SCIENCE · The Topics are the main focus for content for each strand at that particular grade level. The ... Anatomy and Physiology AP Biology AP/Dual Credit Chemistry AP Physics

SCIENCE Course of Study

Fairfield City School District

July 21, 2016

Table of Contents

FORWARD ..................................................................................................................................................... 4

PHILOSOPHY .................................................................................................................................................. 7

INTRODUCTION ............................................................................................................................................. 9

EVALUATION ................................................................................................................................................. 9

SCOPE AND SEQUENCE ............................................................................................................................... 10

STANDARDS BY GRADE LEVEL ..................................................................................................................... 14

PRE-KINDERGARTEN ............................................................................................................................... 14

KINDERGARTEN ....................................................................................................................................... 15

FIRST GRADE ........................................................................................................................................... 17

SECOND GRADE ....................................................................................................................................... 19

THIRD GRADE .......................................................................................................................................... 21

FOURTH GRADE....................................................................................................................................... 23

FIFTH GRADE ........................................................................................................................................... 25

SIXTH GRADE ........................................................................................................................................... 27

SEVENTH GRADE ..................................................................................................................................... 30

EIGHTH GRADE ........................................................................................................................................ 33

NINTH GRADE .......................................................................................................................................... 36

PHYSICAL SCIENCE ............................................................................................................................... 36

TENTH GRADE ......................................................................................................................................... 43

BIOLOGY .............................................................................................................................................. 43

ELEVENTH AND TWELFTH GRADE ELECTIVE ........................................................................................... 50

ANATOMY and PHYSIOLOGY ............................................................................................................... 50

CHEMISTRY .......................................................................................................................................... 54

ENVIRONMENTAL SCIENCE ................................................................................................................. 60

GEOLOGY ............................................................................................................................................. 63

PHYSICS ............................................................................................................................................... 70

AP BIOLOGY ......................................................................................................................................... 75

AP CHEMISTRY .................................................................................................................................... 85

AP PHYSICS .......................................................................................................................................... 95

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GRADES 10-12 ELECTIVE ....................................................................................................................... 115

FORENSIC SCIENCE ............................................................................................................................ 115

LITERACY IN SCIENCE ................................................................................................................................ 118

GRADES 6-8 ........................................................................................................................................... 119

GRADES 9-10 ......................................................................................................................................... 122

GRADES 11-12 ....................................................................................................................................... 125

FORWARD

The standards contained in this Course of Study are based upon Ohio’s New Learning Standards for Science.

The Model Curricula are web-based tools for educators that suggest instructional strategies and resources that align with the revised standards. Fairfield educators are expected to utilize the model curricula for more detailed explanations of the standards.

When reading Ohio’s New Learning Standards for Science, please consider the following:

The standards for Pre-K – 8 are organized using the following components: Strands, Themes, Topics, and Content Statements.

Strands:

These are the science disciplines: Earth and space sciences, physical sciences; life science.

Overlaying all the content standards and embedded in each discipline are science inquiry and applications.

Grade Band Themes:

These are the overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands.

Strand Connections:

These are the overarching ideas that connect the strands and topics within a grade. Connections help illustrate the integration of the content statements from the different strands.

Topics:

The Topics are the main focus for content for each strand at that particular grade level. The

Topics are the foundation for the specific content statements.

Content Statements:

These state the science content to be learned. These are the “what” of science that should be accessible to students at each grade level to prepare them to learn about and use scientific knowledge, principles and processes with increasing complexity in subsequent grades.

5

FORWARD

Science Inquiry and Application

During the years of K-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:

Observe and ask questions about the natural environment;

Plan and conduct simple investigations;

Employ simple equipment and tools to gather data and extend the senses;

Use appropriate mathematics with data to construct reasonable explanations;

Communicate about observations, investigations and explanations; and

Review and ask questions about the observations and explanations of others.

During the years of grades 5-8, all students must use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:

Identify questions that can be answered through scientific investigations;

Design and conduct a scientific investigation;

Use appropriate mathematics, tools and techniques to gather data and information;

Analyze and interpret data;

Develop descriptions, models, explanations and predictions;

Think critically and logically to connect evidence and explanations;

Recognize and analyze alternative explanations and predictions; and

Communicate scientific procedures and explanations.

During the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Identify questions and concepts that guide scientific investigations;

Design and conduct scientific investigations;

Use technology and mathematics to improve investigations and communications;

Formulate and revise explanations and models using logic and evidence (critical thinking);

Recognize and analyze explanations and models; and

Communicate and support a scientific argument.

6

FORWARD

High School

Ohio Revised Code Section 3313.603 requires a three-unit course with inquiry-based laboratory experience that engages students in asking valid scientific questions and gathering and analyzing information.







Communicate and support a scientific argument

Ohio’s New Learning Standards for Science at the high school level contain syllabi for six high school science courses, denoted with *:

Physical Science*

Biology*

Chemistry*

Environmental Science*

Physical Geology*

Physics*

Anatomy and Physiology

AP Biology

AP/Dual Credit Chemistry

AP Physics

7

PHILOSOPHY

Ohio’s New Learning Standards for Science and Model Curriculum for Science Education serve as a basis for what all students should know and be able to do in order to become scientifically literate citizens equipped with knowledge and skills for the 21st century workforce and higher education. Ohio educators are provided with the content and expectations for learning upon which to base science curriculum at each grade level. By the end of high school, students should graduate with sufficient proficiency in science to:

Know, use and interpret scientific explanations of the natural world;

Generate and evaluate scientific evidence and explanations, distinguishing science from pseudoscience;

Understand the nature and development of scientific knowledge;

Participate productively in scientific practices and discourse.

Goals of Ohio’s Science Academic Content Standards

Ohio’s student-centered goals (Duschl et. al., 2007; Bell et. al. 2009) for science education include helping students:

1. Experience excitement, interest and motivation to learn about phenomena in the natural and physical world.

2. Come to generate, understand, remember and use concepts, explanations, arguments, models and facts related to science.

3. Manipulate, test, explore, predict, question, observe and make sense of the natural and physical world.

4. Reflect on science as a way of knowing; on processes, concepts and institutions of science; and on their own process of learning about phenomena.

5. Participate in scientific activities and learning practices with others, using scientific language and tools.

6. Think about themselves as science learners and develop an identity as someone who knows about, uses and sometimes contributes to science

Guiding Principles for Ohio’s Science Academic Content Standards

Ohio’s New Learning Standards for Science have been informed by international and national studies, educational stakeholders and academic content experts. The guiding principles include:

• Definition of Science: Science is a systematic method of continuing investigation, based on observation, scientific hypothesis testing, measurement, experimentation and theory building, which leads to explanations of natural phenomena, processes or objects that are open to further testing and revision based on evidence. Scientific knowledge is logical, predictive and testable, and grows and advances as new evidence is discovered.

8

PHILOSOPHY

• Scientific Inquiry: There is no science without inquiry. Scientific inquiry is a way of knowing and a process of doing science. It is the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas as well as an understanding of how scientists study the natural world. Teachers need to model scientific inquiry by teaching with inquiry.

• 21st Century Skills: 21st century skills are integral to the science standards and curriculum development revision documents. They are an essential to the integration of scientific inquiry, science skills and processes and technological and engineering design.

• Technological Design: Technological design is a problem or project-based way of applying creativity, science, engineering and mathematics to meet a human need or want. Modern science is an integrated endeavor. Technological design integrates learning by using science, technology, engineering and mathematics and fosters 21st Century Skills.

• Technology and Engineering: Technology modifies the natural world through innovative processes, systems, structures and devices to extend human abilities. Engineering is design under constraint that develops and applies technology to satisfy human needs and wants. Technology and engineering, coupled with the knowledge and methods derived from science and mathematics, profoundly influence the quality of life.

• Depth of Content: It is vital that the most essential concepts and the complexity of the discipline are presented in a manner that is manageable and accessible for teachers. The focus is on what students must know to master the specific grade-level content.

• Internationally Benchmarked: Ohio’s Revised Science Education Standards and Model Curriculum incorporate research from investigations of the science standards of:

Countries whose students demonstrate high-performance on both the Trends in International Mathematics and Science Studies (TIMSS) and Program in Student Assessment (PISA) tests; and

States with students who perform well on the National Assessment of Education Progress (NAEP).

As a result, there is a clear focus on rigor, relevance, coherence and organization, with an emphasis on horizontal and vertical articulation of content within and across disciplines.

9

INTRODUCTION

The State Board of Education approved Ohio’s New Learning Standards for Science in 2010. This action was taken to comply with the requirements of Amended Substitute House Bill 1 (2009) to update the previous version of the standards that had been in place since 2002.

Ohio’s New Learning Standards for Science are closely aligned with the current National Science Education Standards, Project 2061, and recommendations from professional organizations such as National Science Teachers Association. They are closely aligned with the science standards of countries that consistently and significantly outperform the United States on international assessments of student performance in science. They are also closely aligned with, “A Framework for K-12 Science Education” which is the basis for the development of the Next Generation Science Standards.

EVALUATION

Evaluation of the skills and knowledge gained through the implementation of the Science Course of Study is a critical component necessary to determine the growth of the students as well as the effectiveness of the curriculum. Common formal and informal formative assessments will be used to inform teachers and students about progress toward meeting learning targets and to plan for remediation and enrichment. Common summative assessments will be used to evaluate mastery of the standards. Additionally, Fairfield City School District is subject to Ohio’s state-wide testing program and accountability system. Staff will analyze the data from the state and local assessments to focus and provide intervention at each grade level.

In addition, classroom assessments will reflect the format of the state assessments to develop familiarity with multiple-choice, short answer, extended response, and performance-based assessments. The aforementioned evaluation tools align classroom assessments with state assessments but do not represent an all-inclusive list of options. Evaluations and the use of data will be consistent with all other Fairfield City School District Board Policies pertaining to this topic.

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SCOPE AND SEQUENCE

Pre-Kindergarten The Classroom Community

Science for these students focuses on the children’s curiosity to explore and learn about their environment. It includes behaviors of exploration and discovery, and fundamental conceptual development such as problem solving and cause and effect. Early competencies in science are organized in four key strands: Science Inquiry and Application; Earth and Space Science; Physical Science; and Life Science.

Kindergarten Observations of the Environment

Living and nonliving things have specific physical properties that can be used to sort and classify. The physical properties of air and water are presented as they apply to weather. Units of study include: Daily and Seasonal Changes, Properties of Everyday Objects and Materials, and Physical and Behavioral Traits of Living Things.

Grade One Observations of the Environment

Energy is observed through movement, heating, cooling and the needs of living organisms. Units of study include: Sun, Energy and Weather, Motion and Materials, and Basic Needs of Living Things.

Grade Two Observations of the Environment

Living and nonliving things may move. A moving object has energy. Air moving is wind and wind can make a windmill turn. Changes in energy and movement can cause change to organisms and the environment in which they live. Units of study include: The Atmosphere, Changes in Motion, and Interactions within Habitats.

Grade Three Interconnections within Systems

Matter is what makes up all substances on Earth. Matter has specific properties and exists in different states. Earth’s resources are made of matter, can be used by living things and can be used for the energy they contain. There are many different forms of energy. Each living component of an ecosystem is composed of matter and uses energy. Units of study include: Earth’s Resources, Matter and Forms of Energy, and Behavior, Growth and Changes.

Grade Four Interconnections within Systems

Heat and electrical energy are forms of energy that can be transferred from one location to another. Matter has properties that allow the transfer of heat and electrical energy. Heating and cooling affect the weathering of Earth’s surface and Earth’s past environments. The processes that shape Earth’s surface and the fossil evidence found can help decode Earth’s history. Units of study include: Earth’s Surface, Electricity, Heat and Matter, and Earth’s Living History.

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SCOPE AND SEQUENCE

Grade Five Interconnections within Systems

Cycles on Earth, such as those occurring in ecosystems, in the solar system and in the movement of light and sound, result in describable patterns. Speed is a measurement of movement. Change in speed is related to force and mass. The transfer of energy drives changes in systems, including ecosystems and physical systems. Units of study include: Cycles and Patterns in the Solar System, Light, Sound and Motion, and Interactions within Ecosystems.

Grade Six Order and Organization

All matter is made of small particles called atoms. The properties of matter are based on the order and organization of atoms and molecules. Cells, minerals, rocks and soil are all examples of matter. Units of study include: Rocks, Minerals and Soil, Matter and Motion and Cellular to Multicellular.

Grade Seven Order and Organization

Systems can exchange energy and/or matter when interactions occur within systems and between systems. Systems cycle matter and energy in observable and predictable patterns. Units of study include: Cycles and Patterns of Earth and the Moon, Conservation of Mass and Energy, and Cycles of Matter and Flow of Energy.

Grade Eight Order and Organization

Systems can be described and understood by analysis of the interaction of their components. Energy, forces and motion combine to change the physical features of the Earth. The changes of the physical Earth and the species that have lived on Earth are found in the rock record. For species to continue, reproduction must be successful. Units of study include: Physical Earth, Forces and Motion and Species and Reproduction.

Grade Nine Physical Science Required

Physical science introduces students to key concepts and theories that provide a foundation for further study in other sciences and advanced science disciplines. Physical science comprises the systematic study of the physical world as it relates to fundamental concepts about matter, energy and motion. A unified understanding of phenomena in physical, living, Earth and space systems is the culmination of all previously learned concepts related to chemistry, physics, and Earth and space science, along with historical perspective and mathematical reasoning.

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SCOPE AND SEQUENCE

Grade Ten Biology Required

This course investigates the composition, diversity, complexity and interconnectedness of life on Earth. Fundamental concepts of heredity and evolution provide a framework through inquiry-based instruction to explore the living world, the physical environment and the interactions within and between them. Students engage in investigations to understand and explain the behavior of living things in a variety of scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.

Grades Eleven and Twelve various electives One Required

Chemistry

This course introduces students to key concepts and theories that provide a foundation for further study in other sciences as well as advanced science disciplines. Chemistry comprises a systematic study of the predictive physical interactions of matter and subsequent events that occur in the natural world. The study of matter through the exploration of classification, its structure and its interactions is how this course is organized. Investigations are used to understand and explain the behavior of matter in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications. An understanding of leading theories and how they have informed current knowledge prepares students with higher order cognitive capabilities of evaluation, prediction and application.

Environmental Science

Environmental science incorporates biology, chemistry, physics and physical geology and introduces students to key concepts, principles and theories within environmental science. Investigations are used to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.

Geology

Physical geology incorporates chemistry, physics and environmental science and introduces students to key concepts, principles and theories within geology. Investigations are used to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporates scientific reasoning, analysis, communication skills and real-world applications.

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SCOPE AND SEQUENCE

Physics

Physics elaborates on the study of the key concepts of motion, forces and energy as they relate to increasingly complex systems and applications that will provide a foundation for further study in science and scientific literacy. Students engage in investigations to understand and explain motion, forces and energy in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.

Anatomy and Physiology

Anatomy and Physiology introduces the structure and function of the human body. Students will learn about cells, tissues and membranes that make up the body and how major systems functions help us develop and stay healthy.

AP Biology

AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and communication, genetics, information transfer, ecology, and interactions.

AP Chemistry

The AP Chemistry course provides students with a foundation to support future advanced course work in chemistry. Through inquiry-based learning, students develop critical thinking and reasoning skills. Students cultivate their understanding of chemistry and science practices as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.

AP Physics B

The AP Physics B course includes topics in both classical and modern physics. A knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems are the major goals. The course will utilize guided inquiry and student-centered learning to foster the development of critical thinking skills. Physics B provides instruction in each of the following five content areas: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics.

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STANDARDS BY GRADE LEVEL PRE-KINDERGARTEN

SCIENCE INQUIRY AND APPLICATION STRAND: Inquiry

1. Explore objects, materials and events in the environment. 2. Make careful observations. 3. Pose questions about the physical and natural environment. 4. Engage in simple investigations. 5. Describe, compare, sort, classify, and order. 6. Record observations using words, pictures, charts, graphs, etc. 7. Use simple tools to extend investigation. 8. Identify patterns and relationships. 9. Make predictions. 10. Make inferences, generalizations and explanations based on evidence. 11. Share findings, ideas and explanations (may be correct or incorrect) through a variety of

methods (e.g., pictures, words, dramatization).

THEME: THE CLASSROOM COMMUNITY

EARTH AND SPACE SCIENCE STRAND: Explorations of the Natural World

1. With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time (e.g., soil, weather, sun and moon).

2. With modeling and support, develop understanding of the relationship between humans and nature; recognizing the difference between helpful and harmful actions toward the natural environment.

PHYSICAL SCIENCE STRAND: Explorations of Energy

1. With modeling and support, explore the properties of objects and materials (e.g., solids and liquids).

2. With modeling and support, explore the position and motion of objects. 3. With modeling and support, explore the properties and characteristics of sound and light.

LIFE SCIENCE STRAND: Explorations of Living Things

1. With modeling and support, identify physical characteristics and simple behaviors of living things.

2. With modeling and support, identify and explore the relationship between living things and their environments (e.g., habitats, food, eating habits, etc.).

3. With modeling and support, demonstrate knowledge of body parts and bodily processes (e.g., eating, sleeping, breathing, walking) in humans and other animals.

4. With modeling and support, demonstrate an understanding that living things change over time (e.g., life cycle).

5. With modeling and support, recognize similarities and differences between people and other living things.

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STANDARDS BY GRADE LEVEL KINDERGARTEN

SCIENCE INQUIRY AND APPLICATIONS








THEME: OBSERVATIONS OF THE ENVIRONMENT

EARTH AND SPACE SCIENCE STRAND: Daily and Seasonal Changes

1. Weather changes are long-term and short term. a. Weather changes occur throughout the day and from day to day. b. Air is a nonliving substance that surrounds Earth and wind is air that is

moving. c. Wind, temperature and precipitation can be used to document short-

term weather changes that are observable. d. Yearly weather changes (seasons) are observable patterns in the daily

weather changes. 2. The moon, sun and stars are visible at different times of the day or night.

a. The moon and stars are in different positions at different times of the day or night. Sometimes the moon is visible during the night, sometimes the moon is visible during the day, and at other times the moon is not visible at all. The observable shape of the moon changes in size very slowly throughout each day of every month. The sun is visible only during the day.

b. The sun’s position in the sky changes in a single day and from season to season. Stars are visible at night, some are visible in the evening or morning and some are brighter than others.

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STANDARDS BY GRADE LEVEL KINDERGARTEN

PHYSICAL SCIENCE STRAND: Properties of Everyday Objects and Materials

1. Objects and materials can be sorted and described by their properties. a. Objects can be sorted and described by the properties of the materials from

which they are made. Some of the properties can include color, size and texture. 2. Some objects and materials can be made to vibrate to produce sound.

a. Sound is produced by touching, blowing or tapping objects. The sounds that are produced vary depending on the properties of objects. Sound is produced when objects vibrate.

LIFE SCIENCE STRAND: Physical and Behavioral Traits of Living Things

1. Living things are different from nonliving things. a. Living things include anything that is alive or has ever been alive. Living things

have specific characteristics and traits. Living things grow and reproduce. Living things are found almost everywhere in the world. There are somewhat different kinds in different places.

2. Living things have physical traits and behaviors, which influence their survival. a. Living things are made up of a variety of structures. Some of these structures

and behaviors influence their survival.

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STANDARDS BY GRADE LEVEL FIRST GRADE










EARTH AND SPACE SCIENCE STRAND: Sun, Energy and Weather

1. The sun is the principal source of energy. a. Sunlight warms Earth’s land, air and water. The amount of exposure to sunlight

affects the amount of warming or cooling of air, water and land. 2. The physical properties of water change.

a. These changes occur due to changing energy. Water can change from a liquid to a solid and from a solid to a liquid. Weather observations can be used to examine the property changes of water.

PHYSICAL SCIENCE STRAND: Properties of Everyday Objects and Materials

1. Properties of objects and materials can change. a. Objects and materials change when exposed to various conditions, such as

heating or freezing. Not all materials change in the same way. 2. Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and

forth. a. The position of an object can be described by locating it relative to another

object or to the object’s surroundings. b. An object is in motion when its position is changing. c. The motion of an object can be affected by pushing or pulling. A push or pull is a

force that can make an object move faster, slower or go in a different direction.

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STANDARDS BY GRADE LEVEL FIRST GRADE

LIFE SCIENCE STRAND: Physical and Behavioral Traits of Living Things

1. Living things have basic needs, which are met by obtaining materials from the physical environment.

a. Living things require energy, water and a particular range of temperatures in their environments.

b. Plants get energy from sunlight. Animals get energy from plants and other animals.

c. Living things acquire resources from the living and nonliving components of the environment.

2. Living things survive only in environments that meet their needs. a. Resources are necessary to meet the needs of an individual and populations of

individuals. Living things interact with their physical environments as they meet those needs.

b. Effects of seasonal changes within the local environment directly impact the availability of resources.

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STANDARDS BY GRADE LEVEL SECOND GRADE










EARTH AND SPACE SCIENCE STRAND: The Atmosphere

1. The atmosphere is made up of air. a. Air has properties that can be observed and measured. The transfer of energy in

the atmosphere causes air movement, which is felt as wind. Wind speed and direction can be measured.

2. Water is present in the air. a. Water is present in the air as clouds, steam, fog, rain, ice, snow, sleet or hail.

When water in the air cools (changes of energy), it forms small droplets of water that can be seen as clouds. Water can change from liquid to vapor in the air and from vapor to liquid. The water droplets can form into raindrops. Water droplets can change to solid by freezing into snow, sleet or hail. Clouds are moved by flowing air.

3. Long and short-term weather changes occur due to changes in energy. a. Changes in energy affect all aspects of weather, including temperature,

precipitation amount and wind.

PHYSICAL SCIENCE STRAND: Changes in Motion

1. Forces change the motion of an object. a. Motion can increase, change direction or stop depending on the force applied. b. The change in motion of an object is related to the size of the force. c. Some forces act without touching, such as using a magnet to move an object or

objects falling to the ground.

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STANDARDS BY GRADE LEVEL SECOND GRADE

LIFE SCIENCE STRAND: Interactions within Habitats

1. Living things cause changes on Earth. a. Living things function and interact with their physical environments. Living

things cause changes in environments where they live; the changes can be very noticeable or slightly noticeable, fast or slow.

2. Some kinds of individuals that once lived on Earth have completely disappeared, although they were something like others that are alive today.

a. Living things that once lived on Earth no longer exist; their basic needs were no longer met.

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STANDARDS BY GRADE LEVEL THIRD GRADE









THEME: INTERCONNECTIONS WITHIN SYSTEMS

EARTH AND SPACE SCIENCE STRAND: Earth’s Resources

1. Earth’s nonliving resources have specific properties. a. Soil is composed of pieces of rock, organic material, water and air and has

characteristics that can be measured and observed. Rocks have unique characteristics that allow them to be sorted and classified. Rocks form in different ways. Air and water are nonliving resources.

2. Earth’s resources can be used for energy. a. Many of Earth’s resources can be used for the energy they contain. Renewable

energy is an energy resource, such as wind, water or solar energy that is replenished within a short amount of time by natural processes. Nonrenewable energy is an energy resource, such as coal or oil, which is a finite energy source that cannot be replenished in a short amount of time.

3. Some of Earth’s resources are limited. a. Some of Earth’s resources become limited due to overuse and/or contamination.

Reducing resource use, decreasing waste and/or pollution, recycling and reusing can help conserve resources.

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STANDARDS BY GRADE LEVEL THIRD GRADE

PHYSICAL SCIENCE STRAND: Matter and Forms of Energy

1. All objects and substances in the natural world are composed of matter. a. Matter takes up space and has mass*.

i. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6.

2. Matter exists in different states, each of which has different properties. a. The most common states of matter are solids, liquids and gases. b. Shape and compressibility are properties that can distinguish between the states

of matter. c. One way to change matter from one state to another is by heating or cooling.

3. Heat, electrical energy, light, sound and magnetic energy are forms of energy. a. There are many different forms of energy. Energy is the ability to cause motion

or create change.

LIFE SCIENCE STRAND: Interactions within Habitats

1. Offspring resemble their parents and each other. a. Individual organisms inherit many traits from their parents indicating a reliable

way to transfer information from one generation to the next. b. Some behavioral traits are learned through interactions with the environment

and are not inherited. 2. Individuals of the same kind differ in their traits and sometimes the differences give

individuals an advantage in surviving and reproducing. a. Plants and animals have physical features that are associated with the

environments where they live. b. Plants and animals have certain physical or behavioral characteristics that

improve their chances of surviving in particular environments c. Individuals of the same kind have different characteristics that they have

inherited. Sometimes these different characteristics give individuals an advantage in surviving and reproducing.

3. Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

a. Over the whole earth, organisms are growing, reproducing, dying and decaying. The details of the life cycle are different for different organisms, which affects their ability to survive and reproduce in their natural environments.

http://www.nagb.org/publications/frameworks/science-09.pdf

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STANDARDS BY GRADE LEVEL FOURTH GRADE










EARTH AND SPACE SCIENCE STRAND: Earth’s Surface

1. Earth’s surface has specific characteristics and landforms that can be identified. a. About 70 percent of the Earth’s surface is covered with water and most of that is

the ocean. Only a small portion of the Earth’s water is freshwater, which is found in rivers, lakes and ground water.

b. Earth’s surface can change due to erosion and deposition of soil, rock or sediment. Catastrophic events such as flooding, volcanoes and earthquakes can create landforms.

2. The surface of Earth changes due to weathering. a. Rocks change shape, size and/or form due to water or ice movement, freeze and

thaw, wind, plant growth, gases in the air, pollution and catastrophic events such as earthquakes, mass wasting, flooding and volcanic activity.

3. The surface of Earth changes due to erosion and deposition. a. Water, wind and ice physically remove and carry (erosion) rock, soil and

sediment and deposit the material in a new location. b. Gravitational force affects movements of water, rock and soil.

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STANDARDS BY GRADE LEVEL FOURTH GRADE

PHYSICAL SCIENCE STRAND: Electricity, Heat and Matter

1. The total amount of matter is conserved when it undergoes a change. a. When an object is broken into smaller pieces, when a solid is dissolved in a liquid

or when matter changes state (solid, liquid, gas), the total amount of matter remains constant.

2. Energy can be transformed from one form to another or can be transferred from one location to another.

a. Energy transfers from hot objects to cold objects as heat, resulting in a temperature change.

b. Electric circuits require a complete loop of conducting materials through which an electrical energy can be transferred.

c. Electrical energy in circuits can be transformed to other forms of energy, including light, heat, sound and motion.

d. Electricity and magnetism are closely related.

LIFE SCIENCE STRAND: Earth’s Living History

1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

a. Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.

2. Fossils can be compared to one another and to present day organisms according to their similarities and differences.

a. The concept of biodiversity is expanded to include different classification schemes based upon shared internal and external characteristics of organisms.

b. Most types of organisms that have lived on Earth no longer exist. c. Fossils provide a point of comparison between the types of organisms that lived

long ago and those existing today.

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STANDARDS BY GRADE LEVEL FIFTH GRADE












EARTH AND SPACE SCIENCE STRAND: Cycles and Patterns in the Solar System

1. The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics.

a. The distance from the sun, size, composition and movement of each planet are unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun.

2. The sun is one of many stars that exist in the universe. a. The sun appears to be the largest star in the sky because it is the closest star to Earth.

Some stars are larger than the sun and some stars are smaller than the sun. 3. Most of the cycles and patterns of motion between the Earth and sun are predictable.

a. Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons.

26

STANDARDS BY GRADE LEVEL FIFTH GRADE

PHYSICAL SCIENCE STRAND: Light, Sound and Motion

1. The amount of change in movement of an object is based on the mass of the object and the amount of force exerted.

a. Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t).

b. Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth.

c. Any change in speed or direction of an object requires a force and is affected by the mass* of the object and the amount of force applied.

i. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6.

2. Light and sound are forms of energy that behave in predictable ways. a. Light travels and maintains its direction until it interacts with an object or moves

from one medium to another and then it can be reflected, refracted or absorbed. b. Sound is produced by vibrating objects and requires a medium through which to

travel. The rate of vibration is related to the pitch of the sound.

LIFE SCIENCE STRAND: Interactions within Ecosystems

1. Organisms perform a variety of roles in an ecosystem. a. Populations of organisms can be categorized by how they acquire energy. b. Food webs can be used to identify the relationships among producers,

consumers and decomposers in an ecosystem. 2. All of the processes that take place within organisms require energy.

a. For ecosystems, the major source of energy is sunlight. b. Energy entering ecosystems as sunlight is transferred and transformed by

producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs.

c. In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other photosynthetic organisms.

http://www.nagb.org/publications/frameworks/science-09.pdf

27

STANDARDS BY GRADE LEVEL SIXTH GRADE











THEME: ORDER AND ORGANIZATION

EARTH AND SPACE SCIENCE STRAND: Rocks, Minerals and Soil

1. Minerals have specific, quantifiable properties. a. Minerals are naturally occurring, inorganic solids that have a defined chemical

composition. Minerals have properties that can be observed and measured. Minerals form in specific environments.

2. Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification.

a. Most rocks are composed of one or more minerals, but there are a few types of sedimentary rocks that contain organic material, such as coal. The composition of the rock, types of mineral present, mineral arrangement, and/or mineral shape and size can be used to identify the rock and to interpret its history of formation, breakdown (weathering) and transport (erosion).

3. Igneous, metamorphic and sedimentary rocks form in different ways. a. Magma or lava cools and crystallizes to form igneous rocks. Heat and pressure

applied to existing rock forms metamorphic rocks. Sedimentary rock forms as existing rock weathers chemically and/or physically and the weathered material is compressed and then lithifies. Each rock type can provide information about the environment in which it was formed.

28


4. Soil is unconsolidated material that contains nutrient matter and weathered rock. a. Soil formation occurs at different rates and is based on environmental

conditions, types of existing bedrock and rates of weathering. Soil forms in layers known as horizons. Soil horizons can be distinguished from one another based on properties that can be measured.

5. Rocks, minerals and soils have common and practical uses. a. Nearly all manufactured material requires some kind of geologic resource.

Most geologic resources are considered nonrenewable. Rocks, minerals and soil are examples of geologic resources that are nonrenewable.

PHYSICAL SCIENCE STRAND: Matter and Motion

1. All matter is made up of small particles called atoms. a. Each atom takes up space, has mass and is in constant motion. Mass is the

amount of matter in an object. b. Elements are a class of substances composed of a single kind of atom. c. Molecules are the combination of two or more atoms that are joined together

chemically. d. Compounds are composed of two or more different elements. Each element and

compound has properties, which are independent of the amount of the sample. 2. Changes of state are explained by a model of matter composed of atoms and/or

molecules that are in motion. a. When substances undergo changes of state, neither atoms nor molecules

themselves are changed in structure. b. Thermal energy is a measure of the motion of the atoms and molecules in a

substance. c. Mass is conserved when substances undergo changes of state.

3. There are two categories of energy: kinetic and potential. a. Objects and substances in motion have kinetic energy. b. Objects and substances can have energy as a result of their position (potential

energy). 4. An object’s motion can be described by its speed and the direction in which it is moving.

a. An object’s position and speed can be measured and graphed as a function of time.

29


LIFE SCIENCE STRAND: Cellular to Multicellular

1. Cells are the fundamental unit of life. a. All living things are composed of cells. Different body tissues and organs are

made of different kinds of cells. The ways cells function are similar in all living organisms.

2. All cells come from pre-existing cells. a. Cells repeatedly divide resulting in more cells and growth and repair in

multicellular organisms. 3. Cells carry on specific functions that sustain life.

a. Many basic functions of organisms occur in cells. Cells take in nutrients and energy to perform work, like making various molecules required by that cell or an organism.

b. Every cell is covered by a membrane that controls what can enter and leave the cell.

c. Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback and movement.

4. Living systems at all levels of organization demonstrate the complementary nature of structure and function.

a. The level of organization within organisms includes cells, tissues, organs, organ systems and whole organisms.

b. Whether the organism is single-celled or multicellular, all of its parts function as a whole to perform the tasks necessary for the survival of the organism.

c. Organisms have diverse body plans, symmetry and internal structures that contribute to their being able to survive in their environments.

30

STANDARDS BY GRADE LEVEL SEVENTH GRADE












EARTH AND SPACE SCIENCE STRAND: Cycles and Patterns of Earth and the Moon

1. The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere.

a. Thermal energy is transferred as water changes state throughout the cycle. The cycling of water in the atmosphere is an important part of weather patterns on Earth. The rate at which water flows through soil and rock is dependent upon the porosity and permeability of the soil or rock.

2. Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns.

a. The sun is the major source of energy for wind, air and ocean currents and the hydrologic cycle. As thermal energy transfers occur in the atmosphere and ocean, currents form. Large bodies of water can influence weather and climate. The jet stream is an example of an atmospheric current and the Gulf Stream is an example of an oceanic current. Ocean currents are influenced by factors other than thermal energy, such as water density, mineral content (such as salinity), ocean floor topography and Earth’s rotation. All of these factors delineate global climate patterns on Earth.

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EARTH AND SPACE SCIENCE STRAND: Cycles and Patterns of Earth and the Moon (cont.)

3. The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.

a. The atmosphere is held to the Earth by the force of gravity. There are defined layers of the atmosphere that have specific properties, such as temperature, chemical composition and physical characteristics. Gases in the atmosphere include nitrogen, oxygen, water vapor, carbon dioxide and other trace gases. Biogeochemical cycles illustrate the movement of specific elements or molecules (such as carbon or nitrogen) through the lithosphere, biosphere, hydrosphere and atmosphere.

4. The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon.

a. The moon’s orbit and its change of position relative to the Earth and sun result in different parts of the moon being visible from Earth (phases of the moon).

b. A solar eclipse is when Earth moves into the shadow of the moon (during a new moon). A lunar eclipse is when the moon moves into the shadow of Earth (during a full moon).

c. Gravitational force between the Earth and the moon causes daily oceanic tides. When the gravitational forces from the sun and moon align (at new and full moons) spring tides occur. When the gravitational forces of the sun and moon are perpendicular (at first and last quarter moons), neap tides occur.

PHYSICAL SCIENCE STRAND: Conservation of Mass and Energy

1. The properties of matter are determined by the arrangement of atoms. a. Elements can be organized into families with similar properties, such as highly

reactive metals, less- reactive metals, highly reactive nonmetals and some gases that are almost completely nonreactive.

b. Substances are classified according to their properties, such as metals and acids. c. When substances interact to form new substances, the properties of the new

substances may be very different from those of the old, but the amount of mass does not change.

2. Energy can be transformed or transferred but is never lost. a. When energy is transferred from one system to another, the quantity of energy

before transfer equals the quantity of energy after transfer. When energy is transformed from one form to another, the total amount of energy remains the same.

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PHYSICAL SCIENCE STRAND: Conservation of Mass and Energy (cont.)

3. Energy can be transferred through a variety of ways. a. Mechanical energy can be transferred when objects push or pull on each other

over a distance. b. Electromagnetic waves transfer energy when they interact with matter. c. Thermal energy can be transferred through radiation, convection and

conduction. d. Electrical energy transfers when an electrical source is connected in a complete

electrical circuit to an electrical device.

LIFE SCIENCE STRAND: Cycles of Matter and Flow of Energy

1. Matter is transferred continuously between one organism to another and between organisms and their physical environments.

a. Plants use the energy in light to make sugars out of carbon dioxide and water (photosynthesis). These materials can be used and immediately stored for later use. Organisms that eat plants break down plant structures to produce the materials and energy they need to survive. Then they are consumed by other organisms.

b. Energy can transform from one form to another in living things. Animals get energy from oxidizing food, releasing some of its energy as heat.

c. The total amount of matter and energy remains constant, even though its form and location change.

2. In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.

a. Biomes are regional ecosystems characterized by distinct types of organisms that have developed under specific soil and climatic conditions.

b. The variety of physical (abiotic) conditions that exists on Earth gives rise to diverse environments (biomes) and allows for the existence of a wide variety of organisms (biodiversity).

c. Ecosystems are dynamic in nature; the number and types of species fluctuate over time. Disruptions, deliberate or inadvertent, to the physical (abiotic) or biological (biotic) components of an ecosystem impact the composition of an ecosystem.

33

STANDARDS BY GRADE LEVEL EIGHTH GRADE












EARTH AND SPACE SCIENCE STRAND: Physical Earth

1. The composition and properties of Earth’s interior are identified by the behavior of seismic waves.

a. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth’s interior. Earth has an inner and outer core, an upper and lower mantle, and a crust.

b. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which are still present today. Heat released from Earth’s core drives convection currents throughout the mantle and the crust.

2. Earth’s crust consists of major and minor tectonic plates that move relative to each other. a. Historical data and observations such as fossil distribution, paleomagnetism,

continental drift and sea-floor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle.

b. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth.

c. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events (such as earthquakes or volcanic activity) or features (such as mountains or trenches) that are indicative of the type of boundary.

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EARTH AND SPACE SCIENCE STRAND: Physical Earth (cont.)

3. A combination of constructive and destructive geologic processes formed Earth’s surface.

a. Earth’s surface is formed from a variety of different geologic processes, including but not limited to plate tectonics.

4. Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record.

a. Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions.

PHYSICAL SCIENCE STRAND: Forces and Motion

1. Forces between objects act when the objects are in direct contact or when they are not touching.

a. Magnetic, electrical and gravitational forces can act at a distance. 2. Forces have magnitude and direction.

a. The motion of an object is always measured with respect to a reference point. b. Forces can be added. The net force on an object is the sum of all of the forces

acting on the object. The net force acting on an object can change the object’s direction and/or speed.

c. When the net force is greater than zero, the object’s speed and/or direction will change.

d. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line.

3. There are different types of potential energy. a. Gravitational potential energy changes in a system as the masses or relative

positions of objects are changed. b. Objects can have elastic potential energy due to their compression or chemical

potential energy due to the nature and arrangement of the atoms that make up the object.

35


LIFE SCIENCE STRAND: Species and Reproduction

1. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.

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

b. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species.

c. Throughout Earth’s history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct.

2. Reproduction is necessary for the continuation of every species. a. Every organism alive today comes from a long line of ancestors who reproduced

successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things.

3. The characteristics of an organism are a result of inherited traits received from parent(s).

a. Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene.

b. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring.

36

STANDARDS BY GRADE LEVEL NINTH GRADE

PHYSICAL SCIENCE









STUDY OF MATTER

1. Classification of Matter a. Classify matter as element, compound, or mixture (homogeneous or

heterogeneous). b. Define solutions as homogeneous mixtures of a solute dissolved in a solvent. c. Recognize the role that temperature plays in solubility. d. Explain the correlation between kinetic energy of particles and temperature. e. Use the chemical and physical properties to classify matter. f. Interpret energy transfers during phase changes (exothermic and endothermic). g. Analyze the differences in density between solids, liquids, and gases and

calculate the density from the slope of a mass v. volume graph. h. Separate the substances in mixtures (including solutions) using their physical

properties. i. Investigate the temperature of a substance before, during, and after a phase

change.

37


PHYSICAL SCIENCE

STUDY OF MATTER (cont.)

2. Atoms a. Recall that through using new technology (gold foil experiment) the atom was

discovered to have protons, neutrons, and electrons. b. Describe that isotopes of an element can have the same atomic numbers and

different mass numbers. c. Identify an element based on the number of protons, neutrons, and electrons. d. Compare anions and cations and how they form through gaining or losing

electrons. e. Compare the atomic spectra of different elements to recognize that they are

unique. f. Investigate how the numbers of protons, neutrons, and electrons determine

atomic number, atomic mass, and charge. g. Model atomic structure, including location of protons, neutrons, and electrons.

3. Periodic Trends of Elements

a. Describe the properties of metals. b. Describe the properties of nonmetals. c. Describe the properties of metalloids. d. Explain how the periodic table is arranged by the properties of the elements. e. List the families of elements (alkali metals, alkaline earth metals, halogens, and

noble gases). f. Classify elements into groups or families based upon their properties. g. Predict the ionic charge of some elements. h. Predict an element’s properties when given an element in Group 1, 2, 17, or 18

based upon its location on the periodic table.

4. Bonding and Compounds a. Describe an ionic bond. b. Describe a covalent bond. c. Describe how ionic and covalent bonds can result in the formation of structures

ranging from small individual molecules to three-dimensional lattices. d. Recall that the bonds in most compounds fall on a continuum between ionic and

covalent bonds. e. Classify a bond as ionic or covalent based on the elements’ location on the

periodic table. f. Write a covalent or ionic formula for compounds given the name of the

compound. g. Write an ionic formula for compounds that include elements from groups 1, 2,

17, hydrogen, and oxygen.

38


PHYSICAL SCIENCE

STUDY OF MATTER (cont.)

5. Reactions of Matter a. Identify reactants and products in a chemical equation. b. Define an endothermic and exothermic reaction. c. Classify a reaction as either endothermic or exothermic. d. Balance simple chemical equations given either the formulas or a word

description of the reaction. e. Write simple chemical equations given either the formulas or a word description

of the reaction. Explain strong nuclear force. f. Describe what causes a nucleus to be unstable. g. Explain that through radioactive decay the unstable nucleus emits radiation. h. Recall that nuclear radiation can change the identity of an element. i. Explain that nuclei that undergo radioactive decay are said to be radioactive. j. Describe several ways that radioactive isotopes can be used (i.e. the medical

field). k. Explain that half-lives can be used in radioactive dating. l. Recall that fusion is the process responsible for the formation of all the elements

in the universe beyond helium. m. Explain that nuclear reactions result in the release of large amounts of energy. n. Distinguish between a chemical and nuclear reaction. o. Interpret a half-life graph to determine the value of a half-life. p. Compare fission and fusion. q. Produce a graph that demonstrates the amount of radioisotope as a function of

time.

ENERGY AND WAVES

1. Conservation of Energy a. Explain that energy has no direction. b. Explain that energy is measured in units of Joules (J). c. Calculate the values associated with energy (i.e. height, mass, speed) by utilizing

the equations for kinetic and gravitational potential energy. d. Quantify energy from data collected in experimental situations. e. Mathematically represent kinetic energy, Ek, by Ek = ½ mv2. f. Mathematically represent gravitational potential energy, Eg, by Eg = mgh.

39


PHYSICAL SCIENCE

ENERGY AND WAVES (cont.)

2. Transfer and Transformation of Energy (including work) a. Explain that when energy is transferred from one system to another, some of the

energy is transformed to thermal energy. b. Describe that in a system useful energy is lost to thermal energy, making less

energy available for useful work. c. Combine equations for work, kinetic energy, and potential energy with the law

of conservation of energy to solve problems. d.

direction). e. Represent energy transformations through a series of pie graphs or bar graphs.

3. Waves

a. Recognize that waves can be reflected off solid barriers. Recognize that waves can be refracted when traveling from one medium into another.

b. Recognize that waves can diffract around small obstacles or openings. c. Explain that when two waves meet they experience superposition. d. Explain that superposition results in constructive or destructive interference. e. Explain that after two waves meet they continue traveling through the medium

as they were before. f. Explain that sound travels in waves. g. Explain that sound waves can undergo reflection, refraction, interference, and

diffraction. h. Recognize that radiant energy travels in waves and does not require a medium. i. Recognize that light energy radiates continually in all directions. j. Demonstrate that different types of light have different applications in everyday

life. k. Describe how all types of radiant energy on the electromagnetic spectrum travel

at the same speed in a vacuum. l. Recall that radiant energy exhibits wave behaviors. m. Classify the types of energy in the electromagnetic spectrum using frequencies

and wavelengths. n. Summarize the bands of the electromagnetic spectrum (i.e. position, relative

frequency, wavelength, and energy). o. Compare how light interacts with different types of materials (opaque,

transparent, smooth, rough, etc.). p. Conduct an experiment to demonstrate reflection, refraction, interference, and

diffraction. q. Create diagrams that explain the Doppler effect.

40


PHYSICAL SCIENCE ENERGY AND WAVES (cont.)

4. Thermal Energy a. Explain thermal conductivity. b. Define conductors and insulators. c. Explain that an object or system is continually absorbing or emitting thermal

radiation. d. Explain how a temperature increases or decreases in a system when there is no

phase change. e. Describe thermal equilibrium as a constant temperature due to the amount of

thermal energy being absorbed and emitted being equal. f. Compare conductors and insulators. g. Predict the rate at which thermal radiation is absorbed or emitted by a system

based on the properties of a material (temperature, color, texture, exposed surface area).

5. Electricity

a. Recognize that in conventional use electric current is the rate at which positive charge flows in a circuit, but is actually the electrons that are moving.

b. Recall that current is measured in amperes (A). c. Recall that current is calculated as one coulomb of charge per second (C/s). d. Identify that in an electric circuit, the power source supplies the electrons

already in the circuit with electric potential energy by doing work to separate opposite charges.

e. Recognize that a chemical reaction separates positive and negative charges in a battery, which causes the electrons to flow in a circuit.

f. Explain how electrons transfer energy to other objects and transform electrical energy into other forms (light, sound, heat) in the resistors.

g. Recall that current continues to flow through the system even after electrons transfer their energy.

h. Define voltage (V) as the measure of potential energy in Joules supplied to each coulomb of charge across an energy source (J/C).

i. Differentiate between electrical conductors and insulators by how freely the electrons flow through the material due to how firmly they are held by the nucleus.

j. Explain why current will increase as the potential difference increases and as the resistance decreases.

k. Design a variety of electrical circuits to demonstrate and measure differences in volts and amps, recognizing that voltage is a property of the energy source and does not depend upon the devices in the circuit.

l. Design a circuit to show that resistors oppose the rate of charge flow in a circuit.

41


PHYSICAL SCIENCE

FORCES AND MOTION

1. Motion a. Describe how the motion of an object is relative to the observer’s frame of

reference. b. Describe that motion is described in terms of distance, position, displacement,

seed, velocity, acceleration, and time. c. Define position. d. Define displacement. e. Define velocity. f. Define acceleration. g. Recall that all vector properties (magnitude and direction) can be positive or

negative. h. Recognize that objects with zero acceleration can be moving with constant

velocity. i. Compare instantaneous speed to average velocity. j. Interpret velocity and acceleration graphs that represent motion. k. Perform an experiment to collect and analyze data pertaining to motion. l. Calculate displacement using (Δx = xf-xi). m. Calculate velocity using vavg = (xf-xi)/(tf-ti). n. Calculate acceleration using aavg = (vf-vi)/(tf-ti). o. Create a diagram to represent the position and velocity of an object. p. Design velocity and acceleration graphs to represent motion.

2. Forces

a. Define net force. b. Explain normal force. c. Explain tension force. d. Recall that field forces occur over distance. e. Measure force in the lab using spring scales or force probes. f. Calculate net force using one-dimensional vector addition. g. Illustrate and calculate that friction is a force that opposes motion using force

diagrams. h. Calculate gravitational force (weight) using Fg = mg

3. Dynamics (how forces affect motion)

a. Define inertia. b. Recall that force can be calculated using F=ma. c. Describe action/reaction forces. d. Predict and explain changes in motion using Newton’s Laws. e. Conduct an experiment to demonstrate Newton’s 3 Laws of Motion.

42


PHYSICAL SCIENCE

THE UNIVERSE

1. History of the Universe a. Explain the Big Bang Theory. b. Explain the evidence that supports to the Big Bang Theory (Hubble’s law, red

shift, cosmic microwave background radiation). c. Explain how technology has influenced our understanding of the universe

(telescopes, space probes, particle accelerators, etc.).

2. Galaxy Formation a. Describe a galaxy. b. Recall that there are billions of galaxies. c. Describe the Milky Way galaxy. d. Classify galaxies by size and shape. e. Classify the Milky Way galaxy. f. Investigate how the red shift led to Hubble’s Law and is used to describe the

expansion of the universe. g. Conduct an experiment to investigate Hubble’s Law (expansion of the universe).

3. Stars

a. Describe the life cycles of stars. b. Describe how stars produce energy. c. Explain how stars are the source of all of the elements beyond helium. d. Classify stars by color, size, luminosity, and mass. e. Predict how stars will evolve using a Hertzsprung-Russell diagram. f. Compare the life cycles of stars with different masses. g. Illustrate the different life cycles of stars.

Refer to ODE’s Model Curriculum for Content Elaboration.

43

STANDARDS BY GRADE LEVEL TENTH GRADE

BIOLOGY









HEREDITY

1. Cellular genetics using structure and function of DNA in cells a. Define genome, genes, alleles, trait, DNA, amino acid, chromosome, protein,

transcription, and translation, RNA (mRNA, tRNA, and rRNA). b. Explain that the biological information is encoded in DNA in units called genes. c. Explain that a genome is all of the biological information needed to build and

maintain a living example of that organism. d. Summarize the process of how the sequence of DNA bases in a chromosome

determines the sequence of amino acids in a protein e. Summarize the process of DNA replication f. Evaluate how sorting and recombination of genes in sexual reproduction and

meiosis specifically results in variance in traits of the offspring. g. Model the structure of the DNA molecule. h. Make a timeline from Mendel’s. Darwin’s and Wallace’s work to the present day.

44


BIOLOGY

HEREDITY (cont.)

2. Genetic mechanisms and inheritance a. Explain basic Mendelian mechanisms of dominance, recessive, co-dominant. b. Define Mendelian inheritance, non-Mendelian inheritance, sex-linked traits,

linkage, and recombination. c. Explain the importance of crossing over, independent assortment, and

recombination in producing variations in traits as a result of meiosis. d. Analyze patterns of inheritance based on classical and modern genetic

mechanisms. i. incomplete dominance

ii. sex-linkage iii. goodness of fit test (Chi-square) iv. dihybrid crosses v. pleiotropy

vi. epistasis vii. polygenetic traits

e. Summarize the connection of Mendel’s laws of segregation and independent assortment to the movement of chromosomes during meiosis.

f. Conduct a goodness of fit (Chi square) test using real world data. g. Perform crosses to investigate mechanisms of genetic inheritance.

3. Mutations

a. Define somatic cells, gamete (sex cell) and mutation b. Identify the different types of mutations (insertion, deletion, substitution). c. Evaluate the effect of mutation on the offspring success. d. Summarize how mutations can be passed. e. Predict the short-term and long-term implications of gene mutations.

4. Modern genetics

a. Define cloning, restriction enzyme, genetic engineering. b. Summarize the goals of genetic engineering. c. Investigate various modern genetic techniques. d. Investigate genes that modify or regulate the expression of other genes, as well

as the influence of the cell’s environment on gene expression.

45


BIOLOGY

HEREDITY (cont.)

5. Evolution

a. Define: Modern synthesis, evolution, anatomical, embryological, ancestry, biological evolutionary theory.

b. Explain modern synthesis as the unification of genetics and evolution and historical perspectives of evolutionary theory.

c. Explain how biological evolution explains the natural origins for the diversity of life.

d. Generalize modern ideas about evolution and how they provide a natural explanation for the diversity of life on Earth via evidence in the fossil record, in the similarities of existing species (morphological similarities), and in modern molecular evidence.

e. Compare DNA sequences among species to see similarities and differences that can cause changes in different species.

f. Compare different species DNA sequences to research evidence for common ancestry and biological evolution.

g. Analyze morphological data to show that some species have similar lineages and compare them to the molecular-sequence data that generally, but does not always, support earlier hypothesis regarding lineages of organisms.

h. Summarize modern synthesis using genetic, evolution, and historical perspectives of evolutionary theory.

i. Observe that DNA sequences vary among species but can be similar but these variations and similarities in amino acid sequences that can cause anatomical and embryological changes through researched data and real-life examples.

46


BIOLOGY

EVOLUTION

1. Mechanism and Diversity of Life a. Define genetic variation, mutation, recombination of genes, natural selection,

adaptation, trait variation, Hardy Weinberg’s law, Hardy Weinberg Equilibrium, immigration, emigration, genetic drift, gene flow, sexual selection, fitness, and speciation.

b. Explain how evolution is the descent with modification of different lineages form common ancestors

c. Explain how gene flow, mutation, speciation, natural selection, genetic drift, and sexual selection are mechanisms for evolution.

d. Explain how natural selection is the process by which traits become more or less common in a population due to consistent environmental effects upon the survival or reproduction of the individual with that trait.

e. Formulate and revise explanations for gene flow, and sexual selection f. Explain, with evidence that the process of evolution primarily results from four

factors. i. The potential for a species to increase in number

ii. The heritable genetic variation of individuals in a species due to mutation and sexual reproduction

iii. Competition for limited resources iv. The proliferation of those organisms that are better able to survive and

reproduce in an environment g. Analyze statistics and probability to support explanations that organisms with an

advantageous heritable trait tend to increase in proportion to the organisms lacking this trait.

h. Analyze data on speciation between isolated populations. i. Analyze the effects of mutations and genetic drift on real world examples. j. Create a table using data showing gene frequency changes over time. k. Summarize data showing gene frequency changing overtime creating a

bottleneck l. Investigate examples of gene flow, mutation, speciation, natural selection,

genetic drift, and sexual selection to explain how the Hardy Weinberg Equilibrium is impossible.

m. Perform an experiment where the survival of an inherited characteristic may change when the environment changes, which may or may not cause a change in the species that inhabit the environment.

n. Design a model where different environmental changes influence selective pressures on a population.

o. Design an experiment showing how natural selection works on phenotypes, can show how selective pressures, like gene flow, can result in different phenotypes from new combinations of existing genes or from mutation of genes in reproductive cells.

47


BIOLOGY

DIVERSITY AND INTERDEPENDENCE OF LIFE

1. Classification systems are frameworks created by scientists for describing the vast diversity of organisms indicating the degree of relatedness between organisms.

a. Define: photosynthesis, cell respiration, homeostasis, carrying capacity, biogeochemical cycles (carbon, nitrogen, oxygen).

b. Summarize how the cycling of matter and flow of energy occurs at all levels of biological organization, from molecules to ecosystems. (photosynthesis, cell respiration, biogeochemical cycles)

c. Summarize how ecosystems always change as geological or biological conditions vary.

d. Evaluate the evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

e. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

f. Investigate models (exponential growth model, logistic growth model) describing carrying capacity and homeostasis within ecosystems supported with real time mathematical evidence.

g. Produce population graphs or charts containing authentic, real-world data. 2. Classification systems are developed to describe the diversity of organisms and to

indicate the degree of relatedness between organisms. Morphological comparisons and molecular evidence must be used to describe biodiversity.

a. Explain how classification systems developed by scientists are used as frameworks for describing the diversity of organisms.

b. Classify organisms according to their degree of relatedness using various data tables.

c. Investigate a cladogram describing biodiversity using morphological traits and molecular evidence.

48


BIOLOGY

CELLS

1. Cell structure and function

a. Structure, function and interrelatedness of cell organelles

i. Identify cell parts and their functions. ii. List the 3 postulates of the cell theory.

iii. List the hierarchical organization of life from atom to biosphere. iv. Explain the importance of carbon (along with hydrogen, nitrogen,

oxygen, phosphorus and sulfur) to the formation of large, complex molecules used by the cell for structure and function.

v. List the 4 organic monomers and polymers used to build and perform chemical reactions within the cell.

vi. Summarize the biological functions performed by carbohydrates, proteins, lipids, and nucleic acids.

vii. Compare the structure and functions of specialized cells within a multicellular organism to those of generalized, unicellular organisms.

viii. Summarize how the structure of proteins which carry out the essential functions of life is coded in the cell’s DNA.

ix. Analyze how the shape/structure of certain molecules relates to its function in the cell(i.e. – water, proteins/enzymes, lipids, carbs, nucleic acids)

x. Create a model of a cell using analogies to show the specialized structures a cell has for the transport of materials, energy transformation, protein building, waste disposal, and movement (representing the cell as a functioning system).

49


BIOLOGY

CELLS (cont.)

2. Cellular processes

a. Characteristics of life regulated by cellular processes

i. List the characteristic functions of living organisms. ii. Describe the role of the cell membrane in maintaining homeostasis by

controlling the movement of substances into and out of the cell. iii. Summarize the transformation of energy through ATP and cycling of

carbon through cellular processes in cells (e.g., photosynthesis, chemosynthesis, cellular respiration, fermentation).

iv. Summarize the process of cell division (sexual and asexual) and the cell cycle.

v. Predict/infer how a cell would be affected if certain structures were unable to properly execute their functions.

vi. Evaluate diagrams of cellular processes connected to real-world scenarios.

vii. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (examples include hear rate response to exercise, stomata response to moisture and temperature, root development response to water levels, chemical effect on algal growth, etc.).

viii. Plan and conduct an investigation to determine the factors that affect the activity of enzymes on their substrates (e.g., temperature, concentration, pH).

ix. Investigate scenarios that explore abiotic effects on the cell cycle. x. Investigate the role of water and other organic molecules in cells.

xi. Research real-world application of cells that play a foundational role in engineering and industry (e.g., fermentation, medicine).


50

STANDARDS BY GRADE LEVEL ELEVENTH AND TWELFTH GRADE ELECTIVE

ANATOMY and PHYSIOLOGY








Communicate and support a scientific argument. AN ORIENTATION TO THE HUMAN BODY

1. Explain the types of knowledge that are included in the fields of anatomy and physiology. 2. Explain the levels of organization of the body, from atoms, molecules, and cells to body

systems and a functioning organism. 3. Correctly use terminology related to regions of the body. 4. Explain the meaning of homeostasis, and give examples of how the body uses

homeostasis as a means for regulating processes and systems.

THE CHEMISTRY OF LIFE

1. Identify the composition of and interactions of matter, including subatomic structures, molecules, and compounds.

2. Explain the chemical components of living matter, including the following a. Inorganic matter b. Organic molecules (macromolecules)

3. Explain the importance of ATP in the body. 4. Explain the role and importance of enzymes in the work of a living cell.

CELLS AND TISSUES

1. Identify the structures and functions of a generalized cell. 2. Name and describe the four major types of body tissues. 3. Explain how cell replication takes place during the processes of mitosis and meiosis. 4. Describe the process of tissue repair.

51



SKIN AND BODY MEMBRANES (INTEGUMENTARY SYSTEM)

1. Identify the parts and functions of the integumentary system. 2. Identify the layers of skin and explain what happens in each layer. 3. Contrast the characteristics of skin tissue in various parts of the body. 4. Identify the causes and physical effects of skin imbalances and diseases. 5. Describe the developmental aspects of skin, explaining how skin and skin appendages

(hair, nails, and glands) change as we grow and age.

SKELETAL SYSTEM

1. Explain the structure and function of bones, including the microscopic anatomy of bone tissue.

2. From memory label a diagram of the skeletal system. 3. Explain how bones are classified. 4. Explain the processes of bone formation, growth, and remodeling. 5. Identify the causes and physical effects of bone imbalances and diseases. 6. Identify the subdivisions of the skeletal system and name the bones in each subdivision. 7. Name the three categories of joints and compare the movement allowed by each type. 8. Describe the developmental aspects of bone, explaining how bones and joints change as

we grow and age.

MUSCULAR SYSTEM

1. Explain similarities and difference in the structure and function of the three types of muscular tissue, and indicate where they are found in the body.

2. Describe the microscopic structure of muscle tissue. 3. Describe the physiology of muscle tissue. 4. Explain the stimulation and contraction of skeletal muscle cells. 5. Name and explain the types of muscle contractions. 6. Explain the metabolism of muscle tissue, including the recruitment of ATP and muscle

fatigue. 7. Identify the types of muscle movement. 8. Identify the causes and physical effects of imbalances and diseases in muscles and

connective tissue. 9. Name and locate the major muscles of the human body, and state the action of each.

52



NERVOUS SYSTEM

1. Describe the structural and functional classifications of the nervous system. 2. From memory label a diagram of the respiratory system, including organs. 3. Describe the structure and function of nervous tissue, including neurons and neuroglia. 4. Describe the composition of gray matter and white matter in the brain and spinal cord. 5. Describe the events that lead to the generation of a nerve impulse and its conduction to

other structures. 6. Identify and explain the functions of the major regions of the central nervous system. 7. Describe the composition and coverings of the brain and spinal cord. 8. Describe the general structure and function of the peripheral nervous system.

ENDOCRINE SYSTEM

1. Describe the structure and function of the endocrine system. 2. From memory label a diagram of the endocrine system, including organs. 3. Identify the major endocrine glands and explain their function in the body. 4. Identify and describe homeostatic imbalances, such as diabetes and mellitus, which

affect the nervous system. 5. Describe the developmental aspects of the endocrine system, explaining how it changes

as we grow and age.

CARDIOVASCULAR SYSTEM

1. Blood a. Describe the characteristics and composition of whole blood. b. Explain the role of the hemocytoblast stem cell in the production of blood tissue. c. Describe all parts of the blood clotting processes. d. Identify blood groups and their reactions. e. Identify blood disorders. f. Describe how the composition of blood changes as people age.

2. Heart and Blood Vessels

a. Describe the structure and function of the heart and connecting vessels. b. From memory label a diagram of the circulatory system, including organs. c. Describe the circulation of blood through the heart and the body d. Explain the conduction system of the heart along with the cardiac cycle. e. Explain cardiac output and how it is affected by various factors. f. Describe the anatomy and function of blood vessels throughout the body. g. Identify causes and characteristics of heart diseases, h. Identify lifestyle choices which affect heart health i. Describe the development of the heart and circulatory system from the fetal

stage through adolescence, adulthood and old age.

53



RESPIRATORY SYSTEM

1. Describe the structure and function of the respiratory system. 2. From memory label a diagram of the respiratory system, including organs. 3. Describe several protective mechanisms of the respiratory system. 4. Explain the mechanisms of breathing, including inspiration, expiration, and gas

transport. 5. Explain respiratory volumes and capacity. 6. Explain factors related to the control of respiration. 7. Identify causes and characteristics of respiratory disorders. 8. Describe the effects of smoking on the respiratory system. 9. Describe the development of the respiratory system from the fetal stage through

adolescence, adulthood and old age.

DIGESTIVE SYSTEM

1. Describe the structure and function of the digestive system. 2. From memory label a diagram of the digestive system, including organs. 3. Identify the hormones and enzymes that help break down food. 4. Describe metabolism in the digestive system. 5. Explain the body-energy balance and its relation to temperature regulation. 6. Identify causes and characteristics of digestive system disorders. 7. Describe the development of the digestive system from the fetal stage through

adolescence,

REPRODUCTIVE SYSTEM

1. Describe the structure and function of the male reproductive system. 2. From memory label a diagram of the male reproductive system, including organs. 3. Trace the pathway followed by sperm from the testes to the exterior of the body. 4. Name and describe the hormones affecting male reproductive functions. 5. Describe the structure and function of the female reproductive system. 6. From memory label a diagram of the female reproductive system, including organs. 7. Explain the female reproductive cycle. 8. Name and describe the hormones affecting female reproductive functions, including

mammary glands. 9. Describe the stages of fetal development during pregnancy.

54


CHEMISTRY









MATHEMATICS AND MEASUREMENT IN CHEMISTRY

1. Quantify the properties of matter. a. Use the appropriate units when making measurements.

b. Record measurements with the correct number of significant digits.

c. Determine the number of significant digits in a number.

d. Round numbers to a specified number of significant figures.

e. Apply the correct number of significant digits to answers when performing

calculations.

f. Implement appropriate qualitative and quantitative error analysis (percent

error).

2. Use specific mathematical techniques to solve problems [dimensional analysis].

a. Develop conversion factors from equality statements.

b. Convert between units using dimensional analysis.

c. Calculate density of objects using dimensional analysis.

d. Use scientific notation when performing calculations.

e. Calculate the number of moles given the number of particles.

55


CHEMISTRY

ATOMS

1. Summarize the historical development of the atomic theory. a. Describe how science and technology relate to one-another. b. Explain each of the following atomic models: Dalton, Thomson, and Rutherford. c. Use Thomson’s and Rutherford’s models to describe locations of subatomic

particles. d. Draw representations for each model of the atom. e. Use mass number and atomic number to describe various isotopes. f. Calculate the average atomic mass of an element. g. Calculate the mass given the number of moles or particles. h. Calculate the number of particles given the number of moles or grams. i. Calculate the number of moles given the number of particles or grams.

2. Summarize types of radioactive decay and applications of nuclear reactions.

a. Describe alpha, beta, gamma, and positron decay of the nucleus. b. Write a balanced nuclear equation. c. Differentiate between fission and fusion. d. Evaluate applications of fission and fusion.

3. Summarize the current modeling of the atom.

a. Explain each of the following atomic models: i. Bohr

ii. Quantum mechanical b. Use an atomic spectrum to explain discrete energy levels. c. Explain the photoelectric effect. d. Summarize the number and energy level of electrons using s, p, d and f

sublevels. e. Model the s and p sublevels. f. Write the orbital notation of the elements in the first four periods. g. Write the electron configuration of the elements in the first four periods. h. Write the noble gas notation of the elements in the first four periods.

4. Describe relationships within the periodic table.

a. Identify the number of valence electrons based on the group. b. Compare properties in groups based on valence electron configuration. c. Use the periodic table to write electron configurations. d. Describe and analyze the following periodic trends:

i. atomic radii ii. ionic radii

iii. first ionization energies iv. electronegativity.

56


CHEMISTRY

COMPOUNDS

1. Define the types of chemical bonds holding atoms together. a. Classify a bond based on electronegativity difference. b. Define a polar covalent bond.

2. Explain the formation, nomenclature and properties of covalent compounds.

a. Explain that an atom will share electrons to obtain a stable configuration. b. Describe the properties of molecular compounds. c. Describe the properties of covalent networks. d. Describe binary covalent compounds using ten prefixes. e. Name binary acids. f. Name oxyacids. g. Write formulas for binary covalent compounds using ten prefixes. h. Write formulas for binary acids. i. Write formulas for oxyacids. j. Draw a Lewis structure for simple covalent compounds. k. Draw a Lewis structure for polyatomic ions. l. Draw Lewis structures for covalent compounds/polyatomic ions with multiple

bonds. m. Draw Lewis structures for covalent compounds/polyatomic ions with resonance. n. Utilize VSEPR to classify the three dimensional shape of the

molecules/polyatomic ions. o. Classify a molecule as polar or nonpolar.

3. Explain the formation, nomenclature, and properties of ionic compounds.

a. Explain that metals will lose electrons to obtain a stable configuration forming a cation.

b. Explain that nonmetals will gain electrons to obtain a stable configuration forming an anion.

c. Analyze how an ionic bond gives the various properties of ionic compounds including brittleness, high melting/boiling points, conductivity, state of matter and lattice energy.

d. Draw/sketch a representation of the formation of an ionic bond. e. Name binary ionic compounds. f. Name binary ionic compounds containing a transition metal. g. Name ionic compounds containing polyatomic ions. h. Write formulas for binary ionic compounds. i. Write formulas for binary ionic compounds containing a transition metal. j. Write formulas for ionic compounds containing polyatomic ions.

57


CHEMISTRY

COMPOUNDS (cont.)

4. Explain formation and properties of metallic bonds. a. Draw/sketch a representation of a metallic bond. b. Define a metallic bond and explain what is happening to the electrons in

one. c. Summarize how a metallic bond gives luster, conductivity, malleability

and ductility. 5. Perform calculations regarding chemical compounds.

a. Calculate the molar mass of a compound. b. Convert among particles, moles and mass for a compound. c. Calculate the percent composition of a compound. d. Determine the empirical formula. e. Determine the molecular formula.

REACTIONS

1. Write and balance chemical equations. a. Write a balanced chemical equation. b. Classify chemical reactions as: synthesis, decomposition, single-

replacement, double-replacement, or combustion. c. Recognize oxidation-reduction reactions. d. Write/predict the products of various chemical reactions given the

reactants. e. Explain that precipitates form because of changes in forces between ions.

2. Perform stoichiometric calculations.

a. List the molar ratio(s) in a given equation. b. Calculate the theoretical yield in moles. c. Calculate the theoretical yield in grams. d. Calculate the percent yield of a reaction. e. Determine the limiting reactant of a chemical reaction.

58


CHEMISTRY

PURE SUBSTANCES AND MIXTURES

1. Use intermolecular forces to explain properties in various states of matter. a. Differentiate between intermolecular and intramolecular forces. b. Explain London dispersion forces (Van der Waals). c. Explain dipole-dipole force. d. Explain hydrogen bonding. e. Describe the five states of matter. f. Draw pictures to represent the five states of matter. g. Explain that physical properties (solubility, evaporation rates, boiling

point, and melting point) are the result of intermolecular forces.

2. Perform solution stoichiometric calculations. a. Explain why a substance will dissolve in a solvent. b. Calculate the molarity of a solution. c. Calculate the theoretical yield of a reaction given the molarity. d. Dilute stock solutions to a specified molarity.

3. Describe acid-base reactions qualitatively and quantitatively.

a. Describe Arrhenius acids and bases. b. Describe Bronsted-Lowry acids and bases. c. Calculate the pH of a solution given the hydrogen ion [hydronium ion]

concentration or hydroxide ion concentration. d. Write an acid-base reaction. e. Perform a titration experiment. f. Calculate the molarity of an acid or base in a titration experiment.

59


CHEMISTRY

KINETICS

1. Perform calculations in the Real World using properties of gases. a. Describe the physical properties of a gas using KMT. b. Use the combined gas law to calculate physical properties of a gas. c. Describe Avogadro’s Law. d. Use the ideal gas law to calculate physical properties of a gas, with different

values of R. e. Combine the principles of the gas laws, stoichiometry, and problem solving skills

to solve all of the world’s problems. f. Explain why real gases are not ideal.

2. Describe energy changes in chemical reactions. a. Explain a chemical reaction in terms of collision theory. b. Describe the factors that affect the rate of chemical reactions. c. Predict the direction of an equilibrium reaction using Le Chatelier’s Principle. d. Describe the action of catalysts. e. Draw and interpret graphic representations to represent the energy changes

during a reaction, including the activation energy. f. Describe a reaction as endothermic or exothermic. g. Describe specific heat capacity. h. Calculate the energy released or absorbed in calorimetry. i. Analyze energy changes that occur during changes of state. j. Analyze the roles of energy and entropy in determining the spontaneity of

chemical reactions.


60


ENVIRONMENTAL SCIENCE









EARTH SYSTEMS: INTERCONNECTED SPHERES OF EARTH

1. Biosphere a. Define evolution b. Describe adaptations c. Define biodiversity and explain its importance d. Investigate ecosystems including species interactions, stability, and equilibrium,

and biotic and abiotic factors e. Investigate population dynamics

i. long and short-terms fluctuations/changes in age ii. composition

iii. size iv. how environmental processes influence those changes

2. Atmosphere a. Explain the causes and effects of climate b. Explain how biotic and abiotic factors influence the atmosphere c. Analyze global climate patterns

i. El Nino ii. La Nina

d. Investigate climate change throughout history i. natural

ii. man-made

61



EARTH SYSTEMS: INTERCONNECTED SPHERES OF EARTH (cont.)

3. Lithosphere a. Identify the effects of biotic and abiotic factors b. Analyze the biogeochemical cycles c. Observe and investigate the movement of water and geomorphology (scientific

study of landforms and the processes that shape them)

4. Hydrosphere a. Describe the cryosphere and its various examples on earth b. Analyze how ocean currents and patterns affect climate and weather c. Investigate how ground water and surface water velocity affect the transmission

of contamination d. Investigate how geomorphology and topography also contribute to the pathway

for contamination

5. Movement of matter and energy through the hydrosphere, lithosphere, atmosphere and biosphere

a. Analyze energy transformations on global, regional, and local scales b. Investigate how geologic events impact the atmosphere and the lithosphere

EARTH’S RESOURCES

1. Energy Resources a. Identify and analyze alternate energy sources and efficiency b. Identify and compare renewable and nonrenewable energy sources and

efficiency (effectiveness, risk, and efficiency at state, national, and global level; include nuclear and geothermal energy)

c. Investigate resource availability (storage, disposal, feasibility, availability, remediation, and environmental cost in regards to both environmental and human risk)

d. Model mining and resource extraction

2. Air and air pollution a. Identify and investigate primary and secondary contaminants (local, national,

and global level) b. Describe greenhouse gases c. Research and describe the Clean Air Act

62



EARTH’S RESOURCES (cont.)

3. Water and water pollution a. Investigate potable water and water quality (contamination) b. Explain and investigate hypoxia (low oxygen content in water), eutrophication

(ecosystem response to addition of natural or artificial substances, such as nitrates and phosphates, through fertilizers and sewage to an aquatic system)

c. Research and investigate the Clean Water Act d. Identify point-source and non-point source pollution

4. Soil and Land

a. Define desertification b. Observe and investigate mass wasting and erosion c. Recognize and investigate sediment contamination d. Analyze and display land use and land management (including food production,

agriculture, and zoning) e. Identify solid and hazardous waste

5. Wildlife and wilderness

a. Classify wildlife b. Design wilderness management and produce a wilderness management plan c. Recognize endangered species including the science behind the laws and

regulations in place to protect them

GLOBAL ENVIRONMENTAL PROBLEMS AND ISSUES

1. Research climate change using appropriate data 2. Analyze and predict human population growth 3. Collect and analyze water samples 4. Investigate food production and availability 5. Analyze data on deforestation and loss of biodiversity in their area as well as other areas 6. Test air quality in the area 7. Design a sustainable city including waste management (solid and hazardous) 8. Produce a plan to decrease species depletion and extinction for a species of their choice


63


GEOLOGY









INTRODUCTION

1. Geology as a Science a. Identify the key points in the history of geologic studies. b. Explain the interaction between humans and geology. c. Summarize the history of geologic studies.

2. Map Reading a. Recognize structures and geologic features on geologic, topographic, seismic,

and aerial maps. b. Explain the interaction between technology and geologic studies. c. Compare geologic structures and features to map. d. Investigate geologic features and structures using technology. e. Design geologic, topographic, seismic, and aerial maps based on structures and

features.

GEOLOGIC HISTORY

1. Time Scale and Pace a. Name geologic time periods with approximate age of each period. b. Infer catastrophic events from the geologic rock record. c. Investigate the geologic rock record. d. Model the geologic time scale.

64


GEOLOGY

2. History of Life (dating and fossils) a. Describe the concepts of radiometric dating.

i. Isotopes ii. radioactive decay

b. Correct uses of radiometric dating. c. Analyze the age of a rock using radiometric dating techniques. d. Collect data on the absolute age. e. Write a procedure (sample collection to data evaluation) to date a sample of

rock found in the field. f. Describe the concepts of:

i. Original horizontality ii. Superposition

iii. Cross-cutting relationships g. Describe how relative dating helps us date fossils and vice versa. h. Infer the relative age of a rock formation based on its relationships with rock

around it on a geologic cross section. i. Evaluate the relative age of a formation based on fossils in it. j. Investigate geologic cross sections to determine relative age. k. Perform an investigation into the relative age of a rock formation based on fossils in it. l. Write a qualitative description of the order of development of a cross section

and describe what fossils you would find. m. Design and draw a geologic cross section of an area based on a qualitative

description and fossil descriptions. 3. Earth’s Layers

a. Recognize distinctions between: i. Asthenosphere

ii. Lithosphere iii. Mohorovicic boundary (Moho)

b. Compare characteristics of: i. Asthenosphere

ii. Lithosphere iii. Mohorovicic boundary (Moho)

c. Investigate the different layers of the Earth’s interior. d. Draw a diagram which shows the different layers of the Earth and the

interactions between them. e. Identify the ‘driving forces’ responsible for the movement of material in the Earth. f. Summarize how each of the driving forces affects material in the Earth. g. Investigate the driving forces that affect matter. h. Model how each of the driving forces affect matter.

65


GEOLOGY

GEOLOGIC HISTORY (cont.)

4. Plate Tectonics a. Describe each of the following:

i. Plate motion (Note: introduced in grade 8) ii. Causes and evidence of plate motion

iii. Measuring plate motion iv. Characteristics of oceanic and continental plates v. Relationship of plate movement and geologic events and features

vi. Mantle plumes b. Summarize each of the following:



vi. Mantle plumes c. Observe each of the following



vi. Mantle plumes d. Model each of the following:



vi. Mantle plumes e. Describe S and P seismic waves using Velocities. f. Describe reflection and refraction of waves through different materials. g. Analyze seismic waves to infer the epicenter of seismic waves. h. Investigate the epicenter of an earthquake based on the velocity and time of waves.

66


GEOLOGY

ROCKS

1. Minerals a. Describe atoms and elements b. Describe chemical bonding (ionic, covalent, metallic)

i. Predict chemical bonds based on atom type. ii. Compare different chemical bonds

c. Describe crystallinity (crystal structure) i. Explain crystal structure and size can indicate formation environment

ii. Investigate crystal structure in terms of atoms and bonding. d. Investigate criteria for a mineral (crystalline solid, occurs in nature, inorganic,

defined chemical composition) i. Explain the criteria of a mineral (crystalline solid, occurs in nature,

inorganic, defined chemical composition). e. Observe properties of minerals (hardness, luster, cleavage, streak, crystal shape,

fluorescence, flammability, density/specific gravity, malleability) i. Describe properties of minerals (hardness, luster, cleavage, streak, crystal

shape. fluorescence, flammability, density/specific gravity, malleability) ii. Classify different minerals.

iii. Analyze properties of minerals. iv. Conduct an experiment to determine the properties of materials. v. Select a mineral to represent each property.

2. Rock Cycle and Rock Formation

a. Recognize that rocks are made of different minerals. b. Identify connections between the minerals present within each type of rock and

the environments where they are formed are important. c. Analyze connections between the minerals present within each type of rock and

the environment formed are important d. Investigate an environment and compose a list of possible list of rocks that

would form in that environment. e. Model rock and mineral formation environments.

67


GEOLOGY

ROCKS (cont.)

3. Igneous Rocks (Plutonic and Volcanic) a. Describe mafic and felsic rocks and minerals. b. Explain Bowen’s Reaction Series. c. Define intrusive formations. d. Define extrusive formations. e. Classify rocks and minerals as mafic and felsic. f. Analyze the environment rocks were formed based on Bowen’s Reaction Series. g. Compare intrusive and extrusive rocks. h. Investigate the environments of various rocks in terms of the Bowen’s Reaction

Series.

4. Sedimentary Rocks a. Describe passive and active continental margins. b. Identify methods of formation of sedimentary rocks. c. Describe the parts of a stream. d. Identify transgressing and regressing sea levels. e. Recognize the interaction of environment, humans, and soils. f. Compare passive and active continental margins. g. Compare depositional environment. h. Analyze a stream’s characteristics. i. Evaluate sediment thickness maps. j. Investigate the sediments within and around a stream. k. Model a stream and the sediments around the stream.

5. Metamorphic Rocks

a. Define pressure, stress, temperature, and compressional forces. b. Identify foliated and non-foliated metamorphisms. c. Describe metamorphic zones. d. Recognize parent rock. e. Predict the parent rock given the metamorphic rock. f. Compare metamorphic zones. g. Investigate a metamorphic zone.

68


GEOLOGY

TERRAINS AND RESOURCES

1. Mountain Belts a. Describe that igneous rocks are formed during mountain building, sea floor

spreading, and interior cooling. b. Evaluate types of rock forming based on environment. c. Investigate an area and discuss rocks that form in the area. d. Represent different rock formation environments and the rocks that are formed

there.

2. Oceans a. Explain the types of tides. b. Describe currents. c. Recognize ocean features. d. Describe thermal energy and water density. e. Summarize how the various movement of water affects rock formation and erosion. f. Analyze a geologic cross section of an aquatic area and infer age and

environmental changes over time. g. Investigate a coastal region (using maps and mud/rock samples) and determine

what regions would be an erosional or a deposition area. h. Represent a coastal region incorporating oceanic features, currents, tides, waves

and thermal energy.

3. Glaciers a. Describe each of the following:

i. Evidence of past glaciers (including features formed through erosion or deposition)

ii. Glacial deposition and erosion (including features formed through erosion or deposition)

iii. Glacial distribution and causes of glaciation iv. Types of glaciers – continental (ice sheets, ice caps), alpine/valley

(piedmont, valley, cirque, ice caps) v. Glacial structure, formation and movement.

vi. Data from ice cores vii. Historical changes (glacial ages, amounts, locations, particulate matter,

correlation to fossil evidence) viii. Evidence of climate changes throughout Earth’s history.

b. Evaluate Age of areas based on glacial features. c. Investigate maps of areas (Ohio) and identify glacial features that are

represented. d. Model glacial areas showing erosion and deposition areas.

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GEOLOGY

TERRAINS AND RESOURCES (cont.)

4. Earth’s Resources a. Energy resources

i. Recognize renewable and nonrenewable energy sources and efficiency. ii. Describe several renewable and nonrenewable energy sources.

iii. Describe the source of renewable and nonrenewable energy sources. iv. Describe alternate energy sources and efficiency. v. Recall resource availability.

vi. Describe mining and resource extraction. vii. Compare various renewable and non-renewable resources.

viii. Investigate maps and field data to determine locations of mines and resource extraction facilities.

ix. Model a mining operation including extraction, process and waste facilities.

b. Air i. Describe primary and secondary contaminants

ii. Recognize and describe greenhouse gases iii. Evaluate the impact of primary and secondary contaminants. iv. Classify primary and secondary contaminants greenhouse gases v. Investigate areas and determine what kinds of primary and secondary

contaminants and greenhouse gases that occur. c. Water

i. Identify and describe potable water and water quality. ii. Recognize hypoxia and eutrophication

iii. Evaluate and classify a water sample in terms of potability, water quality, hypoxia and eutrophication.

iv. Investigate an area and observe damage and signs of hypoxia and eutrophication.

v. Perform an investigation of a waterway and evaluate it for water quality.


70


PHYSICS








Communicate and support a scientific argument. MOTION

1. Graph interpretations a. Calculate displacement, instantaneous velocity, average velocity, and

acceleration. b. Analyze graph; Position vs. time, velocity vs. time, and acceleration vs. time.

2. Problem solving a. Use algebra to solve for unknown variable. b. Identify variables from a word problem to determine what variable is trying to

be solved and what will be given. c. Use the four kinematic equations to calculate one variable (distance, velocity or

acceleration) given other two or three variables.

3. Projectiles a. Calculate components using sin, cos, tan. b. Add vectors. c. Use the four kinematic equations to calculate distance, velocity, acceleration. d. Calculate range, maximum height and range for projectile motion. e. Use concept of projectile motion and kinematic equations to calculate actual

projectiles in class.

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PHYSICS

MOTION (cont.)

4. Forces, momentum and motion a. Newton’s Laws applied to complex problems

i. State Newton’s three laws. ii. Draw free body diagrams.

iii. Calculate net force. iv. Use Newton’s 2nd Law F = ma to calculate force, mass or acceleration. v. Use concept of forces to build a balsa wood bridge.

b. Gravitational force and fields i. List four known forces.

ii. Gravitational force is inversely proportional to the square of the distance. iii. Gravitational fields are located towards the center of the object. iv. Apply gravitational forces to Newton’s 2nd Law. v. Accelerating objects will have different apparent weights.

c. Elastic forces i. The proportional constant is the same for both compression and

extension. ii. Apply Hooks Law to calculate forces on an elastic object.

iii. Calculate spring constant for a spring in a lab. d. Friction force (static and kinetic)

i. List variables which affect friction. ii. List equation for friction.

iii. List two types of friction. iv. Explain when static/kinetic friction are involved. v. Explain how the frictional forces change as normal force changes.

vi. Calculate coefficient of friction for different materials in a lab environment.

e. Air resistance and drag f. Forces in two dimensions

i. Define a vector (magnitude and direction). ii. Represent a vector with an arrow.

iii. Forces at angles have components. iv. Represent forces graphically. v. Add forces graphically .

vi. Add vectors mathematically. g. Momentum, impulse and conservation of momentum

i. Define momentum (mass and velocity). ii. Define impulse (force and time).

iii. List variables to calculate momentum and impulse. iv. Find real life experiences for momentum impulse (air bags). v. Use motion and force sensors to graphically represent impulse.

vi. Use concept of impulse-momentum to build an egg drop project. vii. Construct collision labs.

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PHYSICS

ENERGY

1. Gravitational potential energy a. Define and state equation for gravitational potential (PEg) and kinetic energy

(KE). b. Determine mass, potential energy (PEg) and gravitational acceleration. c. Use mass and identify KE and velocity. d. Use PE and /or KE equation to calculate one variable (PEg, KE, mass, distance

between masses, or velocity).

2. Energy in springs a. State that springs can store elastic potential energy (PEe) when displaced from

equilibrium. b. By looking at springs, be able to state relative values of string constants. c. Be able to infer three variables (displacement from equilibrium, spring constant,

and PEe) d. Use elastic potential energy equation to solve for one of three variables

(displacement from equilibrium, spring constant, and PEe).

3. Nuclear energy a. Define:

i. Alpha ii. Beta

iii. Gamma iv. Positron particles

b. Compare mass and charge of alpha, beta, gamma and positrons particles c. Perform problems of radioactive decay.

i. Equations must be balanced and parent and daughter products determined.

d. Calculate energy released from mass.

4. Work and power a. Define work and displacement. b. Infer variables (mass, acceleration, displacement, and force) from a word

problem to determine what variable is trying to be solved and what will be given. c. Use work equation to solve for one of four variables:

i. Mass ii. Acceleration

iii. Displacement iv. Force

5. Conservation of energy

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PHYSICS

WAVES

1. Wave properties and light phenomena a. Compare longitudinal vs transverse waves b. Identify the parts of transvers/longitudinal waves c. Identify parts of standing waves d. Explain properties of waves (reflection, refraction) e. Explain how standing waves are produced f. Explain what happens to waves as they move from one material to another. g. Differentiate electromagnetic waves into the various categories based on the

frequencies h. Use Law of Reflection to find reflected angle i. Use Snell’s Law to find refracted angle. j. Calculate index of refraction for various materials in a lab environment k. Use lenses to produce real images to calculate the focal length of the lens

ELECTRICITY AND MAGNETISM

1. Charging Objects a. List and identify the parts of the atom. b. Know that electrons move from one atom to another. c. Know that adding or subtracting electrons causes atoms to have a charge. d. List and explain the three methods for charging an object

i. Friction ii. Contact

iii. Induction e. Demonstrate the three methods of charging an object f. Given the number of electrons, calculate the net charge of an object

2. Coulomb’s Law

a. Protons/electrons attract/repel each other. b. Change the distance between the particles and the attractive/repelling forces

change . c. Calculate forces using Coulombs Law. d. Represent forces using diagrams.

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PHYSICS

ELECTRICITY AND MAGNETISM (cont.)

3. Electric fields and potential energy a. Charged particles placed in an electric field experience a force. b. Moving charged particles requires work. c. Charged particles in an electric field have potential energy. d. Electric fields can be added vectorially.

4. DC circuits

a. Define: i. Voltage

ii. Current iii. Resistance

b. Explain the difference between series and parallel circuits. c. Identify series and parallel circuits. d. Calculate the total resistance of a circuit. e. Calculate the current through the different parts of a circuit. f. Calculate the voltage drop across resistors. g. Build series/parallel circuits following circuit diagrams.


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AP BIOLOGY

The key concepts and related content that define the AP Biology course are organized around a few underlying principles called the eas, which encompass the core scientific principles, theories and process governing living organisms and biological systems. The big ideas are listed below, followed by the student learning objectives (LO). For more information regarding the Enduring Understanding and Essential Knowledge, refer to the site: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html

BIG IDEA 1: The process of evolution drives the diversity and unity of life.

LO 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change.

LO 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution.

LO 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future.

LO 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time.

LO 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment.

LO 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

LO 1.7 The student is able to justify data from mathematical models based on the Hardy- Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations.

LO 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population.

LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution.

LO 1.10 The student IS able to refine evidence based on data from many scientific disciplines that support biological evolution.

LO 1.11 The student IS able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology.

LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution.

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AP BIOLOGY

BIG IDEA 1: The process of evolution drives the diversity and unity of life. (cont.)

LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.

LO 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth.

LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.

LO 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

LO 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristic , (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.

LO 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation.

LO 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set.

LO 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earth's history.

LO 1.21 The student is able to dcs1gn a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth's history.

LO 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future.

LO 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation.

LO 1.24 The student is able to describe speciation in an Isolated population and connect it to change in gene frequency, change in environment, natural selection and /or genetic drift.

LO 1.25 The student is able to describe a model that represents evolution within a population

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BIG IDEA 1: The process of evolution drives the diversity and unity of life. (cont.)

LO 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process.

LO 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth.

LO 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth

LO 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth

LO 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth.

LO 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth.

LO 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

BIG IDEA 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

LO 2.1 The student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce.

LO 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems.

LO 2.3 The student is able to predict how changes in free energy availability affect organisms, populations, and ecosystems.

LO 2.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store, and use free energy.

LO 2.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store, or use free energy.

LO 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrient faster by diffusion.

LO 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.

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AP BIOLOGY

BIG IDEA 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. (cont.)

LO 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products.

LO 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.

LO 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.

LO 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function.

LO 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes.

LO 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions.

LO 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells.

LO 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

LO 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments.

LO 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.

LO 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments.

LO 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

LO 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms.

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L.0 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.

LO 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems.

L.0 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.

LO 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems).

LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.

LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments.

LO 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms.

LO 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.

LO 2.29 The student can create representations and models to describe immune responses.

LO 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals.

LO 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

LO 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism.

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LO 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

LO 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.

LO 2.35 The student is able to design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation.

LO 2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation.

LO 2.37 The student is able to connect concepts that describe mechanisms that regulate the timing and coordination of physiological events.

LO 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection.

LO 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms.

LO 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior.

BIG IDEA 3: Living systems store, retrieve, transmit and respond to information essential to life processes.

LO 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information.

LO 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information.

LO 3.3 The student is able to describe representations and models that illustrate how genetic information is copied for transmission between generations.

10 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides.

LO 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies.

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BIG IDEA 3: Living systems store, retrieve, transmit and respond to information essential to life processes. (cont.)

LO 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.

LO 3.7 The student can make predictions about natural phenomena occurring during the cell cycle.

LO 3.8 The student can describe the events that occur in the cell cycle. LO 3.9 The student is able to construct an explanation, using visual representations or

narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization.

LO 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution.

LO 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through meiosis, or meiosis followed by fertilization.

LO 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring.

LO 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders.

LO 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets.

LO 3.15 The student is able to explain deviations from Mendel's model of the inheritance of traits.

LO 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics.

LO 3.17 The student is able to describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel's model of the inheritance of traits.

LO 3.18 The student is able to describe the connection between the regulation of gene expression and observed differences between different kinds of organisms.

LO 3.19 The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population.

LO 3.20 The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function.

LO 3.21 The student can use representations to describe how gene regulation influences cell products and function.

LO 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production.

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LO 3.23 The student can use representations to describe mechanisms of the regulation of gene expression.

LO 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection.

LO 3.25 The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result m a change in the polypeptide produced.

LO 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations.

LO 3.27 The student is able to compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains.

LO 3.28 The student is able to construct an explanation of the multiple processes that increase variation within a population.

LO 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms.

LO 3.30 The student is able to use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population.

LO 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent.

LO 3.32 The student is able to generate scientific questions involving cell communication as it relates to the process of evolution.

LO 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway.

LO 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling.

LO 3.35 The student is able to create representation(s) that depict how cell -to-cell communication occurs by direct contact or from a distance through chemical signaling.

LO 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response.

LO 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response.

LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response.

LO 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.

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LO 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.

LO 3.41 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior.

LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues.

LO 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses.

LO 3.44 The student is able to describe how nervous systems detect external and internal signals.

LO 3.45 The student is able to describe how nervous systems transmit information. LO 3.46 The student is able to describe how the vertebrate brain integrates information

to produce a response. LO 3.47 The student is able to create a visual representation of complex nervous systems

to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.

LO 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals.

LO 3.49 The student is able to create a visual representation to describe how nervous systems transmit information.

LO 3.50 The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response.

BIG IDEA 4: Biological systems interact, and these systems and their interactions possess complex properties.

LO 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties.

LO 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.

LO 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

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BIG IDEA 4: Biological systems interact, and these systems and their interactions possess complex properties.

LO 4.4 The student is able to make a prediction about the interactions of subcellular organelles.

LO 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions.

LO 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

LO 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs.

LO 4.81 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts.

LO 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s).

LO 4.10 The student is able to refine representations and models to illustrate bio

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AP CHEMISTRY

The key concepts and related content that define the AP Chemistry course are organized around a few underlying principles called the big ideas, which encompass the core scientific principles, theories and process governing chemical systems. The big ideas are listed below, followed by the student learning objectives (LO). For more information regarding Enduring Understanding and Essential Knowledge, refer to the site: http://media.collegeboard.com/digitalServices/pdf/ap/ap-chemistry-course-and-exam-description.pdf

BIG IDEA 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.

LO 1.1 The student can justify the observation that the ration of the masses of the constituent elements in any pure sample of that compound is always identical on the basis of the atomic molecular theory.

LO 1.2 The student is able to select and apply mathematical routines to mass data to identify or infer the composition of pure substances and/or mixtures.

LO 1.3 The student is able to select and apply mathematical relationships to mass data in order to justify a claim regarding the identity and/or estimated purity of a substance.

LO 1.4 The student is able to connect the number of particles, moles, mass, and volume of substances to one another, both qualitatively and quantitatively.

LO 1.5 The student is able to explain the distribution of electrons in an atom or ion based upon data.

LO 1.6 The student is able to analyze data relating to electron energies for patterns and relationships.

LO 1.7 The student is able to describe the electronic structure of the atom, using PES data, ionization energy data, and or Coulomb’s law to construct explanations of how the energies of electrons within shells in atoms vary.

LO 1.8 The student is able to explain the distribution of electrons using Coulomb’s law to analyze measured energies.

LO 1.9 The student is able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model.

LO 1.10 Students can justify with evidence the arrangement of the periodic table and can apply periodic properties to chemical reactivity.

LO 1.11 The student can analyze data, based on periodicity and the properties of binary compounds, to identify patterns and generate hypotheses related to the molecular design of compounds for which data are not supplied.

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BIG IDEA 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions. (cont.)

LO 1.12 The student is able to explain why a given set of data suggest, or does not suggest, the need to refine the atomic model from a classical shell model with the quantum mechanical model.

LO 1.13 Given information about a particular model of the atom, the student is able to determine if the model is consistent with specified evidence.

LO 1.14 The student is able to use data from mass spectrometry to identify the elements and the masses of individual atoms of a specific element.

LO 1.15 The student can justify the selection of a particular type of spectroscopy to measure properties associated with vibrational or electronic motions of molecules.

LO 1.16 The student can design and/or interpret the results of an experiment regarding the absorption of light to determine the concentration of an absorbing species in a solution.

LO 1.17 The student is able to express the law of conservation of mass quantitatively and qualitatively using symbolic representations and particulate drawings.

LO 1.18 The student is able to apply conservation of atoms to the rearrangement of atoms in various processes.

LO 1.19 The student can design, and/or interpret data from, an experiment that uses gravimetric analysis to determine the concentration of an analyte in a solution.

LO 1.20 The student can design, and/or interpret data from, an experiment that uses titration to determine the concentration of an analyte in a solution.

BIG IDEA 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.

LO 2.1 Students can predict properties of substances based on their chemical formulas, and provide explanations of their properties based on particle views.

LO 2.2 The student is able to explain the relative strengths of acids and bases based on molecular structure, interparticle forces, and solution equilibrium.

LO 2.3 The student is able to use aspects of particulate models (i.e., particle spacing, motion, and forces of attraction) to reason about observed differences between solid and liquid phases and among solid and liquid materials.

LO 2.4 The student is able to use KMT and concepts of intermolecular forces to make predictions about the macroscopic properties of gases, including both ideal and non-ideal behaviors.

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BIG IDEA 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. (cont.)

LO 2.5 The student is able to refine multiple representation of a sample of matter in the gas phase to accurately represent the effect of changes in macroscopic properties on the sample.

LO 2.6 The student can apply mathematical relationships or estimation to determine macroscopic variables for ideal gases.

LO 2.7 The student is able to explain how solutes can be separated by chromatography based on intermolecular interactions.

LO 2.8 The student can draw and/or interpret representations of solutions that show the interactions between the solute and solvent.

LO 2.9 The student is able to create or interpret representations that link the concept of molarity with particle views of solutions.

LO 2.10 The student can design and/or interpret the results of a separation experiment (filtration, paper chromatography, column chromatography, or distillation) in terms of the relative strength of interactions among and between the components.

LO 2.11 The student is able to explain the trends in properties and/or predict properties of samples consisting of particles with no permanent dipole on the basis of London dispersion forces.

LO 2.12 The student can qualitatively analyze data regarding real gases to identify deviations from ideal behavior and relate these to molecular interactions.

LO 2.13 The student is able to describe the relationships between the structural features of polar molecules and the forces of attraction between the particles.

LO 2.14 The student is able to apply Coulomb’s law qualitatively (including using representations) to describe the interactions of ions, and the attractions between ions and solvents to explain the factors that contribute to the solubility of ionic compounds.

LO 2.15 The student is able to explain observations regarding the solubility of ionic solids and molecules in water and other solvents on the bases of particle views that include intermolecular interactions and entropic effects.

LO 2.16 The student is able to explain the properties (phase, vapor pressure, viscosity, etc.) of small and large molecular compounds in terms of the strengths and types of intermolecular forces.

LO 2.17 The student can predict the type of bonding present between two atoms in a binary compound based on position in the periodic table and the electronegativity of the elements.

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BIG IDEA 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. (cont.)

LO 2.18 The student is able to rank and justify the ranking of bond polarity on the basis of the locations of the bonded atoms in the periodic table.

LO 2.19 The student can create visual representations of ionic substances that connect the microscopic structure to macroscopic properties, and/or use representations to connect he microscopic structure to macroscopic properties (e.g., boiling point, solubility, hardness, brittleness, low volatility, lack of malleability, ductility, or conductivity).

LO 2.20 The student is able to explain how a bonding model involving delocalized electrons is consistent with macroscopic properties of metals (e.g., conductivity, malleability, ductility, and low volatility) and shell model of the atom.

LO 2.21 The student is able to use Lewis diagrams and VSEPR to predict the geometry of molecules, identify hybridization, and make predictions about polarity.

LO 2.22 The student is able to design or evaluate a plan to collect and/or interpret data needed to deduce the type of bonding in a sample of a solid.

LO 2.23 The student can create a representation of an ionic solid that shows essential characteristics of the structure and interactions in the substance.

LO 2.24 The student is able to explain a representation that connects properties of an ionic solid to its structural attributes and to the interactions present at the atomic level.

BIG IDEA 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.

LO 3.1 Students can translate among macroscopic observations of change, chemical equations, and particle views.

LO 3.2 The student can translate an observed chemical change into a balanced chemical equation and justify the choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances.

LO 3.3 The student is able to use stoichiometric calculations to predict the results of performing a reaction in the laboratory and/or to analyze deviations from the expected results.

LO 3.4 The student is able to relate quantities (measured mass of substances, volumes of solutions, or volumes and pressures of gases) to identify stoichiometric relationships for a reaction, including situations involving limiting reactants and situations in which the reaction has not gone to completion.

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BIG IDEA 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. (cont.)

LO 3.5 The student is able to design a plan in order to collect data on the synthesis or decomposition of a compound to confirm the conservation of matter and the law of definite proportions.

LO 3.6 The student is able to use data from synthesis or decomposition of a compound to confirm the conservation of matter and the law of definite proportion&.

LO 3.7 The student is able to identify compounds as Bronsted-Lowry acids, base, and/or conjugate acid-base pairs, using proton-transfer reactions to justify the identification.

LO 3.8 The student is able to identify redox reactions and justify the identification in terms of electron transfer.

LO 3.9 The student is able to design and/or interpret the results of an experiment involving a redox titration.

LO 3.10 The student is able to evaluate the classification of a process a physical change, chemical change, or ambiguous change based on both macroscopic observations and the distinction between rearrangement of covalent interactions and non-covalent interactions.

LO 3.11 The student is able to interpret observations regarding macroscopic energy changes associated with a reaction or process to generate a relevant symbolic and/or graphical representation of the energy changes.

LO 3.12 The student can make qualitative or quantitative predictions about galvanic or electrolytic reactions based on half-cell reactions and potentials and/or Faraday's laws.

LO 3.13 The student can analyze data regarding galvanic or electrolytic cells to identify properties of the underlying redox reactions.

BIG IDEA 4: Rates of chemical reactions are determined by details of the molecular collisions.

LO 4.1 The student is able to design and/or interpret the results of an experiment regarding the factors (i.e., temperature, concentration, surface area) that may influence the rate of a reaction.

LO 4.2 The student is able to analyze concentration vs. time data to determine the rate law for a zeroth-, first-, or second-order reaction.

LO 4.3 The student is able to connect the half-life of a reaction to the rate constant of a first-order reaction and justify the use of this relation in terms of the reaction being a first-order reaction.

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BIG IDEA 4: Rates of chemical reactions are determined by details of the molecular collisions. (cont.)

LO 4.4 The student is able to connect the rate law for an elementary reaction to the frequency and success of molecular collisions, including connecting the frequency and success to the order and rate constant, respectively.

LO 4.5 The student is able to explain the difference between collisions that convert reactants to products and those that do not in terms of energy distribution and molecular orientation.

LO 4.6 The student is able to use representations of the energy profile for an elementary reaction (from the reactants, through the transition state, to the products) to make qualitative predictions regarding the relative temperature dependence of the reaction rate.

LO 4.7 The student is able to evaluate alternative explanations, as expressed by reaction mechanisms, to determine which are consistent with data regarding the overall rate of a reaction, and data that can be used to infer the presence of a reaction intermediate.

LO 4.8 The student can translate among reaction energy profile representations, particulate representations, and symbolic representations (chemical equations) of a chemical reaction occurring in the presence and absence of a catalyst.

LO 4.9 The student is able to explain changes in reaction rates arising from the use of acid-base catalysts, surface catalysts, or enzyme catalysts, including selecting appropriate mechanisms with or without the catalyst present.

BIG IDEA 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

LO 5.1 The student is able to create or use graphical representation in order to connect the dependence of potential energy to the distance between atoms and factors, such as bond order (for covalent interactions) and polarity (for intermolecular interactions), which influence the interaction strength.

LO 5.2 The student is able to relate temperature to the motions of particles, either via particulate representations, such as drawings of particles with arrows indicating velocities, and/or via representations of average kinetic energy and distribution of kinetic energies of the particles, such as plots of the MaxwellBoltzmann distribution.

LO 5.3 The student can generate explanations or make prediction about the transfer of thermal energy between systems based on this transfer being due to a kinetic energy transfer between systems arising from molecular collisions.

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BIG IDEA 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. (cont.)

LO 5.4 The student is able to use conservation of energy to relate the magnitudes of the energy changes occurring in two or more interacting systems, including identification of the systems, the type (heat versus work), or the direction of energy flow.

LO 5.5 The student is able to use conservation of energy to relate the magnitudes of the energy changes when two non-reacting substances are mixed or brought into contact with one another.

LO 5.6 The student is able to use calculations or estimations to relate energy changes associated with heating/cooling a substance to the heat capacity, relate energy changes associated with a phase transition to the enthalpy of fusion/ vaporization, relate energy changes associated with a chemical reaction to the enthalpy of the reaction, and relate energy change to PAV work.

LO 5.7 The student is able to design and/or interpret the results of an experiment in which calorimetry is used to determine the change in enthalpy of a chemical process (heating/cooling, phase transition, or chemical reaction) at constant pressure.

LO 5.8 The student is able to draw qualitative and quantitative connections between the reaction enthalpy and the energies involved in the breaking and formation of chemical bonds.

LO 5.9 The student is able to make claims and/or predictions regarding relative magnitudes of the forces acting within collections of interacting molecules based on the distribution of electrons within the molecules and the types of intermolecular forces through which the molecules interact.

LO 5.10 The student can support the claim about whether a process is a chemical or physical change (or may be classified as both) based on whether the process involves changes in intramolecular versus intermolecular interactions.

LO 5.11 The student is able to identify the non-covalent interactions within and between large molecules, and/or connect the shape and function of the large molecule to the presence and magnitude of these interactions.

LO 5.12 The student is able to use representations and models to predict the sign and relative magnitude of the entropy change associated with chemical or physical processes.

LO 5.13 The student is able to predict whether or not a physical or chemical process is thermodynamically favored by determination of (either quantitatively or qualitatively) the signs of both ∆H0 and ∆S0 and calculation or estimation of ∆G0 when needed.

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BIG IDEA 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. (cont.)

LO 5.14 The student is able to determine whether a chemical or physical process is thermodynamically favorable by calculating the change in standard Gibbs free energy.

LO 5.15 The student is able to explain how the application of external energy sources or the coupling of favorable with unfavorable reactions can be used to cause processes that are not thermodynamically favorable to become favorable.

LO 5.16 The student can use Le Chateliers' principle to make qualitative predictions for systems in which coupled reactions that share a common intermediate drive formation of a product.

LO 5.17 The student can make quantitative predictions for system involving coupled reactions that share a common intermediate, based on the equilibrium constant for the combined reaction.

LO 5.18 The student can explain why a thermodynamically favored chemical reaction may not produce large amounts of product (based on consideration of both initial conditions and kinetic effects), or why a thermodynamically unfavored chemical reaction can produce large amounts of product for certain sets of initial conditions.

BIG IDEA 6: Any bond of intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

LO 6.1 The student is able to, given a set of experimental observations regarding physical, chemical, biological, or environmental processes that are reversible, construct an explanation that connects the observations to the reversibility of the underlying chemical reactions or processes.

LO 6.2 The student can, given a manipulation of a chemical reaction or set of reactions (e.g., reversal of reaction or addition of two reactions).determine the effects of that manipulation on Q or K.

LO 6.3 The student can connect kinetics to equilibrium by using reasoning about equilibrium, such as Le Chatelier's principle, to infer the relative rates of the forward and reverse reactions.

LO 6.4 The student can, given a set of initial conditions (concentrations or partial pressures) and the equilibrium constant, K, use the tendency of Q to approach K to predict and justify the prediction as to whether the reaction will proceed toward products or reactants as equilibrium is approached.

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BIG IDEA 6: Any bond of intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. (cont.)

LO 6.5 The student can, given data (tabular, graphical, etc.) from which the state of a system at equilibrium can be obtained, calculate the equilibrium constant, K.

LO 6.6 The student can, given a set of initial conditions (concentrations or partial pressures) and the equilibrium constant, K, use stoichiometric relationships and the law of mass action (Q equals K at equilibrium) to determine qualitatively and/or quantitatively the conditions at equilibrium for a system involving a single reversible reaction.

10 6.7 The student is able, for a reversible reaction that has a large or small K, to determine which chemical species will have very large versus very small concentrations at equilibrium.

LO 6.8 The student is able to use Le Chatelier's principle to predict the direction of the shift resulting from various possible stresses on a system at chemical equilibrium.

LO 6.9 The student is able to use Le Chatelier's principle to design a set of conditions that will optimize a desired outcome, such as product yield.

LO 6.10 The student is able to connect Le Chatelier's principle to the comparison of Q to K by explaining the effects of the stress on Q and K.

LO 6.11 The student can generate or use a particulate representation of an acid (strong or weak or polyprotic) and a strong base to explain the species that will have large versus small concentrations at equilibrium.

LO 6.12 The student can reason about the distinction between strong and weak acid solutions with similar values of pH, including the percent ionization of the acids, the concentrations needed to achieve the same pH, and the amount of base needed to reach the equivalence point in a titration

LO 6.13 The student can interpret titration data for monoprotic or polyprotic acids involving titration of a weak or strong acid by a strong base (or a weak or strong base by a strong add) to determine the concentration of the titrant and the pKa for a weak acid, or the pKb tor a weak base.

LO 6.14 The student can, based on the dependence of Kw, on temperature, reason that neutrality requires [H+] = [OH-] as opposed to requiring pH=7, including especially the applications to biological systems.

LO 6.15 The student can identify a given solution as containing a mixture of strong acids and/or bases and calculate or estimate the pH (and concentrations of all chemical species) in the resulting solution.

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BIG IDEA 6: Any bond of intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. (cont.)

LO 6.16 The student can identify a given solution as being the solution of a monoprotic weak acid or base (including salts in which one ion is a weak acid or base), calculate the pH and concentration of all species in the solution, and/ or infer the relative strengths of the weak acids or bases from given equilibrium concentrations.

LO 6.17 The student can, given an arbitrary mixture of weak and strong acids and bases (including polyprotic systems), determine which species will react strongly with one another (i.e., with K >1) and what species will be present in large concentrations at equilibrium.

LO 6.18 The student can design a buffer solution with a target pH and buffer capacity by selecting an appropriate conjugate acid-base pair and estimating the concentrations needed to achieve the desired capacity.

LO 6.19 The student can relate the predominant form of a chemical species involving a labile proton (i.e., protonated/deprotonated form of a weak acid) to the pH of a solution and the pKa associated ·with the labile proton.

LO 6.20 The student can identify a solution as being a buffer solution and explain the buffer mechanism in terms of the reactions that would occur on addition of acid or base.

LO 6.21 The student can predict the solubility of a salt, or rank the solubility of salts, given the relevant Ksp values.

LO 6.22 The student can interpret data regarding solubility of salt to determine, or rank, the relevant Ksp values.

LO 6.23 The student can interpret data regarding the relative solubility of salts in terms of factors (common ions, pH) that influence the solubility.

LO 6.24 The student can analyze the enthalpic and entropic changes associated with the dissolution of a salt, using particulate level interactions and representations.

LO 6.25 The student is able to express the equilibrium constant in terms of ∆G0 and RT and use this relationship to estimate the magnitude of K and, consequently, the thermodynamic favorability of the process.

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For more detailed information regarding AP Physics, refer to the site: http://media.collegeboard.com/digitalServices/pdf/ap/ap-physics-course-description.pdf

NEWTONIAN MECHANICS

I. Kinematics (including vectors, vector algebra, components of vectors, coordinate systems, displacement, velocity, and acceleration)

a. Motion in one dimension i. Students should understand the general relationships among position,

velocity, and acceleration for the motion of a particle along a straight line, so that:

1. Given a graph of one of the kinematic quantities, position, velocity, or acceleration, as a function of time, they can 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.

ii. Students should understand the special case of motion with constant acceleration, so they can:

1. Write down expressions for velocity and position as functions of time, and identify or sketch graphs of these quantities.

2. Use the equation u = u + at , x = x + u t + 1 at 2 to solve problems involving one-dimensional motion with constant acceleration.

b. Motion in two dimensions, including projectile motion i. Students should be able to add, subtract, and resolve displacement and

velocity vectors, so they can: 1. Determine components of a vector along two specified, mutually

perpendicular axes. 2. Determine the net displacement of a particular or the location of

a particle relative to another. 3. Determine the change in velocity of a particle or the velocity of

one particle relative to another. ii. Students should understand the motion of projectiles in a uniform

gravitational field, so they can: 1. 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.

2. Use these expressions in analyzing the motion of a projectile this is projected with an arbitrary initial velocity.

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NEWTONIAN MECHANICS (cont.)

II. Newton’s laws of motion a. Static equilibrium (first law)

i. 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. Dynamics of a single particle (second law) i. Students should understand the relation between the force that acts on

an object and the resulting change in the object’s velocity, so they can: 1. Calculate, for an object moving in one dimension, the velocity change

that results when a constant force F acts over a specified time interval. 2. 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.

ii. Students should understand how Newton’s Second Law, Â F = Fnet = ma, applies to an object subject to forces such as gravity, the pull of strings, or contact forces, so they can:

1. Draw a well-labeled, free-body diagram showing all real forces that act on the object.

2. 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.

iii. 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.

iv. Students should understand the significance of the coefficient of friction, so they can:

1. Write down the relationship between the normal and frictional forces on a surface.

2. Analyze situations in which an object moves along a rough inclined plane or horizontal surface.

3. Analyze under what circumstances an object will start to slip, or to calculate the magnitude of the force of static friction.

v. Students should understand the effect of drag forces on the motion of an object, so they can:

1. Find the terminal velocity of an object moving vertically under the influence of a retarding force dependent on velocity.

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c. Systems of two or more objects (third law) i. Students should understand Newton’s Third Law so that, for a given

system, they can identify the force pairs and the objects on which they act, and state the magnitude and direction of each force.

ii. 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.

iii. 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.

iv. 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.

III. Work, energy, power a. Work and the work-energy theorem

i. Students should understand the definition of work, including when it is positive, negative, or zero, so they can:

1. Calculate the work done by a specified constant force on an object that undergoes a specified displacement.

2. 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.

3. Use integration to calculate the work performed by a force F(x) on an object that undergoes a specified displacement in one dimension.

4. Use the scalar product operation to calculate the work performed by a specified constant force F on an object that undergoes a displacement in a plane.

ii. Students should understand and be able to apply the work-energy theorem, so they can:

1. Calculate the change in kinetic energy or speed that results from performing a specified amount of work on an object.

2. 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.

3. 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.

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b. Forces and potential energy i. Students should understand the concept of potential energy, so they can:

1. Write an expression for the force exerted by an ideal spring and for the potential energy of a stretched or compressed spring.

2. Calculate the potential energy of one or more objects in a uniform gravitational field.

c. Conservation of energy i. Students should understand the concepts of mechanical energy and of

total energy, so they can: 1. Describe and identify situations in which mechanical energy is

converted to other forms of energy. 2. Analyze situations in which an object’s mechanical energy is

changed by friction or by a specified externally applied force. ii. Students should understand conservation of energy, so they can:

1. Identify situations in which mechanical energy is or is not conserved. 2. Apply conservation of energy in analyzing the motion of systems

of connected objects, such as an Atwood’s machine. 3. Apply conservation of energy in analyzing the motion of objects

that move under the influence of springs. d. Power

i. Students should understand the definition of power, so they can: 1. 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).

2. 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.

IV. Systems of particles, linear momentum a. Impulse and momentum

i. Students should understand impulse and linear momentum, so they can: 1. Relate mass, velocity, and linear momentum for a moving object,

and calculate the total linear momentum of a system of objects. 2. Relate impulse to the change in linear momentum and the

average force acting on an object. 3. Calculate the area under a force versus time graph and relate it to

the change in momentum of an object.

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b. Conservation of linear momentum, collisions i. Students should understand linear momentum conservation, so they can:

1. Identify situations in which linear momentum, or a component of the linear momentum vector, is conserved.

2. Apply linear momentum conservation to one-dimensional elastic and inelastic collisions and two-dimensional completely inelastic collisions.

3. 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.

V. Circular motion and rotation a. Uniform circular motion

i. Students should understand the uniform circular motion of a particle, so they can:

1. Relate the radius of the circle and the speed or rate of revolution of the particle to the magnitude of the centripetal acceleration.

2. Describe the direction of the particle’s velocity and acceleration at any instant during the motion.

3. Determine the components of the velocity and acceleration vectors at any instant, and sketch or identify graphs of these quantities.

4. 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 such as the following:

a. Motion in a horizontal circle (e.g., mass on a rotating merry-go-round, or car rounding a banked curve).

b. Motion in a vertical circle (e.g., mass swinging on the end of a string, cart rolling down a curved track, rider on a Ferris wheel).

b. Torque and rotational statics i. Students should understand the concept of torque, so they can:

1. Calculate the magnitude and direction of the torque associated with a given force.

2. Calculate the torque on a rigid object due to gravity. ii. Students should be able to analyze problems in statics, so they can:

1. State the conditions for translational and rotational equilibrium of a rigid object.

2. Apply these conditions in analyzing the equilibrium of a rigid object under the combined influence of a number of coplanar forces applied at different locations.

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VI. Oscillations and gravitation a. Simple harmonic motion (dynamics and energy relationships)

i. Students should understand simple harmonic motion, so they can: 1. 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. Write down an appropriate expression for displacement of the form A sin wt or A cos wt to describe the motion.

2. 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.

3. State and apply the relation between frequency and period. 4. 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.

5. 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. Mass on a spring i. Students should be able to apply their knowledge of simple harmonic

motion to the case of a mass on a spring, so they can: 1. Apply the expression for the period of oscillation of a mass on a

spring. 2. Analyze problems in which a mass hangs from a spring and

oscillates vertically. 3. Analyze problems in which a mass attached to a spring oscillates

horizontally. c. Pendulum and other oscillations

i. Students should be able to apply their knowledge of simple harmonic motion to the case of a pendulum, so they can:

1. Apply the expression for the period of a simple pendulum 2. State what approximation must be made in deriving the period.

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d. Newton’s law of gravity i. Students should know Newton’s Law of Universal Gravitation, so they can:

1. Determine the force that one spherically symmetrical mass exerts on another.

2. Determine the strength of the gravitational field at a specified point outside a spherically symmetrical mass.

e. Orbits of planets and satellites i. Students should understand the motion of an object in orbit under the

influence of gravitational forces, so they can: 1. Circular orbit

a. Recognize that the motion 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. Derive Kepler’s Third Law for the case of circular orbits.

FLUID MECHANICS AND THERMAL PHYSICS

I. Fluid mechanics a. Hydrostatic pressure

i. Students should understand the concept of pressure as it applies to fluids, so they can:

1. Apply the relationship between pressure, force, and area. ii. Apply the principle that a fluid exerts pressure in all directions.

1. Apply the principle that a fluid at rest exerts pressure perpendicular to any surface that it contacts.

2. Determine locations of equal pressure in a fluid. 3. Determine the values of absolute and gauge pressure for a

particular situation. 4. Apply the relationship between pressure and depth in a liquid, DP

= rg Dh. b. Buoyancy

i. Students should understand the concept of buoyancy, so they can: 1. Determine the forces on an object immersed partly or completely

in a liquid. 2. Apply Archimedes’ principle to determine buoyant forces and

densities of solids and liquids.

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FLUID MECHANICS AND THERMAL PHYSICS (cont.)

c. Fluid flow continuity i. Students should understand the equation of continuity so that they can

apply it to fluids in motion. d. Bernoulli’s equation

i. Students should understand Bernoulli’s equation so that they can apply it to fluids in motion.

II. Temperature and heat a. Mechanical equivalent of heat

i. Students should understand the “mechanical equivalent of heat” so they can determine how much heat can be produced by the performance of a specified quantity of mechanical work.

b. Heat transfer and thermal expansion i. Students should understand heat transfer and thermal expansion, so they can:

1. 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.

2. Analyze what happens to the size and shape of an object when it is heated.

3. Analyze qualitatively the effects of conduction, radiation, and convection in thermal processes.

III. Kinetic theory and thermodynamics a. Ideal gases

i. Students should understand the kinetic theory model of an ideal gas, so they can:

1. State the assumptions of the model. 2. 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.

3. 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.

4. 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.

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FLUID MECHANICS AND THERMAL PHYSICS (cont.)

ii. Students should know how to apply the ideal gas law and thermodynamic principles, so they can:

1. Relate the pressure and volume of a gas during an isothermal expansion or compression.

2. 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.

3. Calculate the work performed on or by a gas during an expansion or compression at constant pressure.

4. Understand the process of adiabatic expansion or compression of a gas.

5. Identify or sketch on a PV diagram the curves that represent each of the above processes.

b. Laws of thermodynamics i. Students should know how to apply the first law of thermodynamics, so

they can: 1. 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 processes above.

c. Relate the work performed by a gas in a cyclic process to the area enclosed by a curve on a PV diagram.

ii. Students should understand the second law of thermodynamics, the concept of entropy, and heat engines and the Carnot cycle, so they can:

1. Determine whether entropy will increase, decrease, or remain the same during a particular situation.

2. Compute the maximum possible efficiency of a heat engine operating between two given temperatures.

3. Compute the actual efficiency of a heat engine. 4. Relate the heats exchanged at each thermal reservoir in a Carnot

cycle to the temperatures of the reservoirs.

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ELECTRICITY AND MAGNETISM

I. Electrostatics a. Charge and Coulomb’s law

i. Students should understand the concept of electric charge, so they can: 1. Describe the types of charge and the attraction and repulsion of charges 2. Describe polarization and induced charges.

ii. Students should understand Coulomb’s Law and the principle of superposition, so they can:

1. Calculate the magnitude and direction of the force on a positive or negative charge due to other specified point charges.

2. Analyze the motion of a particle of specified charge and mass under the influence of an electrostatic force.

b. Electric field and electric potential (including point charges) i. Students should understand the concept of electric field, so they can:

1. Define it in terms of the force on a test charge. 2. Describe and calculate the electric field of a single point charge. 3. Calculate the magnitude and direction of the electric field produced by

two or more point charges. 4. Calculate the magnitude and direction of the force on a positive or

negative charge placed in a specified field. 5. Interpret an electric field diagram. 6. Analyze the motion of a particle of specified charge and mass in a

uniform electric field.

ii. Students should understand the concept of electric potential, so they can:

1. Determine the electric potential in the vicinity of one or more point charges.

2. 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.

3. Determine the direction and approximate magnitude of the electric field at various positions given a sketch of equipotentials.

4. Calculate the potential difference between two points in a uniform electric field, and state which point is at the higher potential.

5. Calculate how much work is required to move a test charge from one location to another in the field of fixed point charges.

6. 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.

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II. Conductors, capacitors, dielectrics a. Electrostatics with conductors

i. Students should understand the nature of electric fields in and around conductors, so they can:

1. 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.

2. Explain why a conductor must be an equipotential, and apply this principle in analyzing what happens when conductors are connected by wires.

ii. Students should be able to describe and sketch a graph of the electric field and potential inside and outside a charged conducting sphere.

iii. Students should understand induced charge and electrostatic shielding, so they can:

1. Describe the process of charging by induction. 2. Explain why a neutral conductor is attracted to a charged object.

b. Capacitors i. Students should understand the definition and function of capacitance,

so they can: 1. Relate stored charge and voltage for a capacitor. 2. Relate voltage, charge, and stored energy for a capacitor. 3. Recognize situations in which energy stored in a capacitor is converted

to other forms.

ii. Students should understand the physics of the parallel-plate capacitor, so they can:

1. Describe the electric field inside the capacitor, and relate the strength of this field to the potential difference between the plates and the plate separation.

2. Determine how changes in dimension will affect the value of the capacitance.

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III. Electric Circuits a. Current, resistance, power

i. Students should understand the definition of electric current, so they can relate the magnitude and direction of the current to the rate of flow of positive and negative charge.

ii. Students should understand conductivity, resistivity and resistance, so they can:

1. Relate current and voltage for a resistor. 2. 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.

3. Apply the relationships for the rate of heat production in a resistor.

b. Steady-state direct current circuits with batteries and resistors only i. Students should understand the behavior of series and parallel

combinations of resistors, so they can: 1. Identify on a circuit diagram whether resistors are in series or in parallel. 2. Determine the ratio of the voltages across resistors connected in series

or the ratio of the currents through resistors connected in parallel. 3. Calculate the equivalent resistance of a network of resistors that can be

broken down into series and parallel combinations. 4. Calculate the voltage, current, and power dissipation for any resistor in

such a network of resistors connected to a single power supply. 5. 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.

ii. Students should understand the properties of ideal and real batteries, so they can:

1. Calculate the terminal voltage of a battery of specified emf and internal resistance from which a known current is flowing.

iii. Students should be able to apply Ohm’s law and Kirchhoff’s rules to direct-current circuits, in order to:

1. Determine a single unknown current, voltage, or resistance.

iv. Students should understand the properties of voltmeters and ammeters, so they can:

1. State whether the resistance of each is high or low. 2. Identify or show correct methods of connecting meters into circuits in

order to measure voltage or current.

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IV. Capacitors in circuits a. Steady State

i. Students should understand the t = 0 and steady-state behavior of capacitors connected in series or in parallel, so they can:

1. Calculate the equivalent capacitance of a series or parallel combination. 2. Describe how stored charge is divided between capacitors connected in

parallel. 3. Determine the ratio of voltages for capacitors connected in series. 4. Calculate the voltage or stored charge, under steady-state conditions,

for a capacitor connected to a circuit consisting of a battery and resistors.

V. Magnetic Fields a. Forces on moving charges in magnetic fields

i. Students should understand the force experienced by a charged particle in a magnetic field, so they can:

1. Calculate the magnitude and direction of the force in terms of q, v, and B, and explain why the magnetic force can perform no work.

2. Deduce the direction of a magnetic field from information about the forces experienced by charged particles moving through that field.

3. Describe the paths of charged particles moving in uniform magnetic fields.

4. Derive and apply the formula for the radius of the circular path of a charge that moves perpendicular to a uniform magnetic field.

5. Describe under what conditions particles will move with constant velocity through crossed electric and magnetic fields.

b. Forces on current-carrying wires in magnetic fields i. Students should understand the force exerted on a current-carrying wire

in a magnetic field, so they can: 1. Calculate the magnitude and direction of the force on a straight

segment of current- carrying wire in a uniform magnetic field. 2. 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.

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c. Fields of long current-carrying wires i. Students should understand the magnetic field produced by a long

straight current- carrying wire, so they can: 1. Calculate the magnitude and direction of the field at a point in the

vicinity of such a wire. 2. Use superposition to determine the magnetic field produced by two

long wires. 3. Calculate the force of attraction or repulsion between two long current-

carrying wires.

VI. Electromagnetism a. Electromagnetic induction (including Faraday’s law and Lenz’s law)

i. Students should understand the concept of magnetic flux, so they can: 1. Calculate the flux of a uniform magnetic field through a loop of arbitrary

orientation.

ii. Students should understand Faraday’s law and Lenz’s law, so they can: 1. Recognize situations in which changing flux through a loop will cause an

induced emf or current in the loop. 2. Calculate the magnitude and direction of the induced emf and current

in a loop of wire or a conducting bar under the following conditions:

a. The magnitude of a related quantity such as magnetic field or area of the loop is changing at a constant rate.

VII. Waves and Optics a. Wave motion (including sound)

i. Traveling waves 1. Students should understand the description of traveling waves, so they can:

a. Sketch or identify graphs that represent traveling waves and determine the amplitude, wavelength, and frequency of a wave from such a graph.

b. Apply the relation among wavelength, frequency, and velocity for a wave.

c. Understand qualitatively the Doppler Effect for sound in order to explain why there is a frequency shift in both the moving-source and moving-observer case.

d. Describe reflection of a wave from the fixed or free end of a string.

e. Describe qualitatively what factors determine the speed of waves on a string and the speed of sound.

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ii. Wave propagation 1. Students should understand the difference between transverse and

longitudinal waves, and be able to explain qualitatively why transverse waves can exhibit polarization.

2. 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.

iii. Standing waves 1. Students should understand the physics of standing waves, so they can:

a. 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. Describe possible standing sound waves in a pipe that has either open or closed ends, and determine the wavelength and frequency of such standing waves.

iv. Superposition 1. Students should understand the principle of superposition, so they can

apply it to traveling waves moving in opposite directions, and describe how a standing wave may be formed by superposition.

b. Physical optics i. Interference and diffraction

1. Students should understand the interference and diffraction of waves, so they can:

a. Apply the principles of interference to coherent sources in order to:

i. 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.

ii. 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.

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iii. Relate the amplitude produced by two or more sources that interfere constructively to the amplitude and intensity produced by a single source.

b. Apply the principles of interference and diffraction to waves that pass through a single or double slit or through a diffraction grating, so they can:

i. 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.

ii. Calculate, for a single-slit pattern, the angles or the positions on a distant screen where the intensity is zero.

iii. 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.

iv. Calculate, for a two-slit interference pattern, the angles or the positions on a distant screen at which intensity maxima or minima occur.

v. 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.

c. Apply the principles of interference to light reflected by thin films, so they can:

i. State under what conditions a phase reversal occurs when light is reflected from the interface between two media of different indices of refraction.

ii. 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.

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ii. Dispersion of light and the electromagnetic spectrum 1. Students should understand dispersion and the electromagnetic

spectrum, so they can:

a. Relate a variation of index of refraction with frequency to a variation in refraction.

b. Know 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.

c. Geometric optics i. Reflection and refraction

1. Students should understand the principles of reflection and refraction, so they can:

a. Determine how the speed and wavelength of light change when light passes from one medium into another.

b. Show on a diagram the directions of reflected and refracted rays.

c. Use Snell’s Law to relate the directions of the incident ray and the refracted ray, and the indices of refraction of the media.

d. Identify conditions under which total internal reflection will occur.

ii. Mirrors 1. Students should understand image formation by plane or spherical

mirrors, so they can:

a. 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. Relate the focal point of a spherical mirror to its center of curvature.

c. 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.

d. 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.

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iii. Lenses 1. Students should understand image formation by converging or diverging

lenses, so they can:

a. 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. 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.

c. 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.

d. Analyze simple situations in which the image formed by one lens serves as the object for another lens.

VIII. Atomic and Nuclear Physics a. Atomic physics and quantum effects

i. Photons, the photoelectric effect, Compton scattering, x-rays 1. Students should know the properties of photons, so they can:

a. Relate the energy of a photon in joules or electron-volts to its wavelength or frequency.

b. 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.

c. Calculate the number of photons per second emitted by a monochromatic source of specific wavelength and power.

2. Students should understand the photoelectric effect, so they can:

a. Describe a typical photoelectric-effect experiment, and explain what experimental observations provide evidence for the photon nature of light.

b. 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.

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c. 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.

d. 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.

3. Students should understand Compton scattering, so they can:

a. Describe Compton’s experiment, and state what results were observed and by what sort of analysis these results may be explained.

b. Account qualitatively for the increase of photon wavelength that is observed, and explain the significance of the Compton wavelength.

4. Students should understand the nature and production of x-rays, so they can calculate the shortest wavelength of x-rays that may be produced by electrons accelerated through a specified voltage.

ii. Atomic energy levels 1. Students should understand the concept of energy levels for atoms, so

they can:

a. 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. Explain qualitatively the origin of emission or absorption spectra of gases.

c. 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.

d. 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.

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iii. Wave-particle duality 1. Students should understand the concept of de Broglie wavelength, so

they can:

a. Calculate the wavelength of a particle as a function of its momentum.

b. Describe the Davisson-Germer experiment, and explain how it provides evidence for the wave nature of electrons.

b. Nuclear physics i. Nuclear reactions (including conservation of mass number and charge)

1. Students should understand the significance of the mass number and charge of nuclei, so they can:

a. Interpret symbols for nuclei that indicate these quantities. b. Use conservation of mass number and charge to complete

nuclear reactions. c. Determine the mass number and charge of a nucleus after

it has undergone specified decay processes. 2. Students should know the nature of the nuclear force, so they can

compare its strength and range with those of the electromagnetic force. 3. Students should understand nuclear fission, so they can describe a

typical neutron- induced fission and explain why a chain reaction is possible.

ii. Mass-energy equivalence 1. Students should understand the relationship between mass and energy

(mass-energy equivalence), so they can:

a. Qualitatively relate the energy released in nuclear processes to the change in mass.

b. Apply the relationship DE = (Dm) c2 in analyzing nuclear processes.

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STANDARDS BY GRADE LEVEL GRADES 10-12 ELECTIVE

FORENSIC SCIENCE

STRAND 7: Learners apply principals of physical, social and knowledge sciences to gather and

analyze physical evidence, solve crimes, prepare evidence for prosecution and interview and

interrogate subjects to determine fact from fiction.

OUTCOME 7.1 INVESTIGATIVE PROCESS

Investigate and document scenes, individuals and incidents.

Competencies:

7.1.1. Outline the investigative process from determination that a crime was committed through evidence collection and prosecution.

7.1.3. Identify and secure the crime scene, using proper chain custody procedures for evidence collection (e.g., finger prints, deoxyribonucleic acid [DNA], physical evidence, witness statements).

7.1.4. Document the crime scene through sketches, photography and video that include measurements.

7.1.5. Collect, package, tag and preserve different types of evidence.

7.1.6. Identify, locate and apprehend a suspect.

7.1.7. Identify signs of mental and physical abuse or neglect of children and adults and report as mandated by law.

OUTCOME 7.2 INTERVIEWS AND INTERROGATIONS

Gather and analyze verbal and nonverbal information to investigate a crime.

7.2.4. Select and use different interrogation styles based on subject characteristics and behavior.

7.2.5. Describe the impact of location and environment on information obtained.

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OUTCOME 7.3 DRUGS AND TOXICOLOGY

Describe the types of drug and toxicology evidence and identify the methods used for collection and analysis.

7.3.1. Identify controlled substances in different forms.

7.3.2. Describe field drug testing and lab drug testing procedures.

7.3.3. Explain how false positive occurs.

7.3.4. Investigate controlled substances, their ingredients and associated crime scenes without causing harm or injury.

7.3.5. Describe the methods and legal issues of drug testing suspects and arrestees.

OUTCOME 7.4 BLOOD AND FINGERPRINTS

Describe the collection, evaluation and legal admissibility of blood and fingerprint evidence.

Competencies:

7.4.4. Prepare blood evidence for criminal proceedings.

7.4.5. Collect, develop and preserve latent prints.

7.4.6. Compare latent prints with prints on file to identify suspects.

7.4.7. Collect and analyze fingerprints using Automated Fingerprint Information System (AFIS), Web check and other technology systems.

7.4.8. Prepare latent print analysis for criminal proceedings.

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OUTCOME 7.5 FINANCIAL CRIMES

Describe financial crimes and investigation methods.

7.5.2. Identify common frauds and their targeted populations (e.g., counterfeiting, identify theft, scams, e-mail and telephone fraud).

OUTCOME 7.6 FORENSIC SCIENCE

Describe the history and role of the crime laboratory in analyzing forensic evidence and the conclusions that can be drawn through evidence analysis.

OUTCOME 7.7 FORENSIC SCIENCE SPECIALTIES AND EVIDENCE

Describe the scientific specialties used to analyze forensic evidence in criminal investigations.

Competencies:

7.7.1. Describe forensic anthropology, ballistics, entomology, odontology, pathology, chemistry, and engineering and the types of evidence each specialty analyzes.

7.7.2. Describe facsimile, plant, toolmark, impression and digital evidence analyzed in forensic investigations.

7.7.4. Identify and analyze trace evidence used in criminal investigations.

7.7.5. Identify evidence that should be submitted for lab analysis and the types of analyses that can be performed.

7.7.6. Describe the collection, evaluation and legal admissibility of forensic science.

Note

Forensic Science Content Standards taken from Law and Public Safety Career Field Technical

Content Standards 2013 www.career-tech.education.ohio.gov

http://www.career-tech.education.ohio.gov/

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THE COMMON CORE STATE STANDARDS

FOR ENGLISH LANGUAGE ARTS AND LITERACY IN SCIENCE

The Common Core State Standards for English Language Arts & Literacy in Science are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

The Standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.

The Standards set requirements not only for English language arts (ELA) but also for literacy in science. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, science using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in social studies. It is important to note that the 6–12 literacy standards in science are not meant to replace content standards in those areas but rather to supplement them.

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LITERACY IN SCIENCE GRADES 6-8

READING

TOPIC: Key Ideas and Details

RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.

TOPIC: Craft and Structure

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade 6-8 texts and topics.

RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

TOPIC: Integration of Knowledge and Ideas

RST.6-8.7. Translate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6-8.8. Distinguish among fact, reasoned judgment based on research findings, and speculation in a text.

RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

TOPIC: Range of Reading and Level of Text Complexity

RST.6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

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WRITING

TOPIC: Text Types and Purposes

WHST.6-8.1. Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the

argument presented.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the

information or explanation presented.

WHST.6-8.3. (See note; not applicable as a separate requirement)

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WRITING

TOPIC: Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

TOPIC: Research to Build and Present Knowledge

WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

TOPIC: Range of Writing

WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Note: In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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READING


RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.


RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussion an experiment in a text, defining the question the author seeks to address.


RST.9-10.7. Integrate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.


RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

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WRITING



Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.


Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.


Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


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WRITING



WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.



Note: In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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READING


RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account

RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.


RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

RST.11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unsolved.


RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

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LITERACY IN SCIENCE

GRADES 11-12 WRITING



Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


Provide a concluding statement or section that follows from or supports the argument presented.


Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).


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WRITING



WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source, and following a standard format for citation.

WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.



Note In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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