Physical Science helps to prepare students to enroll in Chemistry and Physics. Motion, forces, matter and structures are a few of the topics integrated into the curricula. Students will be introduced to basic ideas that build into a greater understanding of Chemistry and Physics in later years. Students will also examine the formation and evolution of the universe, the solar system, the earth, and the oceans. Investigations will highlight the methodologies and technologies of earth science and the development use, and depletion of the earth's resources.
Students understand that astronomy and planetary exploration reveal the solar system's structure, scale, and change over time.
Students know accelerators boost subatomic particles to energy levels that simulate conditions in the stars and in the early history of the universe before stars formed.
Students know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion.
Students know how the red-shift from distant galaxies and the cosmic background radiation provide evidence for the "big bang" model that suggests that the universe has been expanding for 10 to 20 billion years.
Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction.
Students know the relative amount of incoming solar energy compared with Earth's internal energy and the energy used by society.
Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.
Students know the interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.
Students know features of the ENSO (El Niño southern oscillation) cycle in terms of sea-surface and air temperature variations across the Pacific and some climatic results of this cycle.
Students know how computer models are used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions.
Students know how the composition of Earth's atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:
Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.
Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.
Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).
Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever.
Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
9 Moo 11, Tambon Banpa, Amphoe Kaeng Khoi,
Saraburi 18110, Thailand
California Prep International School
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