Factual:
What
are
ways
to
describe
the
motion
of
an
object?
Conceptual:
How
does
force
affect
the
motion
of
an
object?
Debatable:
What
safety
specifications
should
be
given
to
car
manufacturers
and
city
planners
to
ensure
safer
roads?
Terminology:
displacement,
distance,
gravity,
speed,
velocity,
acceleration,
deceleration,
time,
rate,
instantaneous,
free
fall,
motion
graphs,
force,
tension,
friction,
air
resistance,
thrust,
inertia,
action-reaction,
proportional,
directly
proportional,
inversely
proportional,
momentum,
force
of
gravity,
acceleration
due
to
gravity,
centripetal
force,
etc.
7/31/14
3:21
PM
Grade
6:
Physics
Grade
Level
Theme
for
Year:
Exploring
Ourselves
and
Our
Universe
Timeframe:
4
weeks
Content
MYP
Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
Systems
Movement
Interaction
Models
Orientation
in
Space
and
Time
1. Describe
the
earths
physical
attributes
(such
as
having
an
atmosphere,
lithosphere
and
hydrosphere).
2. List
the
conditions
that
allow
life
to
thrive
on
earth.
3. Describe
how
day,
month
and
year
length
is
determined.
4. Discuss
the
role
of
the
earths
tilt
on
uneven
heating
of
the
surface,
seasons
and
daylight
hours.
5. Describe
the
position
of
the
earth,
the
moon,
and
the
sun
during
eclipses.
6. Explain
how
objects
on
or
near
earth
are
pulled
towards
earths
center
by
gravitational
force.
7. Describe
the
position
of
the
earth,
the
moon
and
the
sun
during
tides.
8. Outline
the
history
of
the
development
of
the
two
models
of
the
solar
system
(geocentric
vs.
heliocentric).
9. Identify
components
of
the
solar
system
and
our
galaxy,
including
the
sun,
the
earth,
and
other
planets,
natural
satellites,
comets,
asteroids,
and
meteoroids;
and
describe
their
physical
characteristics
in
qualitative
terms.
10. Model
scale
of
objects
and
distances
in
the
solar
system
11. Explain
why
the
planets
revolve
around
the
sun.
12. Describe
the
differences
between
the
planets
in
the
solar
system.
13. Identify
the
objects
in
space
that
emit
light
and
those
that
reflect
light.
14.
Identify
the
technological
tools
and
devices
needed
to
space
exploration
(e.g.
telescopes,
spacecraft,
life-support
systems).
15. Explain
how
humans
meet
their
basic
biological
needs
in
space
(e.g.
obtaining
(and
recycling)
water,
air
and
food).
16. Discuss
the
benefits
of
space
exploration.
17. Analyze
advantages
of
using
technology
in
comparison
to
problems
created.
Terminology:
tides,
seasons,
telescopes,
stars,
comets,
planets,
asteroids,
satellites,
orbit,
eclipse,
geocentric,
heliocentric,
models,
scale,
atmosphere,
lithosphere,
hydrosphere,
etc.
Students
will
understand
that
the
earth
is
a
part
of
a
large
interrelated
system,
hence,
changes
in
this
system
may
affect
the
earth.
Factual:
What
are
the
different
bodies
in
the
solar
system
and
in
the
universe?
Conceptual:
How
do
the
different
positions
and
interactions
of
the
earth,
sun
and
moon
cause
different
natural
phenomena?
Debatable:
Are
the
economic
costs
of
space
exploration
justified?
7/31/14 3:21 PM
Grade
6:
Biology
Grade
Level
Theme
for
Year:
Exploring
Ourselves
and
Our
Universe
Time
Frame:
6
Weeks
Content
MYP
Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
Structure
and
Function
Inter-
relationships
An
inquiry
into
the
nature
of
the
self
and
relationship
to
others
1. Describe
sexual
reproduction
and
fertilization
as
the
fusion
of
Change
the
nucleus
of
the
egg
and
sperm
cell.
2. Identify
the
importance
of
the
placenta
in
supplying
food
for
a
developing
fetus.
3. Describe
differences
between
the
gestation
periods
and
the
independence
of
the
young
of
humans
and
other
mammals
4. Describe
the
menstrual
cycle.
5. Determine
that
egg
cells
are
released
from
the
ovaries
at
regular
(approximately
monthly)
intervals.
6. Recognize
that
menstruation
is
a
monthly
cycle
that
stops
during
pregnancy.
7. Explain
how
egg
and
sperm
cells
are
specialized
8. Describe
how
egg
and
sperm
cells
carry
the
information
for
development
of
a
new
life.
9. Describe
the
function
of
the
main
female
and
male
reproductive
organs.
10. Determine
that
the
fetus
develops
within
a
membranous
bag
and
is
supported
and
cushioned
by
amniotic
fluid.
11. Demonstrate
that
the
placenta
supplies
nutrients
and
oxygen
to
the
foetus
via
the
umbilical
cord,
and
removes
carbon
dioxide
and
other
waste
products
(reference
to
the
term
diffusion).
12. Deduce
that
harmful
substances
and
viruses
can
cross
the
placenta
into
the
foetus
and
affect
development.
13. Explain
that
uterine
muscle
contracts
during
birth,
expelling
the
foetus
and
placenta
through
the
vagina.
14. Outline
how
the
baby
is
nourished
by
milk
from
mammary
glands,
which
provides
nutrients
and
protects
from
infection.
15. Determine
that
periods
of
rapid
growth
occur
during
the
human
life
cycle.
16. Infer
that
cell
division
and
increased
cell
size
lead
to
growth
of
the
body.
17.
Determine
how
changes
in
hormone
concentrations
result
in
the
development
of
secondary
sexual
characteristics
and
emotional
changes
at
puberty.
18.
Describe
IVF
(in
vitro
fertilization)
as
the
fusion
of
sperm
and
egg
nucleus
outside
the
body
in
a
petri
dish.
Terminology:
fertilization,
reproduction,
uterus,
embryo,
fetus,
gestation,
placenta,
umbilical
cord,
penis,
vagina,
ovaries,
eggs,
sperm,
testes,
menstrual
cycle,
menstruation,
in
vitro
fertilization,
diffusion
Students
will
learn
that
humans
change
and
develop
at
puberty
and
that
those
changes
will
allow
them
to
reproduce.
Students
will
learn
how
the
structure
of
reproductive
organs
and
cells
make
humans
well
adapted
for
the
role
of
reproduction
and
that
there
is
a
close
relationship
between
the
mothers
body
and
the
health
her
offspring.
Factual:
How
is
the
fetus
protected
from
the
outside
world
before
birth?
Conceptual:
How
could
your
lifestyle
affect
the
health
of
your
children
in
the
future?
Debatable:
Should
parents
be
able
to
artificially
select
the
characteristics
that
their
children
inherit?
Grade
6:
Biology
Grade
level
Theme:
Exploring
Ourselves
and
Our
Universe
Time
Frame:
6
Weeks
Cells
Alive!
-
Plant
and
Animal
Cells
Content
1. Recognize
that
complex
living
organisms
are
made
of
cells,
tissues,
organs
and
organ
systems.
2. Recognize
that
all
organisms
have
life
processes
in
common
i.e.
MRS
GREN
3. Relate
the
basic
components
of
the
cell
theory;
and
the
importance
of
the
cell
theory
4. Annotate
a
cell
diagram
(cell
membrane,
nucleus,
cytoplasm,
mitochondria,
cell
wall,
chloroplast,
vacuole)
5. Recognize
and
differentiate
between
animal
or
plant
cells.
6. Analyze
a
model
of
the
major
organelles
of
plant
cells
and
animal
cells
and
relate
the
function
of
each
organelle
7.
Explain
that
plants
and
animals
grow
by
increasing
the
number
of
cells
through
cell
division
8. Demonstrate
that
there
are
some
specialized
cells
and
be
able
to
recognize
specialized
cells
from
drawings
/
pictures/
micrographs
9. Explain
how
each
of
the
cells
are
specialized
to
carry
out
particular
functions
10. Compare
specialized
and
non-specialized
cells
(stem
cells)
11. Relate
the
specialized
cells
of
plants
to
plant
reproduction.
12. Document
that
most
cells
are
microscopic
13. Determine
that
cells
obtain
nutrition
through
Diffusion
and
osmosis
Terminology:
Tissue,
organ,
cell
membrane,
nucleus,
cytoplasm,
mitochondria,
cell
wall,
chloroplast,
vacuole,
organism,
organelle,
microscope,
stem
cell,
specialized
cell,
diffusion,
osmosis
Global
Context
(Formerly
AOI)
Statement of Inquiry
Structure
Function
Grade
7
MYP
Units
Revised
for
teaching
Fall
2014
Grade
7:
Physics
Grade
Level
Theme
for
Year:
Energy
Transformation
Timeframe:
6
Weeks
Mechanical
Energy
Content
MYP Concept
Related Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
Change
Energy
Conservation
Transformation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Terminology:
work,
energy,
mechanical,
kinetic,
potential,
elastic,
energy
conversion,
transformation,
conservation,
power,
rate,
etc.
Scientific
and
Technical
innovation
Students
will
understand
that
energy
changes
from
one
form
to
another
and
although
it
is
conserved,
some
of
it
is
transformed
to
a
less
useful
form.
Factual:
What
are
the
different
forms
of
energy?
Conceptual:
How
is
energy
transformed
from
one
form
to
another?
Debatable:
If
energy
is
always
conserved,
why
do
we
need
to
save
energy?
7/31/14 3:21 PM
Grade
7.
Chemistry
Grade
Level
Theme
for
Year:
Energy
Transformation
Timeframe:
6
Weeks
The
Atom
1. Outline
the
basic
structure
of
an
atom
(simple
Bohr
model
to
include
protons,
electrons,
neutrons)
2. Recall
the
concept
of
chemical
versus
physical
changes
3. Understand
the
terms
atomic
number
and
atomic
mass
4. Utilize
the
periodic
table
as
a
tool
to
identify
the
atomic
number
and
atomic
mass
of
an
element
5. Explain
what
an
isotope
is
6. Determine
the
stability
needs
of
each
of
the
first
20
elements
utilizing
the
simple
2,8,8,2
model
of
electron
shell
configuration
7. Determine
an
atoms
valence
8. Identify
atoms
with
similar
and
complimentary
valence
needs
in
the
periodic
table.
9. Explain
what
an
ion
is.
10. Apply
knowledge
of
valence
needs
to
simple
covalent
bonding
(CO2/H2O)
11. Apply
knowledge
of
valence
needs
to
simple
ionic
bonding
(NaCl,
MgO)
12. Recognize
patterns
in
the
periodic
table.
13. Distinguish
between:
a. Single
atoms
b. Molecules
composed
of
atoms
from
one
element
(H2
/O2/S8)
c. Molecules
composed
of
atoms
of
different
elements
in
compounds
(CO2/H2O/CH4/O2)
14. Create
models
(using
existing
molecule
modeling
kits)
of
common
molecules
of
elements
and
a
compounds.
15. Identify
Reactants
and
Products
ex.
CH4+
O2
------>
CO2
+
H2O
16. Conduct
simple
combustion
reactions
and
construct
combustion
equations
17. Balance
simple
equations.
18. Experiment
with
Group
1
and
2
metals
when
they
are
introduced
to
a
flame.
19. Relate
the
displacement
of
electrons
to
energy
emission.
20. Explain
why
Group
1
and
2
metals
are
used
in
fireworks
MYP
Concept
Relationships
Related
Concepts
Change
Interaction
Models
Global
Context
(Formerly
AOI)
Identities
and
Relationships
Statement
of
Inquiry
Students
will
understand
the
relationship
between
atomic
structure
and
changes
that
occur
when
elements
are
exposed
to
one
another
or
to
energy.
Factual:
What
are
the
basic
needs
of
atoms
of
an
element?
Conceptual:
Why
do
substances
react
with
one
another?
Debatable:
Is
Hydrogen
in
the
right
place
in
the
periodic
table?
Vocabulary:
Model,
Protons,
Electrons,
Neutrons,
atomic
number,
atomic
mass,
periodic
table,
isotope,
valance,
ion,
covalent
boding,
ionic
bonding,
molecule,
compound,
combustion,
reactants,
products,
chemical
equation,
metal,
non-metal.
7/31/14 3:21 PM
Grade
7:
Biology
Grade
Level
Theme
for
Year:
Energy
Transformations
Time
Frame:
8
Weeks
Ecology
1. Recognize
that
ecology
is
the
study
of
how
living
things
interact
with
each
other
and
the
environment,
and
that
environmental
science
is
an
applied
science
where
ecological
knowledge
is
used
to
solve
environmental
questions
or
problems.
2. Explain
that
the
biosphere
has
a
thickness
above
and
below
sea
level
within
which
organisms
interact.
3. Identify
biotic
and
abiotic
factors
in
the
predominant
ecosystems
of
Earth
(oceans,
freshwater,
forests,
wetlands
and
deserts).
4. Make
links
between
the
diversity
of
ecosystems
and
biodiversity.
5. Identify
the
organizational
relationship
levels
used
by
ecologists
-Organism,
Species,
Population,
Community,
Ecosystem.
6. Summarize
the
role
of
a
Producer
(autotroph),
Consumer
(heterotroph),
Decomposer,
Carnivore,
Omnivore
and
Herbivore.
7. Apply
knowledge
of
pre-fixes
to
new
words.
8. Describe
relationships
within
and
between
species
(predators
and
prey)
9. Identify
symbiotic
relationships
between
species
(mutualism,
commensalism,
parasitism).
10. Describe
competition
for
resources
and
identify
limiting
factors
to
population
growth.
11. Investigate
the
concept
of
exponential
growth.
12. Investigate
growth
and
competition
in
duckweed
-the
dynamics
of
exponential
growth
in
duckweed
and
population
limitation.
13. Make
links
between
the
diversity
between
and
within
species,
and
the
simple
idea
of
genetic
information
and
the
transmission
of
traits
from
generation
to
generation
14. Recall
that
the
arrow
represents
the
direction
of
flow
of
energy
in
the
community.
15. Construct
food
chains
to
represent
feeding
relationships
within
a
given
Community.
16. Show
the
structure
of
a
food
chain
depicted
as
an
Energy
Flow
arrow.
17. Explain
that
between
successive
trophic
levels,
total
biomass
decreases
when
10%
of
energy
is
lost
from
the
system
at
each
level.
18. List
the
ways
that
energy
is
lost
as
you
go
up
the
food
chain.
19. Determine
the
three
main
environmental
problems
(resource
depletion,
pollution,
extinction)
20. Apply
knowledge
of
biotic
and
abiotic
factors
to
identify
why
organisms
are
less
or
more
successful
in
an
environment
using
the
term
adaptation
and
phrase
survival
of
the
fittest.
21. Evaluate
the
implications
of
a
meat
rich
human
diet
on
land
use.
22. Calculate
ecological
footprint
and
or
create
a
land
use
map.
23. Outline
the
concept
of
factory
farming.
24. Identify
the
polluting
elements
of
factory
farming.
25. Make
links
between
factory
farming
and
the
adaptation
of
bacteria
to
disease
via
the
use
of
antibiotics.
26. Compare
and
contrast
the
environmental
relationships
associated
with
farming
animals
traditionally
and
via
factory
farming.
Related
Concepts
Relationships
Energy
Connection
Environment
MYP
Concept
Global
Context
(Formerly
AOI)
Globalization
and
Sustainability
Factual:
What
relationships
exist
between
organisms
in
an
ecosystem?
Conceptual:
What
is
the
relationship
between
energy
loss
in
the
food
chain
and
relative
numbers
and
types
of
organisms?
Debatable:
Is
innovation
always
a
good
thing
and
should
humans
continue
to
factory
farm
organisms
to
satisfy
their
energy
needs?
Statement
of
Inquiry
Students
will
recognize
that
complex
energy
relationships
exist
between
organisms
in
the
living
world
and
that
the
human
populations
reliance
on
ecological
resources
has
survival
implications.
Vocabulary:
Ecology,
Environmental
Science,
Biotic,
Abiotic,
Organism,
Species,
Population,
Community,
Ecosystem
Producer
(autotroph),
Consumer
(heterotroph),
Decomposer,
Carnivore,
Omnivore
and
Herbivore,
Trophic
level,
Biomass,
Biodiversity,
Adaptation,
Symbiosis,
Mutualism,
Commensalism,
Parasitism,
Biodiversity,
Extinction,
Resource,
Exponential,
food
pyramid,
food
chain,
depletion,
diversity,
sustainable,
traits.
Notes:
Farm
Visit
Possible
/Utilize
Greenhouse
7/31/14
3:21
PM
Grade
7:
Biology
Grade
Level
Theme
for
Year:
Energy
Transformations
Time
Frame:
6
Weeks
Energy
Transformations
in
Living
Things
Content
MYP Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
1. Explain
that
the
sun
is
the
source
of
energy
for
all
systems
on
Earth
Relationships
Energy
2. Use
term
chlorophyll
for
the
green
color
in
leaves
Function
3. Identify
that
plants
are
producers
or
autotrophs
that
manufacture
Interaction
their
own
food
using
sunlight,
carbon
dioxide
from
the
atmosphere
and
water
and
mineral
nutrients
absorbed
through
the
soil
or
other
growing
media.
4. Identify
the
leaves
as
organs
where
food
is
produced
5. Describe
the
role
of
the
roots
in
production
of
food
6. Describe
why
we
use
fertilizers
7. Determine
the
human
impact
of
crop
growth
and
how
the
demand
for
food
can
lead
to
negative
environmental
impacts
like
eutrophication
8. List
some
factors
that
can
affect
the
growth
of
crops
9. Describe
adaptations
of
some
plants
in
their
leaf,
stem
and
root
structure
which
allow
them
to
be
successful
as
autotrophs
10. Describe
how
all
plants
go
through
a
chemical
reaction
known
as
photosynthesis
11. Explain
the
word
equation
for
photosynthesis
and
know
the
correct
chemical
and
symbolic
representations
of
the
photosynthetic
equation
12. Describe
how
plants
manufacture
starch,
a
chemical
energy
storage
compound,
and
the
significance
of
starch
to
all
food
chains
13. Conduct
an
iodine
starch
test
to
determine
what
substances
contain
starch
14. Define
the
term
biofuel
and
discuss
their
potential
use
as
a
fuel
source
15. Describe
how
all
cells,
even
plant
cells,
go
through
a
chemical
reaction
known
as
cellular
respiration
16. Explain
the
word
equation
for
cellular
respiration
as
well
as
the
chemical
and
symbolic
representations
of
cellular
respiration
17. Deduce
that
cellular
respiration
occurs
24
hours
a
day
in
all
living
things
18. Design
a
model
that
will
allow
for
the
collection
of
data
to
show
that
cellular
respiration
is
taking
place.
Terminology:
photosynthesis,
chlorophyll,
autotroph,
producer,
fertilizer,
eutrophication,
leaf,
stem,
roots,
starch,
balanced
equation,
iodine,
starch
test,
biofuel,
cellular
respiration,
chemical
reaction,
reactants,
products,
datalogger
Globalization
and
Sustainability
7/31/14 3:21 PM
MYP
Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
Identify
food
as
an
energy
source.
Systems
Identify
unhealthy
and
healthy
foods.
Interpret
food
nutritional
labels.
Recognize
that
to
remain
healthy
we
need
a
varied
diet
and
exercise.
Describe
what
happens
when
we
eat
too
much
or
too
little
in
terms
of
obesity
and
malnutrition.
Describe
the
function
of
the
5
food
groups
and
understand
that
varying
amounts
of
each
group
are
needed
every
day.
(Fruits,
vegetables,
grains,
proteins,
dairy).
Deduce
that
vitamins
and
minerals
are
an
essential
part
of
a
healthy
diet.
Demonstrate
and
explain
what
happens
to
food
in
the
digestive
system
in
terms
of
mechanical
and
chemical
digestion.
Explain
and
annotate
a
model
of
the
digestive
system,
the
major
organs
and
their
function.
Model
how
enzymes
break
down
food
molecules.
Explain
why
digestion
is
needed
re.
size
of
molecules
/
absorption.
Deduce
that
digested
molecules
are
absorbed
through
the
wall
of
the
small
intestine
and
carried
through
the
blood
to
be
a
source
of
energy
for
cells.
Be
able
to
link
the
structure
of
the
following
tissues
to
their
function:
Esophagus,
Stomach,
Small
Intestine,
Villi.
Explain
that
there
are
three
main
types
of
molecule
obtained
from
food
(proteins,
fats,
carbohydrates).
Determine
that
bacteria
are
a
large
and
essential
component
of
the
digestive
system.
Structure
Function
Energy
Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Identities
and
Relationships
Students
will
understand
how
the
structure
and
function
of
parts
of
the
digestive
organs
are
related
to
their
role
in
living
systems.
Factual:
How
does
structure
relate
to
function
in
the
digestive
system?
Conceptual:
How
are
different
carbohydrates
digested
differently?
Debatable:
Is
there
such
a
thing
as
a
perfect
diet?
Terminology:
Mouth,
esophagus,
stomach,
small
intestine,
villi,
large
intestine,
colon,
anus,
enzyme,
amylase,
mechanical
digestion,
chemical
digestion,
hydrochloric
acid
(HCl),
fruits,
vegetables,
grains,
protein,
dairy,
calorie,
fat,
carbohydrate
7/31/14 3:21 PM
Grade
7:
Physics
Grade
Level
Theme
for
Year:
Energy
Transformation
Timeframe:
6
Weeks
Simple
Machines
Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
MYP
Concept
Relationship
Related
Concepts
Work
Proportion
Development
Global
Context
(Formerly
AOI)
Scientific
and
Technical
Innovation
Statement
of
Inquiry
Students
will
understand
that
humans
design
machines
to
make
work
easier
by
manipulating
the
proportionate
relationship
between
force
(resistance
and
effort)
and
distance.
Factual:
How
do
simple
machines
do
work
easier?
Conceptual:
What
is
the
relationship
between
effort
force
and
distance
and
resistance
force
and
distance
in
simple
machines?
Debatable:
Have
machines
replaced
the
human
work
force?
Terminology:
work,
simple
machines,
effort,
load,
resistance,
force,
distance,
lever,
wheel
and
axle,
inclined
plane,
pulley,
proportionate,
compound
machine,
mechanical
advantage,
etc.
7/31/14 3:21 PM
Grade
8
MYP
Units
Revised
for
teaching
Fall
2014
Grade
8:
Chemistry
Grade
Level
Theme
for
Year:
Climate
Change
Timeframe:
12
Weeks
Chemical
Reactivity
and
Solutions
Content
1.
Describe
what
is
meant
by
a
reactivity
series
of
elements.
2.
Explain
how
a
reactivity
series
can
be
used
to
predict
the
products
of
a
replacement
type
of
chemical
reaction.
3.
Describe
and
give
examples
of
the
decomposition
type
of
chemical
reaction.
4.
Describe
solutions
in
terms
of
solute,
solvent,
solubility,
concentration,
and
saturation.
5.
Describe
and
give
examples
of
gaseous,
liquid,
solid,
and
aqueous
solutions.
6.
Demonstrate
how
the
formation
of
solutions
can
lead
to
chemical
reactions
and
vice
versa
(ex.
9.
acid
+
base
=
salt
and
water).
7.
Describe
the
properties
of
acids
and
bases
and
apply
methods,
e.g.
indicators,
to
identify
familiar
materials
as
acids,
bases,
or
neither.
8.
Define
pH
as
a
measure
of
the
degree
of
acidity
or
basicity
of
solutions,
and
demonstrate
the
use
of
indicators
or
electronic
devices
to
measure
pH.
9.
Demonstrate
and
explain
the
neutralization
of
acids
and
bases.
Leading
to
the
formation
of
salts.
10.
Demonstrate
and
explain
the
chemical
reactivity
of
acids
and
bases
and
their
effects
to
cause
chemical
reactions
or
to
increase
the
rate
of
reactions.
11.
Explain
how
other
factors
such
as
temperature
and
reactant
concentration
affect
the
rate
of
chemical
reactions
in
solution.
12.
Discuss
environmental
consequences
related
to
the
nature
of
solutions
and
chemical
reactions
producing
air
and
water
soluble
materials
as
products
of
power
generation,
mining,
or
other
industrial
processes.
Terminology:
Reactivity,
solution,
solvent,
solubility,
concentration,
saturation,
acid,
base,
pH,
neutralization
MYP
Related
Concepts
Concept
Change
Consequences
Interaction
Environment
Global
Context
(Formerly
AOI)
Globalization
and
Sustainability
Statement
of
Inquiry
The
interactions
of
different
materials
cause
changes
that
may
have
environmental
consequences.
Factual:
Which
factor/s
have
the
biggest
influence
on
rates
of
reaction?
Conceptual:
If
one
material
is
chemically
more
reactive
than
another
material
under
one
set
of
conditions,
does
that
order
of
reactivity
apply
under
other
conditions?
Debatable:
Can
we
effectively
apply
chemical
changes
as
countermeasures
against
undesirable
changes
that
are
affecting
or
have
affected
the
environment?
7/31/14 3:21 PM
MYP
Concept
1. Describe
the
circulatory
system
as
a
system
of
tubes
with
a
pump
and
valves
to
ensure
one
way
Systems
flow
of
blood
throughout
the
body
2. Describe
the
double
circulation
in
terms
of
a
low
pressure
circulation
to
the
lungs
and
a
high
pressure
circulation
to
the
body
tissues
and
relate
these
differences
to
the
different
functions
of
the
two
circuits
3. Describe
the
structure
of
the
heart
including
the
muscular
wall
and
septum,
chambers,
valves
and
associated
blood
vessels
4. Describe
the
function
of
the
heart
in
terms
of
muscular
contraction
and
the
working
of
the
valves
5. Investigate,
state
and
explain
the
effect
of
physical
activity
on
pulse
rate
6. Describe
coronary
heart
disease
in
terms
of
the
blockage
of
coronary
arteries
and
state
the
possible
causes
(diet,
stress
and
smoking)
and
preventive
measures
7. Describe
the
structure
and
functions
of
arteries,
veins
and
capillaries
8. Describe
the
transfer
of
materials
between
capillaries
and
tissue
(diffusion
and
osmosis)
9. Explain
that
oxygen
is
required
by
all
cells
to
carry
out
cellular
respiration
(more
complicated
knowledge
of
the
process
is
not
required)
10. Identify
red
and
white
blood
cells
as
seen
under
the
light
microscope
on
prepared
slides,
and
in
diagrams
and
photomicrographs
11. List
the
components
of
blood
as
red
blood
cells,
white
blood
cells,
platelets
and
plasma
12.
State
the
functions
of
blood:
Red
blood
cells
hemoglobin
and
oxygen
transport
White
blood
cells
phagocytosis
and
antibody
formation
Platelets
causing
clotting
(no
details)
Plasma
transport
of
blood
cells,
ions,
soluble
nutrients,
hormones,
carbon
dioxide,
urea
and
plasma
proteins
13. List
the
features
of
gas
exchange
surfaces
in
animals
14. Identify
on
diagrams
and
name
the
larynx,
trachea,
bronchi,
bronchioles,
alveoli
and
associated
capillaries
15. State
the
differences
in
composition
between
inspired
and
expired
air
16. Use
lime
water
as
a
test
for
carbon
dioxide
to
investigate
the
differences
in
composition
between
inspired
and
expired
air
17. Investigate
and
describe
the
effects
of
physical
activity
on
rate
and
depth
of
breathing
18. Describe
the
role
of
the
ribs,
the
internal
and
external
intercostal
muscles
and
the
diaphragm
in
producing
volume
and
pressure
changes
leading
to
the
ventilation
of
the
lungs
19. Explain
the
role
of
mucus
and
cilia
in
protecting
the
gas
exchange
system
from
pathogens
and
particles
20. Explain
the
link
between
physical
activity
and
rate
and
depth
of
breathing
Terminology:
double
circulation,
septum,
left
atrium,
right
atrium,
left
ventricle,
right
ventricle,
valves,
pulmonary
artery,
pulmonary
vein,
vena
cava,
aorta,
coronary
artery,
heart
attack,
stroke,
artery,
vein,
capillary,
diffusion,
osmosis,
cellular
respiration,
red
blood
cells,
white
blood
cells,
diaphragm,
intercostal
muscles,
ribs,
larynx,
trachea,
bronchi,
bronchioles,
alveoli,
lime
water,
CO2,
platelets,
plasma,
nutrients,
hormones,
urea
Content
Related
Concepts
Structure
and
Function
Processes
Global
Context
(Formerly
AOI)
Scientific
and
Technical
innovation
Statement
of
Inquiry
Systems
cells
and
systems
of
the
body
interact
to
maintain
life.
Factual:
How
are
blood
cells
specialized
to
carry
out
their
job?
Conceptual:
How
is
structure
related
to
function
in
the
lungs
and
in
the
heart?
Debatable:
Should
Doctors
prescribe
drugs
to
prevent
heart
disease
if
patients
do
not
modify
their
diet
or
exercise
regime
at
the
same
time?
(ex.
Statins)
7/31/14 3:21 PM
Grade
8.
Physics
Grade
Level
Theme
for
Year:
Sustainable
Survival
Time
Frame:
12
weeks
MYP
Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Electricity:
1. Distinguish
between
static
and
current
electricity.
2. Use
the
principles
of
static
electricity
to
explain
common
electrostatic
phenomena.
3. Distinguish
between
conductors
and
insulators.
4. Discuss
how
various
forms
of
energy
can
be
transformed
into
electrical
energy
(e.g.
wind
turbines,
hydroelectric
plants,
solar
panels,
nuclear,
etc.)
5. Illustrate
how
electrical
energy
is
transformed
into
other
forms
(draw
simple
energy
diagrams).
6. Describe
the
functions
of
the
components
of
a
simple
circuit
(light
bulb,
battery,
wires,
motor,
etc.)
7. Build
series
and
parallel
circuits.
8. Distinguish
the
characteristics
between
series
and
parallel
circuits.
9. Use
voltmeters
and
ammeters
in
series
and
parallel
circuits
to
measure
current
and
voltage
at
different
points
in
the
circuit.
10. Deduce
the
relationship
between
resistance,
current
and
voltage.
11. Define
electrical
power
(in
kW)
and
electrical
energy
(in
kWh).
Terminology:
static,
current,
electricity,
voltage,
conductors,
insulators,
turbines,
hydroelectric,
solar
panels,
nuclear
energy,
appliances,
series
circuit,
parallel
circuit,
ammeters,
voltmeters,
resistance,
power,
Watts,
etc.
Heat:
1. Use
the
particle
theory
to
describe
how
energy
affects
the
motion
of
particles
in
solids,
liquids
and
gases.
2. Distinguish
between
heat
and
temperature.
3. Describe
the
effects
of
changes
in
temperature
on
volumes
of
solids
(bridges),
liquids
(rising
sea
levels),
and
gases
(air
in
car
tires).
4. Describe
the
direction
of
heat
flow.
5. Explain
how
heat
is
transmitted
through
conduction,
convection,
and
radiation.
6. Explain
the
meaning
of
heat
capacity
(no
calculation
just
concept).
7. Compare
the
heat
losses
among
the
different
types
of
windows.
8. Compare
the
efficiency
of
different
light
bulbs.
9. Discuss
how
certain
architectural
features
in
houses
(walls,
floors,
color,
windows,
roofs,
etc.)
slow
down
heat
transfer
during
the
winter
and
summer
months.
10. Describe
the
role
of
radiation
in
heating
and
cooling
the
earth.
11. Discuss
the
role
of
greenhouse
gases
in
the
earths
average
temperature.
12. Explain
the
causes
and
effects
of
anthropogenic
greenhouse
effect
on
the
earths
climate.
13. Identify
common
sources
of
greenhouse
gas
and
describe
ways
of
reducing
emissions
of
these
gases.
Terminology:
Temperature,
heat,
solids,
liquids,
gases,
heat
transfer,
conduction,
convection,
radiation,
evaporation,
heat
capacity,
heat
loss,
efficiency,
greenhouse
gases,
greenhouse
effect,
anthropogenic.
Systems
Energy
Efficiency
Environment
Scientific
and
Technical
Innovation
Humans
must
strive
to
maximize
the
efficiency
of
devices
in
order
to
reduce
their
environmental
impact.
Factual:
How
is
efficiency
determined?
Conceptual:
How
do
you
design
an
energy
efficient
building?
Debatable:
Is
our
observed
climate
change
a
natural
process
or
is
it
human-
induced?
Content
Statement of Inquiry
7/31/14 3:21 PM
Grade
8:
Physics
Grade
Level
Theme
for
Year:
Sustainable
Survival
Timeframe:
6
Weeks
Fluids
Content
This
unit
should
be
connected
to
the
Science
Fair
with
an
investigatory
project
linked
to
Efficient
Transportation.
1. Define
density.
2. Calculate
the
density
of
an
object.
3. Give
the
difference
between
mass
and
weight.
4. Distinguish
between
force
and
pressure.
5. Calculate
pressure
(P
=
F/A).
6. List
factors
affecting
hydrostatic
pressure.
7. State
how
pressure
changes
with
altitude
and
depth.
8. Identify
and
explain
examples
of
situations
that
involved
balance
pressure
and
unbalanced
pressure.
9. State
Pascal's
principle.
10. Give
examples
of
applications
of
Pascals
principle.
11. List
factors
affecting
atmospheric
pressure.
12. Identify
forces
acting
on
an
object
immersed,
or
submerged,
in
a
fluid.
13. Define
displacement
(volume
of
fluid).
14. Define
buoyant
force
and
its
effects.
15. State
Archimedes'
principle.
16. Explain
how
the
density
of
an
object
determines
whether
it
floats
or
sinks.
17. Calculate
the
buoyant
force
acing
on
an
object
(simple
calculation
on
the
weight
of
the
displaced
fluid
equals
the
buoyant
force).
18. Solve
qualitative
or
quantitative
problems
involving
buoyancy,
floating
and/or
sinking.
19. Define
drag.
20. List
factors
affecting
drag.
21. State
Bernoullis
Principle.
22. Outline
the
process
of
generation
of
lift
in
airfoils
and
hydrofoils.
23. Explain
how
the
consideration
of
drag
and
lift
relate
to
the
shapes
of:
birds'
wings,
aquatic
animals,
seed
dispersion,
aircraft
wings,
terrestrial
and
marine
vehicles,
parachutes
damage
caused
by
hurricanes
Terminology:
Force,
weight,
pressure,
area,
altitude,
fluids,
atmospheric
pressure,
submerged,
flotation,
buoyancy,
density,
displacement,
drag,
airfoil,
lift,
etc.
NOTE
to
teacher
for
biology
link:
Emphasize
oxygen
and
carbon
dioxide
amounts
at
different
altitudes
and
atmospheric
levels
when
talking
about
gases.
Related
Concepts
Relationships
Movement
Development
Pattern
MYP
Concept
Global
Context
(Formerly
AOI)
Scientific
and
Technical
Innovation
Statement
of
Inquiry
Students
will
understand
that
relationships
between
forces
and
pressure
are
evident
in
animals
locomotion
(and
in
some
plants)
and
that
humans
use
the
same
principles
to
improve
methods
of
transportation.
Factual:
What
factors
affect
pressure?
Conceptual:
Why
do
objects
float
or
sink?
Debatable:
What
form
of
public
transportation
would
be
most
efficient
for
the
City
of
Atlanta
to
invest
in?
7/31/14 3:21 PM
Grade
9
MYP
Units
Revised
for
teaching
Fall
2014
Grade
9:
Chemistry
Grade
Level
Theme
for
Year:
Human
Health
Timeframe:
12
Weeks
Chemical
Bonding
Content
1.
Apply
theoretical
models
to
illustrate
atoms
and
ions
of
each
of
the
first
20
elements
of
the
periodic
table.
2.
Show
and
explain
how
electrons
are
arranged
in
varying
energy
levels
in
an
atom
for
each
of
the
first
20
elements
of
the
periodic
table
and
distinguish
electrons
occupying
the
highest
energy
level
(valence
electrons).
3.
Relate
the
number
of
valence
electrons
in
an
atom
of
an
element
to
the
position
of
the
element
in
the
periodic
table
and
to
its
chemical
reactivity.
4.
Describe
the
role
of
atoms,
electrons,
ions,
and
forces
in
metallic,
ionic,
and
covalent
bonding.
5.
Outline
the
electrical
nature
of
the
forces
involved
in
each
type
of
chemical
bonding.
6.
Explain
how
metallic,
ionic,
or
covalent
bonding
occurs
between
certain
elements
and
not
others.
7.
Explain
how
metallic
bonding
determines
the
properties
of
metals
and
give
examples.
8.
Explain
how
ionic
bonding
determines
the
properties
of
ionic
substances
and
give
examples.
9.
Demonstrate
the
rules
for
writing
chemical
formulas
and
naming
ionic
compounds.
10.
Balance
chemical
equations
representing
chemical
reactions
of
ionic
compounds.
11.
Explain
how
covalent
bonding
determines
the
properties
of
covalent
(molecular)
substances,
including
interactions
between
molecules,
and
give
examples.
12.
Apply
covalent
bonding
rules
to
infer
and
model
the
structure
of
simple
molecular
compounds
of
carbon,
hydrogen,
oxygen,
and
nitrogen.
13.
Give
examples
of
how
covalent
bonding
can
produce
giant/complex
molecules
such
as
minerals,
polymers/plastics,
drugs,
and
biomolecules.
14.
State
the
properties
of
hydrogen
bonding
with
reference
to
water.
2-
2-,
NO3
1-
MYP
Concept
Systems
Related
Concepts
Models
Form
and
Function
Interactions
Evidence
Global
Context
(Formerly
AOI)
Scientific
and
Technical
Innovation
Statement
of
Inquiry
Investigating
properties
of
matter
leads
to
an
understanding
of
natural
functions
and
innovative
application
of
materials.
Factual:
How
can
know
anything
about
the
atoms
comprising
matter
if
we
cannot
see
them?
Conceptual:
In
what
ways
do
the
building
blocks
of
materials
affect
their
properties?
Debatable:
Are
man-
made
materials
better
than
natural
materials?
, NH4+ )
Terminology:
atom,
ion,
proton,
neutron,
electron,
charge,
electron
arrangement,
valence
electron,
metallic
bonding,
ionic
bonding,
covalent
bonding,
molecule,
matter,
material,
polyatomic.
7/31/14 3:22 PM
Content (2 pages)
MYP Concept
Related
Concepts
Function
Evidence
Interaction
Global
Context
(Formerly
AOI)
Scientific
and
Technical
Innovation
Statement
of
Inquiry
Systems
of
the
body
are
interconnected
and
operate
to
maintain
optimal
internal
conditions
and
to
defend
us
from
the
harmful
effects
of
pathogens.
Are
more
likely
to
cause
disease
if
large
numbers
of
microorganisms
enter
the
body
as
a
result
of
unhygienic
conditions
or
contact
with
infected
people
Explain
how
the
treatment
of
disease
has
changed
as
a
result
of
increased
understanding
of
the
action
of
antibiotics
and
immunity
(possible
link
to
history)
State
that
antibiotics
cannot
be
used
to
treat
viral
infections
Explain
how
white
blood
cells
combat
pathogens
Ingesting
pathogens
Producing
antibodies,
which
destroy
particular
bacteria
and
viruses
Producing
antitoxins,
which
counteract
the
toxins
released
by
pathogens
Explain
how
over
use
of
antibiotics
may
lead
to
selection
of
resistant
strains
of
bacteria
Evaluate
the
problems
of
antibiotic
resistance
in
a
modern
hospital
context.
Relate
the
contribution
of
Semmelweis
in
controlling
infection
to
solving
modern
problems
with
the
spread
of
infection
in
hospitals
Evaluate
the
work
of
Pasteur
with
pathogens
in
milk
Investigate
the
effect
of
antibiotics
or
anti-bacterial
products
on
bacteria
Explain
the
process
of
vaccination
and
immunity
Examine
the
controversy
surrounding
the
published
link
between
MMR
vaccine
and
autism
and
the
subsequent
retraction
by
Lancet.
Evaluate
the
advantages
and
disadvantages
of
being
vaccinated
against
a
particular
disease
Evaluate
the
consequences
of
mutations
in
bacteria
and
viruses
in
relation
to
epidemics
and
pandemics
Examine
the
case
of
Jenner,
who,
when
investigating
the
smallpox
vaccination,
made
an
observation,
formed
a
hypothesis
and
then
investigated
it.
Discuss
the
ethical,
moral
and
social
issues
of
his
work.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Terminology:
pathogen,
disease,
bacteria,
virus,
fungi,
protozoa,
mucus,
cilia,
macrophage,
antibiotics,
toxins,
antitoxins,
antibodies,
antigens,
memory
cells,
antibiotic
resistance,
vaccination,
petri
dish,
inoculation
loop,
medium
7/31/14
3:22
PM
Grade
9:
Physics
Grade
Level
Theme
for
Year:
Human
Health
Timeframe:
12
Weeks
Content
MYP Concept
Related
Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
Light:
1. Trace
the
path
of
light
using
a
ray.
2. Describe
how
light
behaves
when
it
encounters
a
boundary
(absorbed,
reflected
or
refracted).
3. Apply
the
principle
of
similar
triangles
to
solve
problems
regarding
image,
object
size
and
distance
(shadows
and
pinhole
cameras)
4. Explain
how
changes
in
the
shape
of
the
lens
lead
to
accommodation.
5. Investigate
Snells
Law
6. Define
the
terms
focal
point
and
focal
length.
7. State
the
relationship
between
focal
length
and
lens
curvature
8. Describe
the
action
of
convex
and
concave
lenses,
of
different
powers,
on
parallel,
diverging,
and
converging
rays
of
light.
9. Construct
ray
diagrams
for
convex
and
concave
lenses,
including
camera
-
projector
-
photocopier,
and
magnifying
glass
(simple
microscope).
10. Label
a
diagram
of
a
human
eye,
including
the
following
parts:
sclera,
cornea,
iris,
pupil,
ocular
lens,
ciliary
muscle,
retina,
fovea,
optic
nerve,
blind
spot.
Outline
the
functions
of
the
above
parts.
11. Compare
the
action
of
the
(a)
pupil
to
a
pinhole,
(b)
cornea
&
lens
to
a
lens
in
a
camera,
(c)
retina
to
a
film
or
CCD.
12. Outline
the
causes
and
consequences
of
the
following
defect:
myopia,
hyperopia,
presbiopia,
and
albinism
13. Explain
how
lenses
can
be
used
to
correct
[refractive]
vision
defects.
14. Describe
the
production
of
the
visible
spectrum
using
a
prism.
15. Comment
on
the
number
of
colors
present
in
the
visible
spectrum
(ROY
G
BIV).
16. Give
the
different
components
of
the
electromagnetic
spectrum
in
order
of
increasing
frequency
(radio,
microwaves,
infrared,
visible
light,
UV,
X-ray
&
Gamma
ray)
17. State
the
primary
colors
relevant
to
trichromatic
vision.
18. Describe
the
different
types
of
color
blindness.
Terminology:
eye,
sclera,
cornea,
iris,
pupil,
ocular
lens,
ciliary
muscle,
retina,
fovea,
optic
nerve,
blind
spot,
pinhole,
shadows,
similar
triangles,
proportion,
accommodation,
reflection,
absorption,
refraction,
focal
point,
focal
length,
convex,
concave,
converging,
diverging,
rays,
light,
waves,
myopia,
hyperopia,
presbiopia,
albinism,
color
blindness,
spectrum,
etc.
Sound:
1.
Define
Oscillation,
Vibration,
Period,
Frequency,
Amplitude,
Waveform.
2.
Distinguish
between
Pitch,
Volume,
and
Timbre
of
a
sound.
3.
State
the
relationships
between
Frequency,
Amplitude,
Waveform
and
Pitch,
Volume,
Timbre,
respectively.
4.
Sketch
CRO
traces
corresponding
to
sounds
of
different
pitches,
volumes,
and
timbres
.
5.
Define
the
unit
of
frequency,
hertz
(Hz).
6.
State
the
range
of
audible
sounds
(20
-
20,000
Hz).
Terminology:
oscillation,
vibration,
period,
frequency,
waveform,
amplitude,
pitch,
volume,
timbre,
fundamental,
modes
of
vibration,
harmonics,
resonance,
etc.
Note:
Significant
opportunities
for
cross-curricular
links
with
the
Arts.
Relationships
Interaction
Models
Scientific
and
Technical
Innovation
Students
will
understand
how
scientific
and
technological
advances
involving
wave
properties
can
be
utilized
in
different
medical
and
technological
applications.
Factual:
What
are
the
different
wave
characteristics?
Conceptual:
How
do
our
eyes
(light)
and
ears
(sound)
perceive
the
different
changes
in
wave
characteristics?
Debatable:
Is
lasik
surgery
a
more
efficient
method
to
correct
eye
defects
than
wearing
lenses?
7/31/14 3:22 PM
Grade
10
MYP
Units
Revised
for
teaching
Fall
2014
MYP
Concept
Related Concepts
Global
Context
(Formerly
AOI)
Statement of Inquiry
1.
Define
the
mole
and
calculate
the
molar
mass
of
a
substance.
Change
2.
Apply
the
molar
mass
to
convert
between
units
of
mass
and
moles
for
any
substance.
3.
Express
the
ratio
of
the
coefficients
of
any
two
substances
in
balanced
chemical
equation
as
the
ratio
of
reacting
moles
of
those
substances.
4.
Predict
the
reacting
quantity
of
one
substance
(reactant
or
product)
in
a
chemical
reaction
from
the
reacting
quantity
of
another
substance
(reactant
or
product)
as
represented
in
a
balanced
chemical
equation.
5.
Determine
the
actual
yield,
theoretical
yield,
and
percent
yield
of
chemical
reactions
from
measured
and
predicted
quantities
represented
in
balanced
chemical
equations.
6.
Describe
combustion
as
a
type
of
chemical
reaction
and
distinguish
between
complete
and
incomplete
combustion.
7.
Describe
the
flow
of
energy
associated
with
chemical
reactions.
8.
Explain
the
source
of
chemical
energy
on
the
molecular
level.
9.
Apply
experimental
methods
to
measure
the
heat
of
chemical
reactions.
10.
Apply
quantitative
methods
to
predict
the
heat
of
chemical
reactions
or
changes
in
state
of
matter.
11.
Distinguish
among
the
types
and
sources
of
carbon-based
fossil
fuels
in
terms
of
their
properties,
abundance,
methods
of
extraction
and
processing,
and
industrial
applications.
12.
Discuss
the
carbon
cycle
and
the
scientific
and
societal
implications
of
using
fossil/alternative
fuels
to
produce
energy.
Vocabulary:
mole,
molar
mass,
yield,
exothermic,
endothermic,
heat
of
reaction,
enthalpy,
fossil
fuel,
alternative
fuel,
carbon
cycle
Consequences
Energy
Environment
Globalization
and
Sustainability
Using
chemicals
as
our
main
source
of
energy
has
environmental
consequences.
Factual:
How
can
matter
and
energy
in
chemical
systems
be
measured,
manipulated,
and
expressed
quantitatively?
Conceptual:
In
what
ways
does
evaluation,
judgment,
or
prediction
about
the
effects
of
human
activity
on
the
environment
depend
on
quantitative
measurements,
manipulations,
and
expressions?
Debatable:
Will
the
continuing
the
use
of
fossil
fuels
to
generate
power,
cause
insurmountable
environmental
problems?
7/31/14 3:22 PM
MYP
Concept
Change
Related
Concepts
Energy
Transformation
Environment
Global
Context
(Formerly
AOI)
Globalization
and
Sustainability
Statement
of
Inquiry
Expanding
and
diversifying
power
production
to
meet
the
needs
of
an
expanding
global
population
has
environmental
sustainability
consequences
Factual:
How
is
electrical
power
generated?
Conceptual:
How
are
electricity
and
magnetism
related?
Debatable:
Are
renewable
sources
of
energy
better
than
nonrenewable
sources?
Key
Concept
Related
Concepts
Global Context
Statement of Inquiry
Scientific
and
technical
innovation
Relationship
1. Describe
the
structure
of
DNA
including
complementary
base
pairing.
s
2. State
that
DNA
codes
for
proteins
which
in
turn
control
all
other
characteristics
and
biochemical
pathways
3. Define
inheritance
as
the
transmission
of
genetic
information
from
generation
to
generation
4. Define
the
terms:
Chromosome
as
a
thread
of
DNA,
made
up
of
a
string
of
genes
Gene
as
a
length
of
DNA
that
is
the
unit
of
heredity
and
codes
for
a
specific
protein.
A
gene
may
be
copied
and
passed
on
to
the
next
generation
Allele
as
any
of
two
or
more
alternative
forms
of
a
gene
Haploid
nucleus
as
a
nucleus
containing
a
single
set
of
unpaired
chromosomes
(e.g.
sperm
and
egg)
Diploid
nucleus
as
a
nucleus
containing
two
sets
of
chromosomes
(e.g.
in
body
cells)
5. Describe
the
inheritance
of
sex
in
humans
(XX
and
XY
chromosomes)
6. Define
mitosis
as
nuclear
division
giving
rise
to
genetically
identical
cells
in
which
the
chromosome
number
is
maintained
by
the
exact
duplication
of
chromosomes
(details
of
stages
are
not
required)
7. Discuss
the
role
of
mitosis
in
growth,
repair
of
damaged
tissues,
replacement
of
worn
out
cells
and
asexual
reproduction
8. Define
meiosis
as
reduction
division
in
which
the
chromosome
number
is
halved
from
diploid
to
haploid
(details
of
stages
are
not
required)
9. Identify
the
karyotype
of
an
individual
10.
Describe
amniocentesis
and
its
purpose
11.
Define
the
terms:
Genotype
as
genetic
makeup
of
an
organism
in
terms
of
the
alleles
present
(e.g.
Tt
or
GG)
Phenotype
as
the
physical
or
other
features
of
an
organism
due
to
both
its
genotype
and
its
environment
(e.g.
tall
plant
or
green
seed)
Homozygous
as
having
two
identical
alleles
of
a
particular
gene
(e.g.
TT
or
gg).
Two
identical
homozygous
individuals
that
breed
together
will
be
pure-breeding
Heterozygous
as
having
two
different
alleles
of
a
particular
gene
(e.g.
Tt
or
Gg),
not
pure
breeding
Dominant
as
an
allele
that
is
expressed
if
it
is
present
(e.g.
T
or
G)
Recessive
as
an
allele
that
is
only
expressed
when
there
is
no
dominant
allele
of
the
gene
present
(e.g.
t
or
g)
12. Calculate
and
predict
the
results
of
monohybrid
crosses
involving
1
:
1
and
3
:
1
ratios
13. State
that
continuous
variation
is
influenced
by
genes
and
environment,
resulting
in
a
range
of
phenotypes
between
two
extremes,
e.g.
height
in
humans
14. State
that
discontinuous
variation
is
caused
by
genes
alone
and
results
in
a
limited
number
of
distinct
phenotypes
with
no
intermediates
e.g.
A,
B,
AB
and
O
blood
groups
in
humans
15. Define
mutation
as
a
change
in
a
gene
or
chromosome
16. Describe
mutation
as
a
source
of
variation,
as
shown
by
Downs
syndrome
(Trisomy
21)
17. Outline
the
effects
of
ionizing
radiation
and
chemicals
on
the
rate
of
mutation
18. Describe
the
role
of
artificial
selection
in
the
production
of
varieties
of
animals
and
plants
with
increased
economic
importance
19. Define
natural
selection
as
the
greater
chance
of
passing
on
of
genes
by
the
best
adapted
organisms
20. Describe
sickle
cell
anemia,
and
explain
its
incidence
in
relation
to
that
of
malaria
Models
Interaction
Evidence
21. Describe
variation
and
state
that
competition
leads
to
differential
survival
of,
and
reproduction
by,
those
organisms
best
fitted
to
the
environment
22. Assess
the
importance
of
natural
selection
as
a
possible
mechanism
for
evolution
23. Determine
that
evolution
is
the
process
of
biological
change
within
a
population
over
time
24. Recognize
that
the
theory
of
evolution
is
a
scientific
explanation
based
on
a
large
accumulation
of
evidence
25. Describe
the
development
of
strains
of
antibiotic
resistant
bacteria
as
an
example
of
evolution
by
natural
selection
26. Define
genetic
engineering
as
taking
a
gene
from
one
species
and
putting
it
into
another
species
27. Explain
why,
and
outline
how,
human
insulin
genes
were
put
into
bacteria
using
genetic
engineering
Terminology:
DNA,
complementary
base
pairing,
adenine,
thymine,
guanine,
cytosine,
gene,
inheritance,
chromosome,
haploid,
diploid,
allele,
nucleus,
sperm
cell,
egg
cell,
sex
chromosomes,
mitosis,
asexual
reproduction,
meiosis,
karyotype,
amniocentesis,
genotype,
phenotype,
homozygous,
heterozygous,
dominant,
recessive,
monohybrid
cross,
discontinuous
variation,
mutation,
Downs
Syndrome,
artificial
selection,
natural
selection,
sickle
cell
anemia,
malaria,
evolution,
antibiotic
resistant
bacteria,
genetic
engineering,
insulin
7/31/14 3:22 PM