Academics at Champion

Champion Christian School has a vibrant science program.  Each class is designed to meet the state and national science standards, in addition to completing a percentage of hands-on laboratory work that far exceeds the state requirements.  It is the science department’s goal to meet all of the state standard benchmarks while also giving our students a love of science.  The word science comes from the Greek word scientia which translates to “the pursuit of knowledge.” Our students are asked to become scientists by doing what scientist do: pursuing knowledge through inquiry, problem solving, decision-making, and real-life application.  CCS students learn how God, the Great Creator, designed everything from miniscule subatomic particles to enormous galaxies. 

PURPOSE: Human Anatomy and Physiology
The purpose of this course is to provide students with the basic building blocks needed for a clear understanding of the structure and location of every organ and system in the human body. It will give students an opportunity to investigate the function of every cell, tissue, organ and system in the human body, and provide application for much of what they learned in their pre-requisite course work in Biology and Chemistry.
With the introduction of scientific inquiry early in the course, students are given the opportunity to analyze the connections between science and the real world. For example, an introductory unit in Forensic Science provides students with a glimpse into the world of crime scene investigation and the use of science in analyzing evidence to solve a murder. In addition, a plethora of careers are defined with a variety of guest speakers invited to educate students on real-world application of science.
Each subsequent unit provides students with the foundation they need to understand the total organism—the human body. With the use of interactive tools like the internet and programs provided by publishing companies, students are able to see each organ and system at work within the body and to witness the interconnection of all systems. Course content is presented according to body systems, and focuses on the body working together to promote homeostasis.
In the units on the connective tissues of the human body, students learn about the structure and function of skin, the organization of the human skeleton, and the types and locations of all joints. In addition, students learn about the major muscle groups and the physiology of muscle tissue.
In the units on nervous, sensory and endocrine systems, students learn about the function of nervous tissue and the differentiation of nervous tissue in the sensory organs. In addition, students see the connection between the function of every system and how it is governed by the nervous system and the chemical balance of the endocrine system.
In the units on the blood, cardiovascular and respiratory systems, students are able to witness the different blood cells, their suspension in plasma, and how their gas and nutrient exchange truly make blood “a river of life.” The integration of the lymphatic system provides students with foundational knowledge about balance, immunity, and global consequences.
In the units on the digestive and urinary systems, students are given information on each organ in the systems and also a general knowledge about bio-chemicals, nutrition, and obesity.
And finally, in the units on human reproduction and genetics, students are given information on the structure and function of the male and female sex organs, that genetic code determines physical attributes of an organism, and that abstinence is the only method of birth-control and avoidance of STDs that has been proven to be one-hundred percent effective.
Integrated into each unit is real-world application, career information, and clinical studies. Every unit is presented using an integration of science and technology with an emphasis on laboratory investigation as a tool for discovery and understanding. In addition, personal and community health is emphasized and the impact on society of personal and societal choices is investigated. By the completion of this course, students are able to: differentiate each cell type, the tissues that comprise each organ, the structure and function of every system, and to show an understanding of the chemical reactions that enable each organ and system to function.

Senior—12th grade (Pre-requisites:  Chemistry and Advanced Mathematics)
AP Chemistry is offered as a one year course that meets four days a week for 65 minute periods. Labs are held two periods a week for a total of 22 labs. Students will keep a laboratory notebook to be given to the college further placement in science courses. AP practice questions and quizzes are given with every unit subsection. Practice AP Exams will be given as the test approaches. A schedule of readings, homework problems, quizzes and test will be given to each student in AP Chemistry.

The purpose of Biology is to provide students with knowledge of organisms, or living things. The students will us the scientific method to careful investigate the various concepts and principles of following major subject areas of Biology: (1) Cell Biology; (2) Genetics; (3) Ecology; (4) Evolution; and (5) Physiology. These topics will be integrated with one another to demonstrate their inter-relationship and how they are connected to other science courses such as Integrated Science, Environmental Science, Chemistry and Physics. The students will also apply the major subject areas in everyday life and the constant changing world that is need of solutions to numerous issues. In order to promote greater understanding of biological concepts, the students will be engaged in various learning modalities such as note taking, partner/group activities, classroom discussions/debates, Internet/library research, and presentations. Through these and other activities, expressions of wide range of multiple intelligences will be encouraged. Lessons and research will be modified for those with special needs.

Champion Christian School teaches the California State Science Standards. The following Biology standards will be assessed:

Cell Biology

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the cells. The students will know: (1) That cells are enclosed in semipermeable membrane and how they interact with their surroundings; (2) The roles of proteins called enzymes as catalysts in biochemical reactions while maintaining equilibrium; (3) How prokaryotic cells, eukaryotic cells and viruses differ in both complexity and structure; (4) The central dogma of molecular biology (i.e., protein synthesis) involving ribonucleic acid (RNA) in the nucleus and ribosomes in the cytoplasm; (5) The role of endoplasmic reticulum and Golgi apparatus in the secretion of proteins; (6) The process of photosynthesis that involves chloroplast capturing usable light energy that is stored in glucose (a form of sugar); (7) The process of cellular respiration that involves mitochondria releasing energy from chemical bonds of glucose; and (8) The types, functions and synthesis of macromolecules such as proteins, polysaccharides, lipids and nucleic.

Genetics

The nucleus of a cell contains chromosomes that are largely made of deoxyribonucleic acid, or DNA. DNA is a macromolecule that carries specific codes/messages, or genetic instructions, for various traits. The students will know: (1) Mutation and sexual reproduction allow for genetic variation among a given species; (2) Meiosis is the process of cell division which chromosome pairs separate and randomly segregate in production of gametes; (3) The fusion of male and female gametes, or fertilization, produces zygotes with new combination of alleles; (4) How to predict possible combinations of alleles, or genotypes, in a zygote from the genes received from parents; (5) How to predict the phenotypes, or the expression of genes, from a set of given genotypes; (6) Mendel’s laws of segregation and independent assortment; (7) The role of tRNA in translating genetic information in mRNA; (8) How to decode codons in RNA in predicting the sequence of amino acids which is the key in assembling specific proteins; (9) Mutation is the altering of DNA sequence thus altering or terminating the production of specific proteins; and (10) The concept of genetic engineering and how it is used for biomedical and agricultural purposes.

Ecology

Stability in an ecosystem is a balance between competing effects. The students will know: (1) Biodiversity of life is the sum total of different kinds of organisms and is affected by alterations of habitats; (2) How to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size; (3) How to analyze changes in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death; (4) How water, carbon and nitrogen cycle between abiotic and biotic factors and how oxygen and cycles through photosynthesis and respiration; (5) The vital role of producers and decomposers in the stability of an ecosystem; and (6) The concepts of food web and energy pyramid and the transfer of nutrient and energy among organisms.

Evolution

The frequency of an allele in a gene pool of a population depends on many factors and its stability may change over time. Evolution is the result of changes that occur in constantly changing environment. The students will know: (1) Why natural selection acts on the phenotype rather than the genotype; (2) Why alleles that are lethal in a homozygous individual may be carried in a heterozygote and remain in a gene pool; (3) New mutations are constantly being generated in a gene pool; (3) Variations within a species increases the probability that some of the members will survive in a changing environment; (4) Natural selection determines the differential survival of groups of organisms; (5) A great diversity of species increases the chance of its survival in major changes in the environment; (6) The effects of genetic drift on the diversity of organisms in a population; (7) Reproductive or geographic isolation affects speciation; and (8) How to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

Physiology

As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively homeostatic despite changes outside. This includes utilizing a variety of mechanisms of the immune system to combat disease. The students will know: (1) How complementary activity of major body systems allows cells with oxygen and nutrients and removes wastes such as carbon dioxide; (2) How the nervous system mediates communication within the body and body’s interactions with the environment; (3) How feedback loops in the nervous and endocrine systems regulate body’s conditions; (4) The role of neurons in transmitting electrochemical impulses and roles of sensory neurons, interneurons, and motor neurons; (5) The roles of skin in nonspecific defense against infection, antibodies in the body’s response to infection, and vaccination in providing protection from infectious diseases; (6) There are important differences between bacteria and viruses with respect to their growth and replication, the body’s primary defense against infections, and effective treatments of these infections; and (7) Why an individual with a compromised immune system may be unable to resist and survive infections by microorganisms that are usually benign.

This chemistry course will examine how the periodic chart displays elements. How the elements are placed into groups and families based on their physical and chemical properties, and what facts can be learned about an element given the display on the table. The course will examine how where en element is placed tells us of its quantum electron configuration. The historical experimentation that led to our current atomic model will also be explored.
Students will learn how all matter is made of atoms, and it is the electrostatic forces between electrons and protons of different atoms and molecules that allow different forms of matter to exist and interact. How these interactions create the biological, chemical and physical properties of matter will be explored. Students will learn how to diagram via Lewis dot structures and predict the shape and polarity of molecules.
The theory of Conservation of Matter will be developed as students calculate molar mass, learn what moles are, calculate the mass of products and reactants, and balance chemical equations using stoichiometry.
Students will explore the unique properties of gases as prescribed in the Kinetic Molecular Theory. STP, ideal gas laws, Dalton’s law of partial pressure, Graham’s law and the ideal gas law will be discussed and used to solve problems and make predictions about a gases behavior.
Three classes of compounds that form ions in water, acids, bases, and salts will be investigated. The various definitions of acids and bases and how these compounds react will be shown. Presentation of how to calculate pH and how buffers stabilize pH in acid-base reactions will be accomplished and applied by the students during titrations.
Solutions and the terms that describe their components will be defined as a base for the exploration of how temperature, pressure and surface area affects the formation of a solution. Once students understand what a solution is, and how it is made the will calculate concentrations of solutions in a variety of units.
How temperature and heat flow are described by the motion of molecules will be used to explore energy in Chemical Thermodynamics. Energy released or absorbed by various chemical and physical changes will aid in the study of this concept. Calculations involving heat flow, enthalpy and free energy will be demonstrated, taught and practiced as students proceed through the unit.
The various factors that influence reaction rates will be presented, such as concentration changes, temperature, and pressure. The use of catalyst to speed reaction rates; and an understanding of equilibrium within reactions and how to calculate an equilibrium expression will be accomplished. Students will define activation energy and learn how to use LeChatelier’s principle to make predictions about chemical reactions.
Carbon’s bonding properties allow for molecules of many sizes, shapes and chemical properties. These will be detailed as students study basic organic molecules and how some of these are the basic building blocks of life. Definitions of polymers, and monomers will be used as students model both large and small organic molecules. The unique interactive features of these molecules as part of our daily lives and bodily functions will be shown.
In our final unit students will examine nuclear processes such as radioactive decay, nuclear fission, and nuclear fusion. The man-made isotopes and their uses, interactions, and dangers will be discussed and defined. Half-life of a material will be used for students to calculate the amount of a radio-active substance remains in an area as part of these discussions. Students will discuss the energy potential of these materials, the related dangers of alpha, beta, and gamma radiation from the decay of nuclear material.

Freshman—9th grade
Integrated Science is a course that provides students with a basic knowledge of the fundamental building blocks and the connections between all fields of science. It is a course that provides students with a comprehensive overview of Earth’s place in the universe, with an introduction to historical and current astronomical study and planetary exploration.
In addition, students are provided with a basic understanding of the ecology of our planet and the human impact on our world. Students review earth dynamics, the life forms that exist on our planet and how energy is provided to our world. Topics also include:understanding of the differences between the universe, galaxies, and solar systems, nuclear reactions as it pertains to solar fusion, basic chemical make-up of the terrestrial and aseous planets, components of the geo-sphere, the atmosphere, the hydrosphere, and the biosphere, biomes of our planet, how healthy ecosystems function using biogeochemical cycles, understanding of the chemical composition of soil—comparing healthy soil /unhealthy soil—terrestrial/extra-terrestrial soil, economic importance of mineral mining techniques—past, present, future—and the environmental ramifications and laws regulating mining, how choice of fuels and dependence on them has economic, environmental and political consequences. By analyzing the point/counter-point method of decision-making and problem solving, students will be equipped with the means necessary to make informed decisions about our world. The use of experimental method is instrumental in the extensive laboratory work aligned to this curriculum. Students are required to ask meaningful questions, use interactive technology as tools for research and conduct careful investigations to help answer these questions.

This course provides students with a basic understanding of the fundamental building blocks of science as well as the knowledge of the integration of all fields of science.  It is a course that provides students with a comprehensive overview of Earth’s place in the universe, with an introduction to historical and current astronomical study and planetary exploration. In addition, students are provided with a basic understanding of the ecology of our planet and the human impact on our world.  Students review earth dynamics, the life forms that exist on our planet and how energy is provided to our world.  Current local and global environmental issues are reviewed and discussed and potential solutions are addressed.  By analyzing the point/counter-point method of decision-making and problem solving, students will be equipped with the means necessary to make informed decisions about our world.  The use of experimental method is instrumental in the extensive laboratory work aligned to this curriculum. 

Grow and dissect things!

Physical Science is divided into two components, introductory chemistry and physics for 9th grade students.

Junior/Senior—11th/12th grade (Prerequisites:  Advanced Math (can be taken concurrently)
Physics is a college-preparatory course designed to explore the amazing design of the physical universe.  Topics covered in this course include mathematical application, mechanics, thermodynamics, electricity and magnetism, the electromagnetic spectrum, and a review of nuclear science.  Application of mathematics is emphasized in this course and extensive laboratory work is required.  In addition, students are required to complete a variety of pre-engineering projects and conduct teacher-guided scientific research.

Students will learn about several components of the physical sciences through conceptual physics. Units learned encompass mechanics, properties of matter, heat, sound and light, electricity and magnetism, and atomic and nuclear physics. Each unit includes hands-on activities to enlighten students about everyday physics. The physics programs provides comprehensive content, builds on conceptual understanding, and offers computational reinforcement through problem solving and skill building activities. When students leave the program they will have a greater understanding of the physical world and how it functions as well as be prepared for college-level physics.
Physics begins with the basics of the scientific method. A quick review of how physics was developed into a science and what part it plays in science history, art, technology, religion, and society. Time lines will be created to show the progression of physics as a field of science and scientific discoveries.
Students will study the mechanics of motion, forces, energy, gravity, and Newton’s Laws.
Students will learn the physical properties of matter by observing solids, liquids, and gases. They will enhance their understanding of how the chemical structure and atoms affect the phases of matter.
Students study thermodynamics based on energy, heat, and phases of matter.
Students understand the structure of and differences between sound and light by looking at wave motion and vibration.
Students will enhance their appreciation for color, reflection and refraction, use of lenses, diffraction and interference and sound.
Students will gain a better understanding of electrostatics, electric fields, currents, circuitry, and magnetism.
Students will study the atom’s structure and position in nuclear physics.
Students will learn about nuclear fission and fusion.
Every aspect of physics uses experimentation to reinforce the material studied. Guest speakers and visits to colleges, local and abroad will allow students to see the advancement of technology based on physics. Field trips to local amusement parks, carnivals, and physics laboratories happen periodically to expose the students to a variety of physics concepts. Videos, DVDs, and u-tube will be used to show concepts not obtainable in a high school setting. Projects will be assigned in which students will build rockets, kites, pendulums, circuit boards, and electromagnets. Internet and lab simulations will be conducted in nuclear physics, thermodynamics, waves and motion. Demonstrations will be conducted by local professors and teachers to demonstrate concepts in physics. Experiments are done by the students in groups at least twenty percent of the class time. Tests on every chapter, several quizzes are given throughout the year, and worksheets are used to check for understanding on concepts. Tests and quizzes are done subjectively as well as formatively. Students will work on independent projects as well as group projects by gathering information from the textbook, supplemental resources, and independent research. Students are assigned a typed formal paper that follows the APA format on a physics topic of their choice.