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(@)@" *@# +@$ ,@p% -@`& .@/@0@ 1@V' 2@( 3@{) 4@ (5@AM€6@d7@d* 8@ d+ 9@ , :@P;@u<@4 gp. x  ?ΰ@ H  ?ΰ0 ?ΰ  B?NfЉ 3: @ ?ΰ찌 ?vf@ i@ i@ i@ i@ i@ i@ i@ i@@ ?ΰ?  ̀?+32 i@ i@ i@ i@ i@ i@ i@ i@@ ?ί٠ ̀^ i@ i@ i@ i@ i@ i@ i@ i@@? _  w@nnBB sgZDBhA:@lt'@jg+8d+a+^Ŋ[XăT+PPM8JFBP?/<8 4 n 1ؠ. + '!'#&' +`0`q@5gؠ:@g?@ DOcI}NSXg]bbEgDlCqC}vC%{B̀Bv@gOcvŊv2vĄx큜@흊QEQDP8@W6({EwDs o  xkgdgc2X` Ju]%JŊY*J2V/JۀS4JăP9J,M>JԀICJ}EHJ%BMJ?RJt;WJ8\J5aJn2fJ/kJ,pJf)upOb%zJ"JϷINQUIRY - AP

Design experiments

Students should be able to describe the purpose of an experiment or a problem to be investigated. (B&C)

Students should be able to identify equipment needed and describe how it is to be used. (B&C)

Students should be able to draw a diagram or provide a description of an experimental setup. (B&C)

Students should be able to describe procedures to be used, including controls and measurements to be taken. (B&C)

Observe and measure real phenomena

Students should be able to make relevant observations, and be able to take measurements with a variety of instruments. (B&C)

Analyze data

Students should be able to display data in graphical or tabular form. (B&C)

Students should be able to fit lines and curves to data points in graphs. (B&C)

Students should be able to perform calculations with data. (B&C)

Students should be able to make extrapolations and interpolations from data. (B&C)

Analyze errors

Students should be able to identify sources of error and how they propagate. (B&C)

Students should be able to estimate magnitude and direction of errors. (B&C)

Students should be able to determine significant digits. (B&C)

Students should be able to identify ways to reduce error. (B&C)

Communicate results

Students should be able to draw inferences and conclusions from experimental data. (B&C)

Students should be able to suggest ways to improve experiment. (B&C)

Students should be able to propose questions for further study. (B&C)

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KINEMATICS - AP

Motion in one dimension

Given a graph of one of the kinematic quantities, position, velocity, or acceleration, as a function of time, students should be able to recognize in what time intervals the other two are positive, negative, or zero, and can identify or sketch a graph of each as a function of time. (B and C-MECH)

Given an expression for one of the kinematic quantities, position, velocity, or acceleration, as a function of time, students should be able to determine the other two as a function of time, and find when these quantities are zero or achieve their maximum and minimum values. (B and C-MECH)

Students should be able to write down expressions for velocity and position as functions of time, and identify or sketch graphs of these quantities. (B and C-MECH)

Students should be able to use equations to solve problems involving one-dimensional motion with constant acceleration. (B and C-MECH)

Students should be able to deal with situations in which acceleration is a specified function of velocity and time so they can write an appropriate differential equation and solve it for velocity by separation of variables, incorporating correctly a given initial value of velocity. (B and C-MECH)

Motion in two dimensions, including projectile motion

Students should be able to determine components of a vector along two specified, mutually perpendicular axes. (B and C-MECH)

Students should be able to determine the net displacement of a particle or the location of a particle relative to another. (B and C-MECH)

Students should be able to determine the change in velocity of a particle or the velocity of one particle relative to another. (B and C-MECH)

Students should be able to determine the components, magnitude, and direction of the velocity and acceleration as functions of time for a particle moving in two dimensions. (B and C-MECH)

Students should be able to write down expressions for the horizontal and vertical components of velocity and position as functions of time, and sketch or identify graphs of these components. (B and C-MECH)

Students should be able to use expressions in analyzing the motion of a projectile that is projected with an arbitrary initial velocity. (B and C-MECH)

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NEWTON'S LAWS OF MOTION - AP

Static equilibrium (first law)

Students should be able to analyze situations in which a particle remains at rest, or moves with constant velocity, under the influence of several forces. (B and C-MECH)

Dynamics of a single particle (second law)

Students should be able to calculate, for an object moving in one dimension, the velocity change that results when a constant force acts over a specified time interval. (B and C-MECH)

Students should be able to calculate, for an object moving in one dimension, the velocity change that results when a changing force acts over a specified time interval. (C-MECH)

Students should be able to determine, for an object moving in a plane whose velocity vector undergoes a specified change over a specified time interval, the average force that acted on the object. (B and C-MECH)

Students should be able to draw a well-labeled, free-body diagram showing all real forces that act on the object. (B and C-MECH)

Students should be able to write down the vector equation that results from applying Newton's Second Law to the object, and take components of this equation along appropriate axes. (B and C-MECH)

Students should be able to analyze situations in which an object moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that makes up the net force, such as motion up or down with constant acceleration. (B and C-MECH)

Students should be able to write down the relationship between the normal and frictional forces on a surface. (B and C-MECH)

Students should be able to analyze situations in which an object moves along a rough inclined plane or horizontal surface. (B and C-MECH)

Students should be able to analyze under what circumstances an object will start to slip, or to calculate the magnitude of the force of static friction. (B and C-MECH)

Students should be able to find the terminal velocity of an object moving vertically under the influence of a retarding force dependent on velocity. (B and C-MECH)

Students should be able to describe qualitatively, with the aid of graphs, the acceleration, velocity, and displacement of such a particle when it is released from rest or is projected vertically with specified initial velocity. (C-MECH)

Students should be able to use Newton's Second Law to write a differential equation for the velocity of the object as a function of time. (C-MECH)

Students should be able to use the method of separation of variables to derive the equation for the velocity as a function of time from the differential equation that follows from Newton's Second Law. (C-MECH)

Students should be able to derive an expression for the acceleration as a function of time for an object falling under the influence of drag forces. (C-MECH)

Systems of two or more objects (third law)

Students should be able to identify force pairs and the objects on which they act, and state the magnitude and direction of each force. (B and C-MECH)

Students should be able to apply Newton's Third Law in analyzing the force of contact between two objects that accelerate together along a horizontal or vertical line, or between two surfaces that slide across one another. (B and C-MECH)

Students should know that the tension is constant in a light string that passes over a massless pulley and should be able to use this fact in analyzing the motion of a system of two objects joined by a string. (B and C-MECH)

Students should be able to solve problems in which application of Newton's laws leads to two or three simultaneous linear equations involving unknown forces or accelerations. (B and C-MECH)

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WORK, ENERGY, POWER - AP

Work and the work-energy theorem

Students should be able to calculate the work done by a specified constant force on an object that undergoes a specified displacement. (B and C-MECH)

Students should be able to relate the work done by a force to the area under a graph of force as a function of position, and calculate this work in the case where the force is a linear function of position. (B and C-MECH)

Students should be able to use integration to calculate the work performed by a changing force on an object that undergoes a specified displacement in one dimension. (C-MECH)

Students should be able to use the scalar product operation to calculate the work performed by a specified constant force on an object that undergoes a displacement in a plane. (B and C-MECH)

Students should be able to calculate the change in kinetic energy or speed that result from performing a specified amount of work on an object. (B and C-MECH)

Students should be able to calculate the work performed by the net force, or by each of the forces that make up the net force, on an object that undergoes a specified change in speed or kinetic energy. (B and C-MECH)

Students should be able to apply the theorem to determine the change in an object's kinetic energy and speed that results from the application of specified forces, or to determine the force that is required in order to bring an object to rest in a specified distance. (B and C-MECH)

Forces and potential energy

Students should be able to state alternative definitions of conservative force and explain why these definitions are equivalent. (C-MECH)

Students should be able to describe examples of conservative forces and non-conservative forces. (C-MECH)

Students should be able to state the general relation between force and potential energy, and explain why potential energy can be associated only with conservative forces. (C-MECH)

Students should be able to calculate a potential energy function associated with a specified one dimensional force. (C-MECH)

Students should be able to calculate the magnitude and direction of a one-dimensional force when given the potential energy function for the force. (C-MECH)

Students should be able to write an expression for the force exerted by an ideal spring and for the potential energy of a stretched or compressed spring. (B and C-MECH)

Students should be able to calculate the potential energy of one or more objects in a uniform gravitational field. (B and C-MECH)

Conservation of energy

Students should be able to state and apply the relation between the work performed on an object by non-conservative forces and the change in an object's mechanical energy. (C-MECH)

Students should be able to describe and identify situations in which mechanical energy is converted to other forms of energy. (B and C-MECH)

Students should be able to analyze situations in which an object's mechanical energy is changed by friction or by a specified externally applied force. (B and C-MECH)

Students should be able to identify situations in which mechanical energy is or is not conserved. (B and C-MECH)

Students should be able to apply conservation of energy in analyzing the motion of systems of connected objects, such as an Atwood's machine. (B and C-MECH)

Students should be able to apply conservation of energy in analyzing the motion of objects that move under the influence of springs. (B and C-MECH)

Students should be able to apply conservation of energy in analyzing the motion of objects that move under the influence of other non-constant one-dimensional forces. (C-MECH)

Students should be able to recognize and solve problems that call for application both of conservation of energy and Newton's Laws. (C-MECH)

Power

Students should be able to calculate the power required to maintain the motion of an object with constant acceleration (e.g., to move an object along a level surface, to raise an object at a constant rate, or to overcome friction for an object that is moving at a constant speed). (B and C-MECH)

Students should be able to calculate the work performed by a force that supplies constant power, or the average power supplied by a force that performs a specified amount of work. (B and C-MECH)

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SYSTEMS OF PARTICLES, LINEAR MOMENTUM - AP

Center of mass

Students should be able to identify by inspection the center of mass of a symmetrical object. (C-MECH)

Students should be able to locate the center of mass of a system consisting of two such objects. (C-MECH)

Students should be able to use integration to find the center of mass of a thin rod of non-uniform density. (C-MECH)

Students should be able to apply the relation between center-of-mass velocity and linear momentum, and between center-of-mass acceleration and net external force for a system of particles. (C-MECH)

Students should be able to define center of gravity and to use this concept to express the gravitational potential energy of a rigid object in terms of the position of its center of mass. (C-MECH)

Impulse and momentum

Students should be able to relate mass, velocity, and linear momentum for a moving object, and calculate the total linear momentum of a system of objects. (B and C-MECH)

Students should be able to relate impulse to the change in linear momentum and the average force acting on an object. (B and C-MECH)

Students should be able to state and apply the relations between linear momentum and center-of-mass motion for a system of particles. (B and C-MECH)

Students should be able to calculate the area under a force versus time graph and relate it to the change in momentum of an object. (B and C-MECH)

Students should be able to calculate the change in momentum of an object given a function for the net force acting on the object. (C-MECH)

Conservation of linear momentum, collisions

Students should be able to explain how linear momentum conservation follows as a consequence of Newton's Third Law for an isolated system. (C-MECH)

Students should be able to identify situations in which linear momentum, or a component of the linear momentum vector, is conserved. (B and C-MECH)

Students should be able to apply linear momentum conservation to one-dimensional elastic and inelastic collisions and two-dimensional completely inelastic collisions. (B and C-MECH)

Students should be able to apply linear momentum conservation to two-dimensional elastic and inelastic collisions. (C-MECH)

Students should be able to analyze situations in which two or more objects are pushed apart by a spring or other agency, and calculate how much energy is released in such a process. (B and C-MECH)

Students should be able to analyze the uniform motion of an object relative to a moving medium such as a flowing stream. (C-MECH)

Students should be able to analyze the motion of particles relative to a frame of reference that is accelerating horizontally or vertically at a uniform rate. (C-MECH)

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CIRCULAR MOTION AND ROTATION - AP

Uniform circular motion

Students should be able to relate the radius of the circle and the speed or rate of revolution of the particle to the magnitude of the centripetal acceleration. (B and C-MECH)

Students should be able to describe the direction of the particle's velocity and acceleration at any instant during the motion. (B and C-MECH)

Students should be able to determine the components of the velocity and acceleration vectors at any instant, and sketch or identify graphs of these quantities. (B and C-MECH)

Students should be able to analyze situations in which an object moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that makes up the net force in situations involving motion in a horizontal circle and motion in a vertical circle. (B and C-MECH)

Torque and rotational statics

Students should be able to calculate the magnitude and direction of the torque associated with a given force. (B and C-MECH)

Students should be able to calculate the torque on a rigid object due to gravity. (B and C-MECH)

Students should be able to state the conditions for translational and rotational equilibrium of a rigid object. (B and C-MECH)

Students should be able to apply the conditions for translational and rotational equilibrium in analyzing the equilibrium of a rigid object under the combined influence of a number of coplanar forces applied at different locations. (B and C-MECH)

Students should be able to determine by inspection which of a set of symmetrical objects of equal mass has the greatest rotational inertia. (C-MECH)

Students should be able to determine by what factor an object's rotational inertia changes if all its dimensions are increased by the same factor. (C-MECH)

Students should be able to find the rotational inertia of a collection of point masses lying in a plane about an axis perpendicular to the plane, a thin rod of uniform density about an arbitrary axis perpendicular to the rod and a thin cylindrical shell about its axis, or an object that may be viewed as being made up of coaxial shells. (C-MECH)

Students should be able to state and apply the parallel-axis theorem. (C-MECH)

Rotational kinematics and dynamics

Students should be able to write and apply relations among the angular acceleration, angular velocity, and angular displacement of an object that rotates about a fixed axis with constant angular acceleration. (C-MECH)

Students should be able to use the right-hand rule to associate an angular velocity vector with a rotating object. (C-MECH)

Students should be able to describe in detail the analogy between fixed-axis rotation and straight-line translation. (C-MECH)

Students should be able to determine the angular acceleration with which a rigid object is accelerated about a fixed axis when subjected to a specified external torque or force. (C-MECH)

Students should be able to determine the radial and tangential acceleration of a point on a rigid object. (C-MECH)

Students should be able to apply conservation of energy to problems of fixed-axis rotation. (C-MECH)

Students should be able to analyze problems involving strings and massive pulleys. (C-MECH)

Students should be able to write down, justify, and apply the relation between linear and angular velocity, or between linear and angular acceleration, for an object of circular cross-section that rolls without slipping along a fixed plane, and determine the velocity and acceleration of an arbitrary point on such an object. (C-MECH)

Students should be able to apply the equations of translational and rotational motion simultaneously in analyzing rolling with slipping. (C-MECH)

Students should be able to calculate the total kinetic energy of an object that is undergoing both translational and rotational motion, and apply energy conservation in analyzing such motion. (C-MECH)

Angular momentum and its conservation

Students should be able to calculate the torque of a specified force about an arbitrary origin. (C-MECH)

Students should be able to calculate the angular momentum vector for a moving particle. (C-MECH)

Students should be able to calculate the angular momentum vector for a rotating rigid object in simple cases where this vector lies parallel to the angular velocity vector. (C-MECH)

Students should be able to recognize the conditions under which the law of conservation is applicable and relate this law to one- and two-particle systems such as satellite orbits. (C-MECH)

Students should be able to state the relation between net external torque and angular momentum, and identify situations in which angular momentum is conserved. (C-MECH)

Students should be able to analyze problems in which the moment of inertia of an object is changed as it rotates freely about a fixed axis. (C-MECH)

Students should be able to analyze a collision between a moving particle and a rigid object that can rotate about a fixed axis or about its center of mass. (C-MECH)

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OSCILLATIONS AND GRAVITY - AP

Simple harmonic motion (dynamics and energy relationships)

Students should be able to sketch or identify a graph of displacement as a function of time, and determine from such a graph the amplitude, period, and frequency of the motion. (B and C-MECH)

Students should be able to write down an appropriate expression for displacement of an object to describe the motion on an object in simple harmonic motion. (B and C-MECH)

Students should be able to find an expression for velocity as a function of time for an object in simple harmonic motion. (B and C-MECH)

Students should be able to state the relations between acceleration, velocity, and displacement, and identify points in the motion where these quantities are zero or achieve their greatest positive and negative values for an object in simple harmonic motion. (B and C-MECH)

Students should be able to state and apply the relation between frequency and period for an object in simple harmonic motion. (B and C-MECH)

Students should be able to recognize that a system in simple harmonic motion obeys a differential equation and should be able to determine the frequency and period of such motion. (C-MECH)

Students should be able to state how the total energy of an oscillating system depends on the amplitude of the motion, sketch or identify a graph of kinetic or potential energy as a function of time, and identify points in the motion where this energy is all potential or all kinetic. (B and C-MECH)

Students should be able to calculate the kinetic and potential energies of an oscillating system as functions of time, sketch or identify graphs of these functions, and prove that the sum of kinetic and potential energy is constant. (B and C-MECH)

Students should be able to calculate the maximum displacement or velocity of a particle that moves in simple harmonic motion with specified initial position and velocity. (C-MECH)

Students should be able to develop a qualitative understanding of resonance so they can identify situations in which a system will resonate in response to a sinusoidal external force. (C-MECH)

Mass on a spring

Students should be able to derive the expression for the period of oscillation of a mass on a spring. (C-MECH)

Students should be able to apply the expression for the period of oscillation of a mass on a spring. (B and C-MECH)

Students should be able to analyze problems in which a mass hangs from a spring and oscillates vertically. (B and C-MECH)

Students should be able to analyze problems in which a mass attached to a spring oscillates horizontally. (B and C-MECH)

Students should be able to determine the period of oscillation for systems involving series or parallel combinations of identical springs, or springs of differing lengths. (C-MECH)

Pendulum and other oscillations

Students should be able to derive the expression for the period of a simple pendulum. (C-MECH)

Students should be able to apply the expression for the period of a simple pendulum. (B and C-MECH)

Students should be able to state what approximation must be made in deriving the period. (B and C-MECH)

Students should be able to analyze the motion of a torsional pendulum or physical pendulum in order to determine the period of small oscillations. (C-MECH)

Newton's law of gravity

Students should be able to determine the force that one spherically symmetrical mass exerts on another. (B and C-MECH)

Students should be able to determine the strength of the gravitational field at a specified point outside a spherically symmetrical mass. (B and C-MECH)

Students should be able to describe the gravitational force inside and outside a uniform sphere, and calculate how the field at the surface depends on the radius and density of the sphere. (C-MECH)

Orbits of planets and satellites

Students should be able to recognize that the motion during circular orbit does not depend on the object's mass; describe qualitatively how the velocity, period of revolution, and centripetal acceleration depend upon the radius of the orbit; and derive expressions for the velocity and period of revolution in such an orbit. (B and C-MECH)

Students should be able to derive Kepler's Third Law for the case of circular orbits. (B and C-MECH)

Students should be able to derive and apply the relations among kinetic energy, potential energy, and total energy for the case of circular orbits. (C-MECH)

Students should be able to state Kepler's three laws of planetary motion and use them to describe in qualitative terms the motion of an object in an elliptical orbit. (C-MECH)

Students should be able to apply conservation of angular momentum to determine the velocity and radial distance at any point in an elliptical orbit. (C-MECH)

Students should be able to apply angular momentum conservation and energy conservation to relate the speeds of an object at the two extremes of an elliptical orbit. (C-MECH)

Students should be able to apply energy conservation in analyzing the motion of an object that is projected straight up from a planet's surface or that is projected directly toward the planet from far above the surface. (C-MECH)

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FLUID MECHANICS -AP

Hydrostatic pressure

Students should be able to apply the relationship between pressure, force, and area. (B)

Students should be able to apply the principle that a fluid exerts pressure in all directions. (B)

Students should be able to apply the principle that a fluid at rest exerts pressure perpendicular to any surface that it contacts. (B)

Students should be able to determine locations of equal pressure in a fluid. (B)

Students should be able to determine the values of absolute and gauge pressure for a particular situation. (B)

Students should be able to apply the relationship between pressure and depth in a liquid. (B)

Buoyancy

Students should be able to determine the forces on an object immersed partly or completely in a liquid. (B)

Students should be able to apply Archimedes' principle to determine buoyant forces and densities of solids and liquids. (B)

Fluid flow continuity

Students should be able to apply the equation of continuity to fluids in motion. (B)

Bernoulli's equation

Students should be able to apply Bernoulli's equation to fluids in motion. (B)

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TEMPERATURE AND HEAT - AP

Mechanical equivalent of heat

Students should be able to determine how much heat can be produced by the performance of a specified quantity of mechanical work based on the mechanical equivalent of heat. (B)

Heat transfer and thermal expansion

Students should be able to calculate how the flow of heat through a slab of material is affected by changes in the thickness or area of the slab, or the temperature difference between the two faces of the slab. (B)

Students should be able to analyze what happens to the size and shape of an object when it is heated. (B)

Students should be able to analyze qualitatively the effects of conduction, radiation, and convection in thermal processes. (B)

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KINETIC THEORY AND THERMODYNAMICS - AP

Ideal gases

Students should be able to state the assumptions of the kinetic theory model of an ideal gas. (B)

Students should be able to state the connection between temperature and mean translational kinetic energy, and apply it to determine the mean speed of gas molecules as a function of their mass and the temperature of the gas. (B)

Students should be able to state the relationship among Avogadro's number, Boltzmann's constant, and the gas constant R, and express the energy of a mole of a monatomic ideal gas as a function of its temperature. (B)

Students should be able to explain qualitatively how the model explains the pressure of a gas in terms of collisions with the container walls, and explain how the model predicts that, for fixed volume, pressure must be proportional to temperature. (B)

Students should be able to relate the pressure and volume of a gas during an isothermal expansion or compression. (B)

Students should be able to relate the pressure and temperature of a gas during constant-volume heating or cooling, or the volume and temperature during constant-pressure heating or cooling. (B)

Students should be able to calculate the work performed on or by a gas during an expansion or compression at constant pressure. (B)

Students should be able to understand the process of adiabatic expansion or compression of a gas. (B)

Students should be able to identify or sketch on a PV diagram the curves that represent each of the thermal processes. (B)

Laws of thermodynamics

Students should be able to relate the heat absorbed by a gas, the work performed by the gas, and the internal energy change of the gas for any of the thermal processes. (B)

Students should be able to relate the work performed by a gas in a cyclic process to the area enclosed by a curve on a PV diagram. (B)

Students should be able to determine whether entropy will increase, decrease, or remain the same during a particular situation. (B)

Students should be able to compute the maximum possible efficiency of a heat engine operating between two given temperatures. (B)

Students should be able to compute the actual efficiency of a heat engine. (B)

Students should be able to relate the heats exchanged at each thermal reservoir in a Carnot cycle to the temperatures of the reservoirs. (B)

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ELECTROSTATICS - AP

Charge and Coulomb's Law

Students should be able to describe the types of charge and the attraction and repulsion of charges. (B and C-E&M)

Students should be able to describe polarization and induced charges. (B and C-E&M)

Students should be able to calculate the magnitude and direction of the force on a positive or negative charge due to other specified point charges using Coulomb's Law and the principle of superposition. (B and C-E&M)

Students should be able to analyze the motion of a particle of specified charge and mass under the influence of an electrostatic force. (B and C-E&M)

Electric field and electric potential (including point charges)

Students should be able to define the concept of electric field in terms of the force on a test charge. (B and C-E&M)

Students should be able to describe and calculate the electric field of a single point charge. (B and C-E&M)

Students should be able to calculate the magnitude and direction of the electric field produced by two or more point charges. (B and C-E&M)

Students should be able to calculate the magnitude and direction of the force on a positive or negative charge placed in a specified field. (B and C-E&M)

Students should be able to interpret an electric field diagram. (B and C-E&M)

Students should be able to analyze the motion of a particle of specified charge and mass in a uniform electric field. (B and C-E&M)

Students should be able to determine the electric potential in the vicinity of one or more point charges. (B and C-E&M)

Students should be able to calculate the electrical work done on a charge or use conservation of energy to determine the speed of a charge that moves through a specified potential difference. (B and C-E&M)

Students should be able to determine the direction and approximate magnitude of the electric field at various positions given a sketch of equipotentials. (B and C-E&M)

Students should be able to calculate the potential difference between two points in a uniform electric field, and state which point is at the higher potential. (B and C-E&M)

Students should be able to calculate how much work is required to move a test charge from one location to another in the field of fixed point charges. (B and C-E&M)

Students should be able to calculate the electrostatic potential energy of a system of two or more point charges, and calculate how much work is required to establish the charge system. (C-E&M)

Students should be able to use integration to determine electric potential difference between two points on a line, given electric field strength as a function of position along that line. (C- E&M)

Students should be able to state the general relationship between field and potential, and define and apply the concept of a conservative electric field. (C- E&M)

Gauss's law

Students should be able to calculate the flux of an electric field through an arbitrary surface or of a field uniform in magnitude over a Gaussian surface and perpendicular to it. (C- E&M)

Students should be able to calculate the flux of the electric field through a rectangle when the field is perpendicular to the rectangle and a function of one coordinate only. (C- E&M)

Students should be able to state and apply the relationship between flux and lines of force. (C- E&M)

Students should be able to state the law in integral form, and apply it qualitatively to relate flux and electric charge for a specified surface. (C- E&M)

Students should be able to apply the law, along with symmetry arguments, to determine the electric field for a planar, spherical, or cylindrically symmetric charge distribution. (C- E&M)

Students should be able to apply the law to determine the charge density or total charge on a surface in terms of the electric field near the surface. (C- E&M)

Fields and potentials of other charge distributions

Students should be able to use the principle of superposition to calculate by integration the electric field of a straight uniformly charged wire, the electric field and potential on the axis of a thin ring of charge or at the center of a circular arc of charge, and the electric potential on the axis of a uniformly charged disk. (C- E&M)

Students should be able to identify situations in which the direction of the electric field produced by a charge distribution can be deduced from symmetry considerations. (C- E&M)

Students should be able to describe qualitatively the patterns and variation with distance of the electric field of oppositely-charged parallel plates, a long uniformly-charged wire, or thin cylindrical or spherical shell. (C- E&M)

Students should be able to use superposition to determine the fields of parallel charged planes, coaxial cylinders, or concentric spheres. (C- E&M)

Students should be able to derive expressions for electric potential as a function of position in the above cases. (C- E&M)

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CONDUCTORS, CAPACITORS, DIELECTRICS - AP

Electrostatics with conductors

Students should be able to explain the mechanics responsible for the absence of electric field inside a conductor, and know that all excess charge must reside on the surface of the conductor. (B and C-E&M)

Students should be able to explain why a conductor must be an equipotential, and apply this principle in analyzing what happens when conductors are connected by wires. (B and C-E&M)

Students should be able to show that all excess charge on a conductor must reside on its surface and that the field outside the conductor must be perpendicular to the surface. (C- E&M)

Students should be able to describe and sketch a graph of the electric field and potential inside and outside a charged conducting sphere. (B and C-E&M)

Students should be able to describe the process of charging by induction. (B and C-E&M)

Students should be able to explain why a neutral conductor is attracted to a charged object. (B and C-E&M)

Students should be able to explain why there can be no electric field in a charge-free region completely surrounded by a single conductor, and recognize consequences of this result. (C- E&M)

Students should be able to explain why the electric field outside a closed conducting surface cannot depend on the precise location of charge in the space enclosed by the conductor, and identify consequences of this result. (C- E&M)

Capacitors

Students should be able to relate stored charge and voltage for a capacitor. (B and C-E&M)

Students should be able to relate voltage, charge, and stored energy for a capacitor. (B and C-E&M)

Students should be able to recognize situations in which energy stored in a capacitor is converted to other forms. (B and C-E&M)

Students should be able to describe the electric field inside a parallel-plate capacitor, and relate the strength of this field to the potential difference between the plates and the plate separation. (B and C-E&M)

Students should be able to relate the electric field to the density of the charge on the plates. (B and C-E&M)

Students should be able to derive an expression for the capacitance of a parallel-plate capacitor. (B and C-E&M)

Students should be able to determine how changes in dimension will affect the value of the capacitance. (B and C-E&M)

Students should be able to derive and apply expressions for the energy stored in a parallel-plate capacitor and for the energy density in the field between the plates. (C- E&M)

Students should be able to analyze situations in which capacitor plates are moved apart or moved closer together, or in which a conducting slab is inserted between capacitor plates, either with a battery connected between the plates or with the charge on the plates held fixed. (C- E&M)

Students should be able to describe the electric field inside cylindrical and spherical capacitors. (C- E&M)

Students should be able to derive an expression for the capacitance of cylindrical and spherical capacitors. (C- E&M)

Dielectrics

Students should be able to describe how the insertion of a dielectric between the plates of a charged parallel-plate capacitor affects its capacitance and the field strength and voltage between the plates. (C- E&M)

Students should be able to analyze situations in which a dielectric slab is inserted between the plates of a capacitor. (C- E&M)

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ELECTRIC CIRCUITS - AP

Current, resistance, power

Students should be able to relate the magnitude and direction of electric current to the rate of flow of positive and negative charge. (B and C-E&M)

Students should be able to relate current and voltage for a resistor. (B and C-E&M)

Students should be able to write the relationship between electric field strength and current density in a conductor, and describe, in terms of the drift velocity of electrons, why such a relationship is plausible. (C- E&M)

Students should be able to describe how the resistance of a resistor depends upon its length and cross-sectional area, and apply this result in comparing current flow in resistors of different material or different geometry. (B and C-E&M)

Students should be able to derive an expression for the resistance of a resistor of uniform cross-section in terms of its dimensions and the resistivity of the material from which it is constructed. (C- E&M)

Students should be able to derive expressions that relate the current, voltage, and resistance to the rate at which heat is produced when current passes through a resistor. (C- E&M)

Students should be able to apply the relationships for the rate of heat production in a resistor. (B and C-E&M)

Steady-state direct current circuits with batteries and resistors only

Students should be able to identify on a circuit diagram whether resistors are in series or in parallel. (B and C-E&M)

Students should be able to determine the ratio of the voltages across resistors connected in series or the ratio of the currents through resistors connected in parallel. (B and C-E&M)

Students should be able to calculate the equivalent resistance of a network of resistors that can be broken down into series and parallel combinations. (B and C-E&M)

Students should be able to calculate the voltage, current, and power dissipation for any resistor in such a network of resistors connected to a single power supply. (B and C-E&M)

Students should be able to design a simple series-parallel circuit that produces a given current through and potential difference across one specified component, and draw a diagram for the circuit using conventional symbols. (B and C-E&M)

Students should be able to calculate the terminal voltage of a battery of specified EMF and internalresistance from which a known current is flowing. (B and C-E&M)

Students should be able to calculate the rate at which a battery is supplying energy to a circuit or is being charged up by a circuit. (C- E&M)

Students should be able to apply Ohm's law and Kirchhoff's rules to direct-current circuits and determine a single unknown current, voltage, or resistance. (B and C-E&M)

Students should be able to apply Ohm's law and Kirchhoff's rules to set up and solve simultaneous equations to determine two unknown currents. (C- E&M)

Students should be able to state whether the resistance of voltmeters and ammeters is high or low. (B and C-E&M)

Students should be able to identify or show correct methods of connecting of voltmeters and ammeters into circuits in order to measure voltage or current. (B and C-E&M)

Students should be able to assess qualitatively the effect of finite meter resistance on a circuit into which these meters are connected. (B and C-E&M)

Capacitors in circuits

Students should be able to calculate the equivalent capacitance of a series or parallel combination. (B and C-E&M)

Students should be able to describe how stored charge is divided between capacitors connected in parallel. (B and C-E&M)

Students should be able to determine the ratio of voltages for capacitors connected in series. (B and C-E&M)

Students should be able to calculate the voltage or stored charge, under steady-state conditions, for a capacitor connected to a circuit consisting of a battery and resistors. (B and C-E&M)

Students should be able to calculate and interpret the time constant of a circuit involving the discharging or charging of a capacitor through a resistor. (C- E&M)

Students should be able to sketch or identify graphs of stored charge or voltage for a discharging or charging capacitor, or of current or voltage for the resistor, and indicate on the graph the significance of the time constant. (C- E&M)

Students should be able to write expressions to describe the time dependence of the stored charge or voltage for discharging or charging capacitor, or of the current or voltage for the resistor. (C- E&M)

Students should be able to analyze the behavior of circuits containing several capacitors and resistors, including analyzing or sketching graphs that correctly indicate how voltages and currents vary with time. (C- E&M)

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MAGNETIC FIELDS - AP

Forces on moving charges in magnetic fields

Students should be able to calculate the magnitude and direction of the force experienced by a charged particle in a magnetic field in terms of q, v, and, B, and explain why the magnetic force can perform no work. (B and C-E&M)

Students should be able to deduce the direction of a magnetic field from information about the forces experienced by charged particles moving through that field. (B and C-E&M)

Students should be able to describe the paths of charged particles moving in uniform magnetic fields. (B and C-E&M)

Students should be able to derive and apply the formula for the radius of the circular path of a charge that moves perpendicular to a uniform magnetic field. (B and C-E&M)

Students should be able to describe under what conditions particles will move with constant velocity through crossed electric and magnetic fields. (B and C-E&M)

Forces on current-carrying wires in magnetic fields

Students should be able to calculate the magnitude and direction of the force on a straight segment of current carrying wire in a uniform magnetic field. (B and C-E&M)

Students should be able to indicate the direction of magnetic forces on a current-carrying loop of wire in a magnetic field, and determine how the loop will tend to rotate as a consequence of these forces. (B and C-E&M)

Students should be able to calculate the magnitude and direction of the torque experienced by a rectangular loop of wire carrying a current in a magnetic field. (C-E&M)

Fields of long current-carrying wires

Students should be able to calculate the magnitude and direction of the magnetic field produced by a long straight current-carrying wire at a point in the vicinity of such a wire. (B and C-E&M)

Students should be able to use superposition to determine the magnetic field produced by two long wires. (B and C-E&M)

Students should be able to calculate the force of attraction or repulsion between two long current-carrying wires. (B and C-E&M)

Biot-Savart law and Ampere's law

Students should be able to use the Biot-Savart Law to deduce the magnitude and direction of the contribution to the magnetic field made by a short straight segment of current-carrying wire. (C-E&M)

Students should be able to use the Biot-Savart Law to derive and apply the expression for the magnitude of B on the axis of a circular loop of current. (C-E&M)

Students should be able to apply Ampere's Law in integral form, plus symmetry arguments and the right-hand rule, to relate magnetic field strength to current for planar or cylindrical symmetries. (C-E&M)

Students should be able to apply the superposition principle so they can determine the magnetic field produced by combinations of the configurations listed above. (C-E&M)

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ELECTROMAGNETISM - AP

Electromagnetic induction (including Faraday's law and Lenz's law)

Students should be able to calculate the flux of a uniform magnetic field through a loop of arbitrary orientation. (B and C-E&M)

Students should be able to use integration to calculate the flux of a non-uniform magnetic field, whose magnitude is a function of one coordinate, through a rectangular loop perpendicular to the field. (C-E&M)

Students should be able to recognize situations in which changing flux through a loop will cause an induced emf or current in the loop. (B and C-E&M)

Students should be able to calculate the magnitude and direction of the induced emf and current in a loop of wire or a conducting bar when the magnitude of a related quantity such as magnetic field or area of the loop is changing at a constant rate. (B and C-E&M)

Students should be able to calculate the magnitude and direction of the induced emf and current in a loop of wire or a conducting bar when the magnitude of a related quantity such as magnetic field or area of the loop is a specified non-linear function of time. (C-E&M)

Students should be able to analyze the forces that act on induced currents so they can determine the mechanical consequences of those forces. (C-E&M)

Inductance (including LR and LC circuits)

Students should be able to calculate the magnitude and sense of the emf in an inductor through which a specified changing current is flowing. (C-E&M)

Students should be able to derive and apply the expression for the self-inductance of a long solenoid. (C-E&M)

Students should be able to apply Kirchhoff's rules to a simple LR series circuit to obtain a differential equation for the current as a function of time. (C-E&M)

Students should be able to solve the differential equation for the current as a function of time through the battery, using separation of variables. (C-E&M)

Students should be able to calculate the initial transient currents and final steady state currents through any part of a simple series and parallel circuit containing an inductor and one or more resistors. (C-E&M)

Students should be able to sketch graphs of the current through or voltage across the resistors or inductor in a simple series and parallel circuit. (C-E&M)

Students should be able to calculate the rate of change of current in the inductor as a function of time. (C-E&M)

Students should be able to calculate the energy stored in an inductor that has a steady current flowing through it. (C-E&M)

Maxwell's equations

Students should be familiar with Maxwell's equations so they can associate each equation with its implications. (C-E&M)

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WAVE MOTION (INCLUDING SOUND) - AP

Traveling waves

Students should be able to sketch or identify graphs that represent traveling waves and determine the amplitude, wavelength, and frequency of a wave from such a graph. (B)

Students should be able to apply the relation among wavelength, frequency, and velocity for a wave. (B)

Students should be able to explain why there is a frequency shift in both the moving-source and moving-observer case of the Doppler Effect. (B)

Students should be able to describe reflection of a wave from the fixed or free end of a string. (B)

Students should be able to describe qualitatively what factors determine the speed of waves on a string and the speed of sound. (B)

Wave propagation

Students should be able to explain qualitatively why transverse waves can exhibit polarization. (B)

Students should be able to Students should understand the inverse-square law, so they can calculate the intensity of waves at a given distance from a source of specified power and compare the intensities at different distances from the source. (B)

Standing waves

Students should be able to sketch possible standing wave modes for a stretched string that is fixed at both ends, and determine the amplitude, wavelength, and frequency of such standing waves. (B)

Students should be able to describe possible standing sound waves in a pipe that has either opened or closed ends, and determine the wavelength and frequency of such standing waves. (B)

Superposition

Students should be able to apply the principle of superposition to traveling waves moving in opposite directions, and describe how a standing wave may be formed by superposition. (B)

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PHYSICAL OPTICS - AP

Interference and diffraction

Students should be able to describe the conditions under which the waves reaching an observation point from two or more sources will all interfere constructively, or under which the waves from two sources will interfere destructively. (B)

Students should be able to determine locations of interference maxima or minima for two sources or determine the frequencies or wavelengths that can lead to constructive or destructive interference at a certain point. (B)

Students should be able to relate the amplitude produced by two or more sources that interfere constructively to the amplitude and intensity produced by a single source. (B)

Students should be able to sketch or identify the intensity pattern that results when monochromatic waves pass through a single slit and fall on a distant screen, and describe how this pattern will change if the slit width or the wavelength of the waves is changed. (B)

Students should be able to calculate, for a single-slit pattern, the angles or the positions on a distant screen where the intensity is zero. (B)

Students should be able to sketch or identify the intensity pattern that results when monochromatic waves pass through a double slit, and identify which features of the pattern result from single-slit diffraction and which from two-slit interference. (B)

Students should be able to calculate, for a two-slit interference pattern, the angles or the positions on a distant screen at which intensity maxima or minima occur. (B)

Students should be able to describe or identify the interference pattern formed by a diffraction grating, calculate the location of intensity maxima, and explain qualitatively why a multiple-slit grating is better than a two-slit grating for making accurate determinations of wavelength. (B)

Students should be able to state under what conditions a phase reversal occurs when light is reflected from the interface between two media of different indices of refraction. (B)

Students should be able to determine whether rays of monochromatic light reflected perpendicularly from two such interfaces will interfere constructively or destructively, and thereby account for Newton's rings and similar phenomena, and explain how glass may be coated to minimize reflection of visible light. (B)

Dispersion of light and the electromagnetic spectrum

Students should be able to relate a variation of index of refraction with frequency to a variation in refraction. (B)

Students should be able to identify the names associated with electromagnetic radiation and be able to arrange in order of increasing wavelength the following: visible light of various colors, ultraviolet light, infrared light, radio waves, x-rays, and gamma rays. (B)

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GEOMETRIC OPTICS - AP

Reflection and refraction

Students should be able to determine how the speed and wavelength of light change when light passes from one medium into another. (B)

Students should be able to show on a diagram the directions of reflected and refracted rays. (B)

Students should be able to use Snell's Law to relate the directions of the incident ray and the refracted ray, and the indices of refraction of the media. (B)

Students should be able to identify conditions under which total internal reflection will occur. (B)

Mirrors

Students should be able to locate by ray tracing the image of an object formed by a plane mirror, and determine whether the image is real or virtual, upright or inverted, enlarged or reduced in size. (B)

Students should be able to relate the focal point of a spherical mirror to its center of curvature. (B)

Students should be able to locate by ray tracing the image of a real object, given a diagram of a mirror with the focal point shown, and determine whether the image is real or virtual, upright or inverted, enlarged or reduced in size. (B)

Students should be able to use the mirror equation to relate the object distance, image distance, and focal length for a lens, and determine the image size in terms of the object size. (B)

Lenses

Students should be able to determine whether the focal length of a lens is increased or decreased as a result of a change in the curvature of its surfaces, or in the index of refraction of the material of which the lens is made, or the medium in which it is immersed. (B)

Students should be able to determine by ray tracing the location of the image of a real object located inside or outside the focal point of the lens, and state whether the resulting image is upright or inverted, real or virtual. (B)

Students should be able to use the thin lens equation to relate the object distance, image distance, and focal length for a lens, and determine the image size in terms of the object size. (B)

Students should be able to analyze simple situations in which the image formed by one lens serves as the object for another lens. (B)

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ATOMICS PHYSICS AND QUANTUM EFFECTS - AP

Photons, the photoelectric effect, Compton scattering, x-rays

Students should be able to relate the energy of a photon in joules or electron-volts to its wavelength or frequency. (B)

Students should be able to relate the linear momentum of a photon to its energy or wavelength, and apply linear momentum conservation to simple processes involving the emission, absorption, or reflection of photons. (B)

Students should be able to calculate the number of photons per second emitted by a monochromatic source of specific wavelength and power. (B)

Students should be able to describe a typical photoelectric-effect experiment, and explain what experimental observations provide evidence for the photon nature of light. (B)

Students should be able to describe qualitatively how the number of photoelectrons and their maximum kinetic energy depend on the wavelength and intensity of the light striking the surface, and account for this dependence in terms of a photon model of light. (B)

Students should be able to determine the maximum kinetic energy of photoelectrons ejected by photons of one energy or wavelength, when given the maximum kinetic energy of photoelectrons for a different photon energy or wavelength. (B)

Students should be able to sketch or identify a graph of stopping potential versus frequency for a photoelectric-effect experiment, determine from such a graph the threshold frequency and work function, and calculate an approximate value of h/e. (B)

Students should be able to describe Compton's experiment, and state what results were observed and by what sort of analysis these results may be explained. (B)

Students should be able to account qualitatively for the increase of photon wavelength that is observed, and explain the significance of the Compton wavelength. (B)

Students should be able to calculate the shortest wavelength of x-rays that may be produced by electrons accelerated through a specified voltage during the production of x-rays. (B)

Atomic energy levels

Students should be able to calculate the energy or wavelength of the photon emitted or absorbed in a transition between specified levels, or the energy or wavelength required to ionize an atom. (B)

Students should be able to explain qualitatively the origin of emission or absorption spectra of gases. (B)

Students should be able to calculate the wavelength or energy for a single-step transition between levels, given the wavelengths or energies of photons emitted or absorbed in a two-step transition between the same levels. (B)

Students should be able to draw a diagram to depict the energy levels of an atom when given an expression for these levels, and explain how this diagram accounts for the various lines in the atomic spectrum. (B)

Wave-particle duality

Students should be able to calculate the de Broglie wavelength of a particle as a function of its momentum. (B)

Students should be able to describe the Davisson-Germer experiment, and explain how it provides evidence for the wave nature of electrons. (B)

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NUCLEAR PHYSICS - AP

Nuclear reactions (including conservation of mass number and charge)

Students should be able to interpret symbols for nuclei that indicate the mass number and charge of nuclei. (B)

Students should be able to use conservation of mass number and charge to complete nuclear reactions. (B)

Students should be able to determine the mass number and charge of a nucleus after it has undergone specified decay processes. (B)

Students should be able to compare the nuclear force strength and range with those of the electromagnetic force. (B)

Students should be able to describe a typical neutron induced fission and explain why a chain reaction is possible. (B)

Mass-energy equivalence

Students should be able to qualitatively relate the energy released in nuclear processes to the change in mass. (B)

Students should be able to apply the relationship E=mc

2 in analyzing nuclear processes. (B)

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INQUIRY - KINDERGARTEN

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) K.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) K.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) K.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) K.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) K.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) K.1.f

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KINEMATICS - KINDERGARTEN

Students should be able to remonstrate that the position of an object can be above or below, in front of or behind, or to the left or right of another object. (3.2.1) K.3.d

Students should be able to observe that objects move in different ways such as fast, slow, sideways, zigzag and swaying back and forth. (3.2.1) (3.2.2) K.3.e

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NEWTON'S LAWS OF MOTION - KINDERGARTEN

Students should be able to recognize that air surrounds us and that moving air (wind) has energy that can make things move. (3.1.2) (3.2.2) K.3.b

Students should be able to observe how the air makes the trees and other objects move. Students should be able to describe how a fast moving wind can make objects move more than a gentle breeze (i.e., trees swaying). (3.2.2) K.3.f

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TEMPERATURE AND HEAT - KINDERGARTEN

Students should be able to recognize that the Sun warms and lights the Earth. (3.1.1) K.3.a

Students should be able to using the sense of touch, recognize that objects placed in direct sunlight feel warmer than objects in the shade. (3.2.4) (3.3.1) (6.3.1) K.3.g

Students should be able to recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. (3.4.1) K.3.h

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INQUIRY - 1ST GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 1.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 1.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 1.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 1.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 1.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 1.1.f

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FLUID MECHANICS - 1ST GRADE

Students should be able to conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Students should be able to record the results on charts, diagrams, graphs, and/or drawings. (1.1.1) (1.1.2) (1.1.5) (2.1.2) 1.2.a

Students should be able to identify air and water as moving objects that have energy. (3.1.2) 1.3.b

Students should be able to observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Students should be able to compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects. (3.2.1) (3.2.3) 1.3.d

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TEMPERATURE AND HEAT - 1ST GRADE

Students should be able to identify the Sun as the source of energy that warms and lights the Earth. (3.1.1) 1.3.a

Students should be able to observe that heat energy makes things warmer. (3.1.3) 1.3.c

Students should be able to observe and measure the temperature of hot and cold water. Students should be able to investigate what happens when hot and cold water are mixed. Students should be able to record data on a graph and use the data to summarize the results. (1.1.3) (1.1.4) (3.2.4) 1.3.e

Students should be able to investigate what happens to the temperature of an object when it is placed in direct sunlight. Students should be able to record data and conclude that the energy in the sunlight was changed into heat energy in the object. (3.3.1) 1.3.f

Students should be able to compare what happens when sunlight strikes dark and light colored objects. Students should be able to draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects. (3.3.1) 1.3.g

Students should be able to observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. (1.2.1) (3.4.1) 1.3.h

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INQUIRY - 2ND GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 2.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 2.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 2.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 2.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 2.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 2.1.f

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NEWTON'S LAWS OF MOTION - 2ND GRADE

Students should be able to investigate how to change an object's movement by giving it a push or pull.

Students should be able to demonstrate that the greater the force, the greater the change in motion of the object.

Summarize this understanding through the use of visuals or writing. (1.1.3) (1.1.4) (1.1.5) (3.2.1) (3.2.2) 2.3.b

Students should be able to demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Students should be able to investigate the conditions necessary for objects to balance.

Students should be able to describe how the object was made to balance. (3.2.2) 2.3.c

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WORK, ENERGY, AND POWER - 2ND GRADE

Students should be able to identify that objects that move have energy because of their motion. Students should be able to demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. (3.1.2) 2.3.a

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INQUIRY - 3RD GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 3.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 3.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 3.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 3.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 3.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 3.1.f

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WORK, ENERGY, AND POWER - 3RD GRADE

Students should be able to demonstrate that energy of motion can be transferred from one object to another (e.g., moving air transfers energy to make a pinwheel spin). Students should be able to give examples of energy transfer from one object to another. (3.1.2) (3.2.1) (3.2.2) 3.3.e

Students should be able to simulate how bones, muscles and joints in the human body work to transfer energy to objects, making them move. (3.2.1) (6.1.3) 3.3.f

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FLUID MECHANICS - 3RD GRADE

Students should be able to investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. (3.4.1) 3.3.g

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TEMPERATURE AND HEAT - 3RD GRADE

Students should be able to determine the effect of adding heat energy (warming) or removing heat energy (cooling) on the properties of water as it changes state (gas to liquid to solid, and vice versa). (3.2.4) 3.3.c

Students should be able to investigate and describe what happens when an object at a higher temperature is placed in direct contact with an object at a lower temperature. Students should be able to record data and use the data to describe which way the heat energy is moving between the objects. (1.1.3) (1.1.4) (3.2.4) 3.3.d

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ELECTRIC CIRCUITS - 3RD GRADE

Students should be able to identify electrical energy as a form of energy that is used to operate many of our machines and tools. (3.1.4) 3.3.b

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INQUIRY - 4TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 4.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 4.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 4.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 4.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 4.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries. (1.1.6) 4.1.f

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WORK, ENERGY, AND POWER (energy of motion) - 4TH GRADE

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

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KINETIC THEORY AND THERMODYNAMICS - 4TH GRADE

Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

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ELECTRISTATICS (electrical energy) - 4TH GRADE

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

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CONDUCTORS, CAPACITORS, AND DIELECTRICS - 4TH GRADE

Students should be able to test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). (2.1.1) (3.2.7) 4.2.a

Students should be able to test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. (3.2.7) 4.3.d

Students should be able to observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Students should be able to explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion. (3.3.3) 4.3.i

Students should be able to explain where the electrical energy available at an electric outlet in your home or school comes from. (3.4.1) 4.3.j

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ELECTRIC CIRCUITS - 4TH GRADE

Students should be able to identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Students should be able to draw an example circuit and label the important parts. Students should be able to relate that circuits must take the form of complete (closed) loops before electrical energy can pass. (3.2.6) 4.3.b

Students should be able to use diagrams to illustrate ways that two light bulbs can be attached in simple series and in parallel to a battery to make a complete circuit. Students should be able to explain any differences that will result in the brightness of the bulbs, depending upon the way they are connected to the battery. (3.2.6) 4.3.c

Students should be able to demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. Students should be able to list the advantages and/or disadvantages of series and parallel circuits. (3.2.6) 4.3.e

Students should be able to use knowledge of electric circuits to explain how a wall switch can be used to turn on and turn off a ceiling lamp. (3.2.6) (3.3.3) 4.3.f

Students should be able to observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit. (3.2.6) 4.3.g

Students should be able to use books, computers, and other resources, to search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. (1.1.4) (1.1.5) (3.4.1) 4.3.k

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MAGNETIC FIELDS - 4TH GRADE

Students should be able to test objects for their magnetism and classify objects based on whether they are attracted to a magnet or not attracted to a magnet. (3.2.8) 4.2.b

Students should be able to recognize magnetism as a force that attracts or repels a variety of common materials and identify the physical property of materials that makes them attracted to magnets. (3.2.8) 4.3.h

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WAVE MOTION (sound energy) - 4TH GRADE

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

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ATOMIC PHYSICS AND QUANTUM EFFECTS (light energy) - 4TH GRADE

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

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INQUIRY - 5TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 5.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 5.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 5.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 5.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 5.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries. (1.1.6) 5.1.f

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KINEMATICS - 5TH GRADE

Students should be able to use rulers, meter sticks, tapes, and watches to measure the distance objects travel in a given period of time and how much time it takes for an object to travel a certain distance. Organize the measurements in tables, and construct graphs based on the measurements. Reach qualitative conclusions about the speeds of the objects (faster versus slower). (1.1.3) (1.1.4) (1.1.5) (3.2.2) 5.3.k

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NEWTON'S LAWS OF MOTION - 5TH GRADE

Students should be able to demonstrate and explain how forces of different sizes and directions can produce different kinds of changes in the motion of an object. (3.2.1) (3.2.3) (3.2.4) 5.3.l

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WORK, ENERGY, AND POWER - 5TH GRADE

Students should be able to identify that the energy of a moving object depends upon its speed. Students should be able to give examples of how an object's energy of motion increases when the object's speed increases. (3.1.2) (3.2.2) 5.3.i

Students should be able to describe how energy can be stored in an elastic object or material by stretching it. Students should be able to use diagrams to describe ways that the energy stored in a stretched object can be used to make objects move. (1.1.6) (3.1.3) 5.3.j

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TEMPERATURE AND HEAT - 5TH GRADE

Students should be able to observe that sunlight can also warm objects such as the surface of the Earth. (3.3.2) (6.2.1) 5.3.a

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KINETIC THEORY AND THERMODYNAMICS - 5TH GRADE

Students should be able to explain how the flow of heat energy contributes to the melting and freezing processes. Students should be able to describe which way heat energy must flow for liquid water to boil. (2.1.2) (3.1.5) (3.2.5) 5.3.m

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WAVE MOTION - 5TH GRADE

Students should be able to observe that sound is produced by vibrating objects and give examples of vibrating objects that produce sound. (3.1.4) 5.3.e

Students should be able to observe that volume is a property of sound that determines how loud the sound is and be able to describe what part of the vibrating object's motion determines the sound it produces. (3.1.4) 5.3.f

Students should be able to describe the relationship between the pitch of a sound and the physical properties of the sound source (i.e., length of vibrating object, frequency of vibrations, and tension of vibrating string).

Students should be able to describe how the pitch of sound is different from the volume. (3.1.4) 5.3.g

Students should be able to identify that sound energy needs a medium through which to travel. Students should be able to compare how effectively sound travels through solids, liquids, and air. Students should be able to demonstrate that vibrations in materials set up wavelike disturbances that spread away from the source. Students should be able to construct a method to direct sound from the source to the receiver. (1.1.2) (3.1.4) 5.3.h

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GEOMETRIC OPTICS - 5TH GRADE

Students should be able to observe that light travels in a straight line away from its source until it strikes an object. Students should be able to observe that when light strikes an object, it can reflect off the object, transmit through the object, be absorbed within the object, or a combination of these phenomena. Students should be able to give examples of light being reflected, transmitted, and/or absorbed by objects. (3.3.1) 5.3.n

Students should be able to, using the physical properties of objects, make predictions about how light will behave when it strikes the object. Students should be able to categorize materials as transparent, translucent, absorbent or reflective based on how they interact with light. (3.3.1) 5.3.o

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ATOMIC PHYSICS AND QUANTUM EFFECTS - 5TH GRADE

Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

Students should be able to identify that sunlight has three major components; visible, infrared, and ultraviolet, and that the infrared and ultraviolet components cannot be detected by human eyes. (3.1.1) (3.3.1) 5.3.b

Students should be able to design and implement an investigation to show that white light coming from the sun consists of a variety of component waves that appear to have different colors to our eyes. Students should be able to record observations of the investigation and use evidence to communicate results. (1.1.2) (1.1.3) (1.1.4) (3.3.1) (3.3.2) 5.3.c

Students should be able to distinguish ultraviolet from infrared light energy. Although each is invisible to the human eye without the use of technology, describe how the presence of each is detected (i.e., night vision goggles to see infrared energy, sunburn indicates ultraviolet). (1.2.1) (3.1.1) 5.3.d

Students should be able to recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, students should be able to search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. (1.3.1) (3.4.1) 5.3.p

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INQUIRY - 6TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 6.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 6.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 6.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 6.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 6.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 6.1.f

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KINEMATICS - 6TH GRADE

Students should be able to conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects. (1.1.6) (3.1.2) 6.3.f

Students should be able to graph and interpret distance versus time graphs for constant speed. Students should be able to use the graphs to describe how the position of an object changes in a time interval. (1.1.6) (3.1.2) 6.3.g

Students should be able to describe how the speed of an object depends on the distance traveled and the travel time. Students should be able to explain how the motion of an object can be described by its position, speed, and direction of motion. (3.1.2) 6.3.h

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NEWTON'S LAWS OF MOTION - 6TH GRADE

Students should be able to give examples of moving objects and identify the forces that act on these objects.

Students should be able to select examples where only one force acts on the object and examples where two or more forces act on the object. Students should be able to explain that unbalanced forces acting on an object will change its speed, direction of motion or both (3.2.1) (3.2.2) 6.3.j

Students should be able to conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object. (3.2.1) (3.2.2) 6.3.k

Students should be able to conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves. (3.1.2) (3.2.1) (3.2.2) 6.3.l

Students should be able to explain that an object that feels the effects of balanced forces may be at rest or may be moving in a straight line with a speed that does not change. (3.1.2) (3.2.1) 6.3.m

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WORK, ENERGY, AND POWER (energy of motion) - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

Students should be able to conduct investigations using simple machines to demonstrate how forces transfer energy. Students should be able to explain that simple machine may change the direction of an applied force (directional advantage) or the size of the force that is applied (mechanical advantage) but that the amount of energy transferred by the simple machine is equal to the amount of energy transferred to the simple machine. (3.2.2) 6.3.n

Students should be able to explain that the transfer of energy from one object to another is caused by the exertion of a force. Students should be able to use the size of the force and the distance over which the force acts to compare how much energy is transferred into a simple machine to how much energy is transferred out of a simple machine. (3.2.1) (3.2.2) (3.3.1) 6.3.o

Students should be able to design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Students should be able to identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine. (3.1.2) (3.2.1) (3.2.2) (3.3.1) 6.3.p

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OSCILLATIONS AND GRAVITATION - 6TH GRADE

Students should be able to explain that the earth will pull on all objects with a force called gravity that is directed inward toward the center of the Earth. (3.1.2) (3.2.2) 6.3.i

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KINETIC THEORY AND THERMODYNAMICS (heat energy) - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

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ELECTRISTATICS (electrical energy) - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

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ELECTRIC CIRCUITS - 6TH GRADE

Students should be able to explain that electrical energy is a form of energy that is transferred through circuits to devices that are designed to make use of this form of energy (e.g., lamps, fans, computers, etc.). (3.1.5) 6.3.b

Students should be able to describe the role of electrical charge in circuits by using a model of electrical circuits. (3.1.5) (3.2.8) 6.3.c

Students should be able to relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Students should be able to trace the flow of energy from electrical energy to other forms of energy, such as light. Students should be able to express whether energy was transferred, transformed or both. (3.1.5) (3.2.8) (3.3.1) 6.3.d

Students should be able to construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Students should be able to describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device and relate this to how much electrical energy is received. (3.2.8) (3.3.1) 6.3.e

Students should be able to compare the differences in power usage in different electrical devices/appliances. Students should be able to discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Students should be able to select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. (3.4.2) (3.4.3) 6.3.r

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MAGNETIC FIELDS - 6TH GRADE

Students should be able to show how electrical energy carried by currents in wires can be used to create magnetic fields. Students should be able to demonstrate how these fields exert magnetic forces on permanent magnets. Students should be able to explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion. (3.2.9) 6.3.q

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WAVE MOTION (sound energy) - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

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ATOMIC PHYSICS AND QUANTUM EFFECTS (light energy) - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

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INQUIRY - 7TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 7.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 7.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 7.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 7.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 7.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 7.1.f

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KINETIC THEORY AND THERMODYNAMICS - 7TH GRADE

Students should be able to describe how heat energy when added to a substance, will increase its temperature or change its state. Students should be able to explain that as more heat energy is added to a substance, the particles' vibrations increase and the spacing between the particles increases, but the size of the particles stays the same. (3.2.6) 7.3.a

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INQUIRY - 8TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 8.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 8.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 8.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 8.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 8.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 8.1.f

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WORK, ENERGY, AND POWER - 8TH GRADE

Students should be able to explain that kinetic energy is the energy an object has because of its motion and identify that kinetic energy depends upon the object's speed and mass. (3.1.2) 8.3.a

Students should be able to design and carry out investigations to determine how changing the mass of an object or changing its speed changes its kinetic energy. (3.1.2) 8.3.b

Students should be able to explain that gravitational potential energy (GPE) is the energy of position (above the Earth's surface) and that it depends on the object's mass and height above the ground. Students should be able to relate that lifted objects have GPE and that the size of an object's GPE depends on its mass and the vertical distance it was lifted. Students should be able to make a graph to demonstrate and describe how the GPE changes as the height of an object is increased or decreased. (3.1.2) 8.3.c

Students should be able to explain that the mechanical energy of an object is the sum of its kinetic energy and its potential energy at any point in time. Students should be able to identify the mechanical energy of objects in different circumstances and identify whether the mechanical energy consists of KE, PE or both (i.e., a ball at rest at the top of an incline and in its motion part of the way down the incline or a model plane driven by a 'rubber band' motor, etc.). (3.1.2) 8.3.d

Students should be able to interpret graphical representations of energy to describe how changes in the potential energy of an object can influence changes in its kinetic energy. (1.1.2) (1.1.4) (3.1.2) 8.3.e

Students should be able to explain that the mechanical energy of an object is a measure of how much the object can change the motion of other objects or materials (e.g., a ball (or air) having a large kinetic energy can do more damage than a ball (or air) with less kinetic energy). (3.1.2) (3.2.1) 8.3.f

Students should be able to explain that the transfer of energy from one object to another is caused by the exertion of a force. Students should be able to create an energy chain to show how forces can change the mechanical energy of an object. Students should be able to describe how the distance over which the forces act will influence the amount of energy transferred (and when appropriate, the amount of energy transformed). (3.2.2) (3.2.3) 8.3.p

Students should be able to give examples of how mechanical energy can be transferred to (or away from) an object and describe the changes that can take place in the motion of the object because of this energy transfer, (e.g., pulling on a trailer to start it moving or using friction to slow an object and bring it to rest). (3.1.2) (3.2.1) 8.3.q

Students should be able to use diagrams to trace and describe the transfer of energy through a physical system (for example, the erosion effects of water flowing down an unprotected slope). (1.1.4) (1.1.6) (3.3.1) 8.3.r

Students should be able to identify that energy can exist in several forms, and when it changes from one form into another the process is called energy transformation. (3.2.4) (3.3.1) 8.3.aa

Students should be able to explain that energy transformation and energy transfer are different processes and that energy transformations can take place during an energy transfer. Students should be able to give examples of energy transformations that take place during an energy transfer. (3.3.1) 8.3.bb

Students should be able to give examples of energy transfers that do not include energy transformations. Students should be able to give examples of energy transformations that take place without any energy transfer. (3.2.7) 8.3.cc

Students should be able to use energy chains to trace the flow of energy through physical systems. Indicate the energy transfers and the energy transformations that are involved in the processes (for example, the lighting of an electric lamp in a region serviced by a hydroelectric (or coal fueled) electric power plant, or the sediment that clouds a stream after a heavy rainfall). (3.3.1) 8.3.dd

Students should be able to identify different forms of alternative energy (i.e., solar, wind, ocean waves, tidal and hydroelectric systems). Students should be able to research and report on the use of this alternative form of energy. Students should be able to discuss and compare findings to describe the advantages and disadvantages of different kinds of alternative energy. (3.4.1) (3.4.2) (3.4.3) 8.3.ll

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OSCILLATIONS AND GRAVITATION - 8TH GRADE

Students should be able to recognize that the force of gravity can act across very large distances of space. Through the force of gravity planets pull on their moons, and pull on each other. The sun pulls on all planets, moons and other celestial bodies in the solar system. Students should be able to use an understanding of how forces change the motion of objects to explain how gravity is responsible for creating the orbital motion of planets and moons. (3.2.1) (3.2.2) 8.3.o

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TEMPERATURE AND HEAT - 8TH GRADE

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

Students should be able to use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.w

Students should be able to conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). (3.3.3) 8.3.ii

Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

Students should be able to use the particle model to explain why a material expands (takes up more space) as its temperature increases. Students should be able to recognize that this expansion is due to the increase in the motion of the particles, and that the particles themselves remain the same size. (3.3.2) 8.3.kk

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KINETIC THEORY AND THERMODYNAMICS - 8TH GRADE

Students should be able to use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. (2.1.2) (3.1.4) (3.2.6) 8.3.g

Students should be able to describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. (2.1.2) 8.3.h

Students should be able to explain that heat energy and sound energy both make the particles of a substance move. Students should be able to use models to explain how the particles respond differently to these types of energy. Students should be able to use models to explain why sound travels much faster through substances than heat energy does. (3.1.3) (3.1.4) 8.3.k

Students should be able to use the particle model to explain why heat energy is always transferred from materials at higher temperatures to materials at lower temperatures. Students should be able to explain why heat energy transfer ceases when the equilibrium temperature is reached. Students should be able to explain that when this temperature is reached, the materials are in thermal equilibrium. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.x

Students should be able to conduct simple investigations to demonstrate that heat energy is transferred from one material to another in predictable ways (from materials at higher temperatures to materials at lower temperatures), until both materials reach the same temperature. (1.1.4) (1.1.5) (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.y

Students should be able to explain how the addition or removal of heat energy can change an object's temperature or its physical state. Students should be able to conduct simple investigations involving changes of physical state and temperature. Students should be able to relate that there is no change in temperature when a substance is changing state. (1.1.2) (1.1.3) (1.1.4) (2.1.2) (3.2.6)8.3.z

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WAVE MOTION - 8TH GRADE

Students should be able to explain that sound energy is mechanical energy that travels in the form of waves.

Students should be able to use the Particle Model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. (3.1.3) 8.3.i

Students should be able to use the properties of sound waves and the Particle Model to describe how the pitch of two waves can be different and how the loudness of two waves can be different. (3.1.3) 8.3.j

Students should be able to explain that heat energy and sound energy both make the particles of a substance move. Students should be able to use models to explain how the particles respond differently to these types of energy. Students should be able to use models to explain why sound travels much faster through substances than heat energy does. (3.1.3) (3.1.4) 8.3.k

Students should be able to use the Particle model to explain how mechanical waves can transport energy without transporting mass. Students should be able to give examples that support the transfer of energy without any net transfer of matter. (2.1.1) (3.1.3) (3.3.2) 8.3.s

Students should be able to explain that the frequency and amplitude are two characteristics of waves that determine the mechanical energy carried and delivered by a sound wave per unit of time. Students should be able to use diagrams to explain how each of these properties will influence the KE of the particles in the substance when a sound wave passes through the substance. (3.1.3) 8.3.t

Students should be able to give an example of a high frequency sound wave that delivers small quantities of energy every second and explain how this is possible. Students should be able to give an example of a low frequency sound wave that delivers large quantities of energy every second and explain how this is possible. (3.1.3) 8.3.u

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ATOMICS PHYSICS AND QUANTUM EFFECTS - 8TH GRADE

Students should be able to relate that the sun is the source of almost all of the Earth's energy and that this energy travels to the Earth in the form of electromagnetic waves. (3.1.1) 8.3.l

Students should be able to explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Students should be able to explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Students should be able to use diagrams to demonstrate the differences in different types of electromagnetic waves. (3.1.1) (3.2.5) (3.3.3) 8.3.m

Students should be able to plan and conduct an experiment to identify the presence of UV and IR waves in sunlight or other sources of electromagnetic waves. Students should be able to use evidence to explain the presence of each. (1.1.2) (1.1.4) (3.1.1) (3.2.5) 8.3.n

Students should be able to recognize that when light enters an eye, the energy carried by the light waves carries information and allows living things to see. (3.2.5) 8.3.ee

Students should be able to trace the flow of the energy carried by the light when the light strikes a material and is reflected from, transmitted through, and/or absorbed by the material. Students should be able to describe the energy transfers and transformations that take place when light energy is absorbed by a material. (3.1.1) (3.2.5) 8.3.ff

Students should be able to conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. Students should be able to use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves and how selective absorption contributes to the Greenhouse Effect. (3.2.5) (3.3.3) 8.3.gg

Students should be able to trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as, atmosphere, oceans, soil, rocks, plants, and animals. Students should be able to recognize that these materials absorb, reflect and transmit the electromagnetic waves coming from the sun differently. (3.3.3) (5.2.8) 8.3.hh

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INQUIRY - 9TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 9.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 9.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 9.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 9.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 9.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 9.1.f

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KINEMATICS - 9TH GRADE

Students should be able to describe what the size of the acceleration of an object indicates about the object's motion (how quickly the object's velocity will change). Students should be able to give examples of objects having large accelerations (motorcycles starting from rest, vehicles stopping abruptly, cars negotiating sharp curves) and objects having small accelerations (tractor trailers starting from rest, large ships slowing down, and vehicles traveling on long gradual curves on highways). (3.2.1) (3.2.2) (3.2.3) (3.2.4) 11.3.ee

Students should be able to conduct investigations to show that the acceleration due to gravity is the same for all objects near the surface of the earth. Students should be able to use graphical analysis to determine the acceleration due to gravity from experimental data. (3.2.5) 11.3.ff

Students should be able to use algebraic relationships that relate the acceleration of an object to its speed and position to make predictions about the motion of objects as they move along straight and circular paths. (1.1.6) (3.2.1) (3.2.3) 11.3.gg

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NEWTON'S LAWS OF MOTION - 9TH GRADE

Students should be able to conduct investigations to determine the behavior of elastic materials. Students should be able to graph the data and identify the relationship between the extent of the stretch and the size of the elastic force (i.e., Felastic = kx where x = stretch). (1.1.4) (3.1.2) 9.3.s

Students should be able to conduct investigations to determine the relative sizes of static and kinetic frictional forces acting between two surfaces. (1.1.3) (3.2.1) (3.3.1) 11.3.g

Students should be able to conduct investigations to determine what variables (mass, normal force, surface area, surface texture, etc.) influence the size of frictional forces that act between two objects. (1.1.3) (3.2.1) (3.3.1) 11.3.h

Students should be able to give examples in which static friction is a force of propulsion, initiating the motion of an object. Students should be able to use force diagrams to illustrate the forces acting on the object during this propulsion process. (3.2.1) (3.2.2) 11.3.i

Students should be able to use force diagrams to describe how static friction can prevent an object (that is subject to another force) from moving. (3.2.1) (3.2.2) 11.3.j

Students should be able to draw force diagrams to illustrate the action of friction when it acts to slow-down an object. Students should be able to use an energy argument to describe how friction slows down a moving object. (3.2.1) (3.2.2) 11.3.k

Students should be able to describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances. (3.2.7) 11.3.n

Students should be able to use vector diagrams to illustrate how the total force is determined from a group of individual forces. (3.2.2) 11.3.v

Students should be able to make vector diagrams of objects moving with a constant velocity, identifying all of the forces acting on the object (for example, a car moving along a straight highway, an aircraft in flight, an elevator ascending at constant speed, etc.). (3.2.1) (3.2.2) 11.3.w

Students should be able to reflect on how forces can collectively act on the object and not change its motion (basis of Newton's 1st Law). (3.2.1) 11.3.x

Students should be able to conduct investigations to reach qualitative and quantitative conclusions regarding the effects of the size of the total force and the object's mass on its resulting acceleration (Newton's 2nd Law, a = Ftotat/m). (1.1.3) (1.1.4) (1.1.6) (3.2.1) (3.2.2) 11.3.y

Students should be able to use examples to illustrate the differences between mass and force and explain why only forces can change the motion of objects. (3.2.2) (3.2.3) 11.3.z

Students should be able to explain why an object with a large mass is usually more difficult to start moving than an object with a smaller mass. (3.2.3) 11.3.aa

Students should be able to observe how the direction of the acceleration relates to the direction of the total force. (3.2.1) (3.2.2) 11.3.bb

Students should be able to use Newton's Second Law to calculate the acceleration of objects that are subject to common forces (for example, gravity, constant pushing or pulling forces and/or friction). (1.1.6) (3.2.1) (3.2.2) 11.3.cc

Students should be able to use vector diagrams and Newton's 3rd Law to explain how a bathroom scale indirectly indicates your weight. (3.2.1) 11.3.ii

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WORK, ENERGY, AND POWER - 9TH GRADE

Students should be able to conduct investigations involving moving objects to examine the influence that the mass and the speed have on the kinetic energy of the object. Students should be able to collect and graph data that supports that the kinetic energy depends linearly upon the mass, but nonlinearly upon the speed. (1.1.1) (1.1.2) (3.1.2) 9.3.c

Students should be able to recognize that the kinetic energy of an object depends on the square of its speed, and that KE =½ mv2. (3.1.2) 9.3.d

Students should be able to collect and graph data that shows that the potential energy of an object increases linearly with the weight of an object (mg) and with its height above a pre-defined reference level, h. (GPE = mgh) (1.1.3) (1.1.4) (3.1.2) 9.3.e

Students should be able to conduct investigations and graph data that indicates that the energy stored in a stretched elastic material increases nonlinearly with the extent to which the material was stretched. (1.1.3) (1.1.4) (3.1.2) 9.3.f

Students should be able to recognize that the energy stored in a stretched elastic material is proportional to the square of the stretch of the material, and a constant that reflects the elasticity of the material. (Elastic PE = ½ kx2) (3.1.2) 9.3.g

Students should be able to describe the role that forces play when energy is transferred between interacting objects and explain how the amount of energy transferred can be calculated from measurable quantities. (1.1.6) (3.2.2) 9.3.t

Students should be able to identify that 'work' is the process by which a force transfers energy to an object, and use measured quantities to make calculations of the work done by forces (W = energy transferred = FxD). (3.2.2) (3.3.2) 9.3.u

Students should be able to conduct investigations to determine what factors influence whether a force transfers energy to an object or away from the object, and how the direction of the force (relative to the direction of motion) influences the quantity of energy transferred by the force. (1.1.2) (1.1.4) (3.2.3) 9.3.v

Students should be able to recognize that power is a quantity that tells us how quickly energy is transferred to an object or transferred away from the object. Students should be able to give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is the force that propels the vehicle, and the power of the vehicle's engine helps to determine how quickly the vehicle can speed up and how quickly its engine uses fuel. (3.2.2) 9.3.w

Students should be able to describe why it is significant that energy cannot be created (made) nor destroyed (consumed), and identify that that this property of energy is referred to as the Law of the Conservation of Energy. (3.3.1) 9.3.aa

Students should be able to give examples that illustrate the transfer of energy from one object (or substance) to another, and examples of energy being transformed from one to another. (3.3.2) 9.3.bb

Students should be able to use energy chains to trace the flow of energy through physical systems. Indicate the source of the energy in each example and trace the energy until it leaves the system or adopts a form in the system that neither changes nor is transferred. Students should be able to make qualitative estimates all the forms of the energy involved and reflect on the consequences of the energy transfers and transformations that take place. For example, trace the flow of the radiant energy carried by sunlight that strikes the roof of a home.

Students should be able to reflect on how the color of the roof (light vs. dark) will have an impact on the ability to heat and cool the house and possibly the functional lifetime of the roofing materials themselves. (3.3.2) 9.3.cc

Students should be able to use energy chains to trace the flow of energy through systems involving sliding friction and air resistance (for example, the braking action in vehicles or bicycles or a vehicle rolling to rest). (3.3.2) 9.3.ii

Students should be able to explain that through the action of resistive forces (friction and air resistance) mechanical energy is transformed into heat energy, and because of the random nature of heat energy, transforming all of the heat energy back into mechanical energy (or any other organized form of energy) is impossible. Students should be able to give examples where organized forms of energy (GPE, elastic PE, the KE of large objects) are transformed into heat energy but the reverse transformations are not possible. (3.2.2) (3.3.2) 9.3.jj

Students should be able to describe that forces transfer energy from one object to another through a process called 'work'. Students should be able to explain how calculating the work done by a force helps us make qualitative and quantitative predictions regarding the motion of objects. Students should be able to use mathematics, graphing calculators and/or graphing analysis programs to investigate the work done by individual forces. (3.2.2) 11.3.nn

Students should be able to give examples of forces doing work to transfer energy to a rotating object (increasing its rotational speed), or doing work to transfer energy away from a rotating object (decreasing its rotational speed). (3.2.2) (3.3.1) 11.3.oo

Students should be able to use energy chains to trace the flow of energy through systems that involve both static and kinetic friction. (3.3.1) (3.3.2) 11.3.rr

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SYSTEMS OF PARTICLES, LINEAR MOMENTUM - 9TH GRADE

Students should be able to conduct investigations (or demonstrate) that under a variety of conditions when two objects collide they exert equal sized forces on each other. Students should be able to use Newton's 2nd Law to explain why these two objects may react differently to equal sized forces. (3.2.1) (3.2.4) (3.3.1) 11.3.hh

Students should be able to recognize that momentum of an object is a property of its motion that can be calculated from its mass and its velocity (P = mv), and that only forces can change the momentum of an object. (3.2.3) 11.3.jj

Students should be able to conduct investigations to determine the relationship between the force acting on an object and the change it produces in the object's momentum (i.e., the impulse) (?P = Favg · ?t). (1.1.3) (3.2.3) 11.3.kk

Students should be able to use the concept of impulse (I = Favg · ?t) to make estimates of average forces when the change in an object's momentum is known. For example, explain why collision forces will be reduced when the barriers are flexible (increasing ?t decreases Favg) or how the severity of the injury to a falling athlete will be influenced by the surface the athlete lands on (i.e. turf, hard ground, concrete, etc.). (3.2.3) (3.2.4) 11.3.ll

Students should be able to recognize that momentum (like energy) is a conserved quantity and describe how this property of momentum makes it a useful tool in problem solving, especially problems involving collisions. (3.2.4) (3.3.1) 11.3.mm

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CIRCULAR MOTION AND ROTATION - 9TH GRADE

Students should be able to conduct investigations to identify how the rotational kinetic energy of an object depends on the object's mass, angular speed (rpm) and its geometry (for example; solid and hollow spheres, solid and hollow cylinders, rings). (3.1.2) 11.3.a

Students should be able to conduct investigations to show that rolling objects have two kinds of kinetic energy, linear kinetic energy (LKE), and rotational kinetic energy (RKE). For example, a ball released on a ramp from a height, h, will consistently reach the bottom of the ramp with less linear kinetic energy than its GPE at the top of the ramp. The RKE of the rolling object explains the difference. (3.1.2) (3.2.2) 11.3.b

Students should be able to use vector diagrams to show how the direction of the acceleration (relative to the direction of the velocity) can be used to determine if the speed of the object will increase or decrease and if the direction of motion will change. (1.1.6) (3.2.1) (3.2.2) 11.3.dd

Students should be able to describe how the concept of torque is used to explain (and calculate) the rotational effect that forces have when they act on objects. (3.2.2) 11.3.pp

Students should be able to conduct investigations to identify the factors that determine the torque produced by a force (Torque = force · lever distance). (For example, what conditions must be met to ensure that the sum of all torques acting on an object is zero, leaving the object in rotational equilibrium?) (1.1.6) (3.2.1) (3.2.2) 11.3.qq

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OSCILLATIONS AND GRAVITATION - 9TH GRADE

Students should be able to recognize that the gravitational force is a universal force of attraction that acts between masses, but this force is only significant when one (or both) of the objects is massive (for example, a star, planet or moon). (3.2.5) 9.3.o

Students should be able to explain that as objects move away from the surface of a planet or moon, the gravitational pull on the object will decrease. (3.2.5) 9.3.p

Students should be able to use examples to illustrate that near the surface of a planet or moon, the gravitational force acting on an object remains nearly constant. Students should be able to recognize that on Earth, the object would have to be moved several hundred miles above the surface before the decrease in the force of gravity would become detectable. (3.2.5) 9.3.q

Students should be able to explain the difference between the mass of an object and its weight. Students should be able to identify that near the surface of the Earth, the gravitational force acting on the object (its weight) depends only on its mass, and that this force can be simply calculated from knowledge of the mass (FG = mg). (3.2.5) 9.3.r

Students should be able to use the inverse square law to describe how the force of gravity changes over long distances (for example, describe the forces acting on the Voyager Space Probes as they moved through the solar system). (1.1.6) (3.2.5) 11.3.f

Students should be able to recognize that the gravitational forces acting between objects the size of people or even large trucks is negligible compared to their weight (for example, FGrav acting between two people standing 1m apart on the Earth's surface is less than one billionth the size of their weight). Also recognize that gravitational forces between particles at the molecular level are completely negligible when compared to electric forces that act between these particles (FGrav/Felectric<10-30). (3.2.5) 11.3.m

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KINETIC THEORY AND THERMODYNAMICS - 9TH GRADE

Students should be able to explain that heat energy represents the total random kinetic energy of molecules of a substance. (3.1.4) 9.3.h

Students should be able to reflect on why organized forms of energy are more useful than disorganized forms (heat energy). (3.3.2) 9.3.kk

Students should be able to research the factors that contribute to the energy efficiency of cars and trucks.

Students should be able to examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Students should be able to identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed. (3.4.1) (3.4.2) 9.3.ll

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ELECTROSTATICS - 9TH GRADE

Students should be able to recognize that the gravitational forces acting between objects the size of people or even large trucks is negligible compared to their weight (for example, FGrav acting between two people standing 1m apart on the Earth's surface is less than one billionth the size of their weight). Also recognize that gravitational forces between particles at the molecular level are completely negligible when compared to electric forces that act between these particles (FGrav/Felectric<10-30). (3.2.5) 11.3.m

Students should be able to describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances. (3.2.7) 11.3.n

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MAGNETIC FIELDS - 9TH GRADE

Students should be able to use diagrams to show the similarities between the magnetic field of a permanent magnet and the magnetic field created by an electric coil. (3.2.8) 11.3.p

Students should be able to conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors. (3.2.8) 11.3.q

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ELECTROMAGNETISM - 9TH GRADE

Students should be able to recognize that electromagnetic energy (radiant energy) is carried by electromagnetic waves. (3.1.1) 9.3.a

Students should be able to recognize that electromagnetic waves transfer energy from one charged particle to another. Students should be able to use graphics or computer animations to illustrate this transfer process.

Students should be able to give everyday examples of how society uses these transfer processes (for example, communication devices such as radios and cell phones). (3.2.6) 9.3.k

Students should be able to use diagrams to show how magnets and rotating coils can be used to create electric currents. (3.2.8) 11.3.r

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WAVE MOTION - 9TH GRADE

Students should be able to use diagrams to illustrate how the motion of molecules when a mechanical wave passes through the substance is different from the motion associated with their random kinetic energies. (1.1.6) (3.1.3) (3.1.4) 9.3.l

Students should be able to use diagrams or models to explain how mechanical waves can transport energy without transporting matter. (1.1.4) (1.1.5) (3.1.3) (3.3.3) 9.3.m

Students should be able to reflect on why mechanical waves will pass through some states of matter better than others. (3.3.4) 9.3.n

Students should be able to use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle). (1.2.2) (3.3.4) 9.3.dd

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PHYSICAL OPTICS - 9TH GRADE

Students should be able to use diagrams to illustrate the similarities shared by all electromagnetic waves and differences between them. Students should be able to show how wavelength is used to distinguish the different groups of EM waves (radio waves, microwaves, IR, visible and UV waves, X-rays and gamma waves). (3.1.1.) (3.3.4) 9.3.b

Students should be able to use diagrams to illustrate how the constructive and destructive interference of waves occurs. (3.3.3) (3.3.4) 11.3.ss

Students should be able to give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water. (3.3.4) 11.3.tt

Students should be able to describe how wave interference is used to create useful devices, such as noise cancellation devices (mechanical waves), window coatings to selectively transmit or reflect IR waves, diffraction gratings for spectroscopy, and lasers (EM waves). (3.3.4) 11.3.uu

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ATOMIC PHYSICS AND QUANTUM EFFECTS - 9TH GRADE

Students should be able to explain that what happens to electromagnetic waves that strike a substance (reflection, transmission, absorption) depends on the wavelength of the waves and the physical properties of the substance. (3.3.5) (3.3.6) 9.3.ee

Students should be able to investigate how radio waves, microwaves, infrared waves, visible waves and ultraviolet waves behave when they strike different substances. Students should be able to record how effectively different materials reflect, absorb and transmit different kinds of EM waves. Students should be able to draw conclusions based on this data and the physical properties of the substances (for example some substances absorb visible waves, but not radio waves). Other materials absorb UV waves, but not visible waves). (3.3.4) (3.3.5) 9.3.ff

Students should be able to give examples that illustrate how the selective absorption of EM waves explains physical phenomena. For example; how X-rays can be used to detect broken bones beneath the skin and how coating on eyeglasses and sunglasses protect the eyes by permitting visible waves to pass but absorb UV waves. (1.2.2) (3.3.5) 9.3.gg

Students should be able to use energy chains to trace the flow of energy in a selective absorption process (for example sunburn, Greenhouse Effect, microwave cooking). (3.3.2) 9.3.hh

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INQUIRY - 11TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 11.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 11.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 11.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 11.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 11.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 11.1.f

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KINETIC THEORY AND THERMODYNAMICS - 11TH GRADE

Students should be able to use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place. (3.3.1) (3.4.1) 11.3.zz

Students should be able to compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant. (3.4.1) (3.4.2) 11.3.aaa

Students should be able to prepare a written report, a poster, or a computer-based presentation that explains the advantages and disadvantages of using fossil fuels, nuclear fuel and alternative energy sources to generate electrical energy. (3.4.2) 11.3.bbb

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ELECTROSTATICS - 11TH GRADE

Students should be able to describe the factors that contribute to the size of an electric force acting between charged particles (i.e., the size of an electric force depends upon the size of the charges involved and the distance between the charges). Students should be able to recognize that the electric force is an inverse square force like the gravitational force. Students should be able to use a sketch of this force to describe how its influence changes as the distance between the charges increases. (3.2.6) 11.3.l

Students should be able to use diagrams or models to show how the electric forces acting between molecules can explain the presence of these forces. (3.1.5) (3.2.7) 11.3.o

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NUCLEAR PHYSICS - 11TH GRADE

Students should be able to recognize that nuclear energy takes the form of mass, and that energy is released from a nuclear reaction as a consequence of the annihilation of mass. (2.3.2) (3.1.7) 11.3.d

Students should be able to explain why large amounts of energy are released when small amounts of mass are annihilated (E = mc2). (3.1.7) 11.3.e

Students should be able to explain why the Law of Conservation of Energy must be expanded to the Law of the Conservation of Mass/Energy when nuclear energy is involved in a process. (3.1.7) (3.3.1) 11.3.ww

Students should be able to use the concept of stability to explain why energy is released during a fission process and during a fusion process. (3.3.1) 11.3.xx

Students should be able to use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes, and during radioactive decay. (3.1.7) (3.3.1) 11.3.yy

Students should be able to use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place. (3.3.1) (3.4.1) 11.3.zz

Students should be able to compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant. (3.4.1) (3.4.2) 11.3.aaa

Students should be able to prepare a written report, a poster, or a computer-based presentation that explains the advantages and disadvantages of using fossil fuels, nuclear fuel and alternative energy sources to generate electrical energy. (3.4.2) 11.3.bbb

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Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) K.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) K.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) K.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) K.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) K.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) K.1.f

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ATOMIC THEORY AND STRUCTURE - KINDERGARTEN

Students should be able to construct simple class graphs (e.g., pictographs, physical graphs) to organize information. (1.1.4) K.2.e

Students should be able to interpret and describe the simple graphs constructed by the class. (1.1.4) (1.1.5) K.2.f

Students should be able to describe the shape of the Earth as being like a sphere and describe how a globe models this shape. (4.1.1) K.4.a

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CHEMICAL BONDING - KINDERGARTEN

Students should be able to observe and describe the properties of a variety of non-living materials using the senses (i.e., sight, touch, smell, hearing). (2.1.1) (6.3.1) K.2.a

Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

Students should be able to observe and describe changes in the physical properties of objects that occur when they are exposed to a variety of treatments (i.e., temperature, sunlight, water). (2.1.3) K.2.h

Students should be able to observe how materials can be modified for different uses (e.g., paper and wood can be modified to have new properties). (1.2.2) (2.5.1) K.2.i

Students should be able to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. K.5.a

Students should be able to use the physical properties of living and non-living things to describe their similarities and differences. (6.1.1) K.6.c

Students should be able to sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). (2.1.1) (6.1.1) (8.1.1) K.6.d

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GASES - KINDERGARTEN

Students should be able to observe and describe the properties of a variety of non-living materials using the senses (i.e., sight, touch, smell, hearing). (2.1.1) (6.3.1) K.2.

Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

Students should be able to observe and describe changes in the physical properties of objects that occur when they are exposed to a variety of treatments (i.e., temperature, sunlight, water). (2.1.3) K.2.h

Students should be able to observe how materials can be modified for different uses (e.g., paper and wood can be modified to have new properties). (1.2.2) (2.5.1) K.2.i

Students should be able to use the physical properties of living and non-living things to describe their similarities and differences. (6.1.1) K.6.c

Students should be able to sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). (2.1.1) (6.1.1) (8.1.1) K.6.d

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LIQUIDS AND SOLIDS - KINDERGARTEN

Students should be able to observe and describe the properties of a variety of non-living materials using the senses (i.e., sight, touch, smell, hearing). (2.1.1) (6.3.1) K.2.

Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

Students should be able to observe and describe changes in the physical properties of objects that occur when they are exposed to a variety of treatments (i.e., temperature, sunlight, water). (2.1.3) K.2.h

Students should be able to observe how materials can be modified for different uses (e.g., paper and wood can be modified to have new properties). (1.2.2) (2.5.1) K.2.i

Students should be able to recognize that heat energy can come from the burning of wood. (3.2.4) K.3.c

Students should be able to recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. (3.4.1) K.3.h

Students should be able to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. K.5.a

Students should be able to use the physical properties of living and non-living things to describe their similarities and differences. (6.1.1) K.6.c

Students should be able to sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). (2.1.1) (6.1.1) (8.1.1) K.6.d

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STOICHIOMETRY - KINDERGARTEN

Students should be able to use non-standard units of measure (e.g., string, paper clips) to compare the size and weight of non-living materials. (1.1.6) K.2.g

Students should be able to use non-standard units of measure to compare the size and mass of structures of living things (e.g., string around trees, paper clips to measure length of leaves). (1.1.6) K.6.f

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THERMODYNAMICS - KINDERGARTEN

Students should be able to recognize that the Sun warms and lights the Earth. (3.1.1) K.3.a

Students should be able to recognize that heat energy can come from the burning of wood. (3.2.4) K.3.c

Students should be able to using the sense of touch, recognize that objects placed in direct sunlight feel warmer than objects in the shade. (3.2.4) (3.3.1) (6.3.1) K.3.g

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CHEMICAL REACTIVITY - KINDERGARTEN

Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

Students should be able to recognize that heat energy can come from the burning of wood. (3.2.4) K.3.c

Students should be able to recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. (3.4.1) K.3.h

Students should be able to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. ()K.5.a

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PERIODIC TABLE - KINDERGARTEN

Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

Students should be able to demonstrate that the position of an object can be above or below, in front of or behind, or to the left or right of another object. (3.2.1) K.3.d

Students should be able to describe the repeating cyclic pattern of day and night and include in this description that we can see the Sun only during the daytime. (4.1.4) K.4.c

Students should be able to describe how binoculars help our sense of sight by allowing us to magnify objects in the sky. (4.4.1) K.4.d

Students should be able to sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. ()K.5.b

Students should be able to use the physical properties of living and non-living things to describe their similarities and differences. (6.1.1) K.6.c

Students should be able to sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). (2.1.1) (6.1.1) (8.1.1) K.6.d

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INQUIRY - 1ST GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 1.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 1.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 1.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 1.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 1.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 1.1.f

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CHEMICAL BONDING - 1ST GRADE

Students should be able to conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Students should be able to record the results on charts, diagrams, graphs, and/or drawings. (1.1.1) (1.1.2) (1.1.5) (2.1.2) 1.2.a

Students should be able to sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. (1.1.3) (2.1.1) (3.2.5) 1.2.b

Students should be able to compare and describe similarities and differences in physical properties of various solid objects. (2.1.1) 1.2.c

Students should be able to sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. (2.1.1) 1.2.d

Students should be able to compare and describe similarities and differences in physical properties of various liquids. (2.1.1) 1.2.e

Students should be able to construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids. (1.1.5) (2.1.1) 1.2.f

Students should be able to observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water). (2.1.3) 1.2.g

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GASES - 1ST GRADE

Students should be able to identify air and water as moving objects that have energy. (3.1.2) 1.3.b

Students should be able to observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Students should be able to compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects. (3.2.1) (3.2.3) 1.3.d

Students should be able to identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. (5.1.1) 1.5.a

Students should be able to keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. (1.1.4) (5.2.1) 1.5.b

Students should be able to demonstrate that there is air all around and that the wind is moving air. Students should be able to use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale. (5.2.2) 1.5.c

Students should be able to use a thermometer to measure temperature in degrees Fahrenheit. Students should be able to describe how hot or cold an object or weather event feels by using a thermometer. (1.1.6) (5.3.2) 1.5.d

Students should be able to identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky. (5.2.4) 1.5.e

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LIQUIDS AND SOLIDS - 1ST GRADE

Students should be able to conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Students should be able to record the results on charts, diagrams, graphs, and/or drawings. (1.1.1) (1.1.2) (1.1.5) (2.1.2) 1.2.a

Students should be able to sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. (1.1.3) (2.1.1) (3.2.5) 1.2.b

Students should be able to compare and describe similarities and differences in physical properties of various solid objects. (2.1.1) 1.2.c

Students should be able to sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. (2.1.1) 1.2.d

Students should be able to compare and describe similarities and differences in physical properties of various liquids. (2.1.1) 1.2.e

Students should be able to construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids. (1.1.5) (2.1.1) 1.2.f

Students should be able to observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water). (2.1.3) 1.2.g

Students should be able to use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids. (1.1.5) (1.1.6) (2.5.1) 1.2.h

Students should be able to identify air and water as moving objects that have energy. (3.1.2) 1.3.b

Students should be able to identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. (5.1.1) 1.5.a

Students should be able to keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. (1.1.4) (5.2.1) 1.5.b

Students should be able to identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky. (5.2.4) 1.5.e

Students should be able to use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts. (1.1.6) (1.3.2) (5.2.3) (5.3.2) 1.5.f

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EQUILIBRIUM - 1ST GRADE

Students should be able to observe and measure the temperature of hot and cold water. Students should be able to investigate what happens when hot and cold water are mixed. Students should be able to record data on a graph and use the data to summarize the results. (1.1.3) (1.1.4) (3.2.4) 1.3.e

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THERMODYNAMICS - 1ST GRADE

Students should be able to observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water). (2.1.3) 1.2.g

Students should be able to identify the Sun as the source of energy that warms and lights the Earth. (3.1.1) 1.3.a

Students should be able to observe that heat energy makes things warmer. (3.1.3) 1.3.c

Students should be able to observe and measure the temperature of hot and cold water. Students should be able to investigate what happens when hot and cold water are mixed. Students should be able to record data on a graph and use the data to summarize the results. (1.1.3) (1.1.4) (3.2.4) 1.3.e

Students should be able to investigate what happens to the temperature of an object when it is placed in direct sunlight. Students should be able to record data and conclude that the energy in the sunlight was changed into heat energy in the object. (3.3.1) 1.3.f

Students should be able to compare what happens when sunlight strikes dark and light colored objects.

Students should be able to draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects. (3.3.1) 1.3.g

Students should be able to observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. (1.2.1) (3.4.1) 1.3.h

Students should be able to use a thermometer to measure temperature in degrees Fahrenheit. Students should be able to describe how hot or cold an object or weather event feels by using a thermometer. (1.1.6) (5.3.2) 1.5.d

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CHEMICAL REACTIVITY - 1ST GRADE

Students should be able to construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids. (1.1.5) (2.1.1) 1.2.f

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PERIODIC TABLE - 1ST GRADE

Students should be able to conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Students should be able to record the results on charts, diagrams, graphs, and/or drawings. (1.1.1) (1.1.2) (1.1.5) (2.1.2) 1.2.a

Students should be able to sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. (1.1.3) (2.1.1) (3.2.5) 1.2.b

Students should be able to compare and describe similarities and differences in physical properties of various solid objects. (2.1.1) 1.2.c

Students should be able to sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. (2.1.1) 1.2.d

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INQUIRY - 2ND GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 2.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 2.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 2.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 2.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 2.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 2.1.f

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CHEMICAL BONDING - 2ND GRADE

Students should be able to observe and identify basic components of soil. Students should be able to use the senses to observe and then describe the physical properties of soil components. (1.1.4) (5.1.3) 2.5.a

Students should be able to conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. (1.1.3) (5.1.3) (5.1.5) 2.5.b

Students should be able to recognize that equal volumes of different materials may have different weights. (1.1.3) (2.1.1) 2.2.c

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LIQUIDS AND SOLIDS - 2ND GRADE

Students should be able to observe and identify basic components of soil. Students should be able to use the senses to observe and then describe the physical properties of soil components. (1.1.4) (5.1.3) 2.5.a

Students should be able to conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. (1.1.3) (5.1.3) (5.1.5) 2.5.b

Students should be able to interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components. (5.1.3) (5.1.5) 2.5.c

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STOICHIOMETRY - 2ND GRADE

Students should be able to use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units. (1.2.2) (2.1.1) 2.2.a

Students should be able to recognize that equal volumes of different materials may have different weights. (1.1.3) (2.1.1) 2.2.c

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EQUILIBRIUM - 2ND GRADE

Students should be able to use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units. (1.2.2) (2.1.1) 2.2.a

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KINETICS - 2ND GRADE

Students should be able to identify that objects that move have energy because of their motion. Students should be able to demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. (3.1.2) 2.3.a

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PERIODIC TABLE - 2ND GRADE

Students should be able to recognize that equal volumes of different materials may have different weights. (1.1.3) (2.1.1) 2.2.c

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INQUIRY - 3RD GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 3.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 3.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 3.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 3.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 3.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 3.1.f

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CHEMICAL BONDING - 3RD GRADE

Students should be able to identify minerals as materials that cannot be physically broken apart any further and may be a rock component. (5.1.1) (5.1.6) 3.5.b

Students should be able to sort and group an assortment of minerals based on similarities and differences in their physical properties. (5.1.6) 3.5.c

Students should be able to sort and group minerals based on the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). Students should be able to use these properties to identify common minerals (quartz, fluorite, calcite, and gypsum). (5.1.6) 3.5.d

Students should be able to describe water in terms of its observable properties (transparency, shapelessness, flow). (5.1.2) 3.5.e

Students should be able to examine an assortment of rocks and use appropriate measuring tools (balances, meter tapes, syringes) to gather data about the rocks' physical properties (length, circumference, weight). (5.1.6) (5.3.1) 3.5.f

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GASES - 3RD GRADE

Students should be able to explore evaporation and condensation. Students should be able to identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) 3.2.a

Students should be able to observe and describe changes in the properties of water as it changes from solid to liquid to gas. (2.1.2) 3.2.b

Students should be able to demonstrate that energy of motion can be transferred from one object to another (e.g., moving air transfers energy to make a pinwheel spin). Students should be able to give examples of energy transfer from one object to another. (3.1.2) (3.2.1) (3.2.2) 3.3.e

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LIQUIDS AND SOLIDS - 3RD GRADE

Students should be able to explore evaporation and condensation. Students should be able to identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) 3.2.a

Students should be able to observe and describe changes in the properties of water as it changes from solid to liquid to gas. (2.1.2) 3.2.b

Students should be able to describe water in terms of its observable properties (transparency, shapelessness, flow). (5.1.2) 3.5.e

Students should be able to examine an assortment of rocks and use appropriate measuring tools (balances, meter tapes, syringes) to gather data about the rocks' physical properties (length, circumference, weight). (5.1.6) (5.3.1) 3.5.f

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KINETICS - 3RD GRADE

Students should be able to demonstrate that energy of motion can be transferred from one object to another (e.g., moving air transfers energy to make a pinwheel spin). Students should be able to give examples of energy transfer from one object to another. (3.1.2) (3.2.1) (3.2.2) 3.3.e

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THERMODYNAMICS - 3RD GRADE

Students should be able to identify heat energy as the energy that makes things warmer. (3.1.3) 3.3.a

Students should be able to determine the effect of adding heat energy (warming) or removing heat energy (cooling) on the properties of water as it changes state (gas to liquid to solid, and vice versa). (3.2.4) 3.3.c

Students should be able to investigate and describe what happens when an object at a higher temperature is placed in direct contact with an object at a lower temperature. Students should be able to record data and use the data to describe which way the heat energy is moving between the objects. (1.1.3) (1.1.4) (3.2.4) 3.3.d

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CHEMICAL REACTIVITY - 3RD GRADE

Students should be able to describe water in terms of its observable properties (transparency, shapelessness, flow). (5.1.2) 3.5.e

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PERIODIC TABLE - 3RD GRADE

Students should be able to examine rocks in order to observe their composition and describe the many components found in rocks. (5.1.6) 3.5.a

Students should be able to identify minerals as materials that cannot be physically broken apart any further and may be a rock component. (5.1.1) (5.1.6) 3.5.b

Students should be able to sort and group an assortment of minerals based on similarities and differences in their physical properties. (5.1.6) 3.5.c

Students should be able to sort and group minerals based on the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). Students should be able to use these properties to identify common minerals (quartz, fluorite, calcite, and gypsum). (5.1.6) 3.5.d

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Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 4.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 4.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 4.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 4.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 4.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 4.1.f

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CHEMICAL BONDING - 4TH GRADE

Students should be able to test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. (3.2.7) 4.3.d

Students should be able to examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Students should be able to describe how certain soil properties affect the way in which soil is eroded and deposited by water. (5.1.2) 4.5.a

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GASES - 4TH GRADE

Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

Students should be able to create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. (1.1.6) (5.1.1) 4.5.b

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LIQUIDS AND SOLIDS - 4TH GRADE

Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

Students should be able to examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Students should be able to describe how certain soil properties affect the way in which soil is eroded and deposited by water. (5.1.2) 4.5.a

Students should be able to create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. (1.1.6) (5.1.1) 4.5.b

Students should be able to use stream tables to observe the creation of landforms as water flows over and through the land. Students should be able to describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Students should be able to describe changes to the water as it flows over land (i.e., color, transparency). (5.2.2) (5.2.3) (5.2.4) 4.5.c

Students should be able to describe how fast-moving water and slow-moving water over the land affect erosion and deposition. (5.1.3) (5.2.2) (5.2.4) 4.5.d

Students should be able to use stream tables to model and describe the effects of slope. Students should be able to describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms. (5.2.3) (5.2.4) 4.5.e

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KINETICS - 4TH GRADE

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

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THERMODYNAMICS - 4TH GRADE

Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

Students should be able to create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. (1.1.6) (5.1.1) 4.5.b

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PERIODIC TABLE - 4TH GRADE

Students should be able to test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). (2.1.1) (3.2.7) 4.2.a

Students should be able to test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. (3.2.7) 4.3.d

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INQUIRY - 5TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 5.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 5.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 5.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 5.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 5.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 5.1.f

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CHEMICAL BONDING - 5TH GRADE

Students should be able to separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). (1.1.2) (1.1.3) (1.2.1) (2.1.1) (2.2.3) (2.2.4) 5.2.a

Students should be able to make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Students should be able to record and communicate the results. (1.1.2) (1.1.3) (1.1.4) (1.1.5) (2.1.1) (2.2.1) 5.2.b

Students should be able to research and report on recycling of household materials (e.g., glass, newspaper, plastics) and how these materials are reused. (1.2.1) (1.3.1) (2.5.1) 5.2.g

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GASES - 5TH GRADE

Students should be able to separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). (1.1.2) (1.1.3) (1.2.1) (2.1.1) (2.2.3) (2.2.4) 5.2.a

Students should be able to make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Students should be able to record and communicate the results. (1.1.2) (1.1.3) (1.1.4) (1.1.5) (2.1.1) (2.2.1) 5.2.b

Students should be able to compare the mass of mixtures and solutions to the mass of their component parts. (2.3.1) 5.2.d

Students should be able to determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Students should be able to recognize that some materials are more soluble in water than other materials. (1.1.3) (1.1.4) (1.1.6) (2.2.2) 5.2.e

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LIQUIDS AND SOLIDS - 5TH GRADE

Students should be able to separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). (1.1.2) (1.1.3) (1.2.1) (2.1.1) (2.2.3) (2.2.4) 5.2.a

Students should be able to make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Students should be able to record and communicate the results. (1.1.2) (1.1.3) (1.1.4) (1.1.5) (2.1.1) (2.2.1) 5.2.b

Students should be able to combine different amounts of solid material and water. Students should be able to compare the properties of these solutions (i.e., color, viscosity, clarity). (2.1.1) (2.2.1) 5.2.c

Students should be able to compare the mass of mixtures and solutions to the mass of their component parts. (2.3.1) 5.2.d

Students should be able to determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Students should be able to recognize that some materials are more soluble in water than other materials. (1.1.3) (1.1.4) (1.1.6) (2.2.2) 5.2.e

Students should be able to research and report on recycling of household materials (e.g., glass, newspaper, plastics) and how these materials are reused. (1.2.1) (1.3.1) (2.5.1) 5.2.g

Students should be able to explain how the flow of heat energy contributes to the melting and freezing processes. Students should be able to describe which way heat energy must flow for liquid water to boil. (2.1.2) (3.1.5) (3.2.5) 5.3.m

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SOLUTIONS - 5TH GRADE

Students should be able to separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). (1.1.2) (1.1.3) (1.2.1) (2.1.1) (2.2.3) (2.2.4) 5.2.a

Students should be able to make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Students should be able to record and communicate the results. (1.1.2) (1.1.3) (1.1.4) (1.1.5) (2.1.1) (2.2.1) 5.2.b

Students should be able to combine different amounts of solid material and water. Students should be able to compare the properties of these solutions (i.e., color, viscosity, clarity). (2.1.1) (2.2.1) 5.2.c

Students should be able to compare the mass of mixtures and solutions to the mass of their component parts. (2.3.1) 5.2.d

Students should be able to determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Students should be able to recognize that some materials are more soluble in water than other materials. (1.1.3) (1.1.4) (1.1.6) (2.2.2) 5.2.e

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STOICHIOMETRY - 5TH GRADE

Students should be able to compare the mass of mixtures and solutions to the mass of their component parts. (2.3.1) 5.2.d

Students should be able to determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Students should be able to recognize that some materials are more soluble in water than other materials. (1.1.3) (1.1.4) (1.1.6) (2.2.2) 5.2.e

Students should be able to explain why the total amount of a material remains the same even when exposed to a variety of physical treatments (e.g., flattening or balling up clay, breaking apart a candy bar, pouring liquid into a tall, slender glass vs. a short, fat glass). (2.3.1) 5.2.f

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THERMODYNAMICS - 5TH GRADE

Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

Students should be able to explain how the flow of heat energy contributes to the melting and freezing processes. Students should be able to describe which way heat energy must flow for liquid water to boil. (2.1.2) (3.1.5) (3.2.5) 5.3.m

Students should be able to recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, students should be able to search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. (1.3.1) (3.4.1) 5.3.p

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Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 6.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 6.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 6.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 6.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 6.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 6.1.f

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LIQUIDS AND SOLIDS - 6TH GRADE

Students should be able to investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering. (5.1.3) (5.2.4) (5.2.11) 6.5.c

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THERMODYNAMICS - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

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INQUIRY - 7TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 7.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 7.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 7.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 7.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 7.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 7.1.f

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CHEMICAL BONDING - 7TH GRADE

Students should be able to recognize that all matter consists of particles and how the particles are arranged determines the physical state. Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles. (2.1.1) (2.1.2) 7.2.a

Students should be able to use physical properties to distinguish and separate one substance or material from another. (1.1.2) (1.1.3) (1.2.2) (2.2.1) (2.2.2) 7.2.g

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

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GASES - 7TH GRADE

Students should be able to recognize that all matter consists of particles and how the particles are arranged determines the physical state. Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles. (2.1.1) (2.1.2) 7.2.a

Students should be able to analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Students should be able to relate the states of matter to the changes (increase, decrease) of energy in the system. (1.2.1) (2.1.2) (2.1.5) (3.2.6) 7.2.c

Students should be able to make a model or drawing of particles of the same material in solid, liquid, and gas state. Students should be able to describe the arrangement, spacing and energy in each state. (2.1.1) (3.3.2) 7.2.d

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

Students should be able to use physical properties to distinguish and separate one substance or material from another. (1.1.2) (1.1.3) (1.2.2) (2.2.1) (2.2.2) 7.2.g

Students should be able to distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Students should be able to recognize that a homogeneous mixture is a solution. ((1.1.3) (1.1.5) (2.2.1) (2.2.2) 7.2.h

Students should be able to prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent. (2.2.2) (2.2.3) 7.2.i

Students should be able to conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Students should be able to describe the rate of solubility using the particle model. (1.1.3) (1.1.4) (2.2.3) 7.2.j

Students should be able to conduct investigations to determine the effect of temperature on saturation point. Students should be able to construct a solubility curve based on data collected. Students should be able to describe solubility and saturation point using the particle model. (1.1.3) (1.1.4) (1.1.5) (2.2.4) (3.1.4) 7.2.k

Students should be able to conduct investigations to demonstrate the process of diffusion. Students should be able to use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. 7.2.l

Students should be able to show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). (2.3.1) 7.2.m

Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Students should be able to apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Students should be able to explain how heat energy drives the water cycle. (2.1.1) (3.1.1) (5.2.1) 7.5.d

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LIQUIDS AND SOLIDS - 7TH GRADE

Students should be able to recognize that all matter consists of particles and how the particles are arranged determines the physical state. Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles. (2.1.1) (2.1.2) 7.2.a

Students should be able to measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identifying the states of matter. (1.1.6) (2.1.2) (3.1.4) 7.2.b

Students should be able to analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Students should be able to relate the states of matter to the changes (increase, decrease) of energy in the system. (1.2.1) (2.1.2) (2.1.5) (3.2.6) 7.2.c

Students should be able to make a model or drawing of particles of the same material in solid, liquid, and gas state. Students should be able to describe the arrangement, spacing and energy in each state. (2.1.1) (3.3.2) 7.2.d

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

Students should be able to calculate the density of various solid materials. Students should be able to use density to predict whether an object will sink or float in water. Students should be able to given the density of various solids and liquids, create a density column and explain the arrangement in terms of density. (1.1.2) (1.1.3) (1.1.6) 7.2.f

Students should be able to use physical properties to distinguish and separate one substance or material from another. (1.1.2) (1.1.3) (1.2.2) (2.2.1) (2.2.2) 7.2.g

Students should be able to distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Students should be able to recognize that a homogeneous mixture is a solution. ((1.1.3) (1.1.5) (2.2.1) (2.2.2) 7.2.h

Students should be able to prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent. (2.2.2) (2.2.3) 7.2.i

Students should be able to conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Students should be able to describe the rate of solubility using the particle model. (1.1.3) (1.1.4) (2.2.3) 7.2.j

Students should be able to conduct investigations to determine the effect of temperature on saturation point. Students should be able to construct a solubility curve based on data collected. Students should be able to describe solubility and saturation point using the particle model. (1.1.3) (1.1.4) (1.1.5) (2.2.4) (3.1.4) 7.2.k

Students should be able to conduct investigations to demonstrate the process of diffusion. Students should be able to use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. () 7.2.l

Students should be able to show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). (2.3.1) 7.2.m

Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Students should be able to apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Students should be able to explain how heat energy drives the water cycle. (2.1.1) (3.1.1) (5.2.1) 7.5.d

Students should be able to conduct investigations and use the data to describe the extent to which the permeability and porosity of a soil sample affect the rate of water percolation. (5.1.3) (5.2.2) 7.5.g

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SOLUTIONS - 7TH GRADE

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

Students should be able to distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Students should be able to recognize that a homogeneous mixture is a solution. (1.1.3) (1.1.5) (2.2.1) (2.2.2) 7.2.h

Students should be able to prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent. (2.2.2) (2.2.3) 7.2.i

Students should be able to conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Students should be able to describe the rate of solubility using the particle model. (1.1.3) (1.1.4) (2.2.3) 7.2.j

Students should be able to conduct investigations to determine the effect of temperature on saturation point. Students should be able to construct a solubility curve based on data collected. Students should be able to describe solubility and saturation point using the particle model. (1.1.3) (1.1.4) (1.1.5) (2.2.4) (3.1.4) 7.2.k

Students should be able to conduct investigations to demonstrate the process of diffusion. Students should be able to use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. ()7.2.l

Students should be able to show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). (2.3.1) 7.2.m

Students should be able to investigate, through the use of models, how water acts as a solvent and as it passes through the water cycle it dissolves minerals, gases, and pollutants and carries them to surface water and ground water supplies. (2.2.2) (5.2.2) 7.5.f

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REACTION TYPES - 7TH GRADE

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

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STOICHIOMETRY - 7TH GRADE

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

Students should be able to show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). (2.3.1) 7.2.m

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EQUILIBRIUM - 7TH GRADE

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

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KINETICS - 7TH GRADE

Students should be able to analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Students should be able to relate the states of matter to the changes (increase, decrease) of energy in the system. (1.2.1) (2.1.2) (2.1.5) (3.2.6) 7.2.c

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THERMODYNAMICS - 7TH GRADE

Students should be able to measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identifying the states of matter. (1.1.6) (2.1.2) (3.1.4) 7.2.b

Students should be able to analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Students should be able to relate the states of matter to the changes (increase, decrease) of energy in the system. (1.2.1) (2.1.2) (2.1.5) (3.2.6) 7.2.c

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

Students should be able to conduct investigations to determine the effect of temperature on saturation point. Students should be able to construct a solubility curve based on data collected. Students should be able to describe solubility and saturation point using the particle model. (1.1.3) (1.1.4) (1.1.5) (2.2.4) (3.1.4) 7.2.k

Students should be able to describe how heat energy when added to a substance, will increase its temperature or change its state. Students should be able to explain that as more heat energy is added to a substance, the particles' vibrations increase and the spacing between the particles increases, but the size of the particles stays the same. (3.2.6) 7.3.a

Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Students should be able to apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Students should be able to explain how heat energy drives the water cycle. (2.1.1) (3.1.1) (5.2.1) 7.5.d

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

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CHEMICAL REACTIVITY - 7TH GRADE

Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

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INQUIRY - 8TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 8.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 8.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 8.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 8.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 8.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 8.1.f

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CHEMICAL BONDING - 8TH GRADE

Students should be able to conduct investigations, using a variety of materials, to show that some materials conduct heat more readily than others. Students should be able to identify these materials as conductors or insulators. (2.1.4) 8.2.b

Students should be able to explain why insulators may be used to slow the change of temperature of hot or cold materials. (2.1.4) 8.2.c

Students should be able to conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). (3.3.3) 8.3.ii

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GASES - 8TH GRADE

Students should be able to use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. (2.1.2) (3.1.4) (3.2.6) 8.3.g

Students should be able to describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. (2.1.2) 8.3.h

Students should be able to explain that sound energy is mechanical energy that travels in the form of waves. Students should be able to use the Particle Model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. (3.1.3) 8.3.i

Students should be able to explain that heat energy and sound energy both make the particles of a substance move. Students should be able to use models to explain how the particles respond differently to these types of energy. Students should be able to use models to explain why sound travels much faster through substances than heat energy does. (3.1.3) (3.1.4) 8.3.k

Students should be able to use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.w

Students should be able to explain how the addition or removal of heat energy can change an object's temperature or its physical state. Students should be able to conduct simple investigations involving changes of physical state and temperature. Students should be able to relate that there is no change in temperature when a substance is changing state. (1.1.2) (1.1.3) (1.1.4) (2.1.2) (3.2.6) 8.3.z

Students should be able to conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). (3.3.3) 8.3.ii

Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

Students should be able to use the particle model to explain why a material expands (takes up more space) as its temperature increases. Students should be able to recognize that this expansion is due to the increase in the motion of the particles, and that the particles themselves remain the same size. (3.3.2) 8.3.kk

Students should be able to investigate the rate at which different Earth materials absorb heat. Students should be able to explain how these differences in heat absorption causes air pressure differences that result in convection currents (i.e., local land and sea breezes). (3.2.7) (3.3.2) (5.2.8) 8.5.c

Students should be able to use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. (5.1.2) (5.2.8) (5.2.10) 8.5.d

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LIQUIDS AND SOLIDS - 8TH GRADE

Students should be able to conduct investigations, using a variety of materials, to show that some materials conduct heat more readily than others. Students should be able to identify these materials as conductors or insulators. (2.1.4) 8.2.b

Students should be able to use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. (2.1.2) (3.1.4) (3.2.6) 8.3.g

Students should be able to describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. (2.1.2) 8.3.h

Students should be able to explain that sound energy is mechanical energy that travels in the form of waves. Students should be able to use the Particle Model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. (3.1.3) 8.3.i

Students should be able to explain that heat energy and sound energy both make the particles of a substance move. Students should be able to use models to explain how the particles respond differently to these types of energy. Students should be able to use models to explain why sound travels much faster through substances than heat energy does. (3.1.3) (3.1.4) 8.3.k

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

Students should be able to use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.w

Students should be able to explain how the addition or removal of heat energy can change an object's temperature or its physical state. Students should be able to conduct simple investigations involving changes of physical state and temperature. Students should be able to relate that there is no change in temperature when a substance is changing state. (1.1.2) (1.1.3) (1.1.4) (2.1.2) (3.2.6) 8.3.z

Students should be able to conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). (3.3.3) 8.3.ii

Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

Students should be able to use the particle model to explain why a material expands (takes up more space) as its temperature increases. Students should be able to recognize that this expansion is due to the increase in the motion of the particles, and that the particles themselves remain the same size. (3.3.2) 8.3.kk

Students should be able to use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. (5.1.2) (5.2.8) (5.2.10) 8.5.d

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KINETICS - 8TH GRADE

Students should be able to use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. (2.1.2) (3.1.4) (3.2.6) 8.3.g

Students should be able to describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. (2.1.2) 8.3.h

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THERMODYNAMICS - 8TH GRADE

Students should be able to conduct simple investigations in which a variety of materials (sand, water, light colored materials, dark colored materials) are exposed to light and heat energy. Students should be able to measure the change in temperature of the material and describe any changes that occur in terms of the physical properties of the material. (2.1.5) 8.2.a

Students should be able to explain why insulators may be used to slow the change of temperature of hot or cold materials. (2.1.4) 8.2.c

Students should be able to use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. (2.1.2) (3.1.4) (3.2.6) 8.3.g

Students should be able to describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. (2.1.2) 8.3.h

Students should be able to explain that heat energy and sound energy both make the particles of a substance move. Students should be able to use models to explain how the particles respond differently to these types of energy. Students should be able to use models to explain why sound travels much faster through substances than heat energy does. (3.1.3) (3.1.4) 8.3.k

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

Students should be able to use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.w

Students should be able to use the particle model to explain why heat energy is always transferred from materials at higher temperatures to materials at lower temperatures. Students should be able to explain why heat energy transfer ceases when the equilibrium temperature is reached. Students should be able to explain that when this temperature is reached, the materials are in thermal equilibrium. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.x

Students should be able to conduct simple investigations to demonstrate that heat energy is transferred from one material to another in predictable ways (from materials at higher temperatures to materials at lower temperatures), until both materials reach the same temperature. (1.1.4) (1.1.5) (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.y

Students should be able to explain how the addition or removal of heat energy can change an object's temperature or its physical state. Students should be able to conduct simple investigations involving changes of physical state and temperature. Students should be able to relate that there is no change in temperature when a substance is changing state. (1.1.2) (1.1.3) (1.1.4) (2.1.2) (3.2.6) 8.3.z

Students should be able to conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. Students should be able to use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves and how selective absorption contributes to the Greenhouse Effect. (3.2.5) (3.3.3) 8.3.gg

Students should be able to conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). (3.3.3) 8.3.ii

Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

Students should be able to use the particle model to explain why a material expands (takes up more space) as its temperature increases. Students should be able to recognize that this expansion is due to the increase in the motion of the particles, and that the particles themselves remain the same size. (3.3.2) 8.3.kk

Students should be able to investigate the rate at which different Earth materials absorb heat. Students should be able to explain how these differences in heat absorption causes air pressure differences that result in convection currents (i.e., local land and sea breezes). (3.2.7) (3.3.2) (5.2.8) 8.5.c

Students should be able to use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. (5.1.2) (5.2.8) (5.2.10) 8.5.d

Students should be able to examine maps of ocean currents and trace the origin and flow of such currents to explain the transfer of heat energy. Students should be able to identify which currents have dominant influence on the Delaware coast. (1.1.3) (1.1.6) (5.2.9) (5.2.13) (5.3.1) 8.5.e

Students should be able to discuss the origin and identify characteristics (i.e., air circulation pattern, wind speed, temperature and dew point, and air pressure) of storm systems including hurricanes, Nor' easters, tornadoes, thunderstorms, and mid-latitude cyclones. Students should be able to explain how these weather events can transfer heat. Students should be able to describe the environmental, economic, and human impact of these storms. (1.2.2) (5.2.5) (5.2.13) 8.5.g

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PERIODIC TABLE - 8TH GRADE

Students should be able to conduct investigations, using a variety of materials, to show that some materials conduct heat more readily than others. Students should be able to identify these materials as conductors or insulators. (2.1.4) 8.2.b

Students should be able to explain why insulators may be used to slow the change of temperature of hot or cold materials. (2.1.4) 8.2.c

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

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Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 9.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 9.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 9.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 9.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 9.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 9.1.f

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ATOMIC THEORY AND STRUCTURE - 9TH GRADE

Students should be able to explain that matter is composed of tiny particles called atoms that are unique to each element, and that atoms are composed of subatomic particles called protons, neutrons, and electrons. (2.1.1.) 9.2.a

Students should be able to describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom. (2.1.1) 9.2.b

Students should be able to describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Students should be able to recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number. (2.1.3) 9.2.f

Students should be able to use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid. (2.1.4) 9.2.g

Students should be able to determine the physical and chemical properties of an element based on its location on the Periodic Table. (2.1.4) (2.1.5) (2.1.6) 9.2.h

Students should be able to use the Periodic table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds. (2.1.4) (2.1.5) (2.1.6) 9.2.j

Students should be able to use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by sharing electrons. Students should be able to use models or drawings to illustrate how ionic compounds are formed when two or more atoms transfer electrons and are held together in ionic bonds. (2.1.6) 9.2.k

Students should be able to explain how an atom's electron arrangement influences its ability to transfer or share electrons and is related its position on the periodic table. Students should be able to recognize that an atom in which the positive and negative charges do not balance is an ion. (2.1.6) 9.2.l

Students should be able to describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus. (2.3.2) (3.1.7) 9.3.j

Students should be able to use models and diagrams to illustrate the structure of the atom. Include information regarding the distribution of electric charge and mass in the atom. Students should be able to identify the forces that are responsible for the stability of the atom, and which parts of the atom exert and students should be able to recognize that the gravitational forces acting between objects the size of people or even large trucks is negligible compared to their weight (for example, FGrav acting between two people standing 1m apart on the Earth's surface is less than one billionth the size of their weight). Also recognize that gravitational forces between particles at the molecular level are completely negligible when compared to electric forces that act between these particles (FGrav/Felectric<10-30). (3.2.5) 11.3.m

Students should be able to describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances. (3.2.7) 11.3.n

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CHEMICAL BONDING - 9TH GRADE

Students should be able to use the Periodic table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds. (2.1.4) (2.1.5) (2.1.6) 9.2.j

Students should be able to use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by sharing electrons. Students should be able to use models or drawings to illustrate how ionic compounds are formed when two or more atoms transfer electrons and are held together in ionic bonds. (2.1.6) 9.2.k

Students should be able to recognize that mixtures can be separated by physical means into pure substances. (2.2.2) 9.2.t

Students should be able to separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Students should be able to explain how the properties of the components of the mixture determine the physical separation techniques used. (1.1.2) (1.1.3) (2.2.2) 9.2.v

Students should be able to recognize that chemical energy is the energy stored in the bonding of atoms and molecules. (3.1.6) 9.3.i

Students should be able to recognize that power is a quantity that tells us how quickly energy is transferred to an object or transferred away from the object. Students should be able to give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is the force that propels the vehicle, and the power of the vehicle's engine helps to determine how quickly the vehicle can speed up …. and how quickly its engine uses fuel.). (3.2.2) 9.3.w

Students should be able to identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid. (5.1.1) 9.5.a

Students should be able to describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances. (3.2.7) 11.3.n

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NUCLEAR CHEMISTRY - 9TH GRADE

Students should be able to describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus. (2.3.2) (3.1.7) 9.3.j

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GASES - 9TH GRADE

Students should be able to classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.) (2.1.2) 9.2.c

Students should be able to explain that elements are pure substances that cannot be separated by chemical or physical means. Students should be able to recognize that compounds are pure substances that can be separated by chemical means into elements. (2.1.2) 9.2.d

Students should be able to classify various common materials as an element, compound or mixture. (1.1.5) (2.1.2) 9.2.e

Students should be able to recognize that mixtures can be separated by physical means into pure substances. (2.2.2) 9.2.t

Students should be able to separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Students should be able to explain how the properties of the components of the mixture determine the physical separation techniques used. (1.1.2) (1.1.3) (2.2.2) 9.2.v

Students should be able to describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. () 9.2.w

Students should be able to reflect on why mechanical waves will pass through some states of matter better than others. (3.3.4) 9.3.n

Students should be able to identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Students should be able to compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Students should be able to trace carbon as it cycles through the crust, ocean, and atmosphere. (2.1.4) (5.1.1) 9.5.b

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LIQUIDS AND SOLIDS - 9TH GRADE

Students should be able to classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.) (2.1.2) 9.2.c

Students should be able to explain that elements are pure substances that cannot be separated by chemical or physical means. Students should be able to recognize that compounds are pure substances that can be separated by chemical means into elements. (2.1.2) 9.2.d

Students should be able to classify various common materials as an element, compound or mixture. (1.1.5) (2.1.2) 9.2.e

Students should be able to recognize that mixtures can be separated by physical means into pure substances. (2.2.2) 9.2.t

Students should be able to separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Students should be able to explain how the properties of the components of the mixture determine the physical separation techniques used. (1.1.2) (1.1.3) (2.2.2) 9.2.v

Students should be able to describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. () 9.2.w

Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

Students should be able to reflect on why mechanical waves will pass through some states of matter better than others. (3.3.4) 9.3.n

Students should be able to identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid. (5.1.1) 9.5.a

Students should be able to identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Students should be able to compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Students should be able to trace carbon as it cycles through the crust, ocean, and atmosphere. (2.1.4) (5.1.1) 9.5.b

Students should be able to investigate how thermal convection relates to movement of materials. Students should be able to apply this knowledge in explaining the cause of movement of the Earth's plates. (3.1.4) (5.2.1) (5.2.5) 9.5.n

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SOLUTIONS - 9TH GRADE

Students should be able to classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.) (2.1.2) 9.2.c

Students should be able to explain that elements are pure substances that cannot be separated by chemical or physical means. Students should be able to recognize that compounds are pure substances that can be separated by chemical means into elements. (2.1.2) 9.2.d

Students should be able to classify various common materials as an element, compound or mixture. (1.1.5) (2.1.2) 9.2.e

Students should be able to recognize that mixtures can be separated by physical means into pure substances. (2.2.2) 9.2.t

Students should be able to separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Students should be able to explain how the properties of the components of the mixture determine the physical separation techniques used. (1.1.2) (1.1.3) (2.2.2) 9.2.v

Students should be able to describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. ()9.2.w

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REACTION TYPES - 9TH GRADE

Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

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STOICHIOMETRY - 9TH GRADE

Students should be able to describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Students should be able to recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number. (2.1.3) 9.2.f

Students should be able to use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid. (2.1.4) 9.2.g

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EQUILIBRIUM - 9TH GRADE

Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

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THERMODYNAMICS - 9TH GRADE

Students should be able to explain that through the action of resistive forces (friction and air resistance) mechanical energy is transformed into heat energy, and because of the random nature of heat energy, transforming all of the heat energy back into mechanical energy (or any other organized form of energy) is impossible. Students should be able to give examples where organized forms of energy (GPE, elastic PE, the KE of large objects) are transformed into heat energy but the reverse transformations are not possible. (3.2.2) (3.3.2) 9.3.jj

Students should be able to reflect on why organized forms of energy are more useful than disorganized forms (heat energy). (3.3.2) 9.3.kk

Students should be able to research the factors that contribute to the energy efficiency of cars and trucks. Students should be able to examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Students should be able to identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed. (3.4.1) (3.4.2) 9.3.ll

Students should be able to investigate how thermal convection relates to movement of materials. Students should be able to apply this knowledge in explaining the cause of movement of the Earth's plates. (3.1.4) (5.2.1) (5.2.5) 9.5.n

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CHEMICAL REACTIVITY - 9TH GRADE

Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

Students should be able to research the factors that contribute to the energy efficiency of cars and trucks. Students should be able to examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Students should be able to identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed. (3.4.1) (3.4.2) 9.3.ll

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PERIODIC TABLE - 9TH GRADE

Students should be able to explain that matter is composed of tiny particles called atoms that are unique to each element, and that atoms are composed of subatomic particles called protons, neutrons, and electrons. (2.1.1.) 9.2.a

Students should be able to describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom. (2.1.1) 9.2.b

Students should be able to classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.) (2.1.2) 9.2.c

Students should be able to explain that elements are pure substances that cannot be separated by chemical or physical means. Students should be able to recognize that compounds are pure substances that can be separated by chemical means into elements. (2.1.2) 9.2.d

Students should be able to classify various common materials as an element, compound or mixture. (1.1.5) (2.1.2) 9.2.e

Students should be able to describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Students should be able to recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number. (2.1.3) 9.2.f

Students should be able to use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid. (2.1.4) 9.2.g

Students should be able to determine the physical and chemical properties of an element based on its location on the Periodic Table. (2.1.4) (2.1.5) (2.1.6) 9.2.h

Students should be able to use the Periodic table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds. (2.1.4) (2.1.5) (2.1.6) 9.2.j

Students should be able to use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by sharing electrons. Students should be able to use models or drawings to illustrate how ionic compounds are formed when two or more atoms transfer electrons and are held together in ionic bonds. (2.1.6) 9.2.k

Students should be able to explain how an atom's electron arrangement influences its ability to transfer or share electrons and is related its position on the periodic table. Students should be able to recognize that an atom in which the positive and negative charges do not balance is an ion. (2.1.6) 9.2.l

Students should be able to identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Students should be able to compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Students should be able to trace carbon as it cycles through the crust, ocean, and atmosphere. (2.1.4) (5.1.1) 9.5.b

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ORGANIC CHEMISTRY - 9TH GRADE

Students should be able to identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Students should be able to compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Students should be able to trace carbon as it cycles through the crust, ocean, and atmosphere. (2.1.4) (5.1.1) 9.5.b

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INQUIRY - 10TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 10.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 10.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 10.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 10.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 10.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 10.1.f

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CHEMICAL BONDING - 10TH GRADE

Students should be able to use molecular models to explain how carbon atoms uniquely bond to one another to form a large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides). (2.4.6) 10.6.l

Students should be able to observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Students should be able to identify elements that comprise these compounds. (2.1.2) 10.6.m

Students should be able to explain that physically breaking down food into smaller pieces by mechanical digestion helps facilitate breakdown (by increasing surface area) into chemical components and that digestive enzymes are necessary for the breakdown of food into those chemical components (e.g., starch to glucose, lipids and glycerol to fatty acids, proteins to amino acids). (2.4.3) (2.4.4) 10.6.n

Students should be able to observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body. (6.1.8) (6.2.1) 10.6.o

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Students should be able to explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations. (2.3.1) (2.4.1) 10.6.t

Students should be able to investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. (6.2.4) 10.6.u

Students should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

Students should be able to compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Students should be able to recognize that equal amounts of different types of food contain different amounts of energy. (3.1.6) 10.6.w

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

Students should be able to investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods. (2.4.5) (6.2.1) 10.6.y

Students should be able to explain how enzymes permit low temperature chemical reactions to occur in cells. (2.4.3) (2.4.5) (6.2.1) 10.6.z

Students should be able to investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity. (2.4.5) 10.6.aa

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STOICHIOMETRY - 10TH GRADE

Students should be able to identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Students should be able to explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations. (2.3.1) (2.4.1) 10.6.t

Students should be able to investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. (6.2.4) 10.6.u

Students should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

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KINETICS - 10TH GRADE

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Students should be able to recognize that equal amounts of different types of food contain different amounts of energy. (3.1.6) 10.6.w

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

Students should be able to investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods. (2.4.5) (6.2.1) 10.6.y

Students should be able to explain how enzymes permit low temperature chemical reactions to occur in cells. (2.4.3) (2.4.5) (6.2.1) 10.6.z

Students should be able to investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity. (2.4.5) 10.6.aa

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THERMODYNAMICS - 10TH GRADE

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

Students should be able to compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Students should be able to recognize that equal amounts of different types of food contain different amounts of energy. (3.1.6) 10.6.w

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

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CHEMICAL REACTIVITY - 10TH GRADE

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

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ORGANIC CHEMISTRY - 10TH GRADE

Students should be able to use molecular models to explain how carbon atoms uniquely bond to one another to form a large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides). (2.4.6) 10.6.l

Students should be able to observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Students should be able to identify elements that comprise these compounds. (2.1.2) 10.6.m

Students should be able to explain that physically breaking down food into smaller pieces by mechanical digestion helps facilitate breakdown (by increasing surface area) into chemical components and that digestive enzymes are necessary for the breakdown of food into those chemical components (e.g., starch to glucose, lipids and glycerol to fatty acids, proteins to amino acids). (2.4.3) (2.4.4) 10.6.n

Students should be able to observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body. (6.1.8) (6.2.1) 10.6.o

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INQUIRY - 11TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 11.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 11.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 11.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 11.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 11.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 11.1.f

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ATOMIC THEORY AND STRUCTURE - 11TH GRADE

Students should be able to investigate differences between the properties of various elements in order to predict the element's location on the Periodic Table. (2.1.4) (2.1.5) (2.1.6) 9.2.i

Students should be able to recognize that metals have the physical properties of conductivity, malleability, luster, and ductility. (2.1.5) 9.2.m

Students should be able to recognize that molecular and ionic compounds are electrically neutral. (2.1.6) 9.2.q

Students should be able to construct models or diagrams (Lewis Dot structures, ball and stick models, or other models) of common compounds and molecules (i.e., NaCl, SiO2, O2, H2, CO2) and distinguish between ionically and covalently bonded compounds. Based on the location of their component elements on the Periodic Table, explain the elements tendency to transfer or share electrons. (1.1.3) (2.1.4) (2.1.6) 11.2.a

Students should be able to explain why the average atomic mass of an element reflects the relative natural abundance of the element and therefore is not a whole number. (2.1.3) 11.2.b

Students should be able to recognize that there are attractive forces acting within the nucleus that are different from electric forces, and that these forces are responsible for the stability of the nucleus. (3.2.9) 9.3.y

Students should be able to use vector diagrams to illustrate the forces that act within the nucleus. Students should be able to recognize that the stability of a nucleus depends upon the repulsive electric forces acting between the protons and the attractive nuclear forces acting between all protons and neutrons in the nucleus. (3.2.9) 11.3.s

Students should be able to use examples of mechanical or chemical systems to explain that the stability of an object is linked to the object's energy, and that stability can be used as an indicator how likely it is that an object will undergo a physical, chemical, or nuclear change. (3.1.6) (3.2.7) (3.2.9) 11.3.t

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CHEMICAL BONDING - 11TH GRADE

Students should be able to recognize that physical changes alter some physical properties of a substance but do not alter the chemical composition of the substance. (2.1.7) 9.2.o

Students should be able to recognize that molecular and ionic compounds are electrically neutral. (2.1.6) 9.2.q

Students should be able to use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Students should be able to cite specific examples of how water's properties are important (i.e., water as the universal). (2.1.7) 9.2.s

Students should be able to explain the effect of water's polarity on the solubility of substances (e.g., alcohol, salt, oil). (2.1.7) (2.2.1) 9.2.u

Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Students should be able to explain the characteristics that allow some solutions to have better electrical conductivity than others. (2.2.1) 9.2.x

Students should be able to recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas. (2.4.1) 9.2.bb

Students should be able to research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities. (1.2.2) (2.5.1) 9.2.dd

Students should be able to construct models or diagrams (Lewis Dot structures, ball and stick models, or other models) of common compounds and molecules (i.e., NaCl, SiO2, O2, H2, CO2) and distinguish between ionically and covalently bonded compounds. Based on the location of their component elements on the Periodic Table, explain the elements tendency to transfer or share electrons. (1.1.3) (2.1.4) (2.1.6) 11.2.a

Students should be able to conduct experiments and provide evidence (e.g., formation of a precipitate, evolution of gas, change of color, release/absorption of energy in the form of heat, light, or sound) to determine if a chemical reaction has occurred. (1.1.2) (1.1.3) (2.4.1) 11.2.q

Students should be able to identify, name and write formulae for covalent and ionic compounds. (2.1.6) 11.2.r

Students should be able to describe chemical reactions using correct chemical formulae and balance the resulting chemical equation. (2.4.1) (2.4.2) 11.2.s

Students should be able to identify polymers as large molecules with a carbon backbone. Students should be able to recognize that polymers are comprised of repeating monomers. Students should be able to investigate synthetic and naturally occurring polymers and relate their chemical structure to their current or potential use. (2.4.6) (2.5.1) 11.2.y

Students should be able to explain that when a chemical reaction takes place and energy is released, the reaction results in molecules that have a lower chemical energy and if energy must be added for a chemical reaction to take place, the molecules that result from that reaction have higher chemical energy. (2.4.4) (3.1.6) 11.3.c

Students should be able to use examples of mechanical or chemical systems to explain that the stability of an object is linked to the object's energy, and that stability can be used as an indicator how likely it is that an object will undergo a physical, chemical, or nuclear change. (3.1.6) (3.2.7) (3.2.9) 11.3.t

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NUCLEAR CHEMISTRY - 11TH GRADE

Students should be able to explain that unstable isotopes undergo spontaneous nuclear decay, emitting energy or particles and energy. (2.1.3) (2.3.2) (3.1.7) 11.2.c

Students should be able to compare and contrast the energy released by nuclear reactions to that released by chemical reactions. (2.3.1) (2.3.2) 11.2.d

Students should be able to describe the composition of alpha, beta, and gamma radiation and the shielding necessary to prevent penetration. (3.1.1) (3.1.7) (3.2.9) 11.2.e

Students should be able to use the half life of a radioactive isotope to calculate the amount of remaining radioactive substance after an integral number of half-lives. (2.1.3) (2.3.2) 11.2.f

Students should be able to research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U235, or C14, etc… Students should be able to recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use. (2.5.1) 11.2.z

Students should be able to recognize that nuclear energy takes the form of mass, and that energy is released from a nuclear reaction as a consequence of the annihilation of mass. (2.3.2) (3.1.7) 11.3.d

Students should be able to explain why large amounts of energy are released when small amounts of mass are annihilated (E = mc2). (3.1.7) 11.3.e

Students should be able to use examples of mechanical or chemical systems to explain that the stability of an object is linked to the object's energy, and that stability can be used as an indicator how likely it is that an object will undergo a physical, chemical, or nuclear change. (3.1.6) (3.2.7) (3.2.9) 11.3.t

Students should be able to identify mid-sized nuclei as the most stable nuclei, and use the concept of stability to explain the basics of nuclear fission, fusion, and radioactive decay. Students should be able to use models and diagrams to illustrate the differences between fission, fusion and radioactive decay. (2.3.2) (3.1.7) (3.2.9) 11.3.u

Students should be able to use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes and during radioactive decay. (3.1.7) (3.3.1) 11.3.vv

Students should be able to explain why the Law of Conservation of Energy must be expanded to the Law of the Conservation of Mass/Energy when nuclear energy is involved in a process. (3.1.7) (3.3.1) 11.3.ww

Students should be able to use the concept of stability to explain why energy is released during a fission process and during a fusion process. (3.3.1) 11.3.xx

Students should be able to use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes, and during radioactive decay. (3.1.7) (3.3.1) 11.3.yy

Students should be able to use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place. (3.3.1) (3.4.1) 11.3.zz

Students should be able to compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant. (3.4.1) (3.4.2) 11.3.aaa

Students should be able to prepare a written report, a poster, or a computer-based presentation that explains the advantages and disadvantages of using fossil fuels, nuclear fuel and alternative energy sources to generate electrical energy. (3.4.2) 11.3.bbb

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GASES - 11TH GRADE

Students should be able to recognize that physical changes alter some physical properties of a substance but do not alter the chemical composition of the substance. (2.1.7) 9.2.o

Students should be able to conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water. (1.1.2) (1.1.3) (1.1.6) (2.1.8) 9.2.p

Students should be able to apply the kinetic molecular theory to explain that a change in the energy of the particles may result in a temperature change or a change of phase (change in state). (3.1.4) 9.2.r

Students should be able to use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Students should be able to cite specific examples of how water's properties are important (i.e., water as the universal). (2.1.7) 9.2.s

Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Students should be able to explain the characteristics that allow some solutions to have better electrical conductivity than others. (2.2.1) 9.2.x

Students should be able to investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve. (2.2.2) 9.2.z

Students should be able to conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes. (1.1.3) (2.3.1) 9.2.aa

Students should be able to research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities. (1.2.2) (2.5.1) 9.2.dd

Students should be able to use kinetic molecular theory to explain changes in gas volume, pressure, and temperature. (2.1.8) (2.1.9) (3.1.4) 11.2.g

Students should be able to perform simple calculations to show that if the temperature is held constant, changes in pressure and volume of an enclosed gas have an inverse relationship. (Boyles Law). (1.1.6) (2.1.9) 11.2.h

Students should be able to perform simple calculations to show that if the pressure is held constant, changes in temperature (in Kelvin) and volume of an enclosed gas have a direct relationship. (Charles Law). (1.1.6) (2.1.9) 11.2.i

Students should be able to perform simple calculations to show that if the volume is held constant, changes in pressure and temperature (in Kelvin) of an enclosed gas have a direct relationship (Gay-Lussac's Law). (1.1.6) (2.1.9) 11.2.j

Students should be able to explain that heat energy represents the total random kinetic energy of molecules of a substance. (3.1.4) 9.3.h

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LIQUIDS AND SOLIDS - 11TH GRADE

Students should be able to recognize that metals have the physical properties of conductivity, malleability, luster, and ductility. (2.1.5) 9.2.m

Explore the extent to which a variety of solid materials conduct electricity in order to rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors. (1.1.4) (2.1.4) (2.1.5) 9.2.n

Students should be able to recognize that physical changes alter some physical properties of a substance but do not alter the chemical composition of the substance. (2.1.7) 9.2.o

Students should be able to conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water. (1.1.2) (1.1.3) (1.1.6) (2.1.8) 9.2.p

Students should be able to use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Students should be able to cite specific examples of how water's properties are important (i.e., water as the universal). (2.1.7) 9.2.s

Students should be able to explain the effect of water's polarity on the solubility of substances (e.g., alcohol, salt, oil). (2.1.7) (2.2.1) 9.2.u

Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Students should be able to explain the characteristics that allow some solutions to have better electrical conductivity than others. (2.2.1) 9.2.x

Students should be able to investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve. (2.2.2) 9.2.z

Students should be able to conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes. (1.1.3) (2.3.1) 9.2.aa

Students should be able to research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities. (1.2.2) (2.5.1) 9.2.dd

Students should be able to express the concentration of various solutions in terms of the amount of solute dissolved in the solvent (molarity). (1.1.6) (2.2.1) 11.2.l

Students should be able to collect data to calculate the unknown concentration of a solution by performing an acid-base titration using an appropriate indicator. Students should be able to describe neutralization reactions using chemical equations. (1.1.3) (2.2.1) 11.2.m

Students should be able to research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U235, or C14, etc… Students should be able to recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use. (2.5.1) 11.2.z

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SOLUTIONS - 11TH GRADE

Students should be able to use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Students should be able to cite specific examples of how water's properties are important (i.e., water as the universal). (2.1.7) 9.2.s

Students should be able to explain the effect of water's polarity on the solubility of substances (e.g., alcohol, salt, oil). (2.1.7) (2.2.1) 9.2.u

Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Students should be able to explain the characteristics that allow some solutions to have better electrical conductivity than others. (2.2.1) 9.2.x

Students should be able to investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve. (2.2.2) 9.2.z

Students should be able to express the concentration of various solutions in terms of the amount of solute dissolved in the solvent (molarity). (1.1.6) (2.2.1) 11.2.l

Students should be able to collect data to calculate the unknown concentration of a solution by performing an acid-base titration using an appropriate indicator. Students should be able to describe neutralization reactions using chemical equations. (1.1.3) (2.2.1) 11.2.m

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REACTION TYPES - 11TH GRADE

Students should be able to recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas. (2.4.1) 9.2.bb

Students should be able to conduct experiments and provide evidence (e.g., formation of a precipitate, evolution of gas, change of color, release/absorption of energy in the form of heat, light, or sound) to determine if a chemical reaction has occurred. (1.1.2) (1.1.3) (2.4.1) 11.2.q

Students should be able to classify various reactions as synthesis (combination), single replacement, double replacement, decomposition or combustion. (2.4.2) 11.2.t

Students should be able to explain whether or not a chemical reaction would occur given a set of reactants. Students should be able to predict the product(s) if the reactions would occur. (2.4.2) 11.2.u

Students should be able to analyze reaction diagrams for some common chemical reactions to compare the amount of heat energy absorbed by the reaction to the amount of heat energy released. Students should be able to explain, using the diagrams, that if the products of the reactions are at a higher level than the reactants, the reaction has absorbed heat energy (endothermic), but if the products of the reaction are at a lower level than the reactants, then heat energy has been released (exothermic). (2.4.4) 11.2.w

Students should be able to research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U235, or C14, etc… Students should be able to recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use. (2.5.1) 11.2.z

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STOICHIOMETRY - 11TH GRADE

Students should be able to conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes. (1.1.3) (2.3.1) 9.2.aa

Balance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter. (1.1.4) (2.3.1) 9.2.cc

Students should be able to collect data to calculate the unknown concentration of a solution by performing an acid-base titration using an appropriate indicator. Students should be able to describe neutralization reactions using chemical equations. (1.1.3) (2.2.1) 11.2.m

Students should be able to recognize that one mole is the amount of any substance that contains 6.02 x 1023 (Avogadro's number) representative particles of that substance. This quantity of particles will have the mass equivalent to the molecular weight (molar mass). (1.1.6) (2.3.1) 11.2.n

Students should be able to express various quantities of matter in terms of moles (e.g., 6.0 g carbon = .50 moles of carbon; 36 g H2O = 2.0 moles H2O). (1.1.6) (2.3.1) 11.2.o

Students should be able to determine how the mass of the products compares to the mass of the reactants in chemical investigations. Students should be able to show how this comparison links to the appropriate balanced chemical equation. (2.3.1) (2.4.1) 11.2.p

Students should be able to describe chemical reactions using correct chemical formulae and balance the resulting chemical equation. (2.4.1) (2.4.2) 11.2.s

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KINETICS - 11TH GRADE

Students should be able to investigate factors (e.g., presence of a catalyst, temperature, concentration) that influence reaction rates. (2.4.3) (2.4.5) 11.2.v

Students should be able to use energy diagrams to explain the effect of a catalyst on activation energy. (2.4.4) 11.2.x

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THERMODYNAMICS - 11TH GRADE

Students should be able to conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water. (1.1.2) (1.1.3) (1.1.6) (2.1.8) 9.2.p

Students should be able to apply the kinetic molecular theory to explain that a change in the energy of the particles may result in a temperature change or a change of phase (change in state). (3.1.4) 9.2.r

Students should be able to analyze reaction diagrams for some common chemical reactions to compare the amount of heat energy absorbed by the reaction to the amount of heat energy released. Students should be able to explain, using the diagrams, that if the products of the reactions are at a higher level than the reactants, the reaction has absorbed heat energy (endothermic), but if the products of the reaction are at a lower level than the reactants, then heat energy has been released (exothermic). (2.4.4) 11.2.w

Students should be able to research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U235, or C14, etc… Students should be able to recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use. (2.5.1) 11.2.z

Students should be able to explain that heat energy represents the total random kinetic energy of molecules of a substance. (3.1.4) 9.3.h

Students should be able to explain that when a chemical reaction takes place and energy is released, the reaction results in molecules that have a lower chemical energy and if energy must be added for a chemical reaction to take place, the molecules that result from that reaction have higher chemical energy. (2.4.4) (3.1.6) 11.3.c

Students should be able to use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place. (3.3.1) (3.4.1) 11.3.zz

Students should be able to compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant. (3.4.1) (3.4.2) 11.3.aaa

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CHEMICAL REACTIVITY - 11TH GRADE

Students should be able to recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas. (2.4.1) 9.2.bb

Students should be able to research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities. (1.2.2) (2.5.1) 9.2.dd

Students should be able to explain whether or not a chemical reaction would occur given a set of reactants. Students should be able to predict the product(s) if the reactions would occur. (2.4.2) 11.2.u

Students should be able to research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U235, or C14, etc… Students should be able to recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use. (2.5.1) 11.2.z

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PERIODIC TABLE - 11TH GRADE

Students should be able to investigate differences between the properties of various elements in order to predict the element's location on the Periodic Table. (2.1.4) (2.1.5) (2.1.6) 9.2.i

Students should be able to recognize that metals have the physical properties of conductivity, malleability, luster, and ductility. (2.1.5) 9.2.mExplore the extent to which a variety of solid materials conduct electricity in order to rank the materials

from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors. (1.1.4) (2.1.4) (2.1.5) 9.2.n

Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Students should be able to explain the characteristics that allow some solutions to have better electrical conductivity than others. (2.2.1) 9.2.x

Students should be able to construct models or diagrams (Lewis Dot structures, ball and stick models, or other models) of common compounds and molecules (i.e., NaCl, SiO2, O2, H2, CO2) and distinguish between ionically and covalently bonded compounds. Based on the location of their component elements on the Periodic Table, explain the elements tendency to transfer or share electrons. (1.1.3) (2.1.4) (2.1.6) 11.2.a

Students should be able to explain why the average atomic mass of an element reflects the relative natural abundance of the element and therefore is not a whole number. (2.1.3) 11.2.b

Students should be able to use the Periodic Table to show trends within periods and groups (families) regarding atomic size, size of ions, ionization energies and electronegativity. (2.1.4) 11.2.k

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ORGANIC CHEMISTRY - 11TH GRADE

Students should be able to identify polymers as large molecules with a carbon backbone. Students should be able to recognize that polymers are comprised of repeating monomers. Students should be able to investigate synthetic and naturally occurring polymers and relate their chemical structure to their current or potential use. (2.4.6) (2.5.1) 11.2.y

Students should be able to research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U235, or C14, etc… Students should be able to recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use. (2.5.1) 11.2.z

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INQUIRY - KINDERGARTEN

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) K.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) K.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) K.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) K.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) K.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) K.1.f

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MENDENIAN GENETICS - KINDERGARTEN

Students should be able to observe and describe similarities and differences between parents and offspring (e.g., roots on a mature tree vs. roots on a seedling). Students should be able to use a hand lens (magnifier) as an appropriate instrument for observing in closer detail. (6.4.1) (7.1.1) K.7.a

Students should be able to realize that organisms reproduce organisms of the same kind (e.g., dogs have puppies). (7.1.1) K.7.c

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EVOLUTION - KINDERGARTEN

Students should be able to recognize that there are many different kinds of trees in the world. While there are many similarities and differences among the trees, they are all trees. (7.2.1) K.7.d

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CELL STRUCTURE AND FUNCTION - KINDERGARTEN

Students should be able to identify structures on plants and animals and describe how the structure functions (e.g., trees have bark for protection and rabbits have fur to keep them warm). (6.1.2) (6.2.1) (6.2.2) K.6.g

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REGULATION - KINDERGARTEN

Students should be able to describe how the five senses help humans react to their environment, (e.g., hear a whistle and line up, feel cold air and put on a jacket). (6.3.1) K.6.i

Students should be able to observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). (6.4.3) K.6.j

Students should be able to recognize that sunlight is needed by plants for energy. (3.1.1) K.8.d

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CELLULAR ENERGY - KINDERGARTEN

Students should be able to recognize that sunlight is needed by plants for energy. (3.1.1) K.8.d

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REPRODUCTION - KINDERGARTEN

Students should be able to observe and describe similarities and differences between parents and offspring (e.g., roots on a mature tree vs. roots on a seedling). Students should be able to use a hand lens (magnifier) as an appropriate instrument for observing in closer detail. (6.4.1) (7.1.1) K.7.a

Students should be able to realize that organisms reproduce organisms of the same kind (e.g., dogs have puppies). (7.1.1) K.7.c

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GROWTH AND DEVELOPMENT - KINDERGARTEN

Students should be able to identify the basic needs that plants and animals need to survive including light, air, water, and nutrients. (6.2.1) K.6.h

Students should be able to observe and describe similarities and differences between parents and offspring (e.g., roots on a mature tree vs. roots on a seedling). Students should be able to use a hand lens (magnifier) as an appropriate instrument for observing in closer detail. (6.4.1) (7.1.1) K.7.a

Students should be able to construct, through the use of pictorials, the life cycle of a tree. Students should be able to describe the tree in different stages of its life cycle. (1.1.4) (7.1.3) K.7.b

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ECOLOGY - KINDERGARTEN

Students should be able to recognize that the Sun warms and lights the Earth. (3.1.1) K.3.a

Students should be able to recognize that air surrounds us and that moving air (wind) has energy that can make things move. (3.1.2) (3.2.2) K.3.b

Students should be able to recognize that heat energy can come from the burning of wood. (3.2.4) K.3.c

Students should be able to recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. (3.4.1) K.3.h

Students should be able to identify structures on plants and animals and describe how the structure functions (e.g., trees have bark for protection and rabbits have fur to keep them warm). (6.1.2) (6.2.1) (6.2.2) K.6.g

Students should be able to identify the basic needs that plants and animals need to survive including light, air, water, and nutrients. (6.2.1) K.6.h

Students should be able to observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). (6.4.3) K.6.j

Students should be able to recognize that there are many different kinds of trees in the world. While there are many similarities and differences among the trees, they are all trees. (7.2.1) K.7.d

Students should be able to identify and list the many different ways in which trees are used by people to meet human wants and needs (i.e., food, shelter, shade, paper products, wood for fuel, furniture, etc.). (7.3.1) K.7.e

Students should be able to recognize that humans interact with the environment through the use of their five senses. (6.3.1) (8.1.1) K.8.a

Students should be able to identify ways in which living organisms interact with each other and their environment (e.g., birds nest in trees, birds eat worms). (8.1.1) (8.1.2) K.8.b

Students should be able to recognize that animals use plants in a variety of ways (e.g., shelter, food and protection). (8.2.1) K.8.c

Students should be able to recognize that sunlight is needed by plants for energy. (3.1.1) K.8.d

Students should be able to recognize that trees are replanted in an attempt to replace those that are cut down. (8.3.1) K.8.e

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CLASSIFICATION - KINDERGARTEN

Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

Students should be able to sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. K.5.b

Students should be able to observe and describe the properties of a variety of living and non-living things using the five senses. (6.1.1) K.6.a

Students should be able to identify the five sense structures and tell which sense is associated with which structure. (6.3.1)K.6.b

Students should be able to use the physical properties of living and non-living things to describe their similarities and differences. (6.1.1) K.6.c

Students should be able to sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). (2.1.1) (6.1.1) (8.1.1) K.6.d

Students should be able to use non-standard units of measure to compare the size and mass of structures of living things (e.g., string around trees, paper clips to measure length of leaves). (1.1.6) K.6.f

Students should be able to recognize that there are many different kinds of trees in the world. While there are many similarities and differences among the trees, they are all trees. (7.2.1) K.7.d

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TECHNOLOGY AND SOCIETY - KINDERGARTEN

Students should be able to identify and list the many different ways in which trees are used by people to meet human wants and needs (i.e., food, shelter, shade, paper products, wood for fuel, furniture, etc.). (7.3.1) K.7.e

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INQUIRY - 1ST GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 1.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 1.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 1.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 1.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 1.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 1.1.f

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MENDELIAN GENETICS - 1ST GRADE

Students should be able to recognize that organisms change over time. Students should be able to record and communicate changes observed in living things over time. (7.1.3) 1.7.a

Students should be able to describe similarities and differences between parents and offspring, such as size and color. (7.1.1) (7.1.2) 1.7.c

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EVOLUTION - 1ST GRADE

Students should be able to compare and contrast the observable structures of humans to those of other animals and plants. Students should be able to record and communicate the similarities and differences in their structures. (6.1.2) 1.6.e

Students should be able to recognize that organisms change over time. Students should be able to record and communicate changes observed in living things over time. (7.1.3) 1.7.a

Students should be able to recognize that some plants and animals are maintained in artificial environments to meet human wants and needs (i.e., scientific study, education, food). (7.3.1) 1.7.e

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CELLULAR ENERGY - 1ST GRADE

Students should be able to recognize that energy needed by all living things originates from the Sun. (3.1.1) 1.8.e

Students should be able to identify and give examples showing that animals eat plants or other animals for energy, and that plants get energy from the Sun. (8.2.1) 1.8.f

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GROWTH AND DEVELOPMENT - 1ST GRADE

Students should be able to recognize that organisms change over time. Students should be able to record and communicate changes observed in living things over time. (7.1.3) 1.7.a

Students should be able to construct, through the use of pictorials, the life cycle of guppies. Students should be able to describe the guppy in different stages of its life cycle. (1.1.4) (1.1.5) (7.1.3) 1.7.b

Students should be able to describe similarities and differences between parents and offspring, such as size and color. (7.1.1) (7.1.2) 1.7.c

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ECOLOGY - 1ST GRADE

Students should be able to identify the Sun as the source of energy that warms and lights the Earth. (3.1.1) 1.3.a

Students should be able to identify air and water as moving objects that have energy. (3.1.2) 1.3.b

Students should be able to observe that heat energy makes things warmer. (3.1.3) 1.3.c

Students should be able to investigate what happens to the temperature of an object when it is placed in direct sunlight. Students should be able to record data and conclude that the energy in the sunlight was changed into heat energy in the object. (3.3.1) 1.3.f

Students should be able to observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. (1.2.1) (3.4.1) 1.3.h

Students should be able to identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. (5.1.1) 1.5.a

Students should be able to keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. (1.1.4) (5.2.1) 1.5.b

Students should be able to organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns. (1.1.4) (5.2.1) (5.3.2) 1.5.g

Students should be able to describe different weather conditions and discuss how these conditions affect plants, animals, and human activity. (5.2.1) (5.2.2) 1.5.h

Students should be able to identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments. (6.1.2) 1.6.c

Students should be able to sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land). (7.2.1) 1.6.d

Students should be able to observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light. (6.2.1) 1.6.f

Students should be able to using the senses to detect environmental conditions, respond by selecting the appropriate clothing for certain weather conditions based on temperature, wind speed, cloud cover and/or precipitation. Justify the selection of clothing and activity. (5.2.2) (6.3.1) 1.6.g

Students should be able to design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants. (1.1.2) (6.4.3) 1.6.h

Students should be able to propose changes to an aquatic or terrestrial habitat that increase the health of organisms (i.e., moisten the soil in a terrarium, add water to an aquarium). (6.4.3) 1.6.i

Students should be able to recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Students should be able to identify the characteristics used to separate the terrestrial from aquatic animals. (7.2.1) 1.7.d

Students should be able to describe the impact weather conditions (e.g., sun, fog, rain, snow) have on plant and animal activities. (5.2.2) 1.8.a

Students should be able to identify the number of different kinds of living things in an aquatic or terrestrial environment. Students should be able to recognize that living things coexist in these environments. (6.1.1) (8.1.1) 1.8.b

Students should be able to describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter). (6.2.1) (8.1.1) (8.1.2) (8.2.1) 1.8.c

Students should be able to describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark). (6.2.1) (6.4.3) (8.1.1) (8.2.1) 1.8.d

Students should be able to recognize that energy needed by all living things originates from the Sun. (3.1.1) 1.8.e

Students should be able to identify and give examples showing that animals eat plants or other animals for energy, and that plants get energy from the Sun. (8.2.1) 1.8.f

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CLASSIFICATION - 1ST GRADE

Students should be able to conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Students should be able to record the results on charts, diagrams, graphs, and/or drawings. (1.1.1) (1.1.2) (1.1.5) (2.1.2) 1.2.a

Students should be able to sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. (1.1.3) (2.1.1) (3.2.5) 1.2.b

Students should be able to sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. (2.1.1) 1.2.d

Students should be able to observe individuals of the same plant or animal group. Students should be able to describe physical differences (e.g., size, color, shape, markings). (6.1.1) 1.6.b

Students should be able to sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land). (7.2.1) 1.6.d

Students should be able to compare and contrast the observable structures of humans to those of other animals and plants. Students should be able to record and communicate the similarities and differences in their structures. (6.1.2) 1.6.e

Students should be able to observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light. (6.2.1) 1.6.f

Students should be able to recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Students should be able to identify the characteristics used to separate the terrestrial from aquatic animals. (7.2.1) 1.7.d

Students should be able to identify the number of different kinds of living things in an aquatic or terrestrial environment. Students should be able to recognize that living things coexist in these environments. (6.1.1) (8.1.1) 1.8.b

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TECHNOLOGY AND SOCIETY - 1ST GRADE

Students should be able to recognize that some plants and animals are maintained in artificial environments to meet human wants and needs (i.e., scientific study, education, food). (7.3.1) 1.7.e

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INQUIRY - 2ND GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 2.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 2.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 2.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 2.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 2.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 2.1.f

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CELL STRUCTURE AND FUNCTION - 2ND GRADE

Students should be able to compare and contrast the structures on different kinds of insects at different stages of development. (7.1.1) (7.1.2) (7.1.3) 2.6.b

Students should be able to observe common structures of different insects (e.g., mouth parts or legs). Students should be able to describe the similarities and differences among the structures. Students should be able to recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar). (6.1.2) 2.6.d

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GROWTH AND DEVELOPMENT - 2ND GRADE

Students should be able to compare and contrast the structures on different kinds of insects at different stages of development. (7.1.1) (7.1.2) (7.1.3) 2.6.b

Students should be able to investigate and evaluate how plant growth is affected by varying amounts of different soil components. (5.1.4) (6.2.2) 2.6.h

Students should be able to observe the life cycle of a selected organism (e.g., plant, butterfly, frog, etc.) and recognize that the stages of the life cycle are predictable and describable. (7.1.3) 2.7.a

Students should be able to identify the stages in a life cycle of an organism that goes through complete metamorphosis (e.g., butterfly, mealworm). Students should be able to describe the similarities and differences in the structures and behaviors of the egg, larvae, pupae, and adult insect. (7.1.2) 2.7.b

Students should be able to identify the stages in the life cycle of an organism that goes through simple (incomplete) metamorphosis (e.g., grasshopper, cricket). Students should be able to describe the similarities and differences in the structures and behaviors of the egg, nymph, and adult insect. (7.1.1) 2.7.c

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ECOLOGY - 2ND GRADE

Students should be able to observe and identify basic components of soil. Students should be able to use the senses to observe and then describe the physical properties of soil components. (1.1.4) (5.1.3) 2.5.a

Students should be able to conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. (1.1.3) (5.1.3) (5.1.5) 2.5.b

Students should be able to interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components. (5.1.3) (5.1.5) 2.5.c

Students should be able to record and organize the results of soil tests and explain these results through writing, drawing, and discussion. (1.1.4) (1.1.5) (5.1.3) (5.1.4) (5.1.5) 2.5.d

Students should be able to reflect on the test results and predict how plants will grow in different soil components. Students should be able to apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants. (5.1.4) (6.2.2) 2.5.e

Students should be able to use worms to enhance decomposition of plant material in composting. Students should be able to explain how composting is an effective method to recycle plants and other discarded organic matter. (5.1.4) (6.4.3) (8.1.1) 2.5.f

Students should be able to identify and describe the structures of insects and various other organisms that enable them to function in their environment. (6.1.1) (6.1.2) 2.6.a

Students should be able to identify the basic needs of all insects for survival. These include food, water, air, space, light, and shelter. Students should be able to recognize that insects also have specific needs according to their kind, (i.e., specific food such as nectar or mulberry leaves). (6.2.1) (6.2.2) 2.6.e

Students should be able to observe a variety of plants and animals. Students should be able to compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment). (6.2.2) (6.4.3) 2.6.f

Students should be able to conduct simple investigations to determine and describe how insects and various other organisms respond to different kinds of stimuli, (e.g., light versus dark environment). (1.1.3) (1.1.4) (6.3.2) 2.6.g

Students should be able to investigate and evaluate how plant growth is affected by varying amounts of different soil components. (5.1.4) (6.2.2) 2.6.h

Students should be able to conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment. (6.2.1) (6.2.2) (6.4.3) (8.1.1) (8.1.2) 2.6.i

Students should be able to recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). (7.3.1) 2.7.e

Students should be able to describe the effects that result from plants, insects and other animals changing the environment in which they live (e.g., worms make tunnels in the earth, crickets eat the grass). (6.4.3) (8.1.1) 2.8.a

Students should be able to observe the plants and animals living in an environment. Students should be able to identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen). (8.1.1) 2.8.b

Students should be able to observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Students should be able to recognize that this overcrowding results in an increased need for basic resources. (8.1.2) (8.2.1) 2.8.c

Students should be able to investigate how natural composting recycles plants and other discarded organic matter. Students should be able to recognize the importance of this process to the environment. (8.3.1) 2.8.d

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CLASSIFICATION - 2ND GRADE

Students should be able to given several pictures of adult organisms, identify and explain which organisms are insects and which are not. (6.1.1) (6.1.2) 2.6.c

Students should be able to observe common structures of different insects (e.g., mouth parts or legs). Students should be able to describe the similarities and differences among the structures. Students should be able to recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar). (6.1.2) 2.6.d

Students should be able to observe a variety of plants and animals. Students should be able to compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment). (6.2.2) (6.4.3) 2.6.f

Students should be able to recognize that there are many different kinds of animals in the world, of which insects are one grouping. Sort insects from animals that are not insects. Students should be able to identify the characteristics used to sort the insects (i.e., three body parts, six legs). (7.2.1) 2.7.d

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TECHNOLOGY AND SOCIETY - 2ND GRADE

Students should be able to recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). (7.3.1) 2.7.e

Students should be able to investigate how natural composting recycles plants and other discarded organic matter. Students should be able to recognize the importance of this process to the environment. (8.3.1) 2.8.d

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INQUIRY - 3RD GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 3.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 3.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 3.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 3.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 3.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 3.1.f

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BIOCHEMISTRY - 3RD GRADE

Students should be able to recognize that muscles move bones in response to signals from the brain. (6.3.2) 3.6.e

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CELL STRUCTURE AND FUNCTION - 3RD GRADE

Students should be able to describe how bones, muscles, and joints function together in humans to enable movement, protection and support. (6.1.3) 3.6.a

Students should be able to identify the structures of different types of joints (gliding, hinged, ball and socket) and describe the movement enabled by each. Students should be able to recognize the importance of each type of joint to human movement. (6.1.3) 3.6.b

Students should be able to compare and contrast the structure and function of the human skeleton to that of other vertebrate animals. (6.1.3) 3.6.c

Students should be able to recognize that muscles move bones in response to signals from the brain. (6.3.2) 3.6.e

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REGULATION - 3RD GRADE

Students should be able to recognize that muscles move bones in response to signals from the brain. (6.3.2) 3.6.e

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GROWTH AND DEVELOPMENT - 3RD GRADE

Students should be able to conduct simple investigations to determine and describe how different body parts respond to visual, auditory, and tactile stimuli. (1.1.3) (1.1.4) (6.3.1) 3.6.f

Students should be able to research and report on common diseases or problems of the muscular and skeletal systems. Students should be able to explain how these systems can be affected by external factors (i.e., bones can be broken and healed, good nutrition leads to strong bones). (1.1.4) (1.1.5) (6.4.1) 3.6.g

Students should be able to observe and describe similarities and differences in the skeleton of an infant to that of an adult human. Students should be able to recognize that as a human grows and develops the number of bones does not change but the sizes of the bones do change. (7.1.1) 3.7.a

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ECOLOGY - 3RD GRADE

Students should be able to explore evaporation and condensation. Students should be able to identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) 3.2.a

Students should be able to investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. (3.4.1) 3.3.g

Students should be able to explain that humans have basic needs for survival as do other animals. Students should be able to recognize that, like other animals, these basic needs may be specific, such as range of temperature and nutrients. (6.2.1) (6.2.2) 3.6.d

Students should be able to recognize that there are many different kinds of vertebrates in the world. One way to sort or group vertebrates is according to the structure and function of their skeletons (i.e., bird wings and human arms). (7.2.1) 3.7.b

Students should be able to describe the changes to the environment that result from humans obtaining rock and mineral resources (e.g., strip mining). (8.1.1) (8.3.1) 3.8.a

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CLASSIFICATION - 3RD GRADE

Students should be able to sort and group an assortment of minerals based on similarities and differences in their physical properties. (5.1.6) 3.5.c

Students should be able to recognize that there are many different kinds of vertebrates in the world. One way to sort or group vertebrates is according to the structure and function of their skeletons (i.e., bird wings and human arms). (7.2.1) 3.7.b

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TECHNOLOGY AND SOCIETY - 3RD GRADE

Students should be able to investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. (3.4.1) 3.3.g

Students should be able to recognize that technology extends the sense of sight for observing bones, muscles and joints in greater detail (i.e., X-Rays). (1.2.1) (1.2.2) 3.7.c

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INQUIRY - 4TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 4.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 4.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 4.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 4.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 4.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 4.1.f

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MENDELIAN GENETICS - 4TH GRADE

Students should be able to compare the similarities and differences of offspring to their parents (e.g., crayfish, bean sprouts). Know that offspring receive characteristics from both parents. (7.1.1) 4.7.a

Students should be able to recognize that some characteristics acquired by the parents are not inherited by the offspring (i.e., a lost claw does not mean offspring are born with only one claw). (7.1.2) 4.7.b

Students should be able to recognize that there are variations among organisms of the same kind. Students should be able to observe organisms of the same kind and describe how their physical appearances differ. () 4.7.f

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EVOLUTION - 4TH GRADE

Students should be able to explain how individual organisms behave and use their structures to respond to internal and external cues such as hunger, drought, or temperature to improve their chances of survival. (6.3.2) 4.6.f

Students should be able to observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. (6.4.2) 4.6.g

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CELL STRUCTURE AND FUNCTION - 4TH GRADE

Students should be able to compare and contrast structures that have similar functions in various organisms (e.g. eyes, ears, mouths). Students should be able to explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish). (6.1.1) 4.6.a

Students should be able to observe and identify structures of plants and describe the function of each structure. Students should be able to explain that most plants produce many seeds, most of which do not germinate and grow into new plants. (6.1.1) 4.6.b

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REGULATION - 4TH GRADE

Students should be able to select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beetles). (6.3.1) 4.6.e

Students should be able to explain how individual organisms behave and use their structures to respond to internal and external cues such as hunger, drought, or temperature to improve their chances of survival. (6.3.2) 4.6.f

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CELLULAR ENERGY - 4TH GRADE

Students should be able to recognize that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food. (6.2.1) (6.2.2) 4.6.d

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GROWTH AND DEVELOPMENT - 4TH GRADE

Students should be able to observe and identify structures of plants and describe the function of each structure. Students should be able to explain that most plants produce many seeds, most of which do not germinate and grow into new plants. (6.1.1) 4.6.b

Students should be able to construct the life cycle of a bean plant through the use of diagrams. Students should be able to describe the plant in different stages of its life cycle from seed, to seedling, to mature plant, to death, and explain how the structures of the plant change over time. Students should be able to recognize that these stages of the life cycle are predictable and describable. (7.1.3) 4.7.c

Students should be able to research the life cycle of an organism. Diagram the life cycle of the organism and describe how the organism changes over time. Students should be able to compare the life cycle of this organism to the life cycle of various other organisms. Students should be able to recognize that all organisms go through a life cycle. (7.1.3) 4.7.d

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ECOLOGY - 4TH GRADE

Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

Students should be able to observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Students should be able to explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion. (3.3.3) 4.3.i

Students should be able to use books, computers, and other resources, to search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. (1.1.4) (1.1.5) (3.4.1) 4.3.k

Students should be able to examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Students should be able to describe how certain soil properties affect the way in which soil is eroded and deposited by water. (5.1.2) 4.5.a

Students should be able to create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. (1.1.6) (5.1.1) 4.5.b

Students should be able to use stream tables to model the effect of human activity on erosion and deposition. Students should be able to describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment. (5.2.3) (5.2.5) 4.5.f

Students should be able to keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware. (5.2.6) (5.2.8) 4.5.h

Students should be able to recognize that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food. (6.2.1) (6.2.2) 4.6.d

Students should be able to select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beetles). (6.3.1) 4.6.e

Students should be able to explain how individual organisms behave and use their structures to respond to internal and external cues such as hunger, drought, or temperature to improve their chances of survival. (6.3.2) 4.6.f

Students should be able to observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. (6.4.2) 4.6.g

Students should be able to describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans). () 4.7.e

Students should be able to explore how plants are grown using hydroponics. Students should be able to identify the benefits of hydroponic agriculture in meeting human wants and needs. (7.3.1) 4.7.g

Students should be able to predict, investigate and describe how plants can affect water flow, run off and erosion. Students should be able to relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion). (8.1.2) 4.8.a

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CLASSIFICATION - 4TH GRADE

Students should be able to sort and group plants and animals according to similarities in structures or functions of structures. Students should be able to explain why the plants and animals have been grouped in this manner. (6.1.3) 4.6.c

Students should be able to describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans).() 4.7.e

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TECHNOLOGY AND SOCIETY - 4TH GRADE

Students should be able to use books, computers, and other resources, to search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. (1.1.4) (1.1.5) (3.4.1) 4.3.k

Students should be able to explore how plants are grown using hydroponics. Students should be able to identify the benefits of hydroponic agriculture in meeting human wants and needs. (7.3.1) 4.7.g

Students should be able to observe seeded and seedless varieties of fruits (i.e., watermelon). Provide reasoning for why seedless fruits have been developed by scientists. (7.3.1) 4.7.h

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INQUIRY - 5TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 5.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 5.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 5.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 5.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 5.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 5.1.f

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EVOLUTION - 5TH GRADE

Students should be able to identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). (8.1.3) (8.1.5) 5.8.d

Students should be able to explain why moving organisms from their ecosystem to a new ecosystem may upset the balance of the new ecosystem, for example, by introduction of diseases or depletion of resources. (8.1.4) (8.3.1) (8.3.2) 5.8.i

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CELL STRUCTURE AND FUNCTION - 5TH GRADE

Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

Students should be able to identify external structures (i.e., legs) and behaviors (i.e., walking) of organisms that enable them to survive in their particular ecosystem and describe how these structures enable the organisms to respond to internal (i.e., hunger) and external (i.e., temperature, danger) cues. (6.1.3) (6.3.2) (8.1.3) 5.6.f

Students should be able to research the ways that a variety of organisms respond to internal (i.e., need for food and shelter) and external (i.e., presence of predators) cues. Students should be able to describe the similarities and differences among the organisms. (1.1.4) (6.3.2) 5.6.g

Students should be able to identify the Sun as a source of energy that drives an ecosystem. Students should be able to describe the path of energy from the Sun to the producers then to the consumer in the food chain. Students should be able to recognize that an organism has dependent and independent relationships in an ecosystem. (8.2.1) 5.8.g

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CELLULAR ENERGY - 5TH GRADE

Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

Students should be able to observe that light travels in a straight line away from its source until it strikes an object. Students should be able to observe that when light strikes an object, it can reflect off the object, transmit through the object, be absorbed within the object, or a combination of these phenomena. Students should be able to give examples of light being reflected, transmitted, and/or absorbed by objects. (3.3.1) 5.3.n

Students should be able to identify the Sun as a source of energy that drives an ecosystem. Students should be able to describe the path of energy from the Sun to the producers then to the consumer in the food chain. Students should be able to recognize that an organism has dependent and independent relationships in an ecosystem. (8.2.1) 5.8.g

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REPRODUCTION - 5TH GRADE

Students should be able to identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). (8.1.3) (8.1.5) 5.8.d

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GROWTH AND DEVELOPMENT - 5TH GRADE

Students should be able to identify plants and animals in an ecosystem (i.e., beach, woodland, marsh, meadow). Students should be able to examine the life cycles of the plants and animals and identify factors in the ecosystem that are beneficial or harmful to the organisms at various stages in its life cycle (i.e., young fish are small which makes them able to hide in plants but this characteristic also makes them more vulnerable to predators). (7.1.3) (8.1.2) (8.1.4) 5.7.a

Students should be able to identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). (8.1.3) (8.1.5) 5.8.d

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ECOLOGY - 5TH GRADE

Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

Students should be able to distinguish ultraviolet from infrared light energy. Although each is invisible to the human eye without the use of technology, describe how the presence of each is detected (i.e., night vision goggles to see infrared energy, sunburn indicates ultraviolet). (1.2.1) (3.1.1) 5.3.d

Students should be able to observe that light travels in a straight line away from its source until it strikes an object. Students should be able to observe that when light strikes an object, it can reflect off the object, transmit through the object, be absorbed within the object, or a combination of these phenomena. Students should be able to give examples of light being reflected, transmitted, and/or absorbed by objects. (3.3.1) 5.3.n

Students should be able to recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, students should be able to search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. (1.3.1) (3.4.1) 5.3.p

Students should be able to identify and discuss how short-term and long-term alterations in the environment affect the health of organisms found in that ecosystem. (6.4.2) (8.1.3) (8.1.4) 5.6.i

Students should be able to identify plants and animals in an ecosystem (i.e., beach, woodland, marsh, meadow). Students should be able to examine the life cycles of the plants and animals and identify factors in the ecosystem that are beneficial or harmful to the organisms at various stages in its life cycle (i.e., young fish are small which makes them able to hide in plants but this characteristic also makes them more vulnerable to predators). (7.1.3) (8.1.2) (8.1.4) 5.7.a

Students should be able to examine a variety of ecosystems such as marsh, pond, field, forest. Students should be able to compare how the organisms, the habitat, and the food chains are similar and different in these ecosystems. (1.1.3) (8.1.2) (8.1.5) (8.2.1) (8.2.2) (8.2.3) 5.8.a

Students should be able to differentiate between an organism's habitat (where an animal lives) and its territory (an area claimed as its own space). Students should be able to select an organism and describe its habitat and territory. (8.1.3) 5.8.b

Students should be able to predict and describe how a dramatic increase or decrease in the population size of a single species within an ecosystem affects the entire ecosystem. (8.1.4) 5.8.c

Students should be able to identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). (8.1.3) (8.1.5) 5.8.d

Students should be able to conduct investigations to simulate terrestrial and aquatic ecosystems and their interdependence. Students should be able to demonstrate and describe how alteration of one part of the ecosystem (i.e., change in pH, over fertilization, addition of salt) may cause changes throughout the entire ecosystem. (1.1.3) (1.1.4) (8.1.2) (8.1.4) 5.8.e

Students should be able to categorize the organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers. Students should be able to explain why the organism was categorized this way. (8.2.1) (8.2.2) (8.2.3) 5.8.f

Students should be able to identify the Sun as a source of energy that drives an ecosystem. Students should be able to describe the path of energy from the Sun to the producers then to the consumer in the food chain. Students should be able to recognize that an organism has dependent and independent relationships in an ecosystem. (8.2.1) 5.8.g

Students should be able to identify natural (i.e., wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in of marshland) to an ecosystem. Students should be able to discuss how these changes affect the balance of an ecosystem. (8.1.1) (8.1.5) (8.3.1) 5.8.h

Students should be able to explain why moving organisms from their ecosystem to a new ecosystem may upset the balance of the new ecosystem, for example, by introduction of diseases or depletion of resources. (8.1.4) (8.3.1) (8.3.2) 5.8.i

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CLASSIFICATION - 5TH GRADE

Students should be able to recognize that there are many different kinds of vertebrates and invertebrates in the world's ecosystem with a diverse variety of organisms in each group. (6.1.3) (7.2.1) 5.7.b

Students should be able to categorize the organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers. Students should be able to explain why the organism was categorized this way. (8.2.1) (8.2.2) (8.2.3) 5.8.f

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TECHNOLOGY AND SOCIETY - 5TH GRADE

Students should be able to distinguish ultraviolet from infrared light energy. Although each is invisible to the human eye without the use of technology, describe how the presence of each is detected (i.e., night vision goggles to see infrared energy, sunburn indicates ultraviolet). (1.2.1) (3.1.1) 5.3.d

Students should be able to recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, students should be able to search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. (1.3.1) (3.4.1) 5.3.p

Students should be able to identify natural (i.e., wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in of marshland) to an ecosystem. Students should be able to discuss how these changes affect the balance of an ecosystem. (8.1.1) (8.1.5) (8.3.1) 5.8.h

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INQUIRY - 6TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 6.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 6.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 6.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 6.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 6.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 6.1.f

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CELL STRUCTURE AND FUNCTION - 6TH GRADE

Students should be able to explain that human body systems are comprised of organs (e.g., the heart, the stomach, and the lungs) that perform specific functions within one or more systems. (6.1.2) (6.1.6) 6.6.a

Students should be able to label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries. (6.1.6) 6.6.b

Students should be able to label and describe the functions of the basic parts of the male and female reproductive systems. (6.1.6) (7.1.1) 6.6.c

Students should be able to label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs. (6.1.6) 6.6.d

Students should be able to label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus. (6.1.6) 6.6.e

Students should be able to express how the human circulatory, respiratory, and digestive systems work together to carry out life processes. (6.1.1) (6.3.1) 6.6.f

Students should be able to trace how the circulatory, respiratory, and digestive systems interact to transport the food and oxygen required to provide energy for life processes. (6.2.3) (6.3.1) 6.6.g

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REGULATION - 6TH GRADE

Students should be able to conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions. (1.1.3) (6.3.1) 6.6.h

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REPRODUCTION - 6TH GRADE

Students should be able to label and describe the functions of the basic parts of the male and female reproductive systems. (6.1.6) (7.1.1) 6.6.c

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GROWTH AND DEVELOPMENT - 6TH GRADE

Students should be able to research and report on how body systems are affected by lifestyle choices such as diet or exercise (for example lack of exercise leads to cardiovascular disease). (6.4.1) (6.4.2) 6.6.j

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ECOLOGY - 6TH GRADE

Students should be able to compare the differences in power usage in different electrical devices/appliances. Students should be able to discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Students should be able to select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. (3.4.2) (3.4.3) 6.3.r

Students should be able to conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions. (1.1.3) (6.3.1) 6.6.h

Students should be able to use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health. (6.4.2) 6.6.i

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TECHNOLOGY AND SOCIETY - 6TH GRADE

Students should be able to compare the differences in power usage in different electrical devices/appliances. Students should be able to discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Students should be able to select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. (3.4.2) (3.4.3) 6.3.r

Students should be able to use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health. (6.4.2) 6.6.i

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INQUIRY - 7TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 7.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 7.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 7.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 7.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 7.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 7.1.f

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MENDELIAN GENETICS - 7TH GRADE

Students should be able to recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Students should be able to use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants, as well as, animals can reproduce sexually. (7.1.1) (7.1.2) 7.7.a

Students should be able to given varied scenarios (including one or two parent reproduction, and having traits identical to or different than the parents), classify offspring as either sexually or asexually produced and justify your response. (7.1.2) (7.1.3) 7.7.b

Students should be able to compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Students should be able to relate advantages and/or disadvantages of each strategy. (7.1.3) 7.7.c

Students should be able to make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Students should be able to recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism. (7.1.6) (7.1.7) (7.1.8) 7.7.d

Students should be able to make a simple labeled drawing of asexual reproduction as it occurs in sexually produced organisms at the cellular level. Indicate that resulting cells contain an identical copy of genetic information from the parent cell. (7.1.4) 7.7.e

Students should be able to describe the relationship between genes, chromosomes, and DNA in terms of location and relative size. (7.1.6) (7.1.9) 7.7.f

Students should be able to explain how the sex chromosomes inherited from each parent determines the gender of the offspring. (7.1.8) 7.7.g

Students should be able to model a random process (e.g., coin toss) that illustrates which alleles can be passed from parent to offspring. (7.1.9) 7.7.h

Students should be able to use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically. (1.1.4) (1.1.5)(7.1.10) (7.1.11) (7.3.2) 7.7.i

Students should be able to use pedigrees to illustrate the heritability of dominant and recessive alleles over several generations. (7.3.1) 7.7.j

Students should be able to research and report on the contributions of Gregor Mendel and other genetic researchers and how their contributions altered the body of scientific knowledge. (1.3.1) (7.1.10) 7.7.k

Students should be able to explain through the use of models or diagrams, why sexually-produced offspring are not identical to their parents. (7.2.3) 7.7.l

Students should be able to recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Students should be able to research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. (7.3.2) 7.7.o

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MOLECULAR GENETICS - 7TH GRADE

Students should be able to research and report on selective breeding. Students should be able to select an organism (e.g., race horses, pedigree dogs, drought resistant plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. (7.3.1) 7.7.n

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EVOLUTION - 7TH GRADE

Students should be able to compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Students should be able to relate advantages and/or disadvantages of each strategy. (7.1.3) 7.7.c

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BIOCHEMISTRY - 7TH GRADE

Students should be able to conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples. (5.3.2) 7.5.j

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CELL STRUCTURE AND FUNCTION - 7TH GRADE

Students should be able to conduct investigations to demonstrate the process of diffusion. Students should be able to use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. 7.2.l

Students should be able to identify macro-invertebrates in a local stream and apply this identification in determining the stream's ecological health. (6.4.3) (8.1.1) 7.5.k

Students should be able to explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. (6.1.3) (6.1.4) 7.6.c

Students should be able to describe the hierarchical organization of multi-cellular organisms. Students should be able to recognize that multi-celled organisms are organized as specialized cells within tissues that make up organs within organ systems, which work together to carry out life processes for the entire organism. (6.1.2) (6.1.3) 7.6.d

Students should be able to observe and sketch cells using microscopes and other appropriate tools. Students should be able to compare and contrast plant, animal, protist, and bacterial cells by noting the presence or absence of major organelles (i.e., cell membrane, cell wall, nucleus, chloroplasts, mitochondria and vacuoles) using the sketches and other resources. (1.1.3) (1.2.1) (6.1.5) 7.6.e

Students should be able to research the sequence of events that led to the formation of the cell theory and correlate these events with technological advancements (e.g., hand lens, microscopes, and staining techniques). (1.1.6) (1.2.1) (1.3.1) (6.1.4) 7.6.f

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Students should be able to recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism. (7.1.6) (7.1.7) (7.1.8) 7.7.d

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REGULATION - 7TH GRADE

Students should be able to conduct investigations to demonstrate the process of diffusion. Students should be able to use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration.() 7.2.l

Students should be able to explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. (6.1.3) (6.1.4) 7.6.c

Students should be able to research external conditions needed by a variety of organisms for survival such as temperature, turbidity, pH, salinity, and amount of dissolved oxygen, phosphates, and nitrates. Students should be able to predict how organisms may respond to changes in these external conditions based on research findings. (6.1.1) (6.3.1) (6.4.3) 7.6.i

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CELLULAR ENERGY - 7TH GRADE

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

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REPRODUCTION - 7TH GRADE

Students should be able to recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Students should be able to use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants, as well as, animals can reproduce sexually. (7.1.1) (7.1.2) 7.7.a

Students should be able to given varied scenarios (including one or two parent reproduction, and having traits identical to or different than the parents), classify offspring as either sexually or asexually produced and justify your response. (7.1.2) (7.1.3) 7.7.b

Students should be able to compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Students should be able to relate advantages and/or disadvantages of each strategy. (7.1.3) 7.7.c

Students should be able to make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Students should be able to recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism. (7.1.6) (7.1.7) (7.1.8) 7.7.d

Students should be able to make a simple labeled drawing of asexual reproduction as it occurs in sexually produced organisms at the cellular level. Indicate that resulting cells contain an identical copy of genetic information from the parent cell. (7.1.4) 7.7.e

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GROWTH AND DEVELOPMENT - 7TH GRADE

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

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ECOLOGY - 7TH GRADE

Students should be able to create models that simulate the amount of salt, frozen, fresh, and potable water available on Earth's surface. Students should be able to compare total water supply on Earth to the amount of potable water available for human use. (5.1.1) 7.5.a

Students should be able to calculate the ratio/percent of water generally found in solid, liquid and gaseous form on or within the Earth's surface and use this ratio to compare the amounts of water stored in different states. (1.1.6) (5.1.1) 7.5.b

Students should be able to use diagrams of the hydrologic cycle to show and describe the circulation of water through the Earth's crust, oceans, and atmosphere. (5.2.1) 7.5.c

Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Students should be able to apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Students should be able to explain how heat energy drives the water cycle. (2.1.1) (3.1.1) (5.2.1) 7.5.d

Students should be able to investigate, through the use of models, how water acts as a solvent and as it passes through the water cycle it dissolves minerals, gases, and pollutants and carries them to surface water and ground water supplies. (2.2.2) (5.2.2) 7.5.f

Students should be able to describe the role of wetlands and streamside forests (riparian) in filtering water as it runs off into local streams, rivers, and bays or seeps into ground water. (2.2.1) (8.1.1) 7.5.h

Students should be able to conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples. (5.3.2) 7.5.j

Students should be able to research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment. (5.3.2) (6.4.3) (8.3.1) 7.5.m

Students should be able to identify macro-invertebrates in a local stream and apply this identification in determining the stream's ecological health. (6.4.3) (8.1.1) 7.5.k

Students should be able to explain the impact of human activities (e.g., building roads, fertilizing golf courses, etc.) on the quality of Delaware's waters. (1.3.1) (8.3.1) (8.3.3) 7.5.l

Students should be able to investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. (1.2.2) (1.3.1) (8.3.3) 7.5.n

Students should be able to list ways in which human intervention can help maintain an adequate supply of fresh water for human consumption. Students should be able to apply knowledge and skills learned about water as a resource to study local sources of drinking water and devise a water quality stewardship plan. (1.3.1) (5.3.2) (8.3.3) 7.5.o

Students should be able to explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. (6.1.3) (6.1.4) 7.6.c

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

Students should be able to research external conditions needed by a variety of organisms for survival such as temperature, turbidity, pH, salinity, and amount of dissolved oxygen, phosphates, and nitrates. Students should be able to predict how organisms may respond to changes in these external conditions based on research findings. (6.1.1) (6.3.1) (6.4.3) 7.6.i

Students should be able to use various indicators (pH, turbidity, nitrates, phosphates, salinity, and macro-invertebrate surveys) to establish the health and potential potability of local bodies of water. (5.3.2) (6.4.3) 7.6.j

Students should be able to explain how sanitation measures such as sewers, landfills, and water treatment are important in controlling the spread of organisms that contaminate water and cause disease. (8.3.3) 7.8.a

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CLASSIFICATION - 7TH GRADE

Students should be able to identify and apply criteria for determining whether specimens or samples are living, dead, dormant or nonliving. (6.1.1) 7.6.a

Students should be able to classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Students should be able to give examples of organisms from each kingdom. (6.1.2) 7.6.b

Students should be able to describe the hierarchical organization of multi-cellular organisms. Students should be able to recognize that multi-celled organisms are organized as specialized cells within tissues that make up organs within organ systems, which work together to carry out life processes for the entire organism. (6.1.2) (6.1.3) 7.6.d

Students should be able to identify kingdom as the first main level of the standard classification system. Students should be able to observe a variety of living organisms and determine into which kingdom they would be classified. (7.2.5) 7.7.m

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TECHNOLOGY AND SOCIETY - 7TH GRADE

Students should be able to explain the impact of human activities (e.g., building roads, fertilizing golf courses, etc.) on the quality of Delaware's waters. (1.3.1) (8.3.1) (8.3.3) 7.5.l

Students should be able to research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment. (5.3.2) (6.4.3) (8.3.1) 7.5.m

Students should be able to investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. (1.2.2) (1.3.1) (8.3.3) 7.5.n

Students should be able to list ways in which human intervention can help maintain an adequate supply of fresh water for human consumption. Students should be able to apply knowledge and skills learned about water as a resource to study local sources of drinking water and devise a water quality stewardship plan. (1.3.1) (5.3.2) (8.3.3) 7.5.o

Students should be able to research the sequence of events that led to the formation of the cell theory and correlate these events with technological advancements (e.g., hand lens, microscopes, and staining techniques). (1.1.6) (1.2.1) (1.3.1) (6.1.4) 7.6.f

Students should be able to research and report on selective breeding. Students should be able to select an organism (e.g., race horses, pedigree dogs, drought resistant plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. (7.3.1) 7.7.n

Students should be able to recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Students should be able to research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. (7.3.2) 7.7.o

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INQUIRY - 8TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 8.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 8.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 8.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 8.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 8.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 8.1.f

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MENDENIAN GENETICS - 8TH GRADE

Students should be able to recognize that species acquire many of their unique characteristics through biological adaptations, which involve the selection of naturally occurring variations in populations. (7.2.6) 8.7.c

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MOLECULAR GENETICS - 8TH GRADE

Students should be able to recognize that species acquire many of their unique characteristics through biological adaptations, which involve the selection of naturally occurring variations in populations. (7.2.6) 8.7.c

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EVOLUTION - 8TH GRADE

Students should be able to relate the advantages and disadvantages of different reproductive strategies in terms of energy expenditure per offspring and survival rates of that offspring. (7.1.1) (7.1.2) (7.1.3) 8.7.a

Students should be able to research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. (1.1.5) (7.1.5) 8.7.b

Students should be able to recognize that species acquire many of their unique characteristics through biological adaptations, which involve the selection of naturally occurring variations in populations. (7.2.6) 8.7.c

Students should be able to observe a variety of organisms and explain how a specific trait could increase an organism's chances of survival. (7.2.2) (7.2.6) 8.7.d

Students should be able to explain how the extinction of a species occurs when the environment changes and the adaptation of a species is insufficient to allow for its survival. (7.2.4) 8.7.e

Students should be able to conduct a natural selection simulation to demonstrate how physical adaptations (i.e., protective camouflage, long neck for food gathering, muscular legs for running, heavy beak for nut cracking, etc…) have selective advantages for an organism. Students should be able to research and report on beneficial physical adaptations of a variety of organisms. (7.2.6) (8.1.6) 8.7.f

Students should be able to investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in populations of organisms over generations. (7.2.3) (7.2.6) 8.7.g

Students should be able to identify a variety of reasons for extinction of a species. Students should be able to use research on a variety of extinct organisms to speculate causes of extinction (i.e., inability to adapt to environmental changes). (7.2.4) 8.7.j

Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem. (8.1.1) (8.1.2) (8.1.4) 8.8.a

Students should be able to construct a data table or line graph to show population changes of a selected species over time. Students should be able to describe the population changes portrayed by the graph. (1.1.5) (1.1.6) (8.1.5) 8.8.d

Students should be able to observe graphs or data tables showing both the population growth of a species and the consequences of resource depletion on the population. Students should be able to analyze the data and explain the effect that may occur from exponential growth of a population (given finite resources). (8.1.6) (8.1.7) 8.8.e

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CELL STRUCTURE AND FUNCTION - 8TH GRADE

Students should be able to explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Students should be able to explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Students should be able to use diagrams to demonstrate the differences in different types of electromagnetic waves. (3.1.1) (3.2.5) (3.3.3) 8.3.m

Students should be able to recognize that when light enters an eye, the energy carried by the light waves carries information and allows living things to see. (3.2.5) 8.3.ee

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REGULATION - 8TH GRADE

Students should be able to explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short and long term equilibrium (e.g., migrating shorebirds behave differently along the migration path in order to support their life cycle). (6.3.1) (7.2.6) 8.6.b

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CELLULAR ENERGY - 8TH GRADE

Students should be able to explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Students should be able to explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Students should be able to use diagrams to demonstrate the differences in different types of electromagnetic waves. (3.1.1) (3.2.5) (3.3.3) 8.3.m

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REPRODUCTION - 8TH GRADE

Students should be able to relate the advantages and disadvantages of different reproductive strategies in terms of energy expenditure per offspring and survival rates of that offspring. (7.1.1) (7.1.2) (7.1.3) 8.7.a

Students should be able to research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. (1.1.5) (7.1.5) 8.7.b

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GROWTH AND DEVELOPMENT - 8TH GRADE

Students should be able to research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. (1.1.5) (7.1.5) 8.7.b

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ECOLOGY - 8TH GRADE

Students should be able to explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Students should be able to explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Students should be able to use diagrams to demonstrate the differences in different types of electromagnetic waves. (3.1.1) (3.2.5) (3.3.3) 8.3.m

Students should be able to plan and conduct an experiment to identify the presence of UV and IR waves in sunlight or other sources of electromagnetic waves. Students should be able to use evidence to explain the presence of each. (1.1.2) (1.1.4) (3.1.1) (3.2.5) 8.3.n

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

Students should be able to use energy chains to trace the flow of energy through physical systems. Indicate the energy transfers and the energy transformations that are involved in the processes (for example, the lighting of an electric lamp in a region serviced by a hydroelectric (or coal fueled) electric power plant, or the sediment that clouds a stream after a heavy rainfall). (3.3.1) 8.3.dd

Students should be able to conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. Students should be able to use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves and how selective absorption contributes to the Greenhouse Effect. (3.2.5) (3.3.3) 8.3.gg

Students should be able to trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as, atmosphere, oceans, soil, rocks, plants, and animals. Students should be able to recognize that these materials absorb, reflect and transmit the electromagnetic waves coming from the sun differently. (3.3.3) (5.2.8) 8.3.hh

Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

Students should be able to identify different forms of alternative energy (i.e., solar, wind, ocean waves, tidal and hydroelectric systems). Students should be able to research and report on the use of this alternative form of energy. Students should be able to discuss and compare findings to describe the advantages and disadvantages of different kinds of alternative energy. (3.4.1) (3.4.2) (3.4.3) 8.3.ll

Students should be able to explain how the Sun is the central and largest body in our Solar System and the source of the light energy that hits our planet. Students should be able to use models to explain how variations in the amount of Sun's energy hitting the Earth's surface results in seasons. (4.1.1) (4.1.2) (4.2.1) 8.4. i

Students should be able to observe, measure, and predict changes in weather using atmospheric properties (wind speed and direction, cloud cover and type, temperature, dew point, air pressure, and relative humidity). Students should be able to describe how air pressure and temperature change with increasing altitude and/or latitude. (1.1.4) (5.2.6) (5.2.7) 8.5.a

Students should be able to explain how uneven heating of Earth's components - water, land, air - produce local and global atmospheric and oceanic movement. Students should be able to describe how these local and global patterns of movement influence weather and climate. (3.3.2) (5.2.8) (5.2.10) 8.5.b

Students should be able to use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. (5.1.2) (5.2.8) (5.2.10) 8.5.d

Students should be able to differentiate between weather, which is the condition of the atmosphere at a given time, and climate, which is the weather averaged over a long period of time. (5.2.5) (5.2.7) 8.5.f

Students should be able to discuss the origin and identify characteristics (i.e., air circulation pattern, wind speed, temperature and dew point, and air pressure) of storm systems including hurricanes, Nor' easters, tornadoes, thunderstorms, and mid-latitude cyclones. Students should be able to explain how these weather events can transfer heat. Students should be able to describe the environmental, economic, and human impact of these storms. (1.2.2) (5.2.5) (5.2.13) 8.5.g

Students should be able to compare and contrast different storm systems in terms of size, formation, and associated weather. (5.2.6) (5.2.10) 8.5.h

Students should be able to understand and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions. (6.3.1) 8.6.a

Students should be able to explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short and long term equilibrium (e.g., migrating shorebirds behave differently along the migration path in order to support their life cycle). (6.3.1) (7.2.6) 8.6.b

Students should be able to relate the advantages and disadvantages of different reproductive strategies in terms of energy expenditure per offspring and survival rates of that offspring. (7.1.1) (7.1.2) (7.1.3) 8.7.a

Students should be able to research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. (1.1.5) (7.1.5) 8.7.b

Students should be able to recognize that species acquire many of their unique characteristics through biological adaptations, which involve the selection of naturally occurring variations in populations. (7.2.6) 8.7.c

Students should be able to observe a variety of organisms and explain how a specific trait could increase an organism's chances of survival. (7.2.2) (7.2.6) 8.7.d

Students should be able to explain how the extinction of a species occurs when the environment changes and the adaptation of a species is insufficient to allow for its survival. (7.2.4) 8.7.e

Students should be able to conduct a natural selection simulation to demonstrate how physical adaptations (i.e., protective camouflage, long neck for food gathering, muscular legs for running, heavy beak for nut cracking, etc…) have selective advantages for an organism. Students should be able to research and report on beneficial physical adaptations of a variety of organisms. (7.2.6) (8.1.6) 8.7.f

Students should be able to investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in populations of organisms over generations. (7.2.3) (7.2.6) 8.7.g

Students should be able to conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space light/dark, and water) in a competitive environment. Students should be able to relate how competition for resources can determine survival. (1.1.3) (7.2.2) (8.1.6) (8.1.8) 8.7.h

Students should be able to examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort and group the organisms. (7.2.5) 8.7.i

Students should be able to identify a variety of reasons for extinction of a species. Students should be able to use research on a variety of extinct organisms to speculate causes of extinction (i.e., inability to adapt to environmental changes). (7.2.4) 8.7.j

Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem. (8.1.1) (8.1.2) (8.1.4) 8.8.a

Students should be able to categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an ecosystem. (8.1.4) (8.2.3) 8.8.b

Students should be able to describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can support. (8.1.5) (8.1.6) 8.8.c

Students should be able to construct a data table or line graph to show population changes of a selected species over time. Students should be able to describe the population changes portrayed by the graph. (1.1.5) (1.1.6) (8.1.5) 8.8.d

Students should be able to observe graphs or data tables showing both the population growth of a species and the consequences of resource depletion on the population. Students should be able to analyze the data and explain the effect that may occur from exponential growth of a population (given finite resources). (8.1.6) (8.1.7) 8.8.e

Students should be able to investigate local areas, disturbed and undisturbed, that are undergoing succession (i.e., abandoned gardens, ditch banks, and the edge of a forest). (8.1.3) (8.2.2) (8.2.3) 8.8.f

Students should be able to predict how plant communities that grow in the area may change over time and how their presence determines what kinds of animals may move into and out of the areas. (8.1.5) (8.1.6) 8.8.g

Students should be able to construct food webs and identify the relationships among producers, consumers, and decomposers. (8.1.4) (8.2.2) (8.2.3) 8.8.h

Students should be able to design food webs and trace the flow of matter and energy (beginning with the Sun) through the food web. (8.2.1) (8.2.2) (8.2.3) 8.8.i

Students should be able to research and analyze data on human population changes that have occurred in a specific Delaware ecosystem. Students should be able to discuss reasons for changes in human population and explain how these changes have affected the biodiversity of local organisms and availability of natural resources in the given ecosystem (e.g., habitat loss, water quality, preservation/concentration efforts). (8.3.1) (8.3.2) 8.8.j

Students should be able to identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e., competition for resources including habitat and/or food). Students should be able to research and report on an invasive species, indicating how this species has altered the ecosystem. (1.1.5) (8.3.2) (8.3.3) 8.8.k

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CLASSIFICATION - 8TH GRADE

Students should be able to examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort and group the organisms. (7.2.5) 8.7.i

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TECHNOLOGY AND SOCIETY - 8TH GRADE

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

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INQUIRY - 9TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 9.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 9.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 9.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 9.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 9.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 9.1.f

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BIOCHEMISTRY - 9TH GRADE

Separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Students should be able to explain how the properties of the components of the mixture determine the physical separation techniques used. (1.1.2) (1.1.3) (2.2.2) 9.2.v

Students should be able to describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. () 9.2.w

Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Students should be able to explain the characteristics that allow some solutions to have better electrical conductivity than others. (2.2.1) 9.2.x

Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

Students should be able to recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas. (2.4.1) 9.2.bbBalance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter. (1.1.4) (2.3.1) 9.2.cc

Students should be able to research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities. (1.2.2) (2.5.1) 9.2.dd

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CELL STRUCTURE AND FUNCTION - 9TH GRADE

Students should be able to describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. () 9.2.w

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ECOLOGY - 9TH GRADE

Students should be able to describe why it is significant that energy cannot be created (made) nor destroyed (consumed), and identify that that this property of energy is referred to as the Law of the Conservation of Energy. (3.3.1) 9.3.aa

Students should be able to use energy chains to trace the flow of energy in a selective absorption process (for example sunburn, Greenhouse Effect, microwave cooking). (3.3.2) 9.3.hh

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TECHNOLOGY AND SOCIETY - 9TH GRADE

Students should be able to use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle). (1.2.2) (3.3.4) 9.3.dd

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INQUIRY - 10TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 10.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 10.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 10.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 10.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 10.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 10.1.f

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MENDELIAN GENETICS - 10TH GRADE

Students should be able to use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e., dominant/recessive, co-dominance, sex-linkage, multi-allele inheritance). (7.1.2) (7.1.8) 10.7.f

Students should be able to analyze a karyotype to determine chromosome numbers and pairs. Students should be able to compare and contrast normal and abnormal karyotypes. (7.1.6) (7.1.7) 10.7.g

Students should be able to explain how crossing over and Mendel's Laws of Segregation and Independent Assortment contribute to genetic variation in sexually reproducing organisms. (7.1.2) 10.7.h

Students should be able to describe how exposure to radiation, chemicals and pathogens can increase mutations. (7.1.3) (7.1.4) (6.4.1) 10.7.i

Students should be able to explain how the type of cell (gamete or somatic) in which a mutation occurs determines heritability of the mutation. Students should be able to predict the possible consequences of a somatic cell mutation. (7.1.3) (7.1.4) (6.4.1) 10.7.l

Students should be able to recognize that during the formation of gametes, or sex cells (meiosis), the number of chromosomes is reduced by one half, so that when fertilization occurs the diploid number is restored. (7.1.6) 10.7.n

Students should be able to explain why sex-linked traits are expressed more frequently in males. (7.1.8) 10.7.o

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MOLECULAR GENETICS - 10TH GRADE

Students should be able to describe the relationship between DNA, genes, chromosomes and proteins. (7.1.1) 10.7.a

Students should be able to explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism. (7.1.1) (6.1.6) 10.7.b

Students should be able to trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids. (7.1.1) (7.1.3) 10.7.c

Students should be able to demonstrate that when DNA replicates, the complementary strands separate and the old strands serve as a template for the new complementary strands. Students should be able to recognize that this results in two identical strands of DNA that are exact copies of the original. (7.1.5) 10.7.d

Students should be able to illustrate how a sequence of DNA nucleotides codes for a specific sequence of amino acids. (7.1.1) (6.1.6) 10.7.e

Students should be able to describe how exposure to radiation, chemicals and pathogens can increase mutations. (7.1.3) (7.1.4) (6.4.1) 10.7.i

Students should be able to describe the cell cycle as an orderly process that results in new somatic cells that contain an exact copy of the DNA that make up the genes and chromosomes found in the parent somatic cells. (7.1.5) 10.7.j

Students should be able to explain that mutations in the DNA sequence of a gene may or may not affect the expression of the gene. Students should be able to recognize that mutations may be harmful, beneficial, or have no impact on the survival of the organism. (7.1.3) 10.7.k

Students should be able to recognize random mutation (changes in DNA) and recombination within gametes as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species. (7.1.3) (7.2.3) (7.3.3) 10.7.r

Students should be able to explain how antibiotic resistance populations evolve from common bacterial populations. (1.3.1) (7.2.7) 10.7.dd

Students should be able to explain how DNA evidence can be used to determine evolutionary relationships. (7.2.5) (7.3.3) 10.7.ff

Students should be able to investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Students should be able to evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability. (1.2.1) (1.2.2) (7.3.1) (7.3.2) 10.7.gg

Students should be able to discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs. (1.3.1) (6.4.2) (6.4.4) (7.3.2) 10.7.hh

Students should be able to explain the basic process of bacterial transformation and how it is applied in genetic engineering. (7.3.2) 10.7.ii

Students should be able to explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases. (1.2.1) (7.3.3) 10.7.jj

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EVOLUTION - 10TH GRADE

Students should be able to recognize random mutation (changes in DNA) and recombination within gametes as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species. (7.1.3) (7.2.3) (7.3.3) 10.7.r

Students should be able to analyze natural selection simulations and use data generated from them to describe how environmentally favored traits are perpetuated over generations resulting in species survival, while less favorable traits decrease in frequency or may lead to extinction. (7.2.3) 10.7.s

Students should be able to explain how biochemical evidence, homologous structures, embryological development and fossil evidence support or refute prior hypotheses of common ancestry. (7.2.1) 10.7.t

Students should be able to describe that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism. (7.2.1) (7.2.2) 10.7.u

Students should be able to explain how species evolve through descent with modification, thus allowing them to adapt to different environments. (7.2.2) 10.7.v

Students should be able to discuss how environmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process. Students should be able to recognize that a change in a species over time does not follow a set pattern or timeline. (7.2.4) 10.7.w

Students should be able to compare and contrast the role of sexual selection to the role of natural selection on the evolutionary process. (7.2.4) (7.2.6) 10.7.x

Students should be able to relate a population's survival to the reproductive success of adapted individuals in that population. (7.2.2) (7.2.3) 10.7.y

Students should be able to explain the roles of geographical isolation and natural selection on the evolution of new species. (7.2.4) 10.7.z

Students should be able to predict possible evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution). (1.2.2) (7.2.6) (8.1.4) 10.7.aa

Students should be able to explain why homogeneous populations may be more vulnerable to environmental changes than heterogeneous populations. (7.2.6) 10.7.bb

Students should be able to explain how evolutionary relationships between species are used to group organisms together. (7.2.5) 10.7.cc

Students should be able to explain how antibiotic resistance populations evolve from common bacterial populations. (1.3.1) (7.2.7) 10.7.dd

Students should be able to explain how DNA evidence can be used to determine evolutionary relationships. (7.2.5) (7.3.3) 10.7.ff

Students should be able to explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases. (1.2.1) (7.3.3) 10.7.jj

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BIOCHEMISTRY - 10TH GRADE

Students should be able to explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). (6.1.1) (6.1.3) 10.6.c

Students should be able to use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane. (6.1.4) 10.6.d

Students should be able to show how water moves in and out of cells down a concentration gradient. Students should be able to recognize that this process, known as osmosis, requires no input of energy. (6.1.5) 10.6.e

Students should be able to use molecular models to explain how carbon atoms uniquely bond to one another to form a large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides). (2.4.6) 10.6.l

Students should be able to observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Students should be able to identify elements that comprise these compounds. (2.1.2) 10.6.m

Students should be able to explain that physically breaking down food into smaller pieces by mechanical digestion helps facilitate breakdown (by increasing surface area) into chemical components and that digestive enzymes are necessary for the breakdown of food into those chemical components (e.g., starch to glucose, lipids and glycerol to fatty acids, proteins to amino acids). (2.4.3) (2.4.4) 10.6.n

Students should be able to observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body. (6.1.8) (6.2.1) 10.6.o

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis). (6.2.1) 10.6.r

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Students should be able to explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations. (2.3.1) (2.4.1) 10.6.t

Students should be able to investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. (6.2.4) 10.6.u

Students should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

Students should be able to compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Students should be able to recognize that equal amounts of different types of food contain different amounts of energy. (3.1.6) 10.6.w

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

Students should be able to investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods. (2.4.5) (6.2.1) 10.6.y

Students should be able to explain how enzymes permit low temperature chemical reactions to occur in cells. (2.4.3) (2.4.5) (6.2.1) 10.6.z

Students should be able to investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity. (2.4.5) 10.6.aa

Students should be able to investigate how scientists use biotechnology to produce more nutritious food, more effective medicine, and new ways to mitigate pollution. (1.2.1) (6.4.4) (7.3.2) 10.6.ee

Students should be able to investigate how drugs can affect neurotransmission. (6.4.3) 10.6.ff

Students should be able to describe the relationship between DNA, genes, chromosomes and proteins. (7.1.1) 10.7.a

Students should be able to explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism. (7.1.1) (6.1.6) 10.7.b

Students should be able to trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids. (7.1.1) (7.1.3) 10.7.c

Students should be able to demonstrate that when DNA replicates, the complementary strands separate and the old strands serve as a template for the new complementary strands. Students should be able to recognize that this results in two identical strands of DNA that are exact copies of the original. (7.1.5) 10.7.d

Students should be able to explain that mutations in the DNA sequence of a gene may or may not affect the expression of the gene. Students should be able to recognize that mutations may be harmful, beneficial, or have no impact on the survival of the organism. (7.1.3) 10.7.k

Students should be able to explain how biochemical evidence, homologous structures, embryological development and fossil evidence support or refute prior hypotheses of common ancestry. (7.2.1) 10.7.t

Students should be able to explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases. (1.2.1) (7.3.3) 10.7.jj

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CELL STRUCTURE AND FUNCTION - 10TH GRADE

Students should be able to use microscopes to identify similarities and differences among a variety of cells (e.g., muscle, nerve, epithelial, blood, adipose), and explain how structural variations relate to the function that each of the cells performs. (1.2.1) (6.1.2) (6.1.3) 10.6.a

Students should be able to differentiate between prokaryotic cells and eukaryotic cells in terms of their general structures (cell membrane & genetic material) and degree of complexity. Students should be able to give examples of prokaryotic organisms and organisms with eukaryotic cells. (6.1.2) (6.1.3) (7.2.5) 10.6.b

Students should be able to explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). (6.1.1) (6.1.3) 10.6.c

Students should be able to use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane. (6.1.4) 10.6.d

Students should be able to show how water moves in and out of cells down a concentration gradient. Students should be able to recognize that this process, known as osmosis, requires no input of energy. (6.1.5) 10.6.e

Students should be able to explain the role of cell membranes as highly selective barriers (e.g., diffusion, osmosis, active transport). (6.1.4) (6.1.5) 10.6.f

Students should be able to distinguish between active and passive transport. Students should be able to recognize that active transport requires energy input to move molecules from an area of low concentration to an area of high concentration (against the concentration gradient). (6.1.5) 10.6.g

Students should be able to design a controlled experiment to investigate the capacity of the cell membrane to regulate how materials enter and leave the cell. (6.1.5) 10.6.h

Students should be able to construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Students should be able to explain why large organisms have developed from many cells rather than one large cell. (6.1.8) 10.6.i

Students should be able to explain how the cells of a multi-cellular organisms work together for the benefit of the colonial or singular organism. (6.1.8) 10.6.k

Students should be able to observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body. (6.1.8) (6.2.1) 10.6.o

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

Students should be able to investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods. (2.4.5) (6.2.1) 10.6.y

Students should be able to illustrate how nerve cells communicate with each other to transmit information from the internal and external environment often resulting in physiological or behavioral responses. (6.1.7) (6.3.1) (6.3.2) 10.6.bb

Students should be able to investigate how drugs can affect neurotransmission. (6.4.3) 10.6.ff

Students should be able to explain how antibiotics (e.g., penicillin, tetracycline) kill bacterial cells without harming human cells due to differences between prokaryotic and eukaryotic cell structure. (6.1.2) (6.4.2) (7.3.3) 10.6.gg

Students should be able to describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions (6.4.1) 10.6.hh

Students should be able to explain how antibiotic resistance populations evolve from common bacterial populations. (1.3.1) (7.2.7) 10.7.dd

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REGULATION - 10TH GRADE

Students should be able to explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). (6.1.1) (6.1.3) 10.6.c

Students should be able to use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane. (6.1.4) 10.6.d

Students should be able to show how water moves in and out of cells down a concentration gradient. Students should be able to recognize that this process, known as osmosis, requires no input of energy. (6.1.5) 10.6.e

Students should be able to distinguish between active and passive transport. Students should be able to recognize that active transport requires energy input to move molecules from an area of low concentration to an area of high concentration (against the concentration gradient). (6.1.5) 10.6.g

Students should be able to design a controlled experiment to investigate the capacity of the cell membrane to regulate how materials enter and leave the cell. (6.1.5)10.6.h

Students should be able to recognize that as a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable despite changes in the outside environment. (6.3.1) (6.3.2) 10.6.j

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to explain how enzymes permit low temperature chemical reactions to occur in cells. (2.4.3) (2.4.5) (6.2.1) 10.6.z

Students should be able to investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity. (2.4.5) 10.6.aa

Students should be able to draw a schematic to illustrate a positive and negative feedback mechanism that regulates body systems in order to help maintain homeostasis. (6.1.7) (6.1.9) 10.6.cc

Students should be able to recognize that in order to help maintain the health of an organism, the immune system works in nonspecific ways (e.g., skin, mucous membranes) and specific ways (e.g., antibody-antigen interactions.) (6.1.10) (6.3.1) 10.6.dd

Students should be able to explain how antibiotics (e.g., penicillin, tetracycline) kill bacterial cells without harming human cells due to differences between prokaryotic and eukaryotic cell structure. (6.1.2) (6.4.2) (7.3.3) 10.6.gg

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CELLULAR ENERGY - 10TH GRADE

Students should be able to explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). (6.1.1) (6.1.3) 10.6.c

Students should be able to use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane. (6.1.4) 10.6.d

Students should be able to show how water moves in and out of cells down a concentration gradient. Students should be able to recognize that this process, known as osmosis, requires no input of energy. (6.1.5) 10.6.e

Students should be able to distinguish between active and passive transport. Students should be able to recognize that active transport requires energy input to move molecules from an area of low concentration to an area of high concentration (against the concentration gradient). (6.1.5) 10.6.g

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis). (6.2.1) 10.6.r

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Students should be able to explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations. (2.3.1) (2.4.1) 10.6.t

Students should be able to investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. (6.2.4) 10.6.uStudents should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

Students should be able to compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Students should be able to recognize that equal amounts of different types of food contain different amounts of energy. (3.1.6) 10.6.w

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

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CELLULAR REPRODUCTION - 10TH GRADE

Students should be able to describe the cell cycle as an orderly process that results in new somatic cells that contain an exact copy of the DNA that make up the genes and chromosomes found in the parent somatic cells. (7.1.5) 10.7.j

Students should be able to explain how the type of cell (gamete or somatic) in which a mutation occurs determines heritability of the mutation. Students should be able to predict the possible consequences of a somatic cell mutation. (7.1.3) (7.1.4) (6.4.1) 10.7.l

Students should be able to explain how the cell cycle contributes to reproduction and maintenance of the cell and/or organism. (7.1.5) 10.7.m

Students should be able to recognize that during the formation of gametes, or sex cells (meiosis), the number of chromosomes is reduced by one half, so that when fertilization occurs the diploid number is restored. (7.1.6) 10.7.n

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REPRODUCTION - 10TH GRADE

Students should be able to use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e., dominant/recessive, co-dominance, sex-linkage, multi-allele inheritance). (7.1.2) (7.1.8) 10.7.f

Students should be able to analyze a karyotype to determine chromosome numbers and pairs. Students should be able to compare and contrast normal and abnormal karyotypes. (7.1.6) (7.1.7) 10.7.g

Students should be able to explain how crossing over and Mendel's Laws of Segregation and Independent Assortment contribute to genetic variation in sexually reproducing organisms. (7.1.2) 10.7.h

Students should be able to recognize that during the formation of gametes, or sex cells (meiosis), the number of chromosomes is reduced by one half, so that when fertilization occurs the diploid number is restored. (7.1.6) 10.7.n

Students should be able to investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Students should be able to evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability. (1.2.1) (1.2.2) (7.3.1) (7.3.2) 10.7.gg

Students should be able to discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs. (1.3.1) (6.4.2) (6.4.4) (7.3.2) 10.7.hh

Students should be able to explain the basic process of bacterial transformation and how it is applied in genetic engineering. (7.3.2) 10.7.ii

Students should be able to explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases. (1.2.1) (7.3.3) 10.7.jj

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GROWTH AND DEVELOPMENT - 10TH GRADE

Students should be able to explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). (6.1.1) (6.1.3) 10.6.c

Students should be able to construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Students should be able to explain why large organisms have developed from many cells rather than one large cell. (6.1.8) 10.6.i

Students should be able to compare and contrast the processes of growth (cell division) and development (differentiation). (7.1.9) 10.7.p

Students should be able to recognize that any environmental factor that influences gene expression or alteration in hormonal balance may have an impact on development. (6.4.1) (7.1.9) 10.7.q

Students should be able to explain how biochemical evidence, homologous structures, embryological development and fossil evidence support or refute prior hypotheses of common ancestry. (7.2.1) 10.7.t

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ECOLOGY - 10TH GRADE

Students should be able to recognize that as a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable despite changes in the outside environment. (6.3.1) (6.3.2) 10.6.j

Students should be able to observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body. (6.1.8) (6.2.1) 10.6.o

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Students should be able to explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations. (2.3.1) (2.4.1) 10.6.t

Students should be able to investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. (6.2.4) 10.6.u

Students should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

Students should be able to investigate how scientists use biotechnology to produce more nutritious food, more effective medicine, and new ways to mitigate pollution. (1.2.1) (6.4.4) (7.3.2) 10.6.ee

Students should be able to describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions (6.4.1) 10.6.hh

Students should be able to describe how exposure to radiation, chemicals and pathogens can increase mutations. (7.1.3) (7.1.4) (6.4.1) 10.7.i

Students should be able to recognize random mutation (changes in DNA) and recombination within gametes as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species. (7.1.3) (7.2.3) (7.3.3) 10.7.r

Students should be able to analyze natural selection simulations and use data generated from them to describe how environmentally favored traits are perpetuated over generations resulting in species survival, while less favorable traits decrease in frequency or may lead to extinction. (7.2.3) 10.7.s

Students should be able to explain how biochemical evidence, homologous structures, embryological development and fossil evidence support or refute prior hypotheses of common ancestry. (7.2.1)10.7.t

Students should be able to describe that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism. (7.2.1) (7.2.2) 10.7.u

Students should be able to explain how species evolve through descent with modification, thus allowing them to adapt to different environments. (7.2.2) 10.7.v

Students should be able to discuss how environmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process. Students should be able to recognize that a change in a species over time does not follow a set pattern or timeline. (7.2.4) 10.7.w

Students should be able to compare and contrast the role of sexual selection to the role of natural selection on the evolutionary process. (7.2.4) (7.2.6) 10.7.x

Students should be able to relate a population's survival to the reproductive success of adapted individuals in that population. (7.2.2) (7.2.3) 10.7.y

Students should be able to explain the roles of geographical isolation and natural selection on the evolution of new species. (7.2.4) 10.7.z

Students should be able to predict possible evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution). (1.2.2) (7.2.6) (8.1.4) 10.7.aa

Students should be able to explain why homogeneous populations may be more vulnerable to environmental changes than heterogeneous populations. (7.2.6) 10.7.bb

Students should be able to research how invasive species have genetically altered an indigenous population. (1.2.2) (8.1.3) 10.7.ee

Students should be able to investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Students should be able to evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability. (1.2.1) (1.2.2) (7.3.1) (7.3.2) 10.7.gg

Students should be able to discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs. (1.3.1) (6.4.2) (6.4.4) (7.3.2) 10.7.hh

Students should be able to explain the basic process of bacterial transformation and how it is applied in genetic engineering. (7.3.2) 10.7.ii

Students should be able to explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases. (1.2.1) (7.3.3) 10.7.jj

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CLASSIFICATION - 10TH GRADE

Students should be able to explain how evolutionary relationships between species are used to group organisms together. (7.2.5) 10.7.cc

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TECHNOLOGY AND SOCIETY - 10TH GRADE

Students should be able to investigate how scientists use biotechnology to produce more nutritious food, more effective medicine, and new ways to mitigate pollution. (1.2.1) (6.4.4) (7.3.2) 10.6.ee

Students should be able to investigate how drugs can affect neurotransmission. (6.4.3) 10.6.ff

Students should be able to explain how antibiotics (e.g., penicillin, tetracycline) kill bacterial cells without harming human cells due to differences between prokaryotic and eukaryotic cell structure. (6.1.2) (6.4.2) (7.3.3) 10.6.gg

Students should be able to describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions. (6.4.1) 10.6.hh

Students should be able to trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids. (7.1.1) (7.1.3) 10.7.c

Students should be able to research how invasive species have genetically altered an indigenous population. (1.2.2) (8.1.3) 10.7.ee

Students should be able to investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Students should be able to evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability. (1.2.1) (1.2.2) (7.3.1) (7.3.2) 10.7.gg

Students should be able to discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs. (1.3.1) (6.4.2) (6.4.4) (7.3.2) 10.7.hh

Students should be able to explain the basic process of bacterial transformation and how it is applied in genetic engineering. (7.3.2) 10.7.ii

Students should be able to explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases. (1.2.1) (7.3.3) 10.7.jj

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THE ATMOSPHERE - KINDERGARTEN

Students should be able to recognize that air surrounds us and that moving air (wind) has energy that can make things move. (3.1.2) (3.2.2) K.3.b

scrollingframeCounterspeedFactororigX_xrefreshRaterefreshCounterrefreshlastMaxscrollloadedrefreshScrollBar*.NNRONG  d  O   N   N   N OupdateScrollBarPos%  N O  NN   loadedrefreshCounterrefreshRatedaTextBoxmaxscrollrefreshLastMaxScrollrefreshScrollBarframeCounterspeedFactorscrollingupscrollupdateScrollBarPosdownt? ILNI. =N P? I  IL Ng+  NQO  =Y  IL NNH&  NPO  = P_root_ymouse_xmouseuphitTestscrollingframeCounterspeedFactorgotoAndStopdownscrollbarorigXdeltaHeightstartDragupdateAfterEventNNR( RNN R(   RNN R5     R  = 1scrollingupgotoAndStopdownupdateAfterEvent  R R( =Q scrollingscrollbardaTextBoxscroll_ylineHeightMathroundupdateAfterEventI6N GRO = loaded@?vR D;& ]daTextBoxscrollresetOnNewFilemaxscrollMathminnumLinesscrollbar_yscaledeltaHeightorigHeight_heightlineHeight_y

THE LITHOSPHERE - KINDERGARTEN

Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

Students should be able to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. K.5.a

Students should be able to sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. () K.5.b

Students should be able to use a hand lens (magnifier) to inspect a variety of earth materials and demonstrate through discussion or drawings how the lens extends the sense of sight. (1.2.1) (5.3.1) K.5.c

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ECOSYSTEM STRUCTURE AND DIVERSITY - KINDERGARTEN

Students should be able to identify structures on plants and animals and describe how the structure functions (e.g., trees have bark for protection and rabbits have fur to keep them warm). (6.1.2) (6.2.1) (6.2.2) K.6.g

Students should be able to identify the basic needs that plants and animals need to survive including light, air, water, and nutrients. (6.2.1) K.6.h

Students should be able to observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). (6.4.3) K.6.j

Students should be able to recognize that sunlight is needed by plants for energy. (3.1.1) K.8.d

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AGRICULTURE - KINDERGARTEN

Students should be able to recognize that trees are replanted in an attempt to replace those that are cut down. (8.3.1) K.8.e

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ENERGY CONCEPTS - KINDERGARTEN

Students should be able to recognize that the Sun warms and lights the Earth. (3.1.1) K.3.a

Students should be able to recognize that heat energy can come from the burning of wood. (3.2.4) K.3.c

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RENEWABLE ENERGY RESOURCES - KINDERGARTEN

Students should be able to recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. (3.4.1) K.3.h

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THE ATMOSPHERE - 1ST GRADE

Students should be able to keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. (1.1.4) (5.2.1) 1.5.b

Students should be able to demonstrate that there is air all around and that the wind is moving air. Students should be able to use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale. (5.2.2) 1.5.c

Students should be able to use a thermometer to measure temperature in degrees Fahrenheit. Students should be able to describe how hot or cold an object or weather event feels by using a thermometer. (1.1.6) (5.3.2) 1.5.d

Students should be able to identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky. (5.2.4) 1.5.e

Students should be able to use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts. (1.1.6) (1.3.2) (5.2.3) (5.3.2) 1.5.f

Students should be able to organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns. (1.1.4) (5.2.1) (5.3.2) 1.5.g

Students should be able to describe different weather conditions and discuss how these conditions affect plants, animals, and human activity. (5.2.1) (5.2.2) 1.5.h

Students should be able to select and use appropriate instruments such as wind scales, thermometers, cloud charts, and rain gauges to measure weather conditions. (1.1.3) (5.3.1) 1.5.i

Students should be able to describe the impact weather conditions (e.g., sun, fog, rain, snow) have on plant and animal activities. (5.2.2) 1.8.a

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THE HYDROSPHERE - 1ST GRADE

Students should be able to sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. (2.1.1) 1.2.d

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THE LITHOSPHERE - 1ST GRADE

Students should be able to identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. (5.1.1) 1.5.a

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ECOSYSTEM STRUCTURE AND DIVERSITY - 1ST GRADE

Students should be able to select the hand lens as an appropriate instrument for observing the structure of aquatic and terrestrial organisms in greater detail. (1.1.6) (6.4.1) (6.4.2) 1.6.a

Students should be able to observe individuals of the same plant or animal group. Students should be able to describe physical differences (e.g., size, color, shape, markings). (6.1.1) 1.6.b

Students should be able to identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments. (6.1.2) 1.6.c

Students should be able to sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land). (6.2.1) 1.6.d

Students should be able to compare and contrast the observable structures of humans to those of other animals and plants. Students should be able to record and communicate the similarities and differences in their structures. (6.1.2) 1.6.e

Students should be able to observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light. (6.2.1) 1.6.f

Students should be able to design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants. (1.1.2) (6.4.3) 1.6.h

Students should be able to propose changes to an aquatic or terrestrial habitat that increase the health of organisms (i.e., moisten the soil in a terrarium, add water to an aquarium). (6.4.3) 1.6.i

Students should be able to recognize that organisms change over time. Students should be able to record and communicate changes observed in living things over time. (7.1.3) 1.7.a

Students should be able to describe similarities and differences between parents and offspring, such as size and color. (7.1.1) (7.1.2) 1.7.c

Students should be able to recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Students should be able to identify the characteristics used to separate the terrestrial from aquatic animals. (7.2.1) 1.7.d

Students should be able to identify the number of different kinds of living things in an aquatic or terrestrial environment. Students should be able to recognize that living things coexist in these environments. (6.1.1) (8.1.1) 1.8.b

Students should be able to describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter). (6.2.1) (8.1.1) (8.1.2) (8.2.1) 1.8.c

Students should be able to describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark). (6.2.1) (6.4.3) (8.1.1) (8.2.1) 1.8.d

Students should be able to identify and give examples showing that animals eat plants or other animals for energy, and that plants get energy from the Sun. (8.2.1) 1.8.f

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ENERGY CONCEPTS - 1ST GRADE

Students should be able to identify the Sun as the source of energy that warms and lights the Earth. (3.1.1) 1.3.a

Students should be able to identify air and water as moving objects that have energy. (3.1.2) 1.3.b

Students should be able to observe that heat energy makes things warmer. (3.1.3) 1.3.c

Students should be able to investigate what happens to the temperature of an object when it is placed in direct sunlight. Students should be able to record data and conclude that the energy in the sunlight was changed into heat energy in the object. (3.3.1) 1.3.f

Students should be able to observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. (1.2.1) (3.4.1) 1.3.h

Students should be able to recognize that energy needed by all living things originates from the Sun. (3.1.1) 1.8.e

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THE LITHOSPHERE - 2ND GRADE

Students should be able to observe and identify basic components of soil. Students should be able to use the senses to observe and then describe the physical properties of soil components. (1.1.4) (5.1.3) 2.5.a

Students should be able to conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. (1.1.3) (5.1.3) (5.1.5) 2.5.b

Students should be able to interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components. (5.1.3) (5.1.5) 2.5.c

Students should be able to reflect on the test results and predict how plants will grow in different soil components.

Students should be able to apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants. (5.1.4) (6.2.2) 2.5.e

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ECOSYSTEM STRUCTURE AND DIVERSITY - 2ND GRADE

Students should be able to identify and describe the structures of insects and various other organisms that enable them to function in their environment. (6.1.1) (6.1.2) 2.6.a

Students should be able to compare and contrast the structures on different kinds of insects at different stages of development. (7.1.1) (7.1.2) (7.1.3) 2.6.b

Students should be able to given several pictures of adult organisms, identify and explain which organisms are insects and which are not. (6.1.1) (6.1.2 ) 2.6.c

Students should be able to observe common structures of different insects (e.g., mouth parts or legs). Students should be able to describe the similarities and differences among the structures. Students should be able to recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar). (6.1.2) 2.6.d

Students should be able to identify the basic needs of all insects for survival. These include food, water, air, space, light, and shelter. Students should be able to recognize that insects also have specific needs according to their kind, (i.e., specific food such as nectar or mulberry leaves). (6.2.1) (6.2.2) 2.6.e

Students should be able to observe a variety of plants and animals. Students should be able to compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment). (6.2.2) (6.4.3) 2.6.f

Students should be able to conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment. (6.2.1) (6.2.2) (6.4.3) (8.1.1) (8.1.2) 2.6.i

Students should be able to observe the plants and animals living in an environment. Students should be able to identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen). (8.1.1) 2.8.b

Students should be able to observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Students should be able to recognize that this overcrowding results in an increased need for basic resources. (8.1.2) (8.2.1) 2.8.c

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AGRICULTURE - 2ND GRADE

Students should be able to record and organize the results of soil tests and explain these results through writing, drawing, and discussion. (1.1.4) (1.1.5) (5.1.3) (5.1.4) (5.1.5) 2.5.d

Students should be able to reflect on the test results and predict how plants will grow in different soil components.

Students should be able to apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants. (5.1.4) (6.2.2) 2.5.e

Students should be able to investigate and evaluate how plant growth is affected by varying amounts of different soil components. (5.1.4) (6.2.2) 2.6.h

Students should be able to recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). (7.3.1) 2.7.e

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POLLUTION CONCEPTS - 2ND GRADE

Students should be able to investigate how natural composting recycles plants and other discarded organic matter.

Students should be able to recognize the importance of this process to the environment. (8.3.1) 2.8.d

Students should be able to use worms to enhance decomposition of plant material in composting. Students should be able to explain how composting is an effective method to recycle plants and other discarded organic matter. (5.1.4) (6.4.3) (8.1.1) 2.5.f

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THE HYDROSPHERE - 3RD GRADE

Students should be able to explore evaporation and condensation. Students should be able to identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) 3.2.a

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THE LITHOSPHERE - 3RD GRADE

Students should be able to examine rocks in order to observe their composition and describe the many components found in rocks. (5.1.6) 3.5.a

Students should be able to identify minerals as materials that cannot be physically broken apart any further and may be a rock component. (5.1.1) (5.1.6) 3.5.b

Students should be able to sort and group minerals based on the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). Students should be able to use these properties to identify common minerals (quartz, fluorite, calcite, and gypsum). (5.1.6) 3.5.d

Students should be able to examine an assortment of rocks and use appropriate measuring tools (balances, meter tapes, syringes) to gather data about the rocks' physical properties (length, circumference, weight). (5.1.6) (5.3.1) 3.5.f

Students should be able to identify rocks and minerals as natural resources and list ways that humans use these resources to meet needs and wants (i.e., fluorite for toothpaste, marble for statues). (2.5.2) (5.3.1) 3.5.g

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ECOSYSTEM STRUCTURE AND DIVERSITY - 3RD GRADE

Students should be able to compare and contrast the structure and function of the human skeleton to that of other vertebrate animals. (6.1.3) 3.6.c

Students should be able to recognize that there are many different kinds of vertebrates in the world. One way to sort or group vertebrates is according to the structure and function of their skeletons (i.e., bird wings and human arms). (7.2.1) 3.7.b

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LAND AND WATER USE - 3RD GRADE

Students should be able to describe the changes to the environment that result from humans obtaining rock and mineral resources (e.g., strip mining). (8.1.1) (8.3.1) 3.8.a

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ENERGY CONCEPTS - 3RD GRADE

Students should be able to identify heat energy as the energy that makes things warmer. (3.1.3) 3.3.a

Students should be able to identify electrical energy as a form of energy that is used to operate many of our machines and tools. (3.1.4) 3.3.b

Students should be able to determine the effect of adding heat energy (warming) or removing heat energy (cooling) on the properties of water as it changes state (gas to liquid to solid, and vice versa). (3.2.4) 3.3.c

Students should be able to investigate and describe what happens when an object at a higher temperature is placed in direct contact with an object at a lower temperature. Students should be able to record data and use the data to describe which way the heat energy is moving between the objects. (1.1.3) (1.1.4) (3.2.4) 3.3.d

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RENEWABLE ENERGY RESOURCES - 3RD GRADE

Students should be able to investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. (3.4.1) 3.3.g

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THE ATMOSPHERE - 4TH GRADE

Students should be able to keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware. (5.2.6) (5.2.8) 4.5.h

Students should be able to identify and describe different types of storm systems that occur in Delaware (i.e., tornadoes, hurricanes, thunderstorms, blizzards). From observed and gathered historical data, identify times of the year when these storms are most likely to occur. (1.1.4) (5.2.6) (5.2.7) 4.5.i

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THE HYDROSPHERE - 4TH GRADE

Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

Students should be able to create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. (1.1.6) (5.1.1) 4.5.b

Students should be able to use stream tables to observe the creation of landforms as water flows over and through the land. Students should be able to describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Students should be able to describe changes to the water as it flows over land (i.e., color, transparency). (5.2.2) (5.2.3) (5.2.4) 4.5.c

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THE LITHOSPHERE - 4TH GRADE

Students should be able to examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Students should be able to describe how certain soil properties affect the way in which soil is eroded and deposited by water. (5.1.2) 4.5.a

Students should be able to predict, investigate and describe how plants can affect water flow, run off and erosion.

Students should be able to relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion). (8.1.2) 4.8.a

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ECOSYSTEM STRUCTURE AND DIVERSITY - 4TH GRADE

Students should be able to compare and contrast structures that have similar functions in various organisms (e.g. eyes, ears, mouths). Students should be able to explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish). (6.1.1) 4.6.a

Students should be able to observe and identify structures of plants and describe the function of each structure.

Students should be able to explain that most plants produce many seeds, most of which do not germinate and grow into new plants. (6.1.1) 4.6.b

Students should be able to recognize that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food. (6.2.1) (6.2.2) 4.6.d

Students should be able to describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans). () 4.7.e

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AGRICULTURE - 4TH GRADE

Students should be able to explore how plants are grown using hydroponics. Students should be able to identify the benefits of hydroponic agriculture in meeting human wants and needs. (7.3.1) 4.7.g

Students should be able to predict, investigate and describe how plants can affect water flow, run off and erosion.

Students should be able to relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion). (8.1.2) 4.8.a

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LAND AND WATER USE - 4TH GRADE

Students should be able to use stream tables to model and describe the effects of slope. Students should be able to describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms. (5.2.3) (5.2.4) 4.5.e

Students should be able to use stream tables to model the effect of human activity on erosion and deposition.

Students should be able to describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment. (5.2.3) (5.2.5) 4.5.f

Students should be able to observe satellite photos showing change over time of landforms (i.e., Chesapeake Bay, Cape Henlopen, Delaware coastline) and predict future changes that may occur. Students should be able to describe how these predictions may affect human activities (i.e., locations for building). (1.2.1) (5.3.1) 4.5.k

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ENERGY CONCEPTS - 4TH GRADE

Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

Students should be able to explain where the electrical energy available at an electric outlet in your home or school comes from. (3.4.1) 4.3.j

Students should be able to use books, computers, and other resources, to search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. (1.1.4) (1.1.5) (3.4.1) 4.3.k

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RENEWABLE ENERGY RESOURCES - 4TH GRADE

Students should be able to use books, computers, and other resources, to search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. (1.1.4) (1.1.5) (3.4.1) 4.3.k

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ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - 4TH GRADE

Students should be able to observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. (6.4.2) 4.6.g

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ECOSYSTEM STRUCTURE AND DIVERSITY - 5TH GRADE

Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

Students should be able to recognize that there are many different kinds of vertebrates and invertebrates in the world's ecosystem with a diverse variety of organisms in each group. (6.1.3) (7.2.1) 5.7.b

Students should be able to examine a variety of ecosystems such as marsh, pond, field, forest. Students should be able to compare how the organisms, the habitat, and the food chains are similar and different in these ecosystems. (1.1.3) (8.1.2) (8.1.5) (8.2.1) (8.2.2) (8.2.3) 5.8.a

Students should be able to differentiate between an organism's habitat (where an animal lives) and its territory (an area claimed as its own space). Students should be able to select an organism and describe its habitat and territory. (8.1.3) 5.8.b

Students should be able to predict and describe how a dramatic increase or decrease in the population size of a single species within an ecosystem affects the entire ecosystem. (8.1.4) 5.8.c

Students should be able to identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). (8.1.3) (8.1.5) 5.8.d

Students should be able to conduct investigations to simulate terrestrial and aquatic ecosystems and their interdependence. Students should be able to demonstrate and describe how alteration of one part of the ecosystem (i.e., change in pH, over fertilization, addition of salt) may cause changes throughout the entire ecosystem. (1.1.3) (1.1.4) (8.1.2) (8.1.4) 5.8.e

Students should be able to categorize the organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers. Students should be able to explain why the organism was categorized this way (8.2.1) (8.2.2) (8.2.3) 5.8.f

Students should be able to identify the Sun as a source of energy that drives an ecosystem. Students should be able to describe the path of energy from the Sun to the producers then to the consumer in the food chain. Students should be able to recognize that an organism has dependent and independent relationships in an ecosystem. (8.2.1) 5.8.g

Students should be able to identify natural (i.e., wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in of marshland) to an ecosystem. Students should be able to discuss how these changes affect the balance of an ecosystem. (8.1.1) (8.1.5) (8.3.1) 5.8.h

Students should be able to explain why moving organisms from their ecosystem to a new ecosystem may upset the balance of the new ecosystem, for example, by introduction of diseases or depletion of resources. (8.1.4) (8.3.1) (8.3.2) 5.8.i

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RENEWABLE ENERGY RESOURCES - 5TH GRADE

Students should be able to recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, students should be able to search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. (1.3.1) (3.4.1) 5.3.p

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POLLUTION CONCEPTS - 5TH GRADE

Students should be able to research and report on recycling of household materials (e.g., glass, newspaper, plastics) and how these materials are reused. (1.2.1) (1.3.1) (2.5.1) 5.2.g

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ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - 5TH GRADE

Students should be able to identify and discuss how short-term and long-term alterations in the environment affect the health of organisms found in that ecosystem. (6.4.2) (8.1.3) (8.1.4) 5.6.i

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STRATOSPHERIC OZONE - 5TH GRADE

Students should be able to distinguish ultraviolet from infrared light energy. Although each is invisible to the human eye without the use of technology, describe how the presence of each is detected (i.e., night vision goggles to see infrared energy, sunburn indicates ultraviolet). (1.2.1) (3.1.1) 5.3.d

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THE LITHOSPHERE - 6TH GRADE

Students should be able to examine sedimentary rock formations. Students should be able to use relative dating and fossil evidence to correlate sedimentary rock sequences. Infer the succession of environmental events that occurred from one rock sequence to another (transgression or regression of the seas). Students should be able to use the correlated sedimentary rock sequences to support Earth's geologic time scale. (5.1.3) (5.2.11) 6.5.b

Students should be able to describe the process by which eroded materials can form horizontal layers of sedimentary rock. (5.2.11) 6.5.e

Students should be able to explain how sedimentary rocks are formed through the processes of weathering, erosion, and deposition. (5.2.11) 6.5.f

Students should be able to cite three lines of evidence such as the fit of coastlines, the similarity of rock type and contiguousness of bedding areas, and similarity of fossilized remains that indicate that the continents were once a large land mass. (5.2.12) (7.2.1) 6.5.g

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ECOSYSTEM STRUCTURE AND DIVERSITY - 6TH GRADE

Students should be able to trace how the circulatory, respiratory, and digestive systems interact to transport the food and oxygen required to provide energy for life processes. (6.2.3) (6.3.1) 6.6.g

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POPULATION DYNAMICS - 6TH GRADE

Students should be able to label and describe the functions of the basic parts of the male and female reproductive systems. (6.1.6) (7.1.1) 6.6.c

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ENERGY CONCEPTS - 6TH GRADE

Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

Students should be able to explain that electrical energy is a form of energy that is transferred through circuits to devices that are designed to make use of this form of energy (e.g., lamps, fans, computers, etc.). (3.1.5) 6.3.b

Students should be able to relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Students should be able to trace the flow of energy from electrical energy to other forms of energy, such as light. Students should be able to express whether energy was transferred, transformed or both. (3.1.5) (3.2.8) (3.3.1) 6.3.d

Students should be able to compare the differences in power usage in different electrical devices/appliances.

Students should be able to discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Students should be able to select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. (3.4.2) (3.4.3) 6.3.r

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ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - 6TH GRADE

Students should be able to explain that human body systems are comprised of organs (e.g., the heart, the stomach, and the lungs) that perform specific functions within one or more systems. (6.1.2) (6.1.6) 6.6.a

Students should be able to label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries. (6.1.6) 6.6.b

Students should be able to label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs. (6.1.6) 6.6.d

Students should be able to label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus. (6.1.6) 6.6.e

Students should be able to express how the human circulatory, respiratory, and digestive systems work together to carry out life processes. (6.1.1) (6.3.1) 6.6.f

Students should be able to use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health. (6.4.2) 6.6.i

Students should be able to research and report on how body systems are affected by lifestyle choices such as diet or exercise (for example lack of exercise leads to cardiovascular disease). (6.4.1) (6.4.2) 6.6.j

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THE HYDROSPHERE - 7TH GRADE

Students should be able to create models that simulate the amount of salt, frozen, fresh, and potable water available on Earth's surface. Students should be able to compare total water supply on Earth to the amount of potable water available for human use. (5.1.1) 7.5.a

Students should be able to calculate the ratio/percent of water generally found in solid, liquid and gaseous form on or within the Earth's surface and use this ratio to compare the amounts of water stored in different states. (1.1.6) (5.1.1) 7.5.b

Students should be able to use diagrams of the hydrologic cycle to show and describe the circulation of water through the Earth's crust, oceans, and atmosphere. (5.2.1) 7.5.c

Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Students should be able to apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Students should be able to explain how heat energy drives the water cycle. (2.1.1) (3.1.1) (5.2.1) 7.5.d

Students should be able to use models or diagrams to explain how water stored underground (groundwater and aquifers) and water stored above ground (lakes, rivers, air, etc.) interact to form a continuous cycle. (5.2.1) (5.2.2) 7.5.e

Students should be able to use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Students should be able to analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. (1.2.1) (5.2.3) (5.2.4) 7.5.i

Students should be able to conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples. (5.3.2) 7.5.j

Students should be able to explain the impact of human activities (e.g., building roads, fertilizing golf courses, etc.) on the quality of Delaware's waters. (1.3.1) (8.3.1) (8.3.3) 7.5.l

Students should be able to research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment. (5.3.2) (6.4.3) (8.3.1) 7.5.m

Students should be able to list ways in which human intervention can help maintain an adequate supply of fresh water for human consumption. Students should be able to apply knowledge and skills learned about water as a resource to study local sources of drinking water and devise a water quality stewardship plan. (1.3.1) (5.3.2) (8.3.3) 7.5.o

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THE LITHOSPHERE - 7TH GRADE

Students should be able to conduct investigations and use the data to describe the extent to which the permeability and porosity of a soil sample affect the rate of water percolation. (5.1.3) (5.2.2) 7.5.g

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ECOSYSTEM STRUCTURE AND DIVERSITY - 7TH GRADE

Students should be able to describe the role of wetlands and streamside forests (riparian) in filtering water as it runs off into local streams, rivers, and bays or seeps into ground water. (2.2.1) (8.1.1) 7.5.h

Students should be able to identify macro-invertebrates in a local stream and apply this identification in determining the stream's ecological health. (6.4.3) (8.1.1) 7.5.k

Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

Students should be able to research external conditions needed by a variety of organisms for survival such as temperature, turbidity, pH, salinity, and amount of dissolved oxygen, phosphates, and nitrates. Students should be able to predict how organisms may respond to changes in these external conditions based on research findings. (6.1.1) (6.3.1) (6.4.3) 7.6.i

Students should be able to use various indicators (pH, turbidity, nitrates, phosphates, salinity, and macro-invertebrate surveys) to establish the health and potential potability of local bodies of water. (5.3.2) (6.4.3) 7.6.j

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BIOGEOCHEMICAL CYCLES - 7TH GRADE

Students should be able to show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). (2.3.1) 7.2.m

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GLOBAL POLITICS AND ECONOMICS - 7TH GRADE

Students should be able to investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. (1.2.2) (1.3.1) (8.3.3) 7.5.n

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POLLUTION CONCEPTS - 7TH GRADE

Students should be able to discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs. (1.2.2) (1.3.1) (2.5.2) 7.2.o

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ENVIRONMENTAL IMPACTS ANDHUMAN HEALTH - 7TH GRADE

Students should be able to discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs. (1.2.2) (1.3.1) (2.5.2) 7.2.o

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LOSS OF BIODIVERSITY - 7TH GRADE

Students should be able to investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. (1.2.2) (1.3.1) (8.3.3) 7.5.n

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THE ATMOSPHERE - 8TH GRADE

Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

Students should be able to observe, measure, and predict changes in weather using atmospheric properties (wind speed and direction, cloud cover and type, temperature, dew point, air pressure, and relative humidity). Students should be able to describe how air pressure and temperature change with increasing altitude and/or latitude. (1.1.4) (5.2.6) (5.2.7) 8.5.a

Students should be able to explain how uneven heating of Earth's components - water, land, air - produce local and global atmospheric and oceanic movement. Students should be able to describe how these local and global patterns of movement influence weather and climate (3.3.2) (5.2.8) (5.2.10) 8.5.b

Students should be able to differentiate between weather, which is the condition of the atmosphere at a given time, and climate, which is the weather averaged over a long period of time. (5.2.5) (5.2.7) 8.5.f

Students should be able to describe how origin affects an air mass's temperature and moisture content. (5.2.10) 8.5.i

Students should be able to examine isobars on weather maps to describe how wind (moving air) travels from a region of high pressure to a region of low pressure. Students should be able to apply this knowledge to explain the cause of wind. (5.3.1) 8.5.l

Students should be able to record and interpret daily weather measurements over an extended period of time using a variety of instruments (i.e., barometer, anemometer, sling psychrometer, rain gauge, and thermometer) in order to predict and to identify weather patterns. (1.1.3) (5.2.6) (5.3.1) 8.5.m

Students should be able to construct and use surface station models to represent local atmospheric data and interpret weather patterns on meteorological maps. (1.1.3) (5.2.6) (5.3.1) 8.5.n

Students should be able to examine satellite imagery pictures and use these images to identify cloud patterns and storm systems. (1.1.3) (5.2.6) (5.3.1) 8.5.o

Students should be able to use weather maps to describe the movement of fronts and storms and to predict their influence on local weather. (1.1.3) (5.2.6) (5.3.1) 8.5.p

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THE LITHOSPHERE - 8TH GRADE

Students should be able to explain that sound energy is mechanical energy that travels in the form of waves.

Students should be able to use the Particle Model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. (3.1.3) 8.3.i

Students should be able to use diagrams to trace and describe the transfer of energy through a physical system (for example, the erosion effects of water flowing down an unprotected slope). (1.1.4) (1.1.6) (3.3.1) 8.3.r

Students should be able to use the Particle model to explain how mechanical waves can transport energy without transporting mass. Students should be able to give examples that support the transfer of energy without any net transfer of matter. (2.1.1) (3.1.3) (3.3.2) 8.3.s

Students should be able to explain how the Sun is the central and largest body in our Solar System and the source of the light energy that hits our planet. Students should be able to use models to explain how variations in the amount of Sun's energy hitting the Earth's surface results in seasons. (4.1.1) (4.1.2) (4.2.1) 8.4. i

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ECOSYSTEM STRUCTURE AND DIVERSITY - 8TH GRADE

Students should be able to explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short and long term equilibrium (e.g., migrating shorebirds behave differently along the migration path in order to support their life cycle). (6.3.1) (7.2.6) 8.6.b

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ENERGY CONCEPTS - 8TH GRADE

Students should be able to relate that the sun is the source of almost all of the Earth's energy and that this energy travels to the Earth in the form of electromagnetic waves. (3.1.1) 8.3.l

Students should be able to explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Students should be able to explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Students should be able to use diagrams to demonstrate the differences in different types of electromagnetic waves. (3.1.1) (3.2.5) (3.3.3) 8.3.m

Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

Students should be able to use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.w

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FOSSIL FUEL RESOURCES - 8TH GRADE

Students should be able to use energy chains to trace the flow of energy through physical systems. Indicate the energy transfers and the energy transformations that are involved in the processes (for example, the lighting of an electric lamp in a region serviced by a hydroelectric (or coal fueled) electric power plant, or the sediment that clouds a stream after a heavy rainfall). (3.3.1) 8.3.dd

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RENEWABLE ENERGY RESOURCES - 8TH GRADE

Students should be able to identify different forms of alternative energy (i.e., solar, wind, ocean waves, tidal and hydroelectric systems). Students should be able to research and report on the use of this alternative form of energy.

Students should be able to discuss and compare findings to describe the advantages and disadvantages of different kinds of alternative energy. (3.4.1) (3.4.2) (3.4.3) 8.3.ll

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GLOBAL WARMING - 8TH GRADE

Students should be able to conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. Students should be able to use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves and how selective absorption contributes to the Greenhouse Effect. (3.2.5) (3.3.3) 8.3.gg

Students should be able to trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as, atmosphere, oceans, soil, rocks, plants, and animals. Students should be able to recognize that these materials absorb, reflect and transmit the electromagnetic waves coming from the sun differently. (3.3.3) (5.2.8) 8.3.hh

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THE LITHOSPHERE - 9TH GRADE

Students should be able to use diagrams or models to explain how mechanical waves can transport energy without transporting matter. (1.1.4) (1.1.5) (3.1.3) (3.3.3) 9.3.m

Students should be able to reflect on why mechanical waves will pass through some states of matter better than others. (3.3.4) 9.3.n

Students should be able to use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle). (1.2.2) (3.3.4) 9.3.dd

Students should be able to describe how the Earth formed (using the Solar Nebular Theory) into a solid core, molten mantle, crust of solid rock composed of plates, and early atmosphere as a result of the densities of the elements. (4.2.2) 9.4.b

Students should be able to classify and describe features that are used to distinguish between igneous, sedimentary, and metamorphic rocks. (5.1.2) 9.5.c

Students should be able to describe energy sources, processes, and transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks. Students should be able to discuss how the cycling of rock is continuous. (5.1.2) 9.5.d

Students should be able to describe how igneous rocks are formed. Students should be able to classify igneous rocks according to crystal size and mineral assemblage. (5.1.2) 9.5.e

Students should be able to investigate the densities, composition, and relative age of continental (felsic) and oceanic (mafic) rocks. Students should be able to explain why the continental crust, although thicker in most places, overlies oceanic crust. Students should be able to use this information to explain why oceanic crust subducts below continental crust in convergent plate boundaries and explain the configuration of land masses and ocean basins. (5.1.3) (5.1.4) 9.5.g

Students should be able to explain how exposivity, type (shield, strato, etc.) and shape of a volcano is related to the properties of its magma and its location along different plate margins. (5.2.4) 9.5.h

Students should be able to identify volcanic products (lava, mudflow, pyroclastic projectiles, ash, gases) associated with various types of volcanoes and their eruptions. Students should be able to describe the effect of these products on life and property. Students should be able to explain how the products of volcanic activity influence both long-term and short-term changes in the Earth system. (5.2.1) (5.2.4) 9.5.i

Students should be able to describe how energy within the Earth's interior is released in the form of earthquake waves, and explain how these waves affect Earth's surface. (5.2.3) 9.5.j

Students should be able to describe how earthquake energy is represented on seismograms and describe how these waves can be used to determine the origin and intensity of earthquakes. (5.3.1) 9.5.k

Students should be able to use models or computer simulations to demonstrate the processes and origin of landforms at diverging, converging and transform plate boundaries. Students should be able to show on a map how plate tectonics, earthquakes, and volcanoes are spatially related. (5.2.2) 9.5.m

Students should be able to investigate how thermal convection relates to movement of materials. Students should be able to apply this knowledge in explaining the cause of movement of the Earth's plates. (3.1.4) (5.2.1) (5.2.5) 9.5.n

Students should be able to research and describe evidence that supports the Theory of Plate Tectonics to include rock magnetism and the age of the sea floor. (5.2.2) 9.5.o

Students should be able to explain how the Theory of Plate Tectonics demonstrates that scientific knowledge changes by evolving over time. Students should be able to recognize that although some theories are initially rejected, they may be re-examined and eventually accepted in the face of new evidence. (1.3.1) (5.2.2) 9.5.p

Students should be able to explain how data from Global Positioning Systems can be used to predict and determine the direction and rate of movement of Earth's plates and sea floor spreading. (5.3.1) 9.5.q

Students should be able to explain how technology such as GPS, tilt meters, etc., can be used to predict earthquake and volcanic activity. (5.3.1) 9.5.r

Students should be able to describe ways in which people use historical data, geologic maps, and technologies to minimize earthquake damage. (1.3.1) (5.3.1) 9.5.s

Students should be able to give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water. (3.3.4) 11.3.tt

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ENERGY CONCEPTS - 9TH GRADE

Students should be able to recognize that electromagnetic energy (radiant energy) is carried by electromagnetic waves. (3.1.1) 9.3.a

Students should be able to describe why it is significant that energy cannot be created (made) nor destroyed (consumed), and identify that that this property of energy is referred to as the Law of the Conservation of Energy. (3.3.1) 9.3.aa

Students should be able to conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors. (3.2.8) 11.3.q

Students should be able to use diagrams to show how magnets and rotating coils can be used to create electric currents. (3.2.8) 11.3.r

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FOSSIL FUEL RESOURCES - 9TH GRADE

Students should be able to research the factors that contribute to the energy efficiency of cars and trucks. Students should be able to examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Students should be able to identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed. (3.4.1) (3.4.2) 9.3.ll

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RENEWABLE ENERGY RESOURCES - 9TH GRADE

Students should be able to describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus. (2.3.2) (3.1.7) 9.3.j

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POLLUTION CONCEPTS - 9TH GRADE

Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

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GLOBAL WARMING - 9TH GRADE

Students should be able to use energy chains to trace the flow of energy in a selective absorption process (for example sunburn, Greenhouse Effect, microwave cooking). (3.3.2) 9.3.hh

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ECOSYSTEM STRUCTURE AND DIVERSITY - 10TH GRADE

Students should be able to explain that physically breaking down food into smaller pieces by mechanical digestion helps facilitate breakdown (by increasing surface area) into chemical components and that digestive enzymes are necessary for the breakdown of food into those chemical components (e.g., starch to glucose, lipids and glycerol to fatty acids, proteins to amino acids). (2.4.3) (2.4.4) 10.6.n

Students should be able to recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Students should be able to trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration. (6.1.8) (6.2.1) 10.6.p

Students should be able to explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Students should be able to give examples of how these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.q

Students should be able to describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis. (6.2.2) 10.6.s

Students should be able to identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Students should be able to explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations. (2.3.1) (2.4.1) 10.6.t

Students should be able to recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Students should be able to recognize that these compounds are used by living things as sources of matter and energy. (6.2.2) 10.6.v

Students should be able to compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Students should be able to recognize that equal amounts of different types of food contain different amounts of energy. (3.1.6) 10.6.w

Students should be able to recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. (6.2.1) (6.2.3) 10.6.x

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BIOGEOCHEMICAL CYCLES - 10TH GRADE

Students should be able to investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. (6.2.4) 10.6.u

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ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - 10TH GRADE

Students should be able to investigate how scientists use biotechnology to produce more nutritious food, more effective medicine, and new ways to mitigate pollution. (1.2.1) (6.4.4) (7.3.2) 10.6.ee

Students should be able to investigate how drugs can affect neurotransmission. (6.4.3) 10.6.ff

Students should be able to describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions (6.4.1) 10.6.hh

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BIOGEOCHEMICAL CYCLES - 11TH GRADE

Students should be able to conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes. (1.1.3) (2.3.1) 9.2.aa

Students should be able to balance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter. (1.1.4) (2.3.1) 9.2.cc

Students should be able to determine how the mass of the products compares to the mass of the reactants in chemical investigations. Students should be able to show how this comparison links to the appropriate balanced chemical equation. (2.3.1) (2.4.1) 11.2.p

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ENERGY CONCEPTS - 11TH GRADE

Students should be able to explore the extent to which a variety of solid materials conduct electricity in order to rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors. (1.1.4) (2.1.4) (2.1.5) 9.2.n

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FOSSIL FUEL RESOURCES - 11TH GRADE

Students should be able to prepare a written report, a poster, or a computer-based presentation that explains the advantages and disadvantages of using fossil fuels, nuclear fuel and alternative energy sources to generate electrical energy. (3.4.2) 11.3.bbb

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RENEWABLE ENERGY RESOURCES - 11TH GRADE

Students should be able to explain that unstable isotopes undergo spontaneous nuclear decay, emitting energy or particles and energy. (2.1.3) (2.3.2) (3.1.7) 11.2.c

Students should be able to compare and contrast the energy released by nuclear reactions to that released by chemical reactions. (2.3.1) (2.3.2) 11.2.d

Students should be able to describe the composition of alpha, beta, and gamma radiation and the shielding necessary to prevent penetration. (3.1.1) (3.1.7) (3.2.9) 11.2.e

Students should be able to use the half life of a radioactive isotope to calculate the amount of remaining radioactive substance after an integral number of half-lives. (2.1.3) (2.3.2) 11.2.f

Students should be able to recognize that nuclear energy takes the form of mass, and that energy is released from a nuclear reaction as a consequence of the annihilation of mass. (2.3.2) (3.1.7) 11.3.d

Students should be able to explain why large amounts of energy are released when small amounts of mass are annihilated (E = mc2). (3.1.7) 11.3.e

Students should be able to identify mid-sized nuclei as the most stable nuclei, and use the concept of stability to explain the basics of nuclear fission, fusion, and radioactive decay. Students should be able to use models and diagrams to illustrate the differences between fission, fusion and radioactive decay. (2.3.2) (3.1.7) (3.2.9) 11.3.u

Students should be able to explain why the Law of Conservation of Energy must be expanded to the Law of the Conservation of Mass/Energy when nuclear energy is involved in a process. (3.1.7) (3.3.1) 11.3.ww

Students should be able to use the concept of stability to explain why energy is released during a fission process and during a fusion process. (3.3.1) 11.3.xx

Students should be able to use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes, and during radioactive decay. (3.1.7) (3.3.1) 11.3.yy

Students should be able to use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place. (3.3.1) (3.4.1) 11.3.zz

Students should be able to compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant. (3.4.1) (3.4.2) 11.3.aaa

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POLLUTION CONCEPTS - 11TH GRADE

Students should be able to collect data to calculate the unknown concentration of a solution by performing an acid-base titration using an appropriate indicator. Students should be able to describe neutralization reactions using chemical equations. (1.1.3) (2.2.1) 11.2.m

Students should be able to identify polymers as large molecules with a carbon backbone. Students should be able to recognize that polymers are comprised of repeating monomers. Students should be able to investigate synthetic and naturally occurring polymers and relate their chemical structure to their current or potential use. (2.4.6) (2.5.1) 11.2.y

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INQUIRY - 11TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 11.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 11.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 11.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 11.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 11.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 11.1.f

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INQUIRY - 10TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 10.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 10.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 10.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 10.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 10.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 10.1.f

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INQUIRY - 9TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 9.1.a

Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 9.1.b

Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 9.1.c

Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 9.1.d

Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 9.1.e

Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 9.1.f

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INQUIRY - 8TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 8.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 8.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 8.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 8.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 8.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 8.1.f

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INQUIRY - 7TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 7.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 7.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 7.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 7.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 7.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 7.1.f

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INQUIRY - 6TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 6.1.a

Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 6.1.b

Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 6.1.c

Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 6.1.d

Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 6.1.e

Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 6.1.f

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INQUIRY - 5TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 5.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 5.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 5.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 5.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 5.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 5.1.f

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INQUIRY - 4TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 4.1.a

Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 4.1.b

Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 4.1.c

Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 4.1.d

Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 4.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 4.1.f

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INQUIRY - 3RD GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 3.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 3.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 3.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 3.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 3.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 3.1.f

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INQUIRY - 2ND GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 2.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 2.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 2.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 2.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 2.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 2.1.f

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INQUIRY - 1ST GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 1.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 1.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 1.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 1.1.dStudents should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 1.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 1.1.f

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INQUIRY - KINDERGARTEN

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) K.1.a

Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) K.1.b

Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) K.1.c

Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) K.1.d

Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) K.1.e

Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) K.1.f

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Ӓ75B;RA#-'+"*(c0 ^cvG\+ oP( ?6\+zd.DG*D_`eGRADE LEVEL EXPECTATIONS - KINDERGARTEN

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) K.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) K.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) K.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) K.1.d

PHYSICS -CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) K.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) K.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to observe and describe the properties of a variety of non-living materials using the senses (i.e., sight, touch, smell, hearing). (2.1.1) (6.3.1) K.2.a

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING


Students should be able to use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. (2.1.1) (2.1.3) K.2.b

GASES - LIQUIDS AND SOLIDS - CHEMICAL REACTIVITY - PERIODIC TABLE - CLASSIFICATION - THE LITHOSPHERE


Students should be able to sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). (2.1.1) K.2.c

GASES - LIQUIDS AND SOLIDS - CHEMICAL REACTIVITY - CHEMICAL BONDING - PERIODIC TABLE - CLASSIFICATION


Students should be able to construct simple class graphs (e.g., pictographs, physical graphs) to organize information. (1.1.4) K.2.e

ATOMIC STRUCTURE AND THEORY


Students should be able to interpret and describe the simple graphs constructed by the class. (1.1.4) (1.1.5) K.2.f

ATOMIC THEORY AND STRUCTURE


Students should be able to use non-standard units of measure (e.g., string, paper clips) to compare the size and weight of non-living materials. (1.1.6) K.2.g

STOICHIOMETRY


Students should be able to observe and describe changes in the physical properties of objects that occur when they are exposed to a variety of treatments (i.e., temperature, sunlight, water). (2.1.3) K.2.h

CHEMICAL BONDING - GASES - LIQUIDS AND SOLIDS


Students should be able to observe how materials can be modified for different uses (e.g., paper and wood can be modified to have new properties). (1.2.2) (2.5.1) K.2.i

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING - GLOBAL POLITICS AND ECONOMICS


Students should be able to recognize that the Sun warms and lights the Earth. (3.1.1) K.3.a

TEMPERATURE AND HEAT - THERMODYNAMICS - ECOLOGY - ENERGY CONCEPTS


Students should be able to recognize that air surrounds us and that moving air (wind) has energy that can make things move. (3.1.2) (3.2.2) K.3.b

NEWTON'S LAWS OF MOTION - ECOLOGY - THE ATMOSPHERE


Students should be able to recognize that heat energy can come from the burning of wood. (3.2.4) K.3.c

THERMODYNAMICS - LIQUIDS AND SOLIDS - CHEMICAL REACTIVITY - ECOLOGY - ENERGY CONCEPTS


Students should be able to demonstrate that the position of an object can be above or below, in front of or behind, or to the left or right of another object. (3.2.1) K.3.d

KINEMATICS - PERIODIC TABLE


Students should be able to observe that objects move in different ways such as fast, slow, sideways, zigzag and swaying back and forth. (3.2.1) (3.2.2) K.3.e

KINEMATICS


Students should be able to observe how the air makes the trees and other objects move. Students should be able to describe how a fast moving wind can make objects move more than a gentle breeze (i.e., trees swaying). (3.2.2) K.3.f

NEWTON'S LAWS OF MOTION -THE ATMOSPHERE


Students should be able to using the sense of touch, recognize that objects placed in direct sunlight feel warmer than objects in the shade. (3.2.4) (3.3.1) (6.3.1) K.3.g

TEMPERATURE AND HEAT - THERMODYNAMICS


Students should be able to recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. (3.4.1) K.3.h

TEMPERATURE AND HEAT - LIQUIDS AND SOLIDS - CHEMICAL REACTIVITY - ECOLOGY - RENEWABLE ENERGY RESOURCES - GLOBAL POLITICS AND ECONOMICS


Students should be able to describe the shape of the Earth as being like a sphere and describe how a globe models this shape. (4.1.1) K.4.a

ATOMIC THEORY AND STRUCTURE


Students should be able to describe the repeating cyclic pattern of day and night and include in this description that we can see the Sun only during the daytime. (4.1.4) K.4.c

PERIODIC TABLE


Students should be able to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. K.5.a

LIQUIDS AND SOLIDS - CHEMICAL REACTIVITY - CHEMCIAL BONDING - THE LITHOSPHERE


Students should be able to sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. K.5.b

PERIODIC TABLE - CLASSIFICATION - THE LITHOSPHERE


Students should be able to use a hand lens (magnifier) to inspect a variety of earth materials and demonstrate through discussion or drawings how the lens extends the sense of sight. (1.2.1) (5.3.1) K.5.c

THE LITHOSPHERE


Students should be able to observe and describe the properties of a variety of living and non-living things using the five senses. (6.1.1) K.6.a

CLASSIFICATION


Students should be able to identify the five sense structures and tell which sense is associated with which structure. (6.3.1)K.6.b

CLASSIFICATION


Students should be able to use the physical properties of living and non-living things to describe their similarities and differences. (6.1.1) K.6.c

GASES - LIQUIDS AND SOLIDS - CHEMCIAL BONDING - PERIODIC TABLE - CLASSIFICATION


Students should be able to sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). (2.1.1) (6.1.1) (8.1.1) K.6.d

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING - PERIODIC TABLE - CLASSIFICATION


Students should be able to use non-standard units of measure to compare the size and mass of structures of living things (e.g., string around trees, paper clips to measure length of leaves). (1.1.6) K.6.f

STOICHIOMETRY - CLASSIFICATION


Students should be able to identify structures on plants and animals and describe how the structure functions (e.g., trees have bark for protection and rabbits have fur to keep them warm). (6.1.2) (6.2.1) (6.2.2) K.6.g

CELL STRUCTURE AND FUNCTION - ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify the basic needs that plants and animals need to survive including light, air, water, and nutrients. (6.2.1) K.6.h

ECOLOGY - GROWTH AND DEVELOPMENT - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to describe how the five senses help humans react to their environment, (e.g., hear a whistle and line up, feel cold air and put on a jacket). (6.3.1) K.6.i

REGULATION - GLOBAL POLITICS AND ECONOMICS


Students should be able to observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). (6.4.3) K.6.j

ECOLOGY - REGULATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe and describe similarities and differences between parents and offspring (e.g., roots on a mature tree vs. roots on a seedling). Students should be able to use a hand lens (magnifier) as an appropriate instrument for observing in closer detail. (6.4.1) (7.1.1) K.7.a

GROWTH AND DEVELOPMENT - MENDELIAN GENETICS - REPRODUCTION


Students should be able to construct, through the use of pictorials, the life cycle of a tree. Students should be able to describe the tree in different stages of its life cycle. (1.1.4) (7.1.3) K.7.b

GROWTH AND DEVELOPMENT


Students should be able to realize that organisms reproduce organisms of the same kind (e.g., dogs have puppies). (7.1.1) K.7.c

MENDELIAN GENETICS - REPRODUCTION


Students should be able to recognize that there are many different kinds of trees in the world. While there are many similarities and differences among the trees, they are all trees. (7.2.1) K.7.d

ECOLOGY - EVOLUTION - CLASSIFICATION


Students should be able to identify and list the many different ways in which trees are used by people to meet human wants and needs (i.e., food, shelter, shade, paper products, wood for fuel, furniture, etc.). (7.3.1) K.7.e

TECHNOLOGY AND SOCIETY - ECOLOGY - GLOBAL POLITICS AND ECONOMICS


Students should be able to recognize that humans interact with the environment through the use of their five senses. (6.3.1) (8.1.1) K.8.a

ECOLOGY


Students should be able to identify ways in which living organisms interact with each other and their environment (e.g., birds nest in trees, birds eat worms).n (8.1.1) (8.1.2) K.8.b

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that animals use plants in a variety of ways (e.g., shelter, food and protection). (8.2.1) K.8.c

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that sunlight is needed by plants for energy. (3.1.1) K.8.d

CELLULAR ENERGY - REGULATION - ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that trees are replanted in an attempt to replace those that are cut down. (8.3.1) K.8.e

ECOLOGY - AGRICULTURE - GLOBAL POLITICS AND ECONOMICS

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GRADE LEVEL EXPECTATIONS - 1ST GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 1.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 1.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 1.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 1.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 1.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 1.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Students should be able to record the results on charts, diagrams, graphs, and/or drawings. (1.1.1) (1.1.2) (1.1.5) (2.1.2) 1.2.a

FLUID MECHANICS - LIQUIDS AND SOLIDS - PERIODIC TABLE - CHEMICAL BONDING - CLASSIFICATION


Students should be able to sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. (1.1.3) (2.1.1) (3.2.5) 1.2.b

LIQUIDS AND SOLIDS - CHEMICAL BONDING - PERIODIC TABLE - CLASSIFICATION


Students should be able to compare and describe similarities and differences in physical properties of various solid objects. (2.1.1) 1.2.c

LIQUIDS AND SOLIDS - PERIODIC TABLE - CHEMCIAL BONDING


Students should be able to sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. (2.1.1) 1.2.d

LIQUIDS AND SOLIDS - PERIODIC TABLE - CHEMICAL BONDING - CLASSIFICATION - THE HYDROSPHERE


Students should be able to compare and describe similarities and differences in physical properties of various liquids. (2.1.1) 1.2.e

LIQUIDS AND SOLIDS - CHEMICAL BONDING


Students should be able to construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids. (1.1.5) (2.1.1) 1.2.f

LIQUIDS AND SOLIDS - CHEMCIAL BONDING - CHEMICAL REACTIVITY


Students should be able to observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water). (2.1.3) 1.2.g

LIQUIDS AND SOLIDS - THERMODYNAMICS - CHEMICAL BONDING


Students should be able to use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids. (1.1.5) (1.1.6) (2.5.1) 1.2.h

LIQUIDS AND SOLIDS


Students should be able to identify the Sun as the source of energy that warms and lights the Earth. (3.1.1) 1.3.a

TEMPERATURE AND HEAT- THERMODYNAMICS - ECOLOGY - ENERGY CONCEPTS


Students should be able to identify air and water as moving objects that have energy. (3.1.2) 1.3.b

FLUID MECHANICS - GASES - LIQUIDS AND SOLIDS - ECOLOGY - ENERGY CONCEPTS


Students should be able to observe that heat energy makes things warmer. (3.1.3) 1.3.c

TEMPERATURE AND HEAT - THERMODYNAMICS - ECOLOGY - ENERGY CONCEPTS


Students should be able to observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Students should be able to compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects. (3.2.1) (3.2.3) 1.3.d

FLUID MECHANICS - GASES - THE ATMOSPHERE


Students should be able to observe and measure the temperature of hot and cold water. Students should be able to investigate what happens when hot and cold water are mixed. Students should be able to record data on a graph and use the data to summarize the results. (1.1.3) (1.1.4) (3.2.4) 1.3.e

TEMPERATURE AND HEAT - THERMODYNAMICS - EQUILIBRIUM


Students should be able to investigate what happens to the temperature of an object when it is placed in direct sunlight. Students should be able to record data and conclude that the energy in the sunlight was changed into heat energy in the object. (3.3.1) 1.3.f

TEMPERATURE AND HEAT - THERMODYNAMICS - ECOLOGY - ENERGY CONCEPTS


Students should be able to compare what happens when sunlight strikes dark and light colored objects. Students should be able to draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects. (3.3.1) 1.3.g

TEMPERATURE AND HEAT - THERMODYNAMICS


Students should be able to observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. (1.2.1) (3.4.1) 1.3.h

TEMPERATURE AND HEAT - THERMODYNAMICS - ECOLOGY - ENERGY CONCEPTS - GLOBAL POLITICS AND ECONOMICS


Students should be able to list objects that can be observed in the sky in the daytime and objects that can be observed in the sky at nighttime. Students should be able to discuss which objects are on which lists (e.g., the Moon can be observed sometimes in the day and sometimes at night). (4.1.2) (4.1.5) (4.4.1) 1.4.a

OSCILLATIONS AND GRAVITY


Students should be able to safely observe the location of the Sun at the same time in the morning, noon, and afternoon over several days. Students should be able to describe the Sun's movement across the sky over the course of the day. (4.1.2) (4.1.3) (4.1.4) 1.4.b

OSCILLATIONS AND GRAVITY


Students should be able to observe the Moon in the day sky over several months. Students should be able to draw a sequence of pictures that shows the repeating cyclic pattern of the Moon. (4.1.6) 1.4.c

OSCILLATIONS AND GRAVITY


Students should be able to use simple models to demonstrate how Earth's rotation causes day and night. (4.1.4) 1.4.d

OSCILLATIONS AND GRAVITY


Students should be able to identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. (5.1.1) 1.5.a

GASES - LIQUIDS AND SOLIDSECOLOGY - THE LITHOSPHERE


Students should be able to keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. (1.1.4) (5.2.1) 1.5.b

GASES - LIQUIDS AND SOLIDS - ECOLOGY - THE ATMOSPHERE


Students should be able to demonstrate that there is air all around and that the wind is moving air. Students should be able to use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale. (5.2.2) 1.5.c

GASES - THE ATMOSPHERE


Students should be able to use a thermometer to measure temperature in degrees Fahrenheit. Students should be able to describe how hot or cold an object or weather event feels by using a thermometer. (1.1.6) (5.3.2) 1.5.d

THERMODYNAMICS - GASES -THE ATMOSPHERE


Students should be able to identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky. (5.2.4) 1.5.e

GASES - LIQUIDS AND SOLIDS - THE ATMOSPHERE


Students should be able to use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts. (1.1.6) (1.3.2) (5.2.3) (5.3.2) 1.5.f

LIQUIDS AND SOLIDS - THE ATMOSPHERE


Students should be able to organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns. (1.1.4) (5.2.1) (5.3.2) 1.5.g

ECOLOGY - THE ATMOSPHERE


Students should be able to describe different weather conditions and discuss how these conditions affect plants, animals, and human activity. (5.2.1) (5.2.2) 1.5.h

ECOLOGY - THE ATMOSPHERE


Students should be able to select and use appropriate instruments such as wind scales, thermometers, cloud charts, and rain gauges to measure weather conditions. (1.1.3) (5.3.1) 1.5.i

THE ATMOSPHERE


Students should be able to select the hand lens as an appropriate instrument for observing the structure of aquatic and terrestrial organisms in greater detail. (1.1.6) (6.4.1) (6.4.2) 1.6.a

ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe individuals of the same plant or animal group. Students should be able to describe physical differences (e.g., size, color, shape, markings). (6.1.1) 1.6.b

CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments. (6.1.2) 1.6.c

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land). (7.2.1) 1.6.d

CLASSIFICATION - ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to compare and contrast the observable structures of humans to those of other animals and plants. Students should be able to record and communicate the similarities and differences in their structures. (6.1.2) 1.6.e

CLASSIFICATION - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light. (6.2.1) 1.6.f

ECOLOGY - CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to using the senses to detect environmental conditions, respond by selecting the appropriate clothing for certain weather conditions based on temperature, wind speed, cloud cover and/or precipitation. Justify the selection of clothing and activity. (5.2.2) (6.3.1) 1.6.g

ECOLOGY


Students should be able to design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants. (1.1.2) (6.4.3) 1.6.h

ECOLOGY -ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to propose changes to an aquatic or terrestrial habitat that increase the health of organisms (i.e., moisten the soil in a terrarium, add water to an aquarium). (6.4.3) 1.6.i

ECOLOGY -ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that organisms change over time. Students should be able to record and communicate changes observed in living things over time. (7.1.3) 1.7.a

EVOLUTION - GROWTH AND DEVELOPMENT - MENDELIAN GENETICS - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to construct, through the use of pictorials, the life cycle of guppies. Students should be able to describe the guppy in different stages of its life cycle. (1.1.4) (1.1.5) (7.1.3) 1.7.b

GROWTH AND DEVELOPMENT


Students should be able to describe similarities and differences between parents and offspring, such as size and color. (7.1.1) (7.1.2) 1.7.c

GROWTH AND DEVELOPMENT - MENDELIAN GENETICS - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Students should be able to identify the characteristics used to separate the terrestrial from aquatic animals. (7.2.1) 1.7.d

CLASSIFICATION - ECOLOGY -ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that some plants and animals are maintained in artificial environments to meet human wants and needs (i.e., scientific study, education, food). (7.3.1) 1.7.e

TECHNOLOGY AND SOCIETY - EVOLUTION - GLOBAL POLITICS AND ECONOMICS


Students should be able to describe the impact weather conditions (e.g., sun, fog, rain, snow) have on plant and animal activities. (5.2.2) 1.8.a

ECOLOGY - THE ATMOSPHERE


Students should be able to identify the number of different kinds of living things in an aquatic or terrestrial environment. Students should be able to recognize that living things coexist in these environments. (6.1.1) (8.1.1) 1.8.b

ECOLOGY - CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter). (6.2.1) (8.1.1) (8.1.2) (8.2.1) 1.8.c

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark). (6.2.1) (6.4.3) (8.1.1) (8.2.1) 1.8.d

ECOLOGY -ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that energy needed by all living things originates from the Sun. (3.1.1) 1.8.e

ECOLOGY - CELLULAR ENERGY - ENERGY CONCEPTS


Students should be able to identify and give examples showing that animals eat plants or other animals for energy, and that plants get energy from the Sun. (8.2.1) 1.8.f

ECOLOGY - CELLULAR ENERGY - ECOSYSTEM STRUCTURE AND DIVERSITY

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GRADE LEVEL EXPECTATIONS - 2ND GRADE

Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 2.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 2.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 2.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 2.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 2.1.e

PHYSICS CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 2.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units. (1.2.2) (2.1.1) 2.2.a

EQUILIBRIUM - STOICHIOMETRY


Students should be able to predict the serial order for the weights of a variety of objects and test these predictions by weighing the objects. (1.1.3) (2.1.1) 2.2.b

NEWTON'S LAWS OF MOTION


Students should be able to recognize that equal volumes of different materials may have different weights. (1.1.3) (2.1.1) 2.2.c

STOICHIOMETRY - CHEMICAL BONDING - PERIODIC TABLE


Students should be able to identify that objects that move have energy because of their motion. Students should be able to demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. (3.1.2) 2.3.a

WORK, ENERGY, AND POWER -KINETICS


Students should be able to investigate how to change an object's movement by giving it a push or pull. Students should be able to demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing. (1.1.3) (1.1.4) (1.1.5) (3.2.1) (3.2.2) 2.3.b

NEWTON'S LAWS OF MOTION


Students should be able to demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Students should be able to investigate the conditions necessary for objects to balance. Students should be able to describe how the object was made to balance. (3.2.2) 2.3.c

NEWTON'S LAWS OF MOTION


Students should be able to observe and identify basic components of soil. Students should be able to use the senses to observe and then describe the physical properties of soil components. (1.1.4) (5.1.3) 2.5.a

LIQUIDS AND SOLIDS - CHEMICAL BONDING - ECOLOGY - THE LITHOSPHERE


Students should be able to conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. (1.1.3) (5.1.3) (5.1.5) 2.5.b

LIQUIDS AND SOLIDS - CHEMICAL BONDING - ECOLOGY - THE LITHOSPHERE


Students should be able to interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components. (5.1.3) (5.1.5) 2.5.c

LIQUIDS AND SOLIDS - ECOLOGY - THE LITHOSPHERE


Students should be able to record and organize the results of soil tests and explain these results through writing, drawing, and discussion. (1.1.4) (1.1.5) (5.1.3) (5.1.4) (5.1.5) 2.5.d

ECOLOGY - THE LITHOSPHERE - AGRICULTURE


Students should be able to reflect on the test results and predict how plants will grow in different soil components. Students should be able to apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants. (5.1.4) (6.2.2) 2.5.e

ECOLOGY -THE LITHOSPHERE - AGRICULTURE


Students should be able to use worms to enhance decomposition of plant material in composting. Students should be able to explain how composting is an effective method to recycle plants and other discarded organic matter. (5.1.4) (6.4.3) (8.1.1) 2.5.f

ECOLOGY - POLLUTION CONCEPTS


Students should be able to identify and describe the structures of insects and various other organisms that enable them to function in their environment. (6.1.1) (6.1.2) 2.6.a

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to compare and contrast the structures on different kinds of insects at different stages of development. (7.1.1) (7.1.2) (7.1.3) 2.6.b

GROWTH AND DEVELOPMENT - CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to given several pictures of adult organisms, identify and explain which organisms are insects and which are not. (6.1.1) (6.1.2) 2.6.c

CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe common structures of different insects (e.g., mouth parts or legs). Students should be able to describe the similarities and differences among the structures. Students should be able to recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar). (6.1.2) 2.6.d

CLASSIFICATION - CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSIT


Students should be able to identify the basic needs of all insects for survival. These include food, water, air, space, light, and shelter. Students should be able to recognize that insects also have specific needs according to their kind, (i.e., specific food such as nectar or mulberry leaves). (6.2.1) (6.2.2) 2.6.e

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe a variety of plants and animals. Students should be able to compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment). (6.2.2) (6.4.3) 2.6.f

ECOLOGY - CLASSIFICATION -ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to conduct simple investigations to determine and describe how insects and various other organisms respond to different kinds of stimuli, (e.g., light versus dark environment). (1.1.3) (1.1.4) (6.3.2) 2.6.g

ECOLOGY


Students should be able to investigate and evaluate how plant growth is affected by varying amounts of different soil components. (5.1.4) (6.2.2) 2.6.h

ECOLOGY - GROWTH AND DEVELOPMENT - AGRICULTURE


Students should be able to conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment. (6.2.1) (6.2.2) (6.4.3) (8.1.1) (8.1.2) 2.6.i

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe the life cycle of a selected organism (e.g., plant, butterfly, frog, etc.) and recognize that the stages of the life cycle are predictable and describable. (7.1.3) 2.7.a

GROWTH AND DEVELOPMENT


Students should be able to identify the stages in a life cycle of an organism that goes through complete metamorphosis (e.g., butterfly, mealworm). Students should be able to describe the similarities and differences in the structures and behaviors of the egg, larvae, pupae, and adult insect. (7.1.2) 2.7.b

GROWTH AND DEVELOPMENT


Students should be able to identify the stages in the life cycle of an organism that goes through simple (incomplete) metamorphosis (e.g., grasshopper, cricket). Students should be able to describe the similarities and differences in the structures and behaviors of the egg, nymph, and adult insect. (7.1.1) 2.7.c

GROWTH AND DEVELOPMENT


Students should be able to recognize that there are many different kinds of animals in the world, of which insects are one grouping. Sort insects from animals that are not insects. Students should be able to identify the characteristics used to sort the insects (i.e., three body parts, six legs). (7.2.1) 2.7.d

CLASSIFICATION


Students should be able to recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). (7.3.1) 2.7.e

TECHNOLOGY AND SOCIETY - ECOLOGY - AGRICULTURE - GLOBAL POLITICS AND ECONOMICS


Students should be able to describe the effects that result from plants, insects and other animals changing the environment in which they live (e.g., worms make tunnels in the earth, crickets eat the grass). (6.4.3) (8.1.1) 2.8.a

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe the plants and animals living in an environment. Students should be able to identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen). (8.1.1) 2.8.b

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Students should be able to recognize that this overcrowding results in an increased need for basic resources. (8.1.2) (8.2.1) 2.8.c

ECOLOGY -ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to investigate how natural composting recycles plants and other discarded organic matter. Students should be able to recognize the importance of this process to the environment. (8.3.1) 2.8.d

TECHNOLOGY AND SOCIETY - ECOLOGY - POLLUTION CONCEPTS

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Students should be able to generate questions and predictions using observations and exploration about the natural world. (1.1.1) 3.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to generate and follow simple plans using systematic observations to explore questions and predictions. (1.1.2) 3.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to collect data using observations, simple tools and equipment. Students should be able to record data in tables, charts, and bar graphs. Students should be able to compare data with others to examine and question results. (1.1.3) 3.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. (1.1.4) 3.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. (1.1.5) 3.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. (1.1.6) 3.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to explore evaporation and condensation. Students should be able to identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) 3.2.a

GASES - LIQUIDS AND SOLIDS - ECOLOGY - THE HYDROSPHERE


Students should be able to observe and describe changes in the properties of water as it changes from solid to liquid to gas. (2.1.2) 3.2.b

GASES - LIQUIDS AND SOLIDS


Students should be able to identify heat energy as the energy that makes things warmer. (3.1.3) 3.3.a

THERMODYNAMICS - ENERGY CONCEPTS


Students should be able to identify electrical energy as a form of energy that is used to operate many of our machines and tools. (3.1.4) 3.3.b

ELECTRIC CIRCUITS - ENERGY CONCEPTS - GLOBAL POLITICS AND ECONOMICS


Students should be able to determine the effect of adding heat energy (warming) or removing heat energy (cooling) on the properties of water as it changes state (gas to liquid to solid, and vice versa). (3.2.4) 3.3.c

TEMPERATURE AND HEAT - THERMODYNAMICS - ENERGY CONCEPTS


Students should be able to investigate and describe what happens when an object at a higher temperature is placed in direct contact with an object at a lower temperature. Students should be able to record data and use the data to describe which way the heat energy is moving between the objects. (1.1.3) (1.1.4) (3.2.4) 3.3.d

TEMPERATURE AND HEAT - THERMODYNAMICS - ENERGY CONCEPTS


Students should be able to demonstrate that energy of motion can be transferred from one object to another (e.g., moving air transfers energy to make a pinwheel spin). Students should be able to give examples of energy transfer from one object to another. (3.1.2) (3.2.1) (3.2.2) 3.3.e

WORK, ENERGY, AND POWER - KINETICS - GASES


Students should be able to simulate how bones, muscles and joints in the human body work to transfer energy to objects, making them move. (3.2.1) (6.1.3) 3.3.f

WORK, ENERGY, AND POWER


Students should be able to investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. (3.4.1) 3.3.g

FLUID MECHANICS - ECOLOGY - TECHNOLOGY AND SOCIETY - RENEWABLE ENERGY RESOURCES - GLOBAL POLITICS AND ECONOMICS


Students should be able to examine rocks in order to observe their composition and describe the many components found in rocks. (5.1.6) 3.5.a

PERIODIC TABLE - THE LITHOSPHERE


Students should be able to identify minerals as materials that cannot be physically broken apart any further and may be a rock component. (5.1.1) (5.1.6) 3.5.b

CHEMICAL BONDING - PERIODIC TABLE - THE LITHOSPHERE


Students should be able to sort and group an assortment of minerals based on similarities and differences in their physical properties. (5.1.6) 3.5.c

PERIODIC TABLE - CHEMCIAL BONDING - CLASSIFICATION


Students should be able to sort and group minerals based on the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). Students should be able to use these properties to identify common minerals (quartz, fluorite, calcite, and gypsum). (5.1.6) 3.5.d

PERIODIC TABLE - CHEMICAL BONDING - THE LITHOSPHERE


Students should be able to describe water in terms of its observable properties (transparency, shapelessness, flow). (5.1.2) 3.5.e

LIQUIDS AND SOLIDS - CHEMICAL REACTIVITY - CHEMICAL BONDING


Students should be able to examine an assortment of rocks and use appropriate measuring tools (balances, meter tapes, syringes) to gather data about the rocks' physical properties (length, circumference, weight). (5.1.6) (5.3.1) 3.5.f

LIQUIDS AND SOLIDS - CHEMICAL BONDING - THE LITHOSPHERE


Students should be able to identify rocks and minerals as natural resources and list ways that humans use these resources to meet needs and wants (i.e., fluorite for toothpaste, marble for statues). (2.5.2) (5.3.1) 3.5.g

THE LITHOSPHERE - GLOBAL POLITICS AND ECONOMICS


Students should be able to describe how bones, muscles, and joints function together in humans to enable movement, protection and support. (6.1.3) 3.6.a

CELL STRUCTURE AND FUNCTION


Students should be able to identify the structures of different types of joints (gliding, hinged, ball and socket) and describe the movement enabled by each. Students should be able to recognize the importance of each type of joint to human movement. (6.1.3) 3.6.b

CELL STRUCTURE AND FUNCTION


Students should be able to compare and contrast the structure and function of the human skeleton to that of other vertebrate animals. (6.1.3) 3.6.c

CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to explain that humans have basic needs for survival as do other animals. Students should be able to recognize that, like other animals, these basic needs may be specific, such as range of temperature and nutrients. (6.2.1) (6.2.2) 3.6.d

ECOLOGY - GLOBAL POLITICS AND ECONOMICS


Students should be able to recognize that muscles move bones in response to signals from the brain. (6.3.2) 3.6.e

REGULATION - CELL STRUCTURE AND FUNCTION - BIOCHEMISTRY


Students should be able to conduct simple investigations to determine and describe how different body parts respond to visual, auditory, and tactile stimuli. (1.1.3) (1.1.4) (6.3.1) 3.6.f

GROWTH AND DEVELOPMENT


Students should be able to research and report on common diseases or problems of the muscular and skeletal systems. Students should be able to explain how these systems can be affected by external factors (i.e., bones can be broken and healed, good nutrition leads to strong bones). (1.1.4) (1.1.5) (6.4.1) 3.6.g

GROWTH AND DEVELOPMENT


Students should be able to observe and describe similarities and differences in the skeleton of an infant to that of an adult human. Students should be able to recognize that as a human grows and develops the number of bones does not change but the sizes of the bones do change. (7.1.1) 3.7.a

GROWTH AND DEVELOPMENT


Students should be able to recognize that there are many different kinds of vertebrates in the world. One way to sort or group vertebrates is according to the structure and function of their skeletons (i.e., bird wings and human arms). (7.2.1) 3.7.b

CLASSIFICATION - ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that technology extends the sense of sight for observing bones, muscles and joints in greater detail (i.e., X-Rays). (1.2.1) (1.2.2) 3.7.c

TECHNOLOGY AND SOCIETY


Students should be able to describe the changes to the environment that result from humans obtaining rock and mineral resources (e.g., strip mining). (8.1.1) (8.3.1) 3.8.a

ECOLOGY - LAND AND WATER USE - GLOBAL POLITICS AND ECONOMICS

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GRADE LEVEL EXPECTATIONS - 4TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 4.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 4.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 4.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 4.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 4.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 4.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). (2.1.1) (3.2.7) 4.2.a

CONDUCTORS, CAPACITORS, AND DIELECTRICS - PERIODIC TABLE - GLOBAL POLITICS AND ECONOMICS


Students should be able to test objects for their magnetism and classify objects based on whether they are attracted to a magnet or not attracted to a magnet. (3.2.8) 4.2.b

MAGNETIC FIELDS


Students should be able to investigate evaporation and condensation. Students should be able to recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. (2.1.2) (3.1.5) (3.2.5) 4.2.c

KINETIC THEORY AND THERMODYNAMICS - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - ECOLOGY - THE HYDROSPHERE


Students should be able to identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.4) (3.1.5) (3.1.6) 4.3.a

ATOMIC PHYSICS AND QUANTUM EFFECTS (light energy) - KINETIC THEORY AND THERMODYNAMICS (heat energy) - WAVE MOTION (sound energy) - ELECTRISTATICS (electrical energy) - WORK, ENERGY, AND POWER (energy of motion) - THERMODYNAMICS - KINETICS - ENERGY CONCEPTS


Students should be able to identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Students should be able to draw an example circuit and label the important parts. Students should be able to relate that circuits must take the form of complete (closed) loops before electrical energy can pass. (3.2.6) 4.3.b

ELECTRIC CIRCUITS


Students should be able to use diagrams to illustrate ways that two light bulbs can be attached in simple series and in parallel to a battery to make a complete circuit. Students should be able to explain any differences that will result in the brightness of the bulbs, depending upon the way they are connected to the battery. (3.2.6) 4.3.c

ELECTRIC CIRCUITS


Students should be able to test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. (3.2.7) 4.3.d

CONDUCTORS, CAPACITORS, AND DIELECTRICS - PERIODIC TABLE - CHEMICAL BONDING - GLOBAL POLITICS AND ECONOMICS


Students should be able to demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. Students should be able to list the advantages and/or disadvantages of series and parallel circuits. (3.2.6) 4.3.e

ELECTRIC CIRCUITS


Students should be able to use knowledge of electric circuits to explain how a wall switch can be used to turn on and turn off a ceiling lamp. (3.2.6) (3.3.3) 4.3.f

ELECTRIC CIRCUITS


Students should be able to observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit. (3.2.6) 4.3.g

ELECTRIC CIRCUITS


Students should be able to recognize magnetism as a force that attracts or repels a variety of common materials and identify the physical property of materials that makes them attracted to magnets. (3.2.8) 4.3.h

MAGNETIC FIELDS


Students should be able to observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Students should be able to explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion. (3.3.3) 4.3.i

CONDUCTORS, CAPACITORS, AND DIELECTRICS - ECOLOGY - ENERGY CONCEPTS


Students should be able to explain where the electrical energy available at an electric outlet in your home or school comes from. (3.4.1) 4.3.j

CONDUCTORS, CAPACITORS, AND DIELECTRICS - ENERGY CONCEPTS


Students should be able to use books, computers, and other resources, to search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. (1.1.4) (1.1.5) (3.4.1) 4.3.k

ELECTRIC CIRCUITS - ECOLOGY - TECHNOLOGY AND SOCIETY - ENERGY CONCEPTS - RENEWABLE ENERGY RESOURCES


Students should be able to observe and describe the path of the Sun at it appears to move across the sky from east to west during the course of a day. (4.1.1) 4.4.a

OSCILLATIONS AND GRAVITY


Students should be able to use models to describe how the Earth's rotation on its axis causes one half of the Earth to always be illuminated by the Sun (day) and one half to not be illuminated by the Sun (night). Students should be able to apply this model of the rotating Earth to explain why the Sun appears to move across the sky each day from east to west. (1.1.6) (4.1.1) (4.1.2) 4.4.b

OSCILLATIONS AND GRAVITY


Students should be able to using newspapers, the internet, and actual sky observations when possible, chart the appearance of the Moon in the night sky over the course of at least two months. Students should be able to identify the basic pattern of the Moon's appearance. Students should be able to classify the Moon's appearance by using the terms new, first quarter, full, last (third) quarter. (1.1.3) (4.1.3) 4.4.c

OSCILLATIONS AND GRAVITY


Students should be able to observe the size of the Sun and Moon in the sky. Students should be able to use models to illustrate the approximate size and distance relationship between the Sun and Moon. Students should be able to explain why the Sun and Moon appear to be similar in size when observed in the sky. (1.1.6) (4.1.4) 4.4.d

OSCILLATIONS AND GRAVITY


Students should be able to identify and order the major planets and describe how they all revolve around the Sun. (4.2.1) 4.4.e

OSCILLATIONS AND GRAVITY


Students should be able to research and develop a short report on one of the planets in the Solar System. Students should be able to compare the information learned in the reports. (1.1.5) (4.2.1) 4.4.f

OSCILLATIONS AND GRAVITY


Students should be able to describe our Sun as a star that is similar to other stars that are seen in the night sky. Students should be able to explain why our Sun appears to be larger in size than other stars. (4.2.1) 4.4.g

OSCILLATIONS AND GRAVITY


Students should be able to use photos gathered from robot probes, the Hubble telescope, and manned exploration of the Moon, to examine pictures of the planets and Moon. (1.2.1) (4.4.1) (4.4.2) 4.4.h

OSCILLATIONS AND GRAVITY


Students should be able to examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Students should be able to describe how certain soil properties affect the way in which soil is eroded and deposited by water. (5.1.2) 4.5.a

LIQUIDS AND SOLIDS - CHEMICAL BONDING - ECOLOGY - THE LITHOSPHERE


Students should be able to create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. (1.1.6) (5.1.1) 4.5.b

GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - ECOLOGY - THE HYDROSPHERE


Students should be able to use stream tables to observe the creation of landforms as water flows over and through the land. Students should be able to describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Students should be able to describe changes to the water as it flows over land (i.e., color, transparency). (5.2.2) (5.2.3) (5.2.4) 4.5.c

LIQUIDS AND SOLIDS - THE HYDROSPHERE


Students should be able to describe how fast-moving water and slow-moving water over the land affect erosion and deposition. (5.1.3) (5.2.2) (5.2.4) 4.5.d

LIQUIDS AND SOLIDS - THE LITHOSPHERE


Students should be able to use stream tables to model and describe the effects of slope. Students should be able to describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms. (5.2.3) (5.2.4) 4.5.e

LIQUIDS AND SOLDS - LAND AND WATER USE - THE LITHOSPHERE


Students should be able to use stream tables to model the effect of human activity on erosion and deposition. Students should be able to describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment. (5.2.3) (5.2.5) 4.5.f

ECOLOGY - LAND AND WATER USE - GLOBAL POLITICS AND ECONOMICS


Students should be able to research and report on a specific landform created by the interaction of land and water (i.e., Cape Henlopen, Delaware Bay, Mississippi Delta, Appalachian Mountains). (5.2.1) (5.2.5) 4.5.g

THE LITHOSPHERE


Students should be able to keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware. (5.2.6) (5.2.8) 4.5.h

ECOLOGY - THE ATMOSPHERE


Students should be able to identify and describe different types of storm systems that occur in Delaware (i.e., tornadoes, hurricanes, thunderstorms, blizzards). From observed and gathered historical data, identify times of the year when these storms are most likely to occur. (1.1.4) (5.2.6) (5.2.7) 4.5.i

THE ATMOSPHERE


Students should be able to using newspapers, computer internet sites, and other information resources, identify weather conditions in different parts of the world. Students should be able to compare this with the local weather in Delaware and discuss how weather conditions for a specific day may vary around the USA and world. (1.1.3) (5.2.8) 4.5.j

THE ATMOSPHERE


Students should be able to observe satellite photos showing change over time of landforms (i.e., Chesapeake Bay, Cape Henlopen, Delaware coastline) and predict future changes that may occur. Students should be able to describe how these predictions may affect human activities (i.e., locations for building). (1.2.1) (5.3.1) 4.5.k

LAND AND WATER USE


Students should be able to compare and contrast structures that have similar functions in various organisms (e.g. eyes, ears, mouths). Students should be able to explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish). (6.1.1) 4.6.a

CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe and identify structures of plants and describe the function of each structure. Students should be able to explain that most plants produce many seeds, most of which do not germinate and grow into new plants. (6.1.1) 4.6.b

CELL STRUCTURE AND FUNCTION - GROWTH AND DEVELOPMENT - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to sort and group plants and animals according to similarities in structures or functions of structures. Students should be able to explain why the plants and animals have been grouped in this manner. (6.1.3) 4.6.c

CLASSIFICATION


Students should be able to recognize that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food. (6.2.1) (6.2.2) 4.6.d

ECOLOGY - CELLULAR ENERGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beetles). (6.3.1) 4.6.e

ECOLOGY - REGULATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to explain how individual organisms behave and use their structures to respond to internal and external cues such as hunger, drought, or temperature to improve their chances of survival. (6.3.2) 4.6.f

ECOLOGY - REGULATION - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. (6.4.2) 4.6.g

ECOLOGY - EVOLUTION - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to compare the similarities and differences of offspring to their parents (e.g., crayfish, bean sprouts). Know that offspring receive characteristics from both parents. (7.1.1) 4.7.a

MENDELIAN GENETICS


Students should be able to recognize that some characteristics acquired by the parents are not inherited by the offspring (i.e., a lost claw does not mean offspring are born with only one claw). (7.1.2) 4.7.b

MENDELIAN GENETICS


Students should be able to construct the life cycle of a bean plant through the use of diagrams. Students should be able to describe the plant in different stages of its life cycle from seed, to seedling, to mature plant, to death, and explain how the structures of the plant change over time. Students should be able to recognize that these stages of the life cycle are predictable and describable. (7.1.3) 4.7.c

GROWTH AND DEVELOPMENT


Students should be able to research the life cycle of an organism. Diagram the life cycle of the organism and describe how the organism changes over time. Students should be able to compare the life cycle of this organism to the life cycle of various other organisms. Students should be able to recognize that all organisms go through a life cycle. (7.1.3) 4.7.d

GROWTH AND DEVELOPMENT


Students should be able to describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans). 4.7.e

ECOLOGY - CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that there are variations among organisms of the same kind. Students should be able to observe organisms of the same kind and describe how their physical appearances differ. 4.7.f

MENDELIAN GENETICS


Students should be able to explore how plants are grown using hydroponics. Students should be able to identify the benefits of hydroponic agriculture in meeting human wants and needs. (7.3.1) 4.7.g

ECOLOGY - TECHNOLOGY AND SOCIETY - AGRICULTURE - GLOBAL POLITICS AND ECONOMICS


Students should be able to observe seeded and seedless varieties of fruits (i.e., watermelon). Provide reasoning for why seedless fruits have been developed by scientists. (7.3.1) 4.7.h

TECHNOLOGY AND SOCIETY


Students should be able to predict, investigate and describe how plants can affect water flow, run off and erosion. Students should be able to relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion). (8.1.2) 4.8.a

LIQUIDS AND SOLIDS - ECOLOGY - THE LITHOSPHERE - AGRICULTURE

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GRADE LEVEL EXPECTATIONS - 5TH GRADE

Students should be able to generate focused questions and informed predictions about the natural world. (1.1.1) 5.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. (1.1.2) 5.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Students should be able to compare and question results with and from others. (1.1.3) 5.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. (1.1.4) 5.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. (1.1.5) 5.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology when conducting scientific inquiries (1.1.6) 5.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). (1.1.2) (1.1.3) (1.2.1) (2.1.1) (2.2.3) (2.2.4) 5.2.a

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING - SOLUTIONS


Students should be able to make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Students should be able to record and communicate the results. (1.1.2) (1.1.3) (1.1.4) (1.1.5) (2.1.1) (2.2.1) 5.2.b

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING - SOLUTIONS


Students should be able to combine different amounts of solid material and water. Students should be able to compare the properties of these solutions (i.e., color, viscosity, clarity). (2.1.1) (2.2.1) 5.2.c

LIQUIDS AND SOLIDS - SOLUTIONS


Students should be able to compare the mass of mixtures and solutions to the mass of their component parts. (2.3.1) 5.2.d

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - STOICHIOMETRY


Students should be able to determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Students should be able to recognize that some materials are more soluble in water than other materials. (1.1.3) (1.1.4) (1.1.6) (2.2.2) 5.2.e

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - STOICHIOMETRY


Students should be able to explain why the total amount of a material remains the same even when exposed to a variety of physical treatments (e.g., flattening or balling up clay, breaking apart a candy bar, pouring liquid into a tall, slender glass vs. a short, fat glass). (2.3.1) 5.2.f

STOICHIOMETRY


Students should be able to research and report on recycling of household materials (e.g., glass, newspaper, plastics) and how these materials are reused. (1.2.1) (1.3.1) (2.5.1) 5.2.g

LIQUIDS AND SOLIDS - CHEMICAL BONDING - POLLUTION CONCEPTS - GLOBAL POLITICS AND ECONOMICS


Students should be able to identify sunlight as the source of energy needed for plants to make their own food. (3.3.2) (6.2.1) 5.3.a

ATOMIC PHYSICS AND QUANTUM EFFECTS - TEMPERATURE AND HEAT - THERMODYNAMICS - CELLULAR ENERGY - CELL STRUCTURE AND FUNCTION - ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify that sunlight has three major components; visible, infrared, and ultraviolet, and that the infrared and ultraviolet components cannot be detected by human eyes. (3.1.1) (3.3.1) 5.3.b

ATOMIC PHYSICS AND QUANTUM EFFECTS - ECOLOGY


Students should be able to design and implement an investigation to show that white light coming from the sun consists of a variety of component waves that appear to have different colors to our eyes. Students should be able to record observations of the investigation and use evidence to communicate results. (1.1.2) (1.1.3) (1.1.4) (3.3.1) (3.3.2) 5.3.c

ATOMIC PHYSICS AND QUANTUM EFFECTS - THE ATMOSPHERE


Students should be able to distinguish ultraviolet from infrared light energy. Although each is invisible to the human eye without the use of technology, describe how the presence of each is detected (i.e., night vision goggles to see infrared energy, sunburn indicates ultraviolet). (1.2.1) (3.1.1) 5.3.d

ATOMIC PHYSICS AND QUANTUM EFFECTS - ECOLOGY - TECHNOLOGY AND SOCIETY - STRATOSPHERIC OZONE


Students should be able to observe that sound is produced by vibrating objects and give examples of vibrating objects that produce sound. (3.1.4) 5.3.e

WAVE MOTION


Students should be able to observe that volume is a property of sound that determines how loud the sound is and be able to describe what part of the vibrating object's motion determines the sound it produces. (3.1.4) 5.3.f

WAVE MOTION


Students should be able to describe the relationship between the pitch of a sound and the physical properties of the sound source (i.e., length of vibrating object, frequency of vibrations, and tension of vibrating string). Students should be able to describe how the pitch of sound is different from the volume. (3.1.4) 5.3.g

WAVE MOTION


Students should be able to identify that sound energy needs a medium through which to travel. Students should be able to compare how effectively sound travels through solids, liquids, and air. Students should be able to demonstrate that vibrations in materials set up wavelike disturbances that spread away from the source. Students should be able to construct a method to direct sound from the source to the receiver. (1.1.2) (3.1.4) 5.3.h

WAVE MOTION


Students should be able to identify that the energy of a moving object depends upon its speed. Students should be able to give examples of how an object's energy of motion increases when the object's speed increases. (3.1.2) (3.2.2) 5.3.i

WORK, ENERGY, AND POWER


Students should be able to describe how energy can be stored in an elastic object or material by stretching it. Students should be able to use diagrams to describe ways that the energy stored in a stretched object can be used to make objects move. (1.1.6) (3.1.3) 5.3.j

WORK, ENERGY, AND POWER


Students should be able to use rulers, meter sticks, tapes, and watches to measure the distance objects travel in a given period of time and how much time it takes for an object to travel a certain distance. Organize the measurements in tables, and construct graphs based on the measurements. Reach qualitative conclusions about the speeds of the objects (faster versus slower). (1.1.3) (1.1.4) (1.1.5) (3.2.2) 5.3.k

KINEMATICS


Students should be able to demonstrate and explain how forces of different sizes and directions can produce different kinds of changes in the motion of an object. (3.2.1) (3.2.3) (3.2.4) 5.3.l

NEWTON'S LAWS OF MOTION


Students should be able to explain how the flow of heat energy contributes to the melting and freezing processes. Students should be able to describe which way heat energy must flow for liquid water to boil. (2.1.2) (3.1.5) (3.2.5) 5.3.m

KINETIC THEORY AND THERMODYNAMICS - LIQUIDS AND SOLIDS - THERMODYNAMICS


Students should be able to observe that light travels in a straight line away from its source until it strikes an object. Students should be able to observe that when light strikes an object, it can reflect off the object, transmit through the object, be absorbed within the object, or a combination of these phenomena. Students should be able to give examples of light being reflected, transmitted, and/or absorbed by objects. (3.3.1) 5.3.n

GEOMETRIC OPTICS - ECOLOGY - CELLULAR ENERGY - GLOBAL WARMING


Students should be able to, using the physical properties of objects, make predictions about how light will behave when it strikes the object. Students should be able to categorize materials as transparent, translucent, absorbent or reflective based on how they interact with light. (3.3.1) 5.3.o

GEOMETRIC OPTICS


Students should be able to recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, students should be able to search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. (1.3.1) (3.4.1) 5.3.p

ATOMIC PHYSICS AND QUANTUM EFFECTS - THERMODYNAMICS - ECOLOGY - TECHNOLOGY AND SOCIETY - RENEWABLE ENERGY REURCES


Students should be able to recognize that the digestive system has many parts that work together to perform a function in humans and many other animals. (6.1.2) 5.6.a

CELL STRUCTURE AND FUNCTION - BIOCHEMISTRY


Students should be able to describe how to promote healthy digestion and recognize some symptoms that indicate disturbances associated with the normal functioning of the digestive system (i.e., stomach ache, flatulence).(6.1.2) 5.6.b

CELL STRUCTURE AND FUNCTION - BIOCHEMISTRY


Students should be able to identify, label the parts, and describe the basic functions of the human digestive tract including the mouth, esophagus, stomach, small intestine, large intestine (colon), rectum, and anus. (6.1.1) (6.1.2) 5.6.c

CELL STRUCTURE AND FUNCTION


Students should be able to compare and contrast the human body digestive system with that of other animals e.g., earthworm, chicken, fish, crayfish, snail, cow. (6.1.1) (6.1.2) 5.6.d

CELL STRUCTURE AND FUNCTION


Students should be able to explain that all organisms require a form of energy to survive and that humans and other animals obtain energy and materials from food. (6.2.2) 5.6.e

CELL STRUCTURE AND FUNCTION - GROWTH AND DEVELOPMENT - CELLULAR ENERGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify external structures (i.e., legs) and behaviors (i.e., walking) of organisms that enable them to survive in their particular ecosystem and describe how these structures enable the organisms to respond to internal (i.e., hunger) and external (i.e., temperature, danger) cues. (6.1.3) (6.3.2) (8.1.3) 5.6.f

CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to research the ways that a variety of organisms respond to internal (i.e., need for food and shelter) and external (i.e., presence of predators) cues. Students should be able to describe the similarities and differences among the organisms. (1.1.4) (6.3.2) 5.6.g

CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify and discuss how short-term and long-term alterations in the environment affect the health of organisms found in that ecosystem. (6.4.2) (8.1.3) (8.1.4) 5.6.i

ECOLOGY - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to identify plants and animals in an ecosystem (i.e., beach, woodland, marsh, meadow). Students should be able to examine the life cycles of the plants and animals and identify factors in the ecosystem that are beneficial or harmful to the organisms at various stages in its life cycle (i.e., young fish are small which makes them able to hide in plants but this characteristic also makes them more vulnerable to predators). (7.1.3) (8.1.2) (8.1.4) 5.7.a

ECOLOGY - GROWTH AND DEVELOPMENT - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that there are many different kinds of vertebrates and invertebrates in the world's ecosystem with a diverse variety of organisms in each group. (6.1.3) (7.2.1) 5.7.b

CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to examine a variety of ecosystems such as marsh, pond, field, forest. Students should be able to compare how the organisms, the habitat, and the food chains are similar and different in these ecosystems. (1.1.3) (8.1.2) (8.1.5) (8.2.1) (8.2.2) (8.2.3) 5.8.a

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to differentiate between an organism's habitat (where an animal lives) and its territory (an area claimed as its own space). Students should be able to select an organism and describe its habitat and territory. (8.1.3) 5.8.b

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to predict and describe how a dramatic increase or decrease in the population size of a single species within an ecosystem affects the entire ecosystem. (8.1.4) 5.8.c

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). (8.1.3) (8.1.5) 5.8.d

ECOLOGY - EVOLUTION - GROWTH AND DEVELOPMENT - REPRODUCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to conduct investigations to simulate terrestrial and aquatic ecosystems and their interdependence. Students should be able to demonstrate and describe how alteration of one part of the ecosystem (i.e., change in pH, over fertilization, addition of salt) may cause changes throughout the entire ecosystem. (1.1.3) (1.1.4) (8.1.2) (8.1.4) 5.8.e

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to categorize the organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers. Students should be able to explain why the organism was categorized this way (8.2.1) (8.2.2) (8.2.3) 5.8.f

ECOLOGY - CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify the Sun as a source of energy that drives an ecosystem. Students should be able to describe the path of energy from the Sun to the producers then to the consumer in the food chain. Students should be able to recognize that an organism has dependent and independent relationships in an ecosystem. (8.2.1) 5.8.g

ECOLOGY - CELL STRUCTURE AND FUNCTION - CELLULAR ENERGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify natural (i.e., wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in of marshland) to an ecosystem. Students should be able to discuss how these changes affect the balance of an ecosystem. (8.1.1) (8.1.5) (8.3.1) 5.8.h

ECOLOGY - TECHNOLOGY AND SOCIETY - ECOSYSTEM STRUCTURE AND DIVERSITY - GLOBAL POLITICS AND ECONOMICS


Students should be able to explain why moving organisms from their ecosystem to a new ecosystem may upset the balance of the new ecosystem, for example, by introduction of diseases or depletion of resources. (8.1.4) (8.3.1) (8.3.2) 5.8.i

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY - GLOBAL POLITICS AND ECONOMICS

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GRADE LEVEL EXPECTATIONS - 6TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses.(1.1.1) 6.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 6.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students.(1.1.3) 6.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.(1.1.4) 6.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 6.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 6.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to list, as basic forms of energy, light, heat, sound, electrical, and energy of motion. (3.1.1) (3.1.2) (3.1.3) (3.1.4) (3.1.5) 6.3.a

ATOMIC PHYSICS AND QUANTUM EFFECTS (light energy) - KINETIC THEORY AND THERMODYNAMICS (heat energy) - WAVE MOTION (sound energy) - ELECTRISTATICS (electrical energy) - WORK, ENERGY, AND POWER (energy of motion) - THERMODYNAMICS - ENERGY CONCEPTS


Students should be able to explain that electrical energy is a form of energy that is transferred through circuits to devices that are designed to make use of this form of energy (e.g., lamps, fans, computers, etc.). (3.1.5) 6.3.b

ELECTRIC CIRCUITS - ENERGY CONCEPTS


Students should be able to describe the role of electrical charge in circuits by using a model of electrical circuits. (3.1.5) (3.2.8) 6.3.c

ELECTRIC CIRCUITS


Students should be able to relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Students should be able to trace the flow of energy from electrical energy to other forms of energy, such as light. Students should be able to express whether energy was transferred, transformed or both. (3.1.5) (3.2.8) (3.3.1) 6.3.d

ELECTRIC CIRCUITS - ENERGY CONCEPTS


Students should be able to construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Students should be able to describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device and relate this to how much electrical energy is received. (3.2.8) (3.3.1) 6.3.e

ELECTRIC CIRCUITS


Students should be able to conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects. (1.1.6) (3.1.2) 6.3.f

KINEMATICS


Students should be able to graph and interpret distance versus time graphs for constant speed. Students should be able to use the graphs to describe how the position of an object changes in a time interval. (1.1.6) (3.1.2) 6.3.g

KINEMATICS


Students should be able to describe how the speed of an object depends on the distance traveled and the travel time. Students should be able to explain how the motion of an object can be described by its position, speed, and direction of motion. (3.1.2) 6.3.h

KINEMATICS


Students should be able to explain that the earth will pull on all objects with a force called gravity that is directed inward toward the center of the Earth. (3.1.2) (3.2.2) 6.3.i

OSCILLATIONS AND GRAVITATION


Students should be able to give examples of moving objects and identify the forces that act on these objects. Students should be able to select examples where only one force acts on the object and examples where two or more forces act on the object. Students should be able to explain that unbalanced forces acting on an object will change its speed, direction of motion or both (3.2.1) (3.2.2) 6.3.j

NEWTON'S LAWS OF MOTION


Students should be able to conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object. (3.2.1) (3.2.2) 6.3.k

NEWTON'S LAWS OF MOTION


Students should be able to conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves. (3.1.2) (3.2.1) (3.2.2) 6.3.l

NEWTON'S LAWS OF MOTION


Students should be able to explain that an object that feels the effects of balanced forces may be at rest or may be moving in a straight line with a speed that does not change. (3.1.2) (3.2.1) 6.3.m

NEWTON'S LAWS OF MOTION


Students should be able to conduct investigations using simple machines to demonstrate how forces transfer energy. Students should be able to explain that simple machine may change the direction of an applied force (directional advantage) or the size of the force that is applied (mechanical advantage) but that the amount of energy transferred by the simple machine is equal to the amount of energy transferred to the simple machine. (3.2.2) 6.3.n

WORK, ENERGY, AND POWER


Students should be able to explain that the transfer of energy from one object to another is caused by the exertion of a force. Students should be able to use the size of the force and the distance over which the force acts to compare how much energy is transferred into a simple machine to how much energy is transferred out of a simple machine. (3.2.1) (3.2.2) (3.3.1) 6.3.o

WORK, ENERGY, AND POWER


Students should be able to design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Students should be able to identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine. (3.1.2) (3.2.1) (3.2.2) (3.3.1) 6.3.p

WORK, ENERGY, AND POWER


Students should be able to show how electrical energy carried by currents in wires can be used to create magnetic fields. Students should be able to demonstrate how these fields exert magnetic forces on permanent magnets. Students should be able to explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion. (3.2.9) 6.3.q

MAGNETIC FIELDS


Students should be able to compare the differences in power usage in different electrical devices/appliances. Students should be able to discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Students should be able to select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. (3.4.2) (3.4.3) 6.3.r

ELECTRIC CIRCUITS - ECOLOGY - TECHNOLOGY AND SOCIETY - ENERGY CONCEPTS - GLOBAL POLITICS AND ECONOMICS


Students should be able to use appropriate instruments and tools to identify the sedimentary rocks limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed. (1.1.3) (1.1.4) (5.1.3) (5.2.11) 6.5.a

THE LITHOSPHERE


Students should be able to examine sedimentary rock formations. Students should be able to use relative dating and fossil evidence to correlate sedimentary rock sequences. Infer the succession of environmental events that occurred from one rock sequence to another (transgression or regression of the seas). Students should be able to use the correlated sedimentary rock sequences to support Earth's geologic time scale. (5.1.3) (5.2.11) 6.5.b

THE LITHOSPHERE


Students should be able to investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering. (5.1.3) (5.2.4) (5.2.11) 6.5.c

LIQUIDS AND SOLIDS - THE LITHOSPHERE


Students should be able to investigate how weathered materials are transported (i.e., mass movement and wind, water, and ice processes) in the process of erosion. Students should be able to explain how erosion shapes rock particles. (5.1.3) 6.5.d

THE LITHOSPHERE


Students should be able to describe the process by which eroded materials can form horizontal layers of sedimentary rock. (5.2.11) 6.5.e

THE LITHOSPHERE


Students should be able to explain how sedimentary rocks are formed through the processes of weathering, erosion, and deposition. (5.2.11) 6.5.f

THE LITHOSPHERE


Students should be able to cite three lines of evidence such as the fit of coastlines, the similarity of rock type and contiguousness of bedding areas, and similarity of fossilized remains that indicate that the continents were once a large land mass. (5.2.12) (7.2.1) 6.5.g

THE LITHOSPHERE


Students should be able to explain that human body systems are comprised of organs (e.g., the heart, the stomach, and the lungs) that perform specific functions within one or more systems. (6.1.2) (6.1.6) 6.6.a

CELL STRUCTURE AND FUNCTION - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries. (6.1.6) 6.6.b

CELL STRUCTURE AND FUNCTION - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to label and describe the functions of the basic parts of the male and female reproductive systems. (6.1.6) (7.1.1) 6.6.c

CELL STRUCTURE AND FUNCTION - REPRODUCTION - POPULATION DYNAMICS


Students should be able to label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs. (6.1.6) 6.6.d

CELL STRUCTURE AND FUNCTION - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus. (6.1.6) 6.6.e

CELL STRUCTURE AND FUNCTION - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to express how the human circulatory, respiratory, and digestive systems work together to carry out life processes. (6.1.1) (6.3.1) 6.6.f

CELL STRUCTURE AND FUNCTION - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to trace how the circulatory, respiratory, and digestive systems interact to transport the food and oxygen required to provide energy for life processes. (6.2.3) (6.3.1) 6.6.g

CELL STRUCTURE AND FUNCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions. (1.1.3) (6.3.1) 6.6.h

ECOLOGY - REGULATION


Students should be able to use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health. (6.4.2) 6.6.i

ECOLOGY - TECHNOLOGY AND SOCIETY - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to research and report on how body systems are affected by lifestyle choices such as diet or exercise (for example lack of exercise leads to cardiovascular disease). (6.4.1) (6.4.2) 6.6.j

GROWTH AND DEVELOPMENT - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH


Students should be able to recognize that fossils indicate that many organisms that lived long ago are extinct. Students should be able to use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. Students should be able to recognize, through fossil evidence, that some species can be traced back in geologic time. (7.2.1) (7.2.4) 6.7.a

THE LITHOSPHERE

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GRADE LEVEL EXPECTATIONS - 7TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 7.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 7.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 7.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 7.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 7.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 7.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to recognize that all matter consists of particles and how the particles are arranged determines the physical state. Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles. (2.1.1) (2.1.2) 7.2.a

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING


Students should be able to measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identifying the states of matter. (1.1.6) (2.1.2) (3.1.4) 7.2.b

LIQUIDS AND SOLIDS - THERMODYNAMICS


Students should be able to analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Students should be able to relate the states of matter to the changes (increase, decrease) of energy in the system. (1.2.1) (2.1.2) (2.1.5) (3.2.6) 7.2.c

GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - KINETICS


Students should be able to make a model or drawing of particles of the same material in solid, liquid, and gas state. Students should be able to describe the arrangement, spacing and energy in each state. (2.1.1) (3.3.2) 7.2.d

GASES - LIQUIDS AND SOLIDS


Students should be able to distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. (2.1.3) (2.1.4) 7.2.e

GASES - LIQUIDS AND SOLIDS - STOICHIOMETRY - EQUILIBRIUM - THERMODYNAMICS - CHEMICAL REACTIVITY - SOLUTIONS


Students should be able to calculate the density of various solid materials. Students should be able to use density to predict whether an object will sink or float in water. Students should be able to given the density of various solids and liquids, create a density column and explain the arrangement in terms of density. (1.1.2) (1.1.3) (1.1.6) 7.2.f

LIQUIDS AND SOLIDS


Students should be able to use physical properties to distinguish and separate one substance or material from another. (1.1.2) (1.1.3) (1.2.2) (2.2.1) (2.2.2) 7.2.g

GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING


Students should be able to distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Students should be able to recognize that a homogeneous mixture is a solution. ((1.1.3) (1.1.5) (2.2.1) (2.2.2) 7.2.h

GASES - LIQUIDS AND SOLIDS - SOLUTIONS


Students should be able to prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent. (2.2.2) (2.2.3) 7.2.i

GASES - LIQUIDS AND SOLIDS - SOLUTIONS


Students should be able to conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Students should be able to describe the rate of solubility using the particle model. (1.1.3) (1.1.4) (2.2.3) 7.2.j

GASES - LIQUIDS AND SOLIDS - SOLUTIONS


Students should be able to conduct investigations to determine the effect of temperature on saturation point. Students should be able to construct a solubility curve based on data collected. Students should be able to describe solubility and saturation point using the particle model. (1.1.3) (1.1.4) (1.1.5) (2.2.4) (3.1.4) 7.2.k

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - THERMODYNAMICS


Students should be able to conduct investigations to demonstrate the process of diffusion. Students should be able to use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. 7.2.l

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - CELL STRUCTURE AND FUNCTION - REGULATION


Students should be able to show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). (2.3.1) 7.2.m

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - STOICHIOMETRY - BIOGEOCHEMICAL CYCLES


Students should be able to select a manufactured item and identify its component materials. Students should be able to explain how the physical properties of the materials contribute to the function of the item. (1.2.2) (2.5.1) 7.2.n

GLOBAL POLITICS AND ECONOMICS


Students should be able to discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs. (1.2.2) (1.3.1) (2.5.2) 7.2.o

POLLUTION CONCEPTS - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - GLOBAL POLITICS AND ECONOMICS


Students should be able to describe how heat energy when added to a substance, will increase its temperature or change its state. Students should be able to explain that as more heat energy is added to a substance, the particles' vibrations increase and the spacing between the particles increases, but the size of the particles stays the same. (3.2.6) 7.3.a

KINETIC THEORY AND THERMODYNAMICS - THERMODYNAMICS


Students should be able to create models that simulate the amount of salt, frozen, fresh, and potable water available on Earth's surface. Students should be able to compare total water supply on Earth to the amount of potable water available for human use. (5.1.1) 7.5.a

ECOLOGY - THE HYDROSPHERE - GLOBAL POLITICS AND ECONOMICS


Students should be able to calculate the ratio/percent of water generally found in solid, liquid and gaseous form on or within the Earth's surface and use this ratio to compare the amounts of water stored in different states. (1.1.6) (5.1.1) 7.5.b

ECOLOGY - THE HYDROSPHERE


Students should be able to use diagrams of the hydrologic cycle to show and describe the circulation of water through the Earth's crust, oceans, and atmosphere. (5.2.1) 7.5.c

ECOLOGY - THE HYDROSPHERE


Students should be able to use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Students should be able to apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Students should be able to explain how heat energy drives the water cycle. (2.1.1) (3.1.1) (5.2.1) 7.5.d

GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - ECOLOGY - THE HYDROSPHERE


Students should be able to use models or diagrams to explain how water stored underground (groundwater and aquifers) and water stored above ground (lakes, rivers, air, etc.) interact to form a continuous cycle. (5.2.1) (5.2.2) 7.5.e

ECOLOGY - THE HYDROSPHERE


Students should be able to investigate, through the use of models, how water acts as a solvent and as it passes through the water cycle it dissolves minerals, gases, and pollutants and carries them to surface water and ground water supplies. (2.2.2) (5.2.2) 7.5.f

SOLUTIONS - ECOLOGY - POLLUTION CONCEPTS - THE HYDROSPHERE


Students should be able to conduct investigations and use the data to describe the extent to which the permeability and porosity of a soil sample affect the rate of water percolation. (5.1.3) (5.2.2) 7.5.g

LIQUIDS AND SOLIDS - THE LITHOSPHERE


Students should be able to describe the role of wetlands and streamside forests (riparian) in filtering water as it runs off into local streams, rivers, and bays or seeps into ground water. (2.2.1) (8.1.1) 7.5.h

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Students should be able to analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. (1.2.1) (5.2.3) (5.2.4) 7.5.i

THE HYDROSPHERE


Students should be able to conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples. (5.3.2) 7.5.j

ECOLOGY - BIOCHEMISTRY - THE HYDROSPHERE


Students should be able to identify macro-invertebrates in a local stream and apply this identification in determining the stream's ecological health. (6.4.3) (8.1.1) 7.5.k

CELL STRUCTURE AND FUNCTION - ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to explain the impact of human activities (e.g., building roads, fertilizing golf courses, etc.) on the quality of Delaware's waters. (1.3.1) (8.3.1) (8.3.3) 7.5.l

ECOLOGY - TECHNOLOGY AND SOCIETY - THE HYDROSPHERE


Students should be able to research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment. (5.3.2) (6.4.3) (8.3.1) 7.5.m

ECOLOGY - TECHNOLOGY AND SOCIETY - THE HYDROSPHERE - GLOBAL POLITICS AND ECONOMICS


Students should be able to investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. (1.2.2) (1.3.1) (8.3.3) 7.5.n

ECOLOGY - TECHNOLOGY AND SOCIETY - GLOBAL POLITICS AND ECONOMICS - LOSS OF BIODIVERSITY


Students should be able to list ways in which human intervention can help maintain an adequate supply of fresh water for human consumption. Students should be able to apply knowledge and skills learned about water as a resource to study local sources of drinking water and devise a water quality stewardship plan. (1.3.1) (5.3.2) (8.3.3) 7.5.o

ECOLOGY - TECHNOLOGY AND SOCIETY - THE HYDROSPHERE - GLOBAL POLITICS AND ECONOMICS


Students should be able to identify and apply criteria for determining whether specimens or samples are living, dead, dormant or nonliving. (6.1.1) 7.6.a

CLASSIFICATION


Students should be able to classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Students should be able to give examples of organisms from each kingdom. (6.1.2) 7.6.b

CLASSIFICATION


Students should be able to explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. (6.1.3) (6.1.4) 7.6.c

CELL STRUCTURE AND FUNCTION - REGULATION - ECOLOGY


Students should be able to describe the hierarchical organization of multi-cellular organisms. Students should be able to recognize that multi-celled organisms are organized as specialized cells within tissues that make up organs within organ systems, which work together to carry out life processes for the entire organism. (6.1.2) (6.1.3) 7.6.d

CLASSIFICATION - CELL STRUCTURE AND FUNCTION


Students should be able to observe and sketch cells using microscopes and other appropriate tools. Students should be able to compare and contrast plant, animal, protist, and bacterial cells by noting the presence or absence of major organelles (i.e., cell membrane, cell wall, nucleus, chloroplasts, mitochondria and vacuoles) using the sketches and other resources. (1.1.3) (1.2.1) (6.1.5) 7.6.e

CELL STRUCTURE AND FUNCTION


Students should be able to research the sequence of events that led to the formation of the cell theory and correlate these events with technological advancements (e.g., hand lens, microscopes, and staining techniques). (1.1.6) (1.2.1) (1.3.1) (6.1.4) 7.6.f

CELL STRUCTURE AND FUNCTION - TECHNOLOGY AND SOCIETY


Students should be able to recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. (6.1.5) (6.2.2) (8.2.1) 7.6.g

CHEMICAL BONDING - REACTION TYPES - THERMODYNAMICS - CELL STRUCTURE AND FUNCTION - CELLULAR ENERGY - GROWTH AND DEVELOPMENT - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Students should be able to explain the complementary nature between photosynthesis and cellular respiration. (6.2.1) (6.2.3) 7.6.h

CHEMICAL BONDING - REACTION TYPES - THERMODYNAMICS - CELL STRUCTURE AND FUNCTION - CELLULAR ENERGY - ECOLOGY - GROWTH AND DEVELOPMENT - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to research external conditions needed by a variety of organisms for survival such as temperature, turbidity, pH, salinity, and amount of dissolved oxygen, phosphates, and nitrates. Students should be able to predict how organisms may respond to changes in these external conditions based on research findings. (6.1.1) (6.3.1) (6.4.3) 7.6.i

ECOLOGY - REGULATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to use various indicators (pH, turbidity, nitrates, phosphates, salinity, and macro-invertebrate surveys) to establish the health and potential potability of local bodies of water. (5.3.2) (6.4.3) 7.6.j

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY - GLOBAL POLITICS AND ECONOMICS


Students should be able to recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Students should be able to use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants, as well as, animals can reproduce sexually. (7.1.1) (7.1.2) 7.7.a

REPRODUCTION - MENDELIAN GENETICS


Students should be able to given varied scenarios (including one or two parent reproduction, and having traits identical to or different than the parents), classify offspring as either sexually or asexually produced and justify your response. (7.1.2) (7.1.3) 7.7.b

REPRODUCTION - MENDELIAN GENETICS


Students should be able to compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Students should be able to relate advantages and/or disadvantages of each strategy. (7.1.3) 7.7.c

REPRODUCTION - MENDELIAN GENETICS - EVOLUTION


Students should be able to make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Students should be able to recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism. (7.1.6) (7.1.7) (7.1.8) 7.7.d

REPRODUCTION - MENDELIAN GENETICS - CELL STRUCTURE AND FUNCTION


Students should be able to make a simple labeled drawing of asexual reproduction as it occurs in sexually produced organisms at the cellular level. Indicate that resulting cells contain an identical copy of genetic information from the parent cell. (7.1.4) 7.7.e

REPRODUCTION - MENDELIAN GENETICS - MOLECULAR GENETICS


Students should be able to describe the relationship between genes, chromosomes, and DNA in terms of location and relative size. (7.1.6) (7.1.9) 7.7.f

MENDELIAN GENETICS - MOLECULAR GENETICS


Students should be able to explain how the sex chromosomes inherited from each parent determines the gender of the offspring. (7.1.8) 7.7.g

MENDELIAN GENETICS - MOLECULAR GENETICS


Students should be able to model a random process (e.g., coin toss) that illustrates which alleles can be passed from parent to offspring. (7.1.9) 7.7.h

MENDELIAN GENETICS


Students should be able to use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically. (1.1.4) (1.1.5)(7.1.10) (7.1.11) (7.3.2) 7.7.i

MENDELIAN GENETICS


Students should be able to use pedigrees to illustrate the heritability of dominant and recessive alleles over several generations. (7.3.1) 7.7.j

MENDELIAN GENETICS


Students should be able to research and report on the contributions of Gregor Mendel and other genetic researchers and how their contributions altered the body of scientific knowledge. (1.3.1) (7.1.10) 7.7.k

MENDELIAN GENETICS


Students should be able to explain through the use of models or diagrams, why sexually-produced offspring are not identical to their parents. (7.2.3) 7.7.l

MENDELIAN GENETICS


Students should be able to identify kingdom as the first main level of the standard classification system. Students should be able to observe a variety of living organisms and determine into which kingdom they would be classified. (7.2.5) 7.7.m

CLASSIFICATION


Students should be able to research and report on selective breeding. Students should be able to select an organism (e.g., race horses, pedigree dogs, drought resistant plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. (7.3.1) 7.7.n

MOLECULAR GENETICS - TECHNOLOGY AND SOCIETY - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - GLOBAL POLITICS AND ECONOMICS


Students should be able to recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Students should be able to research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. (7.3.2) 7.7.o

MENDELIAN GENETICS - TECHNOLOGY AND SOCIETY


Students should be able to explain how sanitation measures such as sewers, landfills, and water treatment are important in controlling the spread of organisms that contaminate water and cause disease. (8.3.3) 7.8.a

ECOLOGY - POLLUTION CONCEPTS - ENVIRONMENTAL IMPACTS AND HUMAN HEALTH - GLOBAL POLITICS AND ECONOMICS

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GRADE LEVEL EXPECTATIONS - 8TH GRADE

Students should be able to frame and refine questions that can be investigated scientifically, and generate testable hypotheses. (1.1.1) 8.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to design and conduct investigations with controlled variables to test hypotheses. (1.1.2) 8.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Students should be able to construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Students should be able to compare and question results with and from other students. (1.1.3) 8.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. (1.1.4) 8.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to communicate scientific procedures, data, and explanations to enable the replication of results. Students should be able to use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. (1.1.5) 8.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing, and technology in conducting scientific inquiries. (1.1.6) 8.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to conduct simple investigations in which a variety of materials (sand, water, light colored materials, dark colored materials) are exposed to light and heat energy. Students should be able to measure the change in temperature of the material and describe any changes that occur in terms of the physical properties of the material. (2.1.5) 8.2.a

THERMODYNAMICS


Students should be able to conduct investigations, using a variety of materials, to show that some materials conduct heat more readily than others. Students should be able to identify these materials as conductors or insulators. (2.1.4) 8.2.b

LIQUIDS AND SOLIDS - PERIODIC TABLE - CHEMICAL BONDING - GLOBAL POLITICS AND ECONOMICS


Students should be able to explain why insulators may be used to slow the change of temperature of hot or cold materials. (2.1.4) 8.2.c

THERMODYNAMICS - PERIODIC TABLE - CHEMICAL BONDING - GLOBAL POLITICS AND ECONOMICS


Students should be able to explain that kinetic energy is the energy an object has because of its motion and identify that kinetic energy depends upon the object's speed and mass. (3.1.2) 8.3.a

WORK, ENERGY, AND POWER


Students should be able to design and carry out investigations to determine how changing the mass of an object or changing its speed changes its kinetic energy. (3.1.2) 8.3.b

WORK, ENERGY, AND POWER


Students should be able to explain that gravitational potential energy (GPE) is the energy of position (above the Earth's surface) and that it depends on the object's mass and height above the ground. Students should be able to relate that lifted objects have GPE and that the size of an object's GPE depends on its mass and the vertical distance it was lifted. Students should be able to make a graph to demonstrate and describe how the GPE changes as the height of an object is increased or decreased. (3.1.2) 8.3.c

WORK, ENERGY, AND POWER


Students should be able to explain that the mechanical energy of an object is the sum of its kinetic energy and its potential energy at any point in time. Students should be able to identify the mechanical energy of objects in different circumstances and identify whether the mechanical energy consists of KE, PE or both (i.e., a ball at rest at the top of an incline and in its motion part of the way down the incline or a model plane driven by a 'rubber band' motor, etc.). (3.1.2) 8.3.d

WORK, ENERGY, AND POWER


Students should be able to interpret graphical representations of energy to describe how changes in the potential energy of an object can influence changes in its kinetic energy. (1.1.2) (1.1.4) (3.1.2) 8.3.e

WORK, ENERGY, AND POWER


Students should be able to explain that the mechanical energy of an object is a measure of how much the object can change the motion of other objects or materials (e.g.,, a ball (or air) having a large kinetic energy can do more damage than a ball (or air) with less kinetic energy). (3.1.2) (3.2.1) 8.3.f

WORK, ENERGY, AND POWER


Students should be able to use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. (2.1.2) (3.1.4) (3.2.6) 8.3.g

KINETIC THEORY AND THERMODYNAMICS - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - KINETICS


Students should be able to describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. (2.1.2) 8.3.h

KINETIC THEORY AND THERMODYNAMICS - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - KINETICS


Students should be able to explain that sound energy is mechanical energy that travels in the form of waves. Students should be able to use the Particle Model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. (3.1.3) 8.3.i

WAVE MOTION - GASES - LIQUIDS AND SOLIDS - THE LITHOSPHERE


Students should be able to use the properties of sound waves and the Particle Model to describe how the pitch of two waves can be different and how the loudness of two waves can be different. (3.1.3) 8.3.j

WAVE MOTION


Students should be able to explain that heat energy and sound energy both make the particles of a substance move. Students should be able to use models to explain how the particles respond differently to these types of energy. Students should be able to use models to explain why sound travels much faster through substances than heat energy does. (3.1.3) (3.1.4) 8.3.k

KINETIC THEORY AND THERMODYNAMICS - WAVE MOTION - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS


Students should be able to relate that the sun is the source of almost all of the Earth's energy and that this energy travels to the Earth in the form of electromagnetic waves. (3.1.1) 8.3.l

ATOMICS PHYSICS AND QUANTUM EFFECTS - ENERGY CONCEPTS


Students should be able to explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Students should be able to explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Students should be able to use diagrams to demonstrate the differences in different types of electromagnetic waves. (3.1.1) (3.2.5) (3.3.3) 8.3.m

ATOMICS PHYSICS AND QUANTUM EFFECTS - ECOLOGY - CELL STRUCTURE AND FUNCTION - CELLULAR ENERGY - ENERGY CONCEPTS - GLOBAL WARMING - STRATOSPHERIC OZONE


Students should be able to plan and conduct an experiment to identify the presence of UV and IR waves in sunlight or other sources of electromagnetic waves. Students should be able to use evidence to explain the presence of each. (1.1.2) (1.1.4) (3.1.1) (3.2.5) 8.3.n

ATOMICS PHYSICS AND QUANTUM EFFECTS - ECOLOGY - GLOBAL WARMING - STRATOSPHERIC OZONE


Students should be able to recognize that the force of gravity can act across very large distances of space. Through the force of gravity planets pull on their moons, and pull on each other. The sun pulls on all planets, moons and other celestial bodies in the solar system. Students should be able to use an understanding of how forces change the motion of objects to explain how gravity is responsible for creating the orbital motion of planets and moons. (3.2.1) (3.2.2) 8.3.o

OSCILLATIONS AND GRAVITATION


Students should be able to explain that the transfer of energy from one object to another is caused by the exertion of a force. Students should be able to create an energy chain to show how forces can change the mechanical energy of an object. Students should be able to describe how the distance over which the forces act will influence the amount of energy transferred (and when appropriate, the amount of energy transformed). (3.2.2) (3.2.3) 8.3.p

WORK, ENERGY, AND POWER


Students should be able to give examples of how mechanical energy can be transferred to (or away from) an object and describe the changes that can take place in the motion of the object because of this energy transfer, (e.g., pulling on a trailer to start it moving or using friction to slow an object and bring it to rest). (3.1.2) (3.2.1) 8.3.q

WORK, ENERGY, AND POWER


Students should be able to use diagrams to trace and describe the transfer of energy through a physical system (for example, the erosion effects of water flowing down an unprotected slope). (1.1.4) (1.1.6) (3.3.1) 8.3.r

WORK, ENERGY, AND POWER - THE LITHOSPHERE


Students should be able to use the Particle model to explain how mechanical waves can transport energy without transporting mass. Students should be able to give examples that support the transfer of energy without any net transfer of matter. (2.1.1) (3.1.3) (3.3.2) 8.3.s

WAVE MOTION - THE LITHOSPHERE


Students should be able to explain that the frequency and amplitude are two characteristics of waves that determine the mechanical energy carried and delivered by a sound wave per unit of time. Students should be able to use diagrams to explain how each of these properties will influence the KE of the particles in the substance when a sound wave passes through the substance. (3.1.3) 8.3.t

WAVE MOTION


Students should be able to give an example of a high frequency sound wave that delivers small quantities of energy every second and explain how this is possible. Students should be able to give an example of a low frequency sound wave that delivers large quantities of energy every second and explain how this is possible. (3.1.3) 8.3.u

WAVE MOTION


Students should be able to use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Students should be able to give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.v

TEMPERATURE AND HEAT - LIQUIDS AND SOLIDS - THERMODYNAMICS - PERIODIC TABLE - ECOLOGY - TECHNOLOGY AND SOCIETY - ENERGY CONCEPTS - GLOBAL POLITICS AND ECONOMICS


Students should be able to use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.w

TEMPERATURE AND HEAT - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - ENERGY CONCEPTS


Students should be able to use the particle model to explain why heat energy is always transferred from materials at higher temperatures to materials at lower temperatures. Students should be able to explain why heat energy transfer ceases when the equilibrium temperature is reached. Students should be able to explain that when this temperature is reached, the materials are in thermal equilibrium. (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.x

KINETIC THEORY AND THERMODYNAMICS - THERMODYNAMICS


Students should be able to conduct simple investigations to demonstrate that heat energy is transferred from one material to another in predictable ways (from materials at higher temperatures to materials at lower temperatures), until both materials reach the same temperature. (1.1.4) (1.1.5) (2.1.4) (3.1.4) (3.2.7) (3.3.2) 8.3.y

KINETIC THEORY AND THERMODYNAMICS - THERMODYNAMICS


Students should be able to explain how the addition or removal of heat energy can change an object's temperature or its physical state. Students should be able to conduct simple investigations involving changes of physical state and temperature. Students should be able to relate that there is no change in temperature when a substance is changing state. (1.1.2) (1.1.3) (1.1.4) (2.1.2) (3.2.6) 8.3.z

KINETIC THEORY AND THERMODYNAMICS - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS


Students should be able to identify that energy can exist in several forms, and when it changes from one form into another the process is called energy transformation. (3.2.4) (3.3.1) 8.3.aa

WORK, ENERGY, AND POWER


Students should be able to explain that energy transformation and energy transfer are different processes and that energy transformations can take place during an energy transfer. Students should be able to give examples of energy transformations that take place during an energy transfer. (3.3.1) 8.3.bb

WORK, ENERGY, AND POWER


Students should be able to give examples of energy transfers that do not include energy transformations. Students should be able to give examples of energy transformations that take place without any energy transfer. (3.2.7) 8.3.cc

WORK, ENERGY, AND POWER


Students should be able to use energy chains to trace the flow of energy through physical systems. Indicate the energy transfers and the energy transformations that are involved in the processes (for example, the lighting of an electric lamp in a region serviced by a hydroelectric (or coal fueled) electric power plant, or the sediment that clouds a stream after a heavy rainfall). (3.3.1) 8.3.dd

WORK, ENERGY, AND POWER - ECOLOGY - FOSSIL FUEL RESOURCES - GLOBAL POLITICS AND ECONOMICS


Students should be able to recognize that when light enters an eye, the energy carried by the light waves carries information and allows living things to see. (3.2.5) 8.3.ee

ATOMIC PHYSICS AND QUANTUM EFFECTS - CELL STRUCTURE AND FUNCTION


Students should be able to trace the flow of the energy carried by the light when the light strikes a material and is reflected from, transmitted through, and/or absorbed by the material. Students should be able to describe the energy transfers and transformations that take place when light energy is absorbed by a material. (3.1.1) (3.2.5) 8.3.ff

ATOMIC PHYSICS AND QUANTUM EFFECTS


Students should be able to conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. Students should be able to use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves and how selective absorption contributes to the Greenhouse Effect. (3.2.5) (3.3.3) 8.3.gg

ATOMIC PHYSICS AND QUANTUM EFFECTS - THERMODYNAMICS - ECOLOGY - GLOBAL WARMING - STRATOSPHERIC OZONE


Students should be able to trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as, atmosphere, oceans, soil, rocks, plants, and animals. Students should be able to recognize that these materials absorb, reflect and transmit the electromagnetic waves coming from the sun differently. (3.3.3) (5.2.8) 8.3.hh

ATOMIC PHYSICS AND QUANTUM EFFECTS - ECOLOGY - GLOBAL WARMING


Students should be able to conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). (3.3.3) 8.3.ii

TEMPERATURE AND HEAT - GASES - LIQUIDS AND SOLIDS - CHEMICAL BONDING - THERMODYNAMICS - GLOBAL POLITICS AND ECONOMICS


Students should be able to use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Students should be able to conduct an investigation that shows how water and soil are heated unequally by sunlight. Students should be able to describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. (1.1.3) (3.3.3) (5.2.8) (5.2.10) 8.3.jj

TEMPERATURE AND HEAT - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - ECOLOGY - THE ATMOSPHERE


Students should be able to use the particle model to explain why a material expands (takes up more space) as its temperature increases. Students should be able to recognize that this expansion is due to the increase in the motion of the particles, and that the particles themselves remain the same size. (3.3.2) 8.3.kk

TEMPERATURE AND HEAT - GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS


Students should be able to identify different forms of alternative energy (i.e., solar, wind, ocean waves, tidal and hydroelectric systems). Students should be able to research and report on the use of this alternative form of energy. Students should be able to discuss and compare findings to describe the advantages and disadvantages of different kinds of alternative energy. (3.4.1) (3.4.2) (3.4.3) 8.3.ll

WORK, ENERGY, AND POWER - ECOLOGY - RENEWABLE ENERGY RESOURCES


Students should be able to describe how scientists have historically confirmed that the Earth is round, not flat. (1.1.1) (1.1.3) (1.1.4) (1.3.1) 8.4.a

OSCILLATIONS AND GRAVITY


Students should be able to analyze data on sunrise and sunset times (in terms of length of daylight) and describe patterns. Students should be able to explain the reason for the patterns by using models or computer simulations of the Earth and Sun. (1.1.3) (1.1.6) (4.1.2) 8.4.b

OSCILLATIONS AND GRAVITY


Using internet, newspaper, and actual observations of the night sky for at least two months, students should be able to collect data on the Moon's appearance, and moonrise and moonset times. Students should be able to analyze the data to describe the observable patterns (phases). Students should be able to explain why the Moon's appearance changes in a repeating cyclical pattern. (1.1.3) (4.1.3) 8.4.c

OSCILLATIONS AND GRAVITY


Students should be able to use models to describe how the relative positions of the Sun, Moon, and Earth account for Moon phases, eclipses, and tides. (4.1.3) (4.1.4) (4.1.5) 8.4.d

OSCILLATIONS AND GRAVITY


Students should be able to describe how the relative positions of the Earth, Moon and Sun can cause high and low tides, and unusually high or low tides. (4.1.5) 8.4.e

OSCILLATIONS AND GRAVITY


Students should be able to demonstrate an understanding of the components of our Solar System and their characteristics, including the Moon, the Sun, the planets and their moons, extra-solar planets, and smaller objects such as asteroids and comets. Students should be able to construct scale models of the Solar System in order to describe the relative sizes of planets and their distances from the Sun. (4.2.2) (4.2.4) 8.4.f

OSCILLATIONS AND GRAVITY


Students should be able to use a variety of resources (e.g., NASA photographs, computer simulations) to compare and contrast the physical properties (i.e., temperature, size, composition, surface features) of planets. (1.2.1) (4.2.3) 8.4.g

OSCILLATIONS AND GRAVITY


Students should be able to demonstrate an understanding of the motion of the bodies in our Solar System. Students should be able to use models, charts, illustrations, and other suitable representations to predict and describe regular patterns of motion for most objects in the Solar System. (4.2.2) 8.4.h

OSCILLATIONS AND GRAVITY


Students should be able to explain how the Sun is the central and largest body in our Solar System and the source of the light energy that hits our planet. Students should be able to use models to explain how variations in the amount of Sun's energy hitting the Earth's surface results in seasons. (4.1.1) (4.1.2) (4.2.1) 8.4. i

ECOLOGY - THE LITHOSPHERE


Students should be able to recognize that the force of gravity keeps planets in orbit around the sun and influences objects on Earth and other planets (i.e., tides, ability of humans to move and function). Students should be able to differentiate between an object's mass and weight. (4.2.1) 8.4.j

OSCILLATIONS AND GRAVITY


Students should be able to describe how scientists have acquired knowledge about components of our Solar System. Students should be able to recognize the importance of people and technologies that have led to our current understanding of space. (1.2.1) (1.2.2) (4.4.1) 8.4.k

OSCILLATIONS AND GRAVITY


Students should be able to recognize that spin offs are products which have undergone a technology transfer process from research to public use. Students should be able to research spin-offs from the space program that have affected our everyday lives (i.e., Velcro, smoke detectors, cordless tools). (1.2.2) (1.3.1) (4.4.2) 8.4.l

GLOBAL POLITICS AND ECONOMICS


Students should be able to observe, measure, and predict changes in weather using atmospheric properties (wind speed and direction, cloud cover and type, temperature, dew point, air pressure, and relative humidity). Students should be able to describe how air pressure and temperature change with increasing altitude and/or latitude. (1.1.4) (5.2.6) (5.2.7) 8.5.a

ECOLOGY - THE ATMOSPHERE - THE HYDROSPHERE


Students should be able to explain how uneven heating of Earth's components - water, land, air - produce local and global atmospheric and oceanic movement. Students should be able to describe how these local and global patterns of movement influence weather and climate (3.3.2) (5.2.8) (5.2.10) 8.5.b

ECOLOGY - THE ATMOSPHERE - THE HYDROSPHERE


Students should be able to investigate the rate at which different Earth materials absorb heat. Students should be able to explain how these differences in heat absorption causes air pressure differences that result in convection currents (i.e., local land and sea breezes). (3.2.7) (3.3.2) (5.2.8) 8.5.c

GASES - THERMODYNAMICS


Students should be able to use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. (5.1.2) (5.2.8) (5.2.10) 8.5.d

GASES - LIQUIDS AND SOLIDS - THERMODYNAMICS - ECOLOGY - THE HYDROSPHERE


Students should be able to examine maps of ocean currents and trace the origin and flow of such currents to explain the transfer of heat energy. Students should be able to identify which currents have dominant influence on the Delaware coast. (1.1.3) (1.1.6) (5.2.9) (5.2.13) (5.3.1) 8.5.e

THERMODYNAMICS


Students should be able to differentiate between weather, which is the condition of the atmosphere at a given time, and climate, which is the weather averaged over a long period of time. (5.2.5) (5.2.7) 8.5.f

ECOLOGY - THE ATMOSPHERE - GLOBAL WARMING


Students should be able to discuss the origin and identify characteristics (i.e., air circulation pattern, wind speed, temperature and dew point, and air pressure) of storm systems including hurricanes, Nor' easters, tornadoes, thunderstorms, and mid-latitude cyclones. Students should be able to explain how these weather events can transfer heat. Students should be able to describe the environmental, economic, and human impact of these storms. (1.2.2) (5.2.5) (5.2.13) 8.5.g

THERMODYNAMICS - ECOLOGY - THE ATMOSPHERE


Students should be able to describe how origin affects an air mass's temperature and moisture content. (5.2.10) 8.5.i

THE ATMOSPHERE - THE HYDROSPHERE


Students should be able to describe how the formation of clouds is influenced by the dew point, environmental temperature and amount of particles in the air. Students should be able to explain how various lifting mechanisms affect cloud formation. (2.1.2) (5.2.9) 8.5.j

THE ATMOSPHERE - THE HYDROSPHERE


Students should be able to use cloud characteristics (altitude, composition, and form) to predict the weather. Students should be able to discuss how different cloud types are indicators of weather and weather systems such as frontal systems and hurricanes. (5.2.6) 8.5.k

THE ATMOSPHERE - THE HYDROSPHERE


Students should be able to examine isobars on weather maps to describe how wind (moving air) travels from a region of high pressure to a region of low pressure. Students should be able to apply this knowledge to explain the cause of wind. (5.3.1) 8.5.l

THE ATMOSPHERE


Students should be able to record and interpret daily weather measurements over an extended period of time using a variety of instruments (i.e., barometer, anemometer, sling psychrometer, rain gauge, and thermometer) in order to predict and to identify weather patterns. (1.1.3) (5.2.6) (5.3.1) 8.5.m

THE ATMOSPHERE


Students should be able to construct and use surface station models to represent local atmospheric data and interpret weather patterns on meteorological maps. (1.1.3) (5.2.6) (5.3.1) 8.5.n

THE ATMOSPHERE


Students should be able to examine satellite imagery pictures and use these images to identify cloud patterns and storm systems. (1.1.3) (5.2.6) (5.3.1) 8.5.o

THE ATMOSPHERE


Students should be able to use weather maps to describe the movement of fronts and storms and to predict their influence on local weather. (1.1.3) (5.2.6) (5.3.1) 8.5.p

THE ATMOSPHERE


Students should be able to understand and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions. (6.3.1) 8.6.a

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY - BIOGEOCHEMICAL CYCLES


Students should be able to explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short and long term equilibrium (e.g., migrating shorebirds behave differently along the migration path in order to support their life cycle). (6.3.1) (7.2.6) 8.6.b

ECOLOGY - REGULATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to relate the advantages and disadvantages of different reproductive strategies in terms of energy expenditure per offspring and survival rates of that offspring. (7.1.1) (7.1.2) (7.1.3) 8.7.a

ECOLOGY - EVOLUTION - REPRODUCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. (1.1.5) (7.1.5) 8.7.b

GROWTH AND DEVELOPMENT - ECOLOGY - EVOLUTION - REPRODUCTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to recognize that species acquire many of their unique characteristics through biological adaptations, which involve the selection of naturally occurring variations in populations. (7.2.6) 8.7.c

MOLECULAR GENETICS - ECOLOGY - EVOLUTION - MENDENIAN GENETICS - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to observe a variety of organisms and explain how a specific trait could increase an organism's chances of survival. (7.2.2) (7.2.6) 8.7.d

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to explain how the extinction of a species occurs when the environment changes and the adaptation of a species is insufficient to allow for its survival. (7.2.4) 8.7.e

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to conduct a natural selection simulation to demonstrate how physical adaptations (i.e., protective camouflage, long neck for food gathering, muscular legs for running, heavy beak for nut cracking, etc…) have selective advantages for an organism. Students should be able to research and report on beneficial physical adaptations of a variety of organisms. (7.2.6) (8.1.6) 8.7.f

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in populations of organisms over generations. (7.2.3) (7.2.6) 8.7.g

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space light/dark, and water) in a competitive environment. Students should be able to relate how competition for resources can determine survival. (1.1.3) (7.2.2) (8.1.6) (8.1.8) 8.7.h

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort and group the organisms. (7.2.5) 8.7.i

ECOLOGY - CLASSIFICATION - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to identify a variety of reasons for extinction of a species. Students should be able to use research on a variety of extinct organisms to speculate causes of extinction (i.e., inability to adapt to environmental changes). (7.2.4) 8.7.j

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY


Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem. (8.1.1) (8.1.2) (8.1.4) 8.8.a

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY - POPULATION DYNAMICS


Students should be able to categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an ecosystem. (8.1.4) (8.2.3) 8.8.b

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can support. (8.1.5) (8.1.6) 8.8.c

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY - POPULATION DYNAMICS


Students should be able to construct a data table or line graph to show population changes of a selected species over time. Students should be able to describe the population changes portrayed by the graph. (1.1.5) (1.1.6) (8.1.5) 8.8.d

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY - POPULATION DYNAMICS


Students should be able to observe graphs or data tables showing both the population growth of a species and the consequences of resource depletion on the population. Students should be able to analyze the data and explain the effect that may occur from exponential growth of a population (given finite resources). (8.1.6) (8.1.7) 8.8.e

ECOLOGY - EVOLUTION - ECOSYSTEM STRUCTURE AND DIVERSITY - POPULATION DYNAMICS


Students should be able to investigate local areas, disturbed and undisturbed, that are undergoing succession (i.e., abandoned gardens, ditch banks, and the edge of a forest). (8.1.3) (8.2.2) (8.2.3) 8.8.f

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY - GLOBAL POLITICS AND ECONOMICS


Students should be able to predict how plant communities that grow in the area may change over time and how their presence determines what kinds of animals may move into and out of the areas. (8.1.5) (8.1.6) 8.8.g

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to construct food webs and identify the relationships among producers, consumers, and decomposers. (8.1.4) (8.2.2) (8.2.3) 8.8.h

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to design food webs and trace the flow of matter and energy (beginning with the Sun) through the food web. (8.2.1) (8.2.2) (8.2.3) 8.8.i

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY


Students should be able to research and analyze data on human population changes that have occurred in a specific Delaware ecosystem. Students should be able to discuss reasons for changes in human population and explain how these changes have affected the biodiversity of local organisms and availability of natural resources in the given ecosystem (e.g., habitat loss, water quality, preservation/concentration efforts). (8.3.1) (8.3.2) 8.8.j

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY - HUMAN POPULATION - GLOBAL POLITICS AND ECONOMICS


Students should be able to identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e., competition for resources including habitat and/or food). Students should be able to research and report on an invasive species, indicating how this species has altered the ecosystem. (1.1.5) (8.3.2) (8.3.3) 8.8.k

ECOLOGY - ECOSYSTEM STRUCTURE AND DIVERSITY

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GRADE LEVEL EXPECTATIONS - 9TH GRADE

Students should be able to identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation. (1.1.1) 9.1.a

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis. (1.1.2) 9.1.b

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results. (1.1.3) 9.1.c

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence. (1.1.4) 9.1.d

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information. (1.1.5) 9.1.e

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to use mathematics, reading, writing and technology when conducting scientific inquiries. (1.1.6) 9.1.f

PHYSICS - CHEMISTRY - BIOLOGY - ENVIRONMENTAL SCIENCE


Students should be able to explain that matter is composed of tiny particles called atoms that are unique to each element, and that atoms are composed of subatomic particles called protons, neutrons, and electrons. (2.1.1.) 9.2.a

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE


Students should be able to describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom. (2.1.1) 9.2.b

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE


Students should be able to classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.) (2.1.2) 9.2.c

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - PERIODIC TABLE


Students should be able to explain that elements are pure substances that cannot be separated by chemical or physical means. Students should be able to recognize that compounds are pure substances that can be separated by chemical means into elements. (2.1.2) 9.2.d

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - PERIODIC TABLE


Students should be able to classify various common materials as an element, compound or mixture. (1.1.5) (2.1.2) 9.2.e

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - PERIODIC TABLE


Students should be able to describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Students should be able to recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number. (2.1.3) 9.2.f

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE - STOICHIOMETRY


Students should be able to use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid. (2.1.4) 9.2.g

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE - STOICHIOMETRY


Students should be able to determine the physical and chemical properties of an element based on its location on the Periodic Table. (2.1.4) (2.1.5) (2.1.6) 9.2.h

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE


Students should be able to use the Periodic table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds. (2.1.4) (2.1.5) (2.1.6) 9.2.j

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE - CHEMICAL BONDING


Students should be able to use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by sharing electrons. Students should be able to use models or drawings to illustrate how ionic compounds are formed when two or more atoms transfer electrons and are held together in ionic bonds. (2.1.6) 9.2.k

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE - CHEMICAL BONDING


Students should be able to explain how an atom's electron arrangement influences its ability to transfer or share electrons and is related its position on the periodic table. Students should be able to recognize that an atom in which the positive and negative charges do not balance is an ion. (2.1.6) 9.2.l

ATOMIC THEORY AND STRUCTURE - PERIODIC TABLE


Students should be able to recognize that mixtures can be separated by physical means into pure substances. (2.2.2) 9.2.t

GASES - LIQUIDS AND SOLIDS - SOLUTIONS


Students should be able to separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Students should be able to explain how the properties of the components of the mixture determine the physical separation techniques used. (1.1.2) (1.1.3) (2.2.2) 9.2.v

GASES - LIQUIDS AND SOLIDS - SOLUTIONS


Students should be able to describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. 9.2.w

GASES - LIQUIDS AND SOLIDS - SOLUTIONS - CELL STRUCTURE AND FUNCTION - REGULATION


Students should be able to measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Students should be able to identify the physical properties of acids and bases. (1.1.3) (2.2.1) 9.2.y

LIQUIDS AND SOLIDS - EQUILIBRIUM - POLLUTION CONCEPTS


Students should be able to recognize that electromagnetic energy (radiant energy) is carried by electromagnetic waves. (3.1.1) 9.3.a

ELECTROMAGNETISM - ENERGY CONCEPTS


Students should be able to use diagrams to illustrate the similarities shared by all electromagnetic waves and differences between them. Students should be able to show how wavelength is used to distinguish the different groups of EM waves (radio waves, microwaves, IR, visible and UV waves, X-rays and gamma waves). (3.1.1.) (3.3.4) 9.3.b

PHYSICAL OPTICS - GLOBAL WARMING - STRATOSPHERIC OZONE


Students should be able to conduct investigations involving moving objects to examine the influence that the mass and the speed have on the kinetic energy of the object. Students should be able to collect and graph data that supports that the kinetic energy depends linearly upon the mass, but nonlinearly upon the speed. (1.1.1) (1.1.2) (3.1.2) 9.3.c

WORK, ENERGY, AND POWER


Students should be able to recognize that the kinetic energy of an object depends on the square of its speed, and that KE =½ mv2. (3.1.2) 9.3.d

WORK, ENERGY, AND POWER


Students should be able to collect and graph data that shows that the potential energy of an object increases linearly with the weight of an object (mg) and with its height above a pre-defined reference level, h. (GPE = mgh) (1.1.3) (1.1.4) (3.1.2) 9.3.e

WORK, ENERGY, AND POWER


Students should be able to conduct investigations and graph data that indicates that the energy stored in a stretched elastic material increases nonlinearly with the extent to which the material was stretched. (1.1.3) (1.1.4) (3.1.2) 9.3.f

WORK, ENERGY, AND POWER


Students should be able to recognize that the energy stored in a stretched elastic material is proportional to the square of the stretch of the material, and a constant that reflects the elasticity of the material. (Elastic PE = ½ kx2) (3.1.2) 9.3.g

WORK, ENERGY, AND POWER


Students should be able to recognize that chemical energy is the energy stored in the bonding of atoms and molecules. (3.1.6) 9.3.i

KINETIC THEORY AND THERMODYNAMICS - CHEMICAL BONDING


Students should be able to describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus. (2.3.2) (3.1.7) 9.3.j

NUCLEAR CHEMISTRY - ATOMIC THEORY AND STRUCTURE - RENEWABLE ENERGY RESOURCES


Students should be able to recognize that electromagnetic waves transfer energy from one charged particle to another. Students should be able to use graphics or computer animations to illustrate this transfer process. Students should be able to give everyday examples of how society uses these transfer processes (for example, communication devices such as radios and cell phones). (3.2.6) 9.3.k

ELECTROMAGNETISM


Students should be able to use diagrams to illustrate how the motion of molecules when a mechanical wave passes through the substance is different from the motion associated with their random kinetic energies. (1.1.6) (3.1.3) (3.1.4) 9.3.l

WAVE MOTION


Students should be able to use diagrams or models to explain how mechanical waves can transport energy without transporting matter. (1.1.4) (1.1.5) (3.1.3) (3.3.3) 9.3.m

WAVE MOTION - THE LITHOSPHERE


Students should be able to reflect on why mechanical waves will pass through some states of matter better than others. (3.3.4) 9.3.n

WAVE MOTION - GASES - LIQUIDS AND SOLIDS - THE LITHOSPHERE


Students should be able to recognize that the gravitational force is a universal force of attraction that acts between masses, but this force is only significant when one (or both) of the objects is massive (for example, a star, planet or moon). (3.2.5) 9.3.o

OSCILLATIONS AND GRAVITATION


Students should be able to explain that as objects move away from the surface of a planet or moon, the gravitational pull on the object will decrease. (3.2.5) 9.3.p

OSCILLATIONS AND GRAVITATION


Students should be able to use examples to illustrate that near the surface of a planet or moon, the gravitational force acting on an object remains nearly constant. Students should be able to recognize that on Earth, the object would have to be moved several hundred miles above the surface before the decrease in the force of gravity would become detectable. (3.2.5) 9.3.q

OSCILLATIONS AND GRAVITATION


Students should be able to explain the difference between the mass of an object and its weight. Students should be able to identify that near the surface of the Earth, the gravitational force acting on the object (its weight) depends only on its mass, and that this force can be simply calculated from knowledge of the mass (FG = mg). (3.2.5) 9.3.r

OSCILLATIONS AND GRAVITATION


Students should be able to conduct investigations to determine the behavior of elastic materials. Students should be able to graph the data and identify the relationship between the extent of the stretch and the size of the elastic force (i.e., Felastic = kx where x = stretch). (1.1.4) (3.1.2) 9.3.s

WORK, ENERGY, AND POWER


Students should be able to describe the role that forces play when energy is transferred between interacting objects and explain how the amount of energy transferred can be calculated from measurable quantities. (1.1.6) (3.2.2) 9.3.t

WORK, ENERGY, AND POWER


Students should be able to identify that 'work' is the process by which a force transfers energy to an object, and use measured quantities to make calculations of the work done by forces (W = energy transferred = F·D). (3.2.2) (3.3.2) 9.3.u

WORK, ENERGY, AND POWER


Students should be able to conduct investigations to determine what factors influence whether a force transfers energy to an object or away from the object, and how the direction of the force (relative to the direction of motion) influences the quantity of energy transferred by the force. (1.1.2) (1.1.4) (3.2.3) 9.3.v

WORK, ENERGY, AND POWER


Students should be able to recognize that power is a quantity that tells us how quickly energy is transferred to an object or transferred away from the object. Students should be able to give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is the force that propels the vehicle, and the power of the vehicle's engine helps to determine how quickly the vehicle can speed up …. and how quickly its engine uses fuel!). (3.2.2) 9.3.w

WORK, ENERGY, AND POWER - CHEMICAL BONDING


Students should be able to use models and diagrams to illustrate the structure of the atom. Include information regarding the distribution of electric charge and mass in the atom. Students should be able to identify the forces that are responsible for the stability of the atom, and which parts of the atom exert and feel these forces. (2.1.1) (3.2.9) 9.3.x

ATOMIC THEORY AND STRUCTURE


Students should be able to describe why it is significant that energy cannot be created (made) nor destroyed (consumed), and identify that that this property of energy is referred to as the Law of the Conservation of Energy. (3.3.1) 9.3.aa

WORK, ENERGY, AND POWER - ECOLOGY - ENERGY CONCEPTS


Students should be able to give examples that illustrate the transfer of energy from one object (or substance) to another, and examples of energy being transformed from one to another. (3.3.2) 9.3.bb

WORK, ENERGY, AND POWER


Students should be able to use energy chains to trace the flow of energy through physical systems. Indicate the source of the energy in each example and trace the energy until it leaves the system or adopts a form in the system that neither changes nor is transferred. Students should be able to make qualitative estimates all the forms of the energy involved and reflect on the consequences of the energy transfers and transformations that take place. For example, trace the flow of the radiant energy carried by sunlight that strikes the roof of a home. Students should be able to reflect on how the color of the roof (light vs. dark) will have an impact on the ability to heat and cool the house and possibly the functional lifetime of the roofing materials themselves. (3.3.2) 9.3.cc

WORK, ENERGY, AND POWER


Students should be able to use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle). (1.2.2) (3.3.4) 9.3.dd

WAVE MOTION - TECHNOLOGY AND SOCIETY - THE LITHOSPHERE


Students should be able to explain that what happens to electromagnetic waves that strike a substance (reflection, transmission, absorption) depends on the wavelength of the waves and the physical properties of the substance. (3.3.5) (3.3.6) 9.3.ee

ATOMIC PHYSICS AND QUANTUM EFFECTS


Students should be able to investigate how radio waves, microwaves, infrared waves, visible waves and ultraviolet waves behave when they strike different substances. Students should be able to record how effectively different materials reflect, absorb and transmit different kinds of EM waves. Students should be able to draw conclusions based on this data and the physical properties of the substances (for example some substances absorb visible waves, but not radio waves). Other materials absorb UV waves, but not visible waves). (3.3.4) (3.3.5) 9.3.ff

ATOMIC PHYSICS AND QUANTUM EFFECTS - GLOBAL WARMING - STRATOSPHERIC OZONE


Students should be able to give examples that illustrate how the selective absorption of EM waves explains physical phenomena. For example; how X-rays can be used to detect broken bones beneath the skin and how coating on eyeglasses and sunglasses protect the eyes by permitting visible waves to pass but absorb UV waves. (1.2.2) (3.3.5) 9.3.gg

ATOMIC PHYSICS AND QUANTUM EFFECTS - STRATOSPHERIC OZONE


Students should be able to use energy chains to trace the flow of energy in a selective absorption process (for example sunburn, Greenhouse Effect, microwave cooking). (3.3.2) 9.3.hh

ATOMIC PHYSICS AND QUANTUM EFFECTS - ECOLOGY - GLOBAL WARMING - STRATOSPHERIC OZONE


Students should be able to use energy chains to trace the flow of energy through systems involving sliding friction and air resistance (for example, the braking action in vehicles or bicycles or a vehicle rolling to rest). (3.3.2) 9.3.ii

WORK, ENERGY, AND POWER


Students should be able to explain that through the action of resistive forces (friction and air resistance) mechanical energy is transformed into heat energy, and because of the random nature of heat energy, transforming all of the heat energy back into mechanical energy (or any other organized form of energy) is impossible. Students should be able to give examples where organized forms of energy (GPE, elastic PE, the KE of large objects) are transformed into heat energy but the reverse transformations are not possible. (3.2.2) (3.3.2) 9.3.jj

WORK, ENERGY, AND POWER - THERMODYNAMICS


Students should be able to reflect on why organized forms of energy are more useful than disorganized forms (heat energy). (3.3.2) 9.3.kk

KINETIC THEORY AND THERMODYNAMICS - THERMODYNAMICS


Students should be able to research the factors that contribute to the energy efficiency of cars and trucks. Students should be able to examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Students should be able to identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed. (3.4.1) (3.4.2) 9.3.ll

KINETIC THEORY AND THERMODYNAMICS - THERMODYNAMICS - CHEMICAL REACTIVITY - FOSSIL FUEL RESOURCES - GLOBAL POLITICS AND ECONOMICS


Students should be able to conduct investigations to identify how the rotational kinetic energy of an object depends on the object's mass, angular speed (rpm) and its geometry (for example; solid and hollow spheres, solid and hollow cylinders, rings). (3.1.2) 11.3.a

CIRCULAR MOTION AND ROTATION


Students should be able to conduct investigations to show that rolling objects have two kinds of kinetic energy, linear kinetic energy (LKE), and rotational kinetic energy (RKE). For example, a ball released on a ramp from a height, h, will consistently reach the bottom of the ramp with less linear kinetic energy than its GPE at the top of the ramp. The RKE of the rolling object explains the difference (3.1.2) (3.2.2) 11.3.b

CIRCULAR MOTION AND ROTATION


Students should be able to use the inverse square law to describe how the force of gravity changes over long distances (for example, describe the forces acting on the Voyager Space Probes as they moved through the solar system). (1.1.6) (3.2.5) 11.3.f

OSCILLATIONS AND GRAVITY


Students should be able to conduct investigations to determine the relative sizes of static and kinetic frictional forces acting between two surfaces. (1.1.3) (3.2.1) (3.3.1) 11.3.g

NEWTON'S LAWS OF MOTION


Students should be able to conduct investigations to determine what variables (mass, normal force, surface area, surface texture, etc.) influence the size of frictional forces that act between two objects. (1.1.3) (3.2.1) (3.3.1) 11.3.h

NEWTON'S LAWS OF MOTION


Students should be able to give examples in which static friction is a force of propulsion, initiating the motion of an object. Students should be able to use force diagrams to illustrate the forces acting on the object during this propulsion process. (3.2.1) (3.2.2) 11.3.i

NEWTON'S LAWS OF MOTION


Students should be able to use force diagrams to describe how static friction can prevent an object (that is subject to another force) from moving. (3.2.1) (3.2.2) 11.3.j

NEWTON'S LAWS OF MOTION


Students should be able to draw force diagrams to illustrate the action of friction when it acts to slow-down an object. Students should be able to use an energy argument to describe how friction slows down a moving object. (3.2.1) (3.2.2) 11.3.k

NEWTON'S LAWS OF MOTION


Students should be able to recognize that the gravitational forces acting between objects the size of people or even large trucks is negligible compared to their weight (for example, FGrav acting between two people standing 1m apart on the Earth's surface is less than one billionth the size of their weight). Also recognize that gravitational forces between particles at the molecular level are completely negligible when compared to electric forces that act between these particles. (3.2.5) 11.3.m

OSCILLATIONS AND GRAVITY - ELECTROSTATICS - ATOMIC THEORY AND STRUCTURE


Students should be able to describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances. (3.2.7) 11.3.n

NEWTON'S LAWS OF MOTION - ELECTROSTATICS - ATOMIC THEORY AND STRUCTURE


Students should be able to use diagrams to show the similarities between the magnetic field of a permanent magnet and the magnetic field created by an electric coil. (3.2.8) 11.3.p

MAGNETIC FIELDS


Students should be able to conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors. (3.2.8) 11.3.q

MAGNETIC FIELDS - ENERGY CONCEPTS


Students should be able to use diagrams to show how magnets and rotating coils can be used to create electric currents. (3.2.8) 11.3.r

ELECTROMAGNETISM - ENERGY CONCEPTS


Students should be able to use vector diagrams to illustrate how the total force is determined from a group of individual forces. (3.2.2) 11.3.v

NEWTON'S LAWS OF MOTION


Students should be able to make vector diagrams of objects moving with a constant velocity, identifying all of the forces acting on the object (for example, a car moving along a straight highway, an aircraft in flight, an elevator ascending at constant speed, etc.). (3.2.1) (3.2.2) 11.3.w

NEWTON'S LAWS OF MOTION


Students should be able to reflect on how forces can collectively act on the object and not change its motion (basis of Newton's 1st Law). (3.2.1) 11.3.x

NEWTON'S LAWS OF MOTION


Students should be able to conduct investigations to reach qualitative and quantitative conclusions regarding the effects of the size of the total force and the object's mass on its resulting acceleration (Newton's 2nd Law, a = Ftotat/m). (1.1.3) (1.1.4) (1.1.6) (3.2.1) (3.2.2) 11.3.y

NEWTON'S LAWS OF MOTION


Students should be able to use examples to illustrate the differences between mass and force and explain why only forces can change the motion of objects. (3.2.2) (3.2.3) 11.3.z

NEWTON'S LAWS OF MOTION


Students should be able to explain why an object with a large mass is usually more difficult to start moving than an object with a smaller mass. (3.2.3) 11.3.aa

NEWTON'S LAWS OF MOTION


Students should be able to observe how the direction of the acceleration relates to the direction of the total force. (3.2.1) (3.2.2) 11.3.bb

NEWTON'S LAWS OF MOTION


Students should be able to use Newton's Second Law to calculate the acceleration of objects that are subject to common forces (for example, gravity, constant pushing or pulling forces and/or friction). (1.1.6) (3.2.1) (3.2.2) 11.3.cc

NEWTON'S LAWS OF MOTION


Students should be able to use vector diagrams to show how the direction of the acceleration (relative to the direction of the velocity) can be used to determine if the speed of the object will increase or decrease and if the direction of motion will change. (1.1.6) (3.2.1) (3.2.2) 11.3.dd

CIRCULAR MOTION AND ROTATION


Students should be able to describe what the size of the acceleration of an object indicates about the object's motion (how quickly the object's velocity will change). Students should be able to give examples of objects having large accelerations (motorcycles starting from rest, vehicles stopping abruptly, cars negotiating sharp curves) and objects having small accelerations (tractor trailers starting from rest, large ships slowing down, and vehicles traveling on long gradual curves on highways). (3.2.1) (3.2.2) (3.2.3) (3.2.4) 11.3.ee

KINEMATICS


Students should be able to conduct investigations to show that the acceleration due to gravity is the same for all objects near the surface of the earth. Students should be able to use graphical analysis to determine the acceleration due to gravity from experimental data. (3.2.5) 11.3.ff

KINEMATICS


Students should be able to use algebraic relationships that relate the acceleration of an object to its speed and position to make predictions about the motion of objects as they move along straight and circular paths. (1.1.6) (3.2.1) (3.2.3) 11.3.gg

KINEMATICS


Students should be able to conduct investigations (or demonstrate) that under a variety of conditions when two objects collide they exert equal sized forces on each other. Students should be able to use Newton's 2nd Law to explain why these two objects may react differently to equal sized forces. (3.2.1) (3.2.4) (3.3.1) 11.3.hh

SYSTEMS OF PARTICLES, LINEAR MOMENTUM


Students should be able to use vector diagrams and Newton's 3rd Law to explain how a bathroom scale indirectly indicates your weight. (3.2.1) 11.3.ii

NEWTON'S LAWS OF MOTION


Students should be able to recognize that momentum of an object is a property of its motion that can be calculated from its mass and its velocity (P = mv), and that only forces can change the momentum of an object. (3.2.3) 11.3.jj

SYSTEMS OF PARTICLES, LINEAR MOMENTUM


Students should be able to conduct investigations to determine the relationship between the force acting on an object and the change it produces in the object's momentum (i.e., the impulse) (?P = Favg · ?t). (1.1.3) (3.2.3) 11.3.kk

SYSTEMS OF PARTICLES, LINEAR MOMENTUM


Students should be able to use the concept of impulse (I = Favg · ?t) to make estimates of average forces when the change in an object's momentum is known. For example, explain why collision forces will be reduced when the barriers are flexible (increasing ?t decreases Favg) or how the severity of the injury to a falling athlete will be influenced by the surface the athlete lands on (i.e. turf, hard ground, concrete, etc.). (3.2.3) (3.2.4) 11.3.ll

SYSTEMS OF PARTICLES, LINEAR MOMENTUM


Students should be able to recognize that momentum (like energy) is a conserved quantity and describe how this property of momentum makes it a useful tool in problem solving, especially problems involving collisions. (3.2.4) (3.3.1) 11.3.mm

SYSTEMS OF PARTICLES, LINEAR MOMENTUM


Students should be able to describe that forces transfer energy from one object to another through a process called 'work'. Students should be able to explain how calculating the work done by a force helps us make qualitative and quantitative predictions regarding the motion of objects. Students should be able to use mathematics, graphing calculators and/or graphing analysis programs to investigate the work done by individual forces. (3.2.2) 11.3.nn

WORK, ENERGY, AND POWER


Students should be able to give examples of forces doing work to transfer energy to a rotating object (increasing its rotational speed), or doing work to transfer energy away from a rotating object (decreasing its rotational speed). (3.2.2) (3.3.1) 11.3.oo

WORK, ENERGY, AND POWER


Students should be able to describe how the concept of torque is used to explain (and calculate) the rotational effect that forces have when they act on objects. (3.2.2) 11.3.pp

CIRCULAR MOTION AND ROTATION


Students should be able to conduct investigations to identify the factors that determine the torque produced by a force (Torque = force · lever distance). (For example, what conditions must be met to ensure that the sum of all torques acting on an object is zero, leaving the object in rotational equilibrium?) (1.1.6) (3.2.1) (3.2.2) 11.3.qq

CIRCULAR MOTION AND ROTATION


Students should be able to use energy chains to trace the flow of energy through systems that involve both static and kinetic friction. (3.3.1) (3.3.2) 11.3.rr

WORK, ENERGY, AND POWER


Students should be able to use diagrams to illustrate how the constructive and destructive interference of waves occurs. (3.3.3) (3.3.4) 11.3.ss

PHYSICAL OPTICS


Students should be able to give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water. (3.3.4) 11.3.tt

PHYSICAL OPTICS - THE LITHOSPHERE


Students should be able to describe how wave interference is used to create useful devices, such as noise cancellation devices (mechanical waves), window coatings to selectively transmit or reflect IR waves, diffraction gratings for spectroscopy, and lasers (EM waves). (3.3.4) 11.3.uu

PHYSICAL OPTICS


Students should be able to describe how the Earth formed (using the Solar Nebular Theory) into a solid core, molten mantle, crust of solid rock composed of plates, and early atmosphere as a result of the densities of the elements. (4.2.2) 9.4.b

THE LITHOSPHERE


Students should be able to identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid. (5.1.1) 9.5.a

LIQUIDS AND SOLIDS


Students should be able to identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Students should be able to compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Students should be able to trace carbon as it cycles through the crust, ocean, and atmosphere. (2.1.4) (5.1.1) 9.5.b

GASES - LIQUIDS AND SOLIDS - PERIODIC TABLE - ORGANIC CHEMISTRY - BIOGEOCHEMICAL CYCLES


Students should be able to classify and describe features that are used to distinguish between igneous, sedimentary, and metamorphic rocks. (5.1.2) 9.5.c

THE LITHOSPHERE


Students should be able to describe energy sources, processes, and transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks. Students should be able to discuss how the cycling of rock is continuous. (5.1.2) 9.5.d

THE LITHOSPHERE


Students should be able to describe how igneous rocks are formed. Students should be able to classify igneous rocks according to crystal size and mineral assemblage. (5.1.2) 9.5.e

THE LITHOSPHERE


Students should be able to identify sandstone, shale and limestone by their composition and texture. Students should be able to explain how sandstone, shale, and limestone can be changed into the metamorphic rocks quartzite, slate, and marble. (5.1.2) 9.5.f

THE LITHOSPHERE


Students should be able to investigate the densities, composition, and relative age of continental (felsic) and oceanic (mafic) rocks. Students should be able to explain why the continental crust, although thicker in most places, overlies oceanic crust. Students should be able to use this information to explain why oceanic crust subducts below continental crust in convergent plate boundaries and explain the configuration of land masses and ocean basins. (5.1.3) (5.1.4) 9.5.g

THE LITHOSPHERE


Students should be able to explain how exposivity, type (shield, strato, etc.) and shape of a volcano is related to the properties of its magma and its location along different plate margins. (5.2.4) 9.5.h

THE LITHOSPHERE


Students should be able to identify volcanic products (lava, mudflow, pyroclastic projectiles, ash, gases) associated with various types of volcanoes and their eruptions. Students should be able to describe the effect of these products on life and property. Students should be able to explain how the products of volcanic activity influence both long-term and short-term changes in the Earth system. (5.2.1) (5.2.4) 9.5.i

THE LITHOSPHERE

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