LAB-AIDS CORRELATIONS FOR THE CALIFORNIA SCIENCE FRAMEWORK

GRADES 6-8

With Assessment Guidelines information

Materials from the Science Education for Public Understanding Program (SEPUP) are developed at the Lawrence Hall of Science, at the University of California, Berkeley, and distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from the National Science Foundation. All other materials developed by LAB-AIDS. This correlation is intended to show selected locations in SEPUP 2nd Edition programs that support the California Science Standards. It is not an exhaustive list; other locations may exist that are not listed here.

This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS, with assistance from Din Seaver, Director of New Product Development.

For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact our sales associates (below) or visit us on the web at www.lab-aids.com.

Northern CA: Gail Vaughn, Regional Sales Manager, gvaughn@lab-aids.com, 925.270.7413

Southern CA: Ellen Isbell, Regional Sales Manager, eisbell@lab-aids.com, 817.320.4560

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Key to SEPUP Core Science Programs: SEPUP programs are available as full year courses, or separately, as units, each taking 3-9 weeks to complete, as listed below.

Issues and Earth Science, Second Edition (IAES) Unit Title Activity Number Studying Soil Scientifically 1-11 Rocks and Minerals 12-23 Erosion and Deposition 24-35 Plate Tectonics 36-49 Weather and Atmosphere 50-70 The Earth in Space 71-84 Exploring Space 85-98

Issues and Life Science, Second Edition (IALS) Unit Title Activity Number Experimental Design: Studying People Scientifically 1-10 Body Works 11-29 Cell Biology and Disease 30-53 Genetics 54-71 Ecology 72-88 Evolution 89-101 Bioengineering 102-109

Issues and Physical Science, Second Edition (IAPS)

Unit Title Activity Number Studying Materials Scientifically 1-11 The Chemistry of Materials 12-29 Water 30-52 Energy 53-72 Force and Motion 73-88 Waves 89-99

Each of the full year programs begins with a “starter” unit sequence on the scientific method in the context of each particular discipline. For example, the Issues and Life Science (IALS) course contains a ten- activity unit called “Experimental Design: Studying People Scientifically,” which uses the science behind clinical trials on human subjects, to frame the study of the life sciences. These are listed first in each course.

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SEPUP Course/Activity Numbers Main Unit Issue

IAES Issues and Earth Science

Studying Soils Scientifically, 1-11 Why don’t plants grow in the school garden?

Rocks and Minerals, 12-23 How do diamonds made in a lab compare to diamonds mined from the earth?

Erosion and Deposition, 24-35 Where should Boomtown construct the new buildings?

Plate Tectonics, 36-49 Which site would you recommend for storing nuclear waste?

Weather and Atmosphere, 50-70 Is the growth of Sunbeam City affecting its weather, atmosphere, and water availability?

The Earth in Space, 71-84 Why are there many different calendars?

Earth and the Solar System, 85-98 What kinds of future space missions should we conduct?

IALS Issues and Life Science

Studying People Scientifically, 1-10 Which proposals have an experimental design worth funding?

Body Works, 11-29 How can you convince people to make choices that reduce their level of heart disease risk?

Cell Biology and Disease, 30-53 How is an emerging disease spread? What can you do to stop it?

Genetics, 54-71 What are the ethical issues involved in using genetic information?

Ecology, 72-88 What are the trade-offs of introducing a species into a new environment?

Evolution, 89-101 What are the trade-offs in deciding whether to save an endangered species or to re-create an extinct one?

Bioengineering, 102-108 How are new solutions to problems in life science developed?

IAPS Issues and Physical Science

Studying Materials Scientifically, 1-11 How should unidentified materials be handled?

The Chemistry of Materials, 12-29 When you buy a new product, do you think about what materials it is made of? What will happen to it when you no longer have a use for it?

Water, 30 - 52 What does your community do to make its water safe to drink? Whose responsibility is it?

Energy, 53-72 Can you help a family decide what energy improvements they should invest in?

Force and Motion, 73-88 Should noncommercial vehicles be more alike?

Waves, 89-99 Are there situations in which some waves are harmful to your health?

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SEPUP Support for Engineering Design

The Next Generation Science Frameworks (NGSF) notes that science and engineering are somewhat parallel practices and have many similar elements. Scientists ask questions, make observations, and collect and analyze data, in an attempt to make sense of the natural world. Similarly, engineers create, test, and redesign as they respond with solutions to human needs. And just as we use scaffolds in teaching of scientific inquiry to improve student learning and practice, so do we use scaffolds in teaching about engineering for our students. The NGSF emphasizes three major phases of the engineering design process.

DESIGN: Creates design, prototype or plan, noting constraints of proposed use

TEST: Tests design, prototype or plan, collecting qualitative or quantitative data

REDESIGN: Evaluates prototype, design or plan, suggests further changes as needed

In addition, the NGSF emphasizes the role of design in solving human problems, and of designers in developing criteria for solutions, evaluating solutions, and determining the tradeoffs involved in a design or solution.

The table below shows SEPUP activities that support major elements of engineering design. Some support the initial stages of design, criteria development, and evaluation that precede the full design cycle by suggesting or evaluating scientific or technological solutions to real-world problems. Others involve students in one or all steps of the design cycle as they build, test, and/or redesign prototypes.

Engineering and Design Practices in SEPUP

Course activity with description Students suggest or evaluate a solution

Students engage in the engineering process

Design Test Re-design

IAES11: Recommend a soil improvement plan

X

IAES 32: Design a coastal breakwater

X X X

IAES 35: Recommend a site plan for housing development

X

IAES 49: Evaluate sites for nuclear waste disposal

X

IAES 67: Design/build wind vane/ anemometer

X X X

IAES 98: Recommend a space X

5

mission

IALS 48: Design an improved hand-washing procedure

X X X

IALS 88: Suggest a plan for preventing zebra mussel spread

X

IALS 104: Design artificial heart valve

X

IALS 105: Design an artificial bone X X X

IALS 107: Design an energy bar X X X

IALS 108: Design a prosthetic limb X X X

IAPS 12: Recommend a material for a drink container

X

IAPS 13: Construct a product life cycle for a drink container

X

IAPS 29: Evaluate options to recommend a “green” computer

X

IAPS 60: Design an ice preservation chamber

X X X

IAPS 63: Improve a calorimeter design

X X

IAPS 69: Design a better solar collector

X X X

IAPS 70: Design a warm & cool home

X

IAPS 72: Recommend an energy-improvement plan for a home

X X X X

IAPS 73: Evaluate vehicle safety features

X

IAPS 85: Design a crash test dummy

X

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Key to SEPUP Assessment System:

SEPUP materials include research-based assessment system developed by SEPUP and the Berkeley Evaluation and Assessment Research Group (BEAR) in the University of California Graduate School of Education. Forming the core of the SEPUP Assessment System are the assessment variables (content and process skills to be assessed), assessment questions or tasks used to gather evidence and scoring guides for interpreting students’ responses (correspond to assessment variables).

The seven assessment variables are:

Designing Investigations (DI) Organizing Data (OD) Analyzing Data (AD) Understanding Concepts (UC) Evidence and Trade-offs (ET) Communication Skills (CS) Group Interaction (GI) Types of assessment:

Quick Checks ( ) present opportunities for informal formative assessment and may be used prior to instruction to find out what students know or think. They may also be used to help teachers track students’ knowledge of key information or progress in understanding a concept.

Some embedded questions and tasks and all item bank questions are all suitable for summative assessment. Analysis questions are included at the end of each activity.

Citations included in the correlation document are as follows:

IAES 40, 41, 42

IALS 2, 3, 37

IAPS 1, 2, 3

40 Q1, 3, 4

41 Q3 UC; [IB] D2

42 [IB] D4, 6, 8-10, 16

IAES 40, 41, 42 40 Q1, 3, 4 41 Q3 UC; [IB] D2 42 [IB] D4, 6, 8-10, 16 means that the standard or benchmark may be assessed using Issues and Earth Science Activity 40 Analysis Question 1, 3 and 4, IAES Activity 43 Analysis Question 3 using Understanding Concepts scoring guide and Item Bank Question D2 from Unit D Plate Tectonics.

For more information on program assessment and using SEPUP rubrics, consult the Teacher’s Guide, TR part III Assessment section.

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GRADE 6 FOCUS ON EARTH SCIENCE

Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

Plate Tectonics and Earth's Structure

1. Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:

a. Students know evidence of plate tectonics can be seen in the fit of the continents; the location of earthquakes, volcanoes, and mid-ocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.

IAES 40, 41, 42, 45, 47

40 Q3 DCI; 41 Q3 UC, IB D 2; 42 IB D 4, 6, 8, 9, 10, 16; 45 IB D 3, 11, 12, 16; 47 IB D 16

b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.

IAES 38 38 Q5 UC; IB D 1, 15

c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.

IAES 41, 44, 47, 48

41 Q3 UC, IB D 2; 44 IB D 7, 16; 47 IB D 16; 48 Q4 UC; IB D 14, 16

d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.

IAES 43, 44, 48 43 Proc GI; 44 IB D 7, 16; 48 Q4 UC; IB D 14, 16

e. Students know that major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.

IAES 37, 42, 43-45

42 IB D 4, 6, 8, 9, 10, 16; 43 Proc GI; 44 IB D 7, 16; 45 IB D 3, 11-12, 16

f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.

NC

g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.

NC

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Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

2. Shaping Earth's Surface

Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:

a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.

IAES 28, 29 28 Proc GI, IB C 2, 7; 29 Q2 UC, IB C 1, 3

b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.

IAES 28, 29 28 Proc GI, IB C 2, 7; 29 Q2 UC, IB C 1, 3

c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.

IAES 31, 32 31 IB C 12; 32 Proc GI, IB C 11, 12

d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

IAES 30, 37, 43 30 IB C 2, 10; 43 Proc GI

3. Heat (Thermal Energy) (Physical Sciences)

Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:

a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.

IAPS 93, 96

b. Students know that when fuel is consumed, most of the energy released becomes heat energy.

IAPS 56-58, 67 57 AQ3 UC, [IB] D2-3 58 AQ2 UC, [IB] D4-5, D8 67 AQ5 AD, [IB] D-14

c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).

IAPS 59, 61 61 [IB] D10

d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space).

4. Energy in the Earth System

Many phenomena on Earth's surface are affected

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Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:

a. Students know the sun is the major source of energy for phenomena on Earth's surface; it powers winds, ocean currents, and the water cycle.

IAES 55, 56, 62, 64

55 Proc DI; 56 Proc GI; 62 Q4 SI, IB E 3, 9, 11, 15

b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.

IL 3 AQ 4, 5, 6; IL 8 AQ 3

c. Students know heat from Earth's interior reaches the surface primarily through convection.

IAES 38 38 Q5 UC, IB D 1, 15

d. Students know convection currents distribute heat in the atmosphere and oceans.

IAES 55, 56, 58 55 Proc DI; 56 Proc GI; 58 IB E 6

e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.

IAES 55, 56, 58, 69

55 Proc DI; 56 Proc GI; 58 IB E 6; 69 Proc CS, IB E 16

5. Ecology (Life Sciences)

Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

IALS 81, 82 81 Q5 UC, IB E 2, 3, 5, 13, 14; 82 IB E 5, 13, 14, 17

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

IALS 79, 80 79 Q1 UC; IB E 2, 3, 7, 8, 9, 10, 11, 16, 35; 80 IB E 2, 3, 7, 8, 9, 10, 15, 16, 25

c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.

IALS 75, 76, 80 75 Act GI, IB E 4, 36; 80 IB E 2, 3, 7, 8, 9, 10, 15, 16, 25

d. Students know different kinds of organisms may play similar ecological roles in similar biomes.

IALS 75, 76 75 Act GI, IB E 4, 36

e. Students know the number and types of organisms an ecosystem can support depends on

IALS 85 85 Q1 UC; IB E 21-23

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Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.

6. Resources

Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:

a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.

IAPS 58, 64 58 AQ2 UC, [IB] D4-5, D8 64 AQ3 ET, AQ4 AD, [IB] D7

b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

IAES 12, 15 15, IB B 1-3

c. Students know the natural origin of the materials used to make common objects.

IAES 12, 15

7. Investigation and Experimentation

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

15, IB B 1-3

a. Develop a hypothesis. Throughout IAES, e.g., all DCI type activities

b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

Thoughout IAES , e.g., 16, 20, 32, 51, 55, 67, 72

c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.

IAES 27, 51, 52, 55, 70, 75, 93, 95

d. Communicate the steps and results from an investigation in written reports and oral presentations.

All DCI AND CM activities

e. Recognize whether evidence is consistent with IAES 6, 9, 11, 16,

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Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

a proposed explanation. 17, 20, 23, 24, 30-35, 36, 49, 57, 63, 65, 68-70, 73, 82, 84, 89-91, 98

f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.

IAES 25-26

g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).

IAES 8, 39, 40, 47, 57, 62, 65, 69, 79, 80, 85

h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).

IAES 28, 31-32, 47-48

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GRADE 7 – FOCUS ON LIFE SCIENCE

Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

Cell Biology

1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept, students know:

a. cells function similarly in all living organisms.

IALS 38-42 39 Q2 DCI, IB C 6; 40 QE DCI, IB C 15, 18; 42 IB C 3, 7, 16, 17, 19, 20, 23

b. the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.

IALS 42, 82 42 IB C 3, 7, 16, 17, 19, 20, 23; 82 IB E 2, 3, 5, 13, 14

c. the nucleus is the repository for genetic information in plant and animal cells.

IALS 42, 82 42 IB C 3, 7, 16, 17, 19, 20, 23; 82 IB E 2, 3, 5, 13, 14

d. mitochondria liberate energy for the work that cells do, and chloroplasts capture sunlight energy for photosynthesis.

IALS 42, 82 42 IB C 3, 7, 16, 17, 19, 20, 23; 82 IB E 2, 3, 5, 13, 14

e. cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes as multi-cellular organisms develop, their cells differentiate.

IALS 57, 63 63 IB D 1, 3, 4, 5, 8, 9, 10, 11, 18, 22-24

Genetics

2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept, students know:

a. the differences between the life cycles and reproduction of sexual and asexual organisms.

IALS 57, 63 63 IB D 1, 3, 4, 5, 8, 9, 10, 11, 18, 22-24

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b. sexual reproduction produces offspring that inherit half their genes from each parent.

IALS 57, 63 63 IB D 1, 3, 4, 5, 8, 9, 10, 11, 18, 22-24

c. an inherited trait can be determined by one or more genes.

IALS 54, 59 54 Act DCI, IB D 2; 59 Q5 UC, IB D2

d. plant and animal cells contain many thousands of different genes, and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive.

IALS 55, 57, 63, 68 55 Q2 UC; 63 IB D1, 2-5, 8-11, 18, 22-24; 68 Act UC

e. DNA is the genetic material of living organisms, and is located in the chromosomes of each cell.

IALS 63, 69, 70 63 IB D1, 2-5, 8-11, 18, 22-24; 69 IB D19, 70 Q2 DCI, IB D 19

Evolution

3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept, students know:

a. both genetic variation and environmental factors are causes of evolution and diversity of organisms.

IALS 94, 97 94 Q3 UC, IB F 16, 26; 97 Q2 CM, IB F 15, 22, 23, 24-25, 27-28, 30-31

b. the reasoning used by Darwin in making his conclusion that natural selection is the mechanism of evolution.

IALS 94 94 Q3 UC, IB F 16, 26

c. how independent lines of evidence from geology, fossils, and comparative anatomy provide a basis for the theory of evolution.

IALS 90, 93, 97, 99 90 Q3 CM, IB F 5; 93 Q4 UC, IB F 12-14; 97 Q2 CM, IB F 15, 22, 23, 24-25, 27-28, 30-31; 99 Q2 UC, IB F32, 33

14

d. how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics, and expand the diagram to include fossil organisms.

IALS 98, 99 89 IB F 32, 33; 99 Q2 UC, IB F32, 33

e. extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival.

IALS 89, 96, 97, 101

89, Q4 ET, IB F 1-4, 29; 96 Q2 DCI; 97 Q2 CM, IB F 15, 22, 23, 24-25, 27-28, 30-31; 101 Q4 UC, Q5b, ET

Earth and Life History (Earth Science)

4. Evidence from rocks allows us to understand the evolution of life on Earth. As the basis for understanding this concept, students know:

a. Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time.

IAES 38-39 38 Q5 UC, IB D 1, 15; 39 IB D 5, 13

b. The history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impact of an asteroid.

IALS 98

IAES 37, 42

42 IB D 4, 6 ,8, 9, 10, 16

c. The rock cycle includes the formation of new sediment and rocks. Rocks are often found in layers with the oldest generally on the bottom.

IAES 22 22 Q7 UC, IB B 4-6, 11

d. Evidence from geologic layers and radioactive dating indicate the Earth is approximately 4.6 billion years old, and that life has existed for more than 3 billion years.

IAES 39 39 IB 5, 13

e. Fossils provide evidence of how life and environmental conditions have changed.

IALS 90-91 90 Q3 CM, IB F 5; 91 Q4 UC, IB F 12-14

f. How movements of the Earth’s continental and oceanic plates

IAES 40-41 41 Q3 UC, IB D2

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through time, with associated changes in climate and geographical connections, have affected the past and present distribution of organisms.

g. How to explain significant developments and extinctions of plant and animal life on the geologic time scale.

IALS 92, 98 92 IB F 6, 7, 17

Structure and Function in Living Systems

5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept, students know:

a. plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.

IALS 12, 18, 42 12 IB B 12, 15; 18, Act GI, IB B 9, 17-18, 29; 42 IB C 3, 7, 16, 17, 19, 20, 23

b. organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

IALS 12, 13, 15, 17, 18, 23

12 IB B 12, 15; 13 IB B 3, 7; 15 Q3 UC, IB B 2, 5, 25-28; 17 Act DCI, IB B 1, 8, 21; 18, Act GI, IB B 9, 17-18, 29; 23 Q3 UC, IB B 23

c. how bones and muscles work together to provide a structural framework for movement

IALS 106 106 IB G 16, 18

d. how the reproductive organs of the human female and male generate eggs and sperm, and how sexual activity may lead to fertilization and pregnancy.

IALS 57

e. the function of the umbilicus and placenta during pregnancy.

IALS 57

f. the structures and processes by which flowering plants generate pollen and ovules, seeds, and fruit.

IALS Web extension, see

16

www.sepuplhs.org

g. how to relate the structures of the eye and ear to their functions.

NC

Physical Principles in Living Systems

(Physical Science)

6. Physical principles underlie biological structures and functions. As a basis for understanding this concept, students know:

a. visible light is a small band within a very broad electromagnetic spectrum.

IL-7 AQ 7

b. for an object to be seen, light emitted by or scattered from it must enter the eye.

IL-1 AQ 3

c. light travels in straight lines except when the medium it travels through changes.

IL-1 AQ 3; 3 AQ 4, 6

d. how simple lenses are used in a magnifying glass, the eye, camera, telescope, and microscope.

IL-5 AQ 4-6, 7; 6 AQ 4-7

e. white light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths.

IL-7 AQ 6, 7

f. light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

g. the angle of reflection of a light beam is equal to the angle of incidence.

IL-1 AQ 4, 5, 6; 2 AQ 3-5

h. how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints).

IALS 16

i. how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system.

IALS 16

17

j. contractions of the heart generate blood pressure, and heart valves prevent backflow of blood in the circulatory system.

IALS 21, 22, 23, 24 21 IB B19; 22 Act GI, IB B 4, 10-11, 20; 23 Q3 UC, IB B 23; 24 Q2 UC, IB B 22, 24

Investigation and Experimentation

7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. Students will:

a. select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

Throughout IALS, e.g., 5, 7, 10, 14, 21, 22, 24, 27, 35, 36, 38, 39, 43, 47, 55, 62, 64, 74, 78, 80-83, 90

b. utilize a variety of print and electronic resources (including the World Wide Web) to collect information as evidence as part of a research project.

Web sites are used throughout

c. communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

Throughout

e.g., IALS 1, 3, 12, 16, 19, 26, 32, 44, 46, 48, 53, 54, 59, 65, 68, 70, 75, 77, 91, 93, 98, 99, 100

d. construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).

Throughout

e.g., IALS 18, 30, 40, 41, 58, 69, 84, 95, 96

e. communicate the steps and results from an investigation in written reports and verbal presentations.

Throughout

e.g., IALS 1, 3, 12, 16, 19, 26, 32, 44, 46, 48, 53, 54, 59, 65, 68, 70, 75, 77, 91, 93, 98, 99, 100

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GRADE 8

FOCUS ON PHYSICAL SCIENCE

Science Content Standard Reference

SEPUP CORE PROGRAMS

LOCATION ASSESSMENT

Motion

1. The velocity of an object is the rate of change of its position. As a basis for understanding this concept, students know:

a. position is defined relative to some choice of standard reference point and a set of reference directions.

IAPS 75 75 AQ 2 UC, IB E-2, 4-6, 7, 14

b. average speed is the total distance traveled divided by the total time elapsed. The speed of an object along the path traveled can vary.

IAPS 75 75 AQ 2 UC, IB E-2, 4-6, 7, 14

c. how to solve problems involving distance, time, and average speed.

IAPS 75 75 AQ 2 UC, IB E-2, 4-6, 7, 14

d. to describe the velocity1 of an object one must specify both direction and speed.

IAPS 74 TG only

e. changes in velocity can be changes in speed, direction, or both.

IAPS 74 TG only

f. how to interpret graphs of position versus time and speed versus time for motion in a single direction.

IAPS 75 75 AQ 2 UC, IB E-2, 4-6, 7, 14

Forces

2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept, students know:

a. a force has both direction and magnitude. IAPS 79 79 IB E-10

b. when an object is subject to two or more forces at once, the effect is the cumulative effect of all the forces.

IAPS 81 81 IB E-3, 13, 15

c. when the forces on an object are balanced, the motion of the object does

IAPS 81 81 IB E-3, 13, 15

1 Our student book materials describe speed, not velocity, at the middle level

19

not change.

d. how to identify separately two or more forces acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.

IAPS 81, 82 81 IB E-3, 13, 15

e. when the forces on an object are unbalanced the object will change its motion (that is, it will speed up, slow down, or change direction).

IAPS 79, 81, 82

79 IB E-10

81 IB E-3, 13, 15

f. the greater the mass of an object the more force is needed to achieve the same change in motion.

IAPS 79, 81 79 IB E-10

g. the role of gravity in forming and maintaining planets, stars and the solar system.

IAES 96-97 96 IB G 4, 7, 19; 97 Q1 RE

Structure of Matter

3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. As a basis for understanding this concept, students know:

a. the structure of the atom and how it is composed of protons, neutrons and electrons.

IAPS 16 16 B-11, 12, 14

b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements.

IAPS 16 16 B-11, 12, 14

c. atoms and molecules form solids by building up repeating patterns such as the crystal structure of NaCl or long chain polymers.

IAPS 16, 17, 19

16 B-11, 12, 14

d. the states (solid, liquid, gas) of matter depend on molecular motion.

IAPS 35

e. in solids the atoms are closely locked in position and can only vibrate, in liquids the atoms and molecules are more loosely connected and can collide with and move past one another, while in gases the atoms or molecules are free to move independently, colliding frequently.

IAPS 16 16 IB B-11, 12, 14

f. how to use the Periodic Table to identify IAPS 15, 16 16 IB B-11, 12, 14

20

elements in simple compounds

Earth in the Solar System (Earth Science)

4. The structure and composition of the universe can be learned from the study of stars and galaxies, and their evolution. As a basis for understanding this concept, students know:

a. galaxies are clusters of billions of stars, and may have different shapes.

NC

b. the sun is one of many stars in our own Milky Way galaxy. Stars may differ in size, temperature, and color.

IAES 92 92 IB G 2, 11

c. how to use astronomical units and light years as measures of distance between the sun, stars, and Earth.

IAES 91 91 Q4 UC

d. stars are the source of light for all bright objects in outer space. The moon and planets shine by reflected sunlight, not by their own light.

IAES 92 92 IB G 2, 11

e. the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.

IAES 88-91 88 Q2 UC, IB G 3, 13, 17; 89 Proc RE, IB G 6, 14; 90 IB G 9, 16, 18; 91 Q4 UC

Reactions

5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept, students know:

a. reactant atoms and molecules interact to form products with different chemical properties.

IAPS 16 16 IB B-11, 12, 14

b. the idea of atoms explains the conservation of matter: in chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same.

IAPS 25 25 IB B-11, 12, 14

c. chemical reactions usually liberate heat or absorb heat.

IAPS 19 19 IB B-11, 12, 14

21

d. physical processes include freezing and boiling, in which a material changes form with no chemical reaction.

IAPS 14 14 DCI srp, od; IB B-9, 10

e. how to determine whether a solution is acidic, basic or neutral.

IAPS 47, 50 47 IB C-14, 15

Chemistry of Living Systems (Life Science)

6. Principles of chemistry underlie the functioning of biological systems. As a basis for understanding this concept, students know:

a. carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.

NC

b. living organisms are made of molecules largely consisting of carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur.

NC

c. living organisms have many different kinds of molecules including small ones such as water and salt, and very large ones such as carbohydrates, fats, proteins and DNA.

NC

Periodic Table

7. The organization of the Periodic Table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept, students know:

a. how to identify regions corresponding to metals, nonmetals and inert gases.

IAPS 15, 16 16 IB B-11, 12, 14

b. elements are defined by the number of protons in the nucleus, which is called the atomic number. Different isotopes of an element have a different number of neutrons in the nucleus.

IAPS 16 16 IB B-11, 12, 14

c. substances can be classified by their properties, including melting temperature, density, hardness, heat, and electrical conductivity.

IAPS 14 14 DCI srp, od; IB B 9, 10

Density and Buoyancy

8. All objects experience a buoyant force when immersed in a fluid. As a basis for understanding

22

this concept, students know:

a. density is mass per unit volume. IAPS 9, 10 9, 10 DCI srp, od

b. how to calculate the density of substances (regular and irregular solids, and liquids) from measurements of mass and volume.

IAPS 14 14 DCI srp, od

c. the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid it has displaced.

NC

d. how to predict whether an object will float or sink.

NC

Investigation and Experimentation

9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. Students will:

a. plan and conduct a scientific investigation to test a hypothesis.

IAPS 74, 75 74 Proc DI, IB E 1-2, 5-6; 75 AQ 2 UC, IB E 2, 4-6, 7, 14

b. evaluate the accuracy and reproducibility of data.

IAPS 74, 75 74 Proc DI, IB E 1-2, 5-6; 75 AQ 2 UC, IB E 2, 4-6, 7, 14

c. distinguish between variable and controlled parameters in a test.

IAPS 74, 75 74 Proc DI, IB E 1-2, 5-6; 75 AQ 2 UC, IB E 2, 4-6, 7, 14

d. recognize the slope of the linear graph as the constant in the relationship y=kx and apply this to interpret graphs constructed from data.

NC

e. construct appropriate graphs from data and develop quantitative statements about the relationships between variables.

IAPS 74, 75 74 Proc DI, IB E 1-2, 5-6; 75 AQ 2 UC, IB E 2, 4-6, 7, 14

f. apply simple mathematical relationships to determine one quantity given the other

IAPS 74, 75 74 Proc DI, IB E 1-2, 5-6; 75 AQ 2 UC, IB

23

two (including speed = distance/time, density = mass/volume, force = pressure x area, volume=area x height).

E 2, 4-6, 7, 14

g. distinguish between linear and non-linear relationships on a graph of data.

IAPS 75 75 Q4 UC, IB E-28