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Core Science Curriculum Framework

An Invitation for Students and Teachersto Explore Science and Its Role in Society

Approved: October 2004

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Introduction

I. A Vision for Connecticut Science Education in the 21st Century

In 2003, the Connecticut State Department of Education brought together school and museum scienceeducators, school administrators, university scientists and representatives of prominent science andengineering corporations within the state to articulate a 21st century vision for science education inConnecticut. The consensus drawn from these discussions was that, in light of the significant role playedby science and technology in society as a whole, and in the daily lives of individuals, it has becomeincreasingly important for schools to ensure that all students become scientifically literate, able to makesense of and apply science ideas and methods toward understanding the technology-enhanced, information-rich world beyond the classroom.

This contemporary vision of science education, echoed in the National Science Education Standards(NRC, 1996) and the Benchmarks for Science Literacy (AAAS, 1993), calls for a shift in the focus ofschool science programs; from selecting elite students and preparing future scientists, to increasing thescience literacy of all people. The Core Science Curriculum Framework guides science educators towardaccomplishing this vision by providing students with opportunities to explore the context of science and itsapplications, and to develop an understanding of the interconnections among science, technology andsociety.

(Moved from page 4)Rich and challenging school science programs include opportunities for students to learn much more thancan be measured on a single statewide assessment. Therefore, district science curriculum developmentshould not be limited to address only the Expected Performances outlined in the framework. Rather,the Content Standards and Expected Performances are intended to be used in tandem to assure thatstudents’ learning will be supported by a broad range of science learning experiences, some of which willbe measured on statewide assessments. District-, school- and classroom-based assessments play an equallyimportant role in revealing information about a broad range of student learning that should be used tomodify and improve curriculum and instruction.

How Does The Framework Promote Scientific Literacy?Being scientifically literate requires that a person have essential understanding of key science ideas, alongwith a fluency in the language and terms used to describe them. The “core” curriculum articulated in theframework identifies the key ideas and levels of understanding that all students are expected to reach.Throughout the preK-10 core framework, fundamental science concepts from life, physical and earthsciences are woven together in order to support the holistic understanding required of a scientificallyliterate individual.

Scientific literacy requires the ability to apply critical thinking skills when dealing with science-relatedissues. The framework gives special attention to the age-appropriate critical thinking, or inquiry, skills thatshould be infused in the learning of each of the content standards. Further, in limiting the number ofcontent standards required to be taught, the framework encourages the implementation of a hands-on/minds-on science program in which students and teachers have time for in-depth explorations that buildunderstanding of the way in which scientific knowledge is created, validated and communicated.

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The scientifically literate person is able to transfer knowledge of the academic theories and principles ofscience to their practical applications in the real world. Understanding science as it relates to personal,social and global issues and technologies is a vision whose achievement is supported by the framework’sorganization of content standards around understanding issues and technologies, rather than the traditionalorganization around life, physical and earth sciences.

Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to applyconclusions from such arguments logically. Language arts and mathematics are the communicationvehicles that people use to convey, critique and evaluate science-related ideas. Therefore, language artsand mathematics learning expectations are included in the framework as an integral component of sciencelearning.

In short, a foundation in scientific literacy prepares students to be confident and capable lifelong learners,equipped with the skills needed to access, understand, evaluate and apply information in various contexts.Regardless of their academic standing or career aspirations, all students should have access to a rich andchallenging science curriculum that will promote scientific literacy while inspiring and supportingadvanced study and science-related careers.

What Is Meant By A “Core” Curriculum?The framework does not attempt to spell out all the science, mathematics and technology goals that can beincluded in a school science curriculum. The current body of scientific knowledge represents thecumulative work of scientists over hundreds of years, and it is unreasonable to expect school students tocover it all. Therefore, the core science framework describes some of the major science concepts,principles and reasoning skills that ALL students in Connecticut schools can be reasonably expected tolearn in order to develop and extend their scientific literacy.

Decisions regarding the main science themes and the sequencing of the content standards were guided bywhat the National Science Education Standards, Project 2061 Benchmarks for Science Literacy, andcommittees of Connecticut science educators offered as sound, significant and developmentally appropriatescience learning goals. As they develop their own curricula, school districts may choose to go beyond thescope of the core concepts described herein; the framework expresses the baseline for what all Connecticutstudents should know by the end of Grade 10.

What Is The Changing Nature of Science Teaching and Learning?In light of current understandings about the nature of learners and learning, the roles and responsibilities ofstudents and teachers in the learning process are changing. The way in which learning is defined hasexpanded from simple recall of facts or definitions to being able to find connections among facts to buildconceptual understanding. Teaching for conceptual change calls for knowing the science preconceptionsthat students bring to the classroom and purposefully designing intellectually engaging explorations thatencourage students to confront and refine their own ideas. The Content Standards and ExpectedPerformances described in the framework are intended to support the changing emphases for scienceeducation described in the National Science Education Standards, some of which are included in thefollowing table:

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LESS EMPHASIS ON:

• Knowing scientific facts and information

• Studying subject matter disciplines(physical, life, earth sciences) for their ownsake

• Covering many science topics

• Implementing inquiry as a set of processskills

MORE EMPHASIS ON:

• Understanding scientific concepts anddeveloping abilities of inquiry

• Learning subject matter disciplines in thecontext of inquiry, technology, personal andsocial perspectives, and history and nature ofscience

• Studying a few fundamental scienceconcepts

• Implementing inquiry as a thought processthat uses evidence to develop or revise andexplanation

II. The Goals of the Connecticut Core Science Curriculum Framework

The science framework has three main goals:1. To articulate the core science ideas, knowledge and skills that all Connecticut students should

learn. Based upon significant science understandings and abilities defined in the National ScienceEducation Standards and the Project 2061 Benchmarks for Science Literacy, the framework describes aconceptual scope and sequence to guide school districts and science educators in the development oftheir own science programs. The content standards for each grade level are based on conceptualconnections among ideas in life, physical, earth science and related social and technologicalapplications. District curriculum developers have flexibility to reorganize the content standards bygrade level, so long as all students have opportunities to learn the content standards prior to taking theConnecticut Mastery Test in Grades 5 and 8, and the Connecticut Academic Performance Test in Grade10. Districts can include more content in their science programs, but the framework Content Standardsexpress the minimum that should be learned by all students in grades preK to 10.

In addition to life, physical and earth science standards, the core science curriculum frameworkincludes standards and expected performances for Inquiry and for Science and Technology in Society.Inquiry in the framework includes the abilities to apply science process skills, as well as the abilities toread and write science-related texts, search scientific databases and use mathematics to make sense outof data. The Science and Technology in Society standards deal with applications of science to everydayand global issues, and they reflect content and issues described in the Standards for TechnologicalLiteracy (ITEA, 2002).

2. To define the knowledge, abilities and understandings that students are expected to demonstrateon the statewide science assessments. Whereas the Content Standards provide broad guidelines forthe development of the core curriculum, the Expected Performances identify the specific knowledgeand skills selected from the core curriculum for which students will be accountable on statewidescience assessments. Expected Performances express the maximum that all students will be expected todemonstrate on CMT or CAPT science assessments.

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3. Engage and motivate more students to continue their science studies and pursue science-relatedcareers. Among the factors guiding the selection and organization of the framework’s content were itspotential to attract and hold learners’ interest and inspire them to continue learning about science.While the framework does define key science concepts and skills, it does not dictate to schools how tohelp students achieve these learning goals. The way in which districts develop learning units andspecific lesson plans will have a significant influence on students’ attitudes toward science learning.Given opportunities for meaningful and authentic scientific experiences that incorporate the ExpectedPerformances included in the framework, many students will develop the enthusiasm, interest andconfidence to inspire them to continue their science studies and pursue science-related careers. Toguide the development of an enrichment science program to meet the needs of these advanced students,the Enrichment Appendix offers suggested content standards for courses in biology, chemistry, physicsand earth science. These are enrichment standards, not considered to be part of the core curriculum,and therefore will not be measured on the state-based science assessments.

III. The Conceptual Organization of the Core Science Curriculum Framework

The science framework describes an approach to science learning that starts with simple, concreteexplorations of the natural world by elementary school students, moves into explorations and explanationsof foundational science concepts in the middle school, and advances to explorations of science conceptsand related global issues during the high school years.

Instructional Foci in the Science Framework

CORE CURRICULUMPreK-2: Development of wonder about the natural world and the ability to

observe, describe and apply basic process skills

Grades 3-5: Development of descriptions of basic natural phenomena and theability to perform simple experiments and record accurate data

Grades 6-8: Development of basic explanations for natural phenomena, and theability to asks good questions and apply experimental procedures tocollect and analyze data

Grades 9-10: Development of interest in global issues and the ability to collect,analyze and use data to explore and explain related science concepts

ENRICHMENT CURRICULUMDevelopment of deep understanding of science concepts andprinciples; preparation for future studies/careers

The science content in the framework is organized around 11conceptual themes and guiding questions inearth, life and physical sciences, with suggested explorations of science-related questions and issues. Eachtheme is addressed by several content standards and related concepts that spiral through the grades, each

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time treated with more depth and breadth, as developmentally appropriate for the students. The ContentStandards for Grades 9 and 10 are further organized around five topical strands. Strands I, II and III arerelated to Physical Sciences, while Strands IV and V are related to Life Science.

Listed below are the conceptual themes and guiding questions, together with the Content Standards in eachof the grade levels that contribute to students’ eventual ability to respond to the guiding question.

Progressive Development of Conceptual Themes

I. Inquiry – How is scientific knowledge created and communicated?

Scientific Inquiry (pk-2, 3-5, 6-8 and 9-10) Scientific Literacy (pk-2, 3-5, 6-8 and 9-10) Scientific Numeracy (pk-2, 3-5, 6-8 and 9-10)

II. Properties of Matter - How does the structure of matter affect the properties and uses of materials?

Properties of Objects (K.1) Properties of Materials (2.1) States of Matter (3.1) Elements, Compounds and Mixtures (6.1) Chemical Reactions (9.4) Carbon Compounds (9.5)

III. Energy Transfer and Transformations – What is the role of energy in our world?

Electricity and Magnetism (4.4) Sound and Light (5.1) Energy and Work (7.1) Energy Conservation and Transformation (9.1) Electrical Forces (9.2)

IV. Forces and Motion – What makes objects move the way they do?

Position and Motion of Objects (1.1) Forces and Motion (4.1) Forces and Motion (8.1)

V. Matter and Energy in Ecosystems – How do matter and energy flow through ecosystems?

Habitats (4.2) Ecosystems (6.2) Population Dynamics (10.6)

VI. Structure and Function – How are organisms structured to ensure efficiency and survival?

Needs of Living Things (1.2) Life Cycles of Animals (1.3) Life Cycles of Plants (2.2) Responses to Stimuli (5.2) Human Body Systems (7.2) Cell Structure and Function (10.1) Microorganisms (10.2)

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VII. Heredity and Evolution – What are the processes responsible for life’s unity and diversity?

Characteristics of Living Things (K.2) Adaptations (3.2) Extinction (4.2) Reproduction and Heredity (8.2) Genetics (10.4) Evolution (10.5)

VIII. The Changing Earth - How do materials cycle through the Earth’s systems?

Properties of Soils (2.3) Properties of Rocks and Minerals (3.3) Water Cycle (4.3) Cycles of Matter in Earth’s Systems (9.7)

IX. Energy in the Earth’s Systems – How do external and internal sources of energy affect the Earth’s systems?

Weather (K.3) Land and Water Interactions (4.3) Weather and Seasons (6.3) The Changing Earth (7.3)

X. Earth in the Solar System – How does the position of Earth in the solar system affect the conditions on ourplanet?

Sun’s Position and Motion (1.1) Earth, Moon and Sun (5.3) The Solar System (8.3)

XI. Science and Technology in Society – How do science and technology affect the quality of our lives?

Shelters (K.4)Measuring Tools (1.4)Food Resources (2.4)Conservation of Materials (3.4)Batteries, Bulbs and Magnets (4.4)Optical Technologies (5.4)

Water Quality (6.4)Food Technology (7.4)Building Bridges (8.4)

Energy and Power Technologies (9.3)Chemical Technologies (9.6)Human Impacts (9.8, 9.9)Biotechnology (10.3)Human Population Growth (10.6)

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A USER’S GUIDE TO THE

CORE SCIENCE CURRICULUM FRAMEWORK

The intent of the framework is to describe a core body of science knowledge expected to be learned by allstudents, and assessed at elementary, middle and high school levels. Although the framework introducesconcepts from the life, physical and earth sciences in each grade level, schools may choose to designyearly courses that focus on one science discipline at a time, allowing districts flexibility based on theneeds of students and available instructional resources.

The framework is structured with the following components:

• INTRODUCTION communicates framework underlying beliefs and goals for science education.

• USERS’ GUIDE explains the presentation of information and the coding system.

• GRADE-BY-GRADE learning expectations, each characterized by three Content Standards in Physical,Life, and Earth sciences, and complemented by one related content standard in Science and Technology inSociety. Note: the Content Standards described at each grade are intended as guidelines for curriculumdevelopers. Keeping in mind the content that will be assessed on the Grade 5, 8 and 10 statewideassessments, school districts may reorganize the content standards at different grades, taking intoconsideration the developmental appropriateness of the concepts and alternative interdisciplinaryconnections.

• CONTENT STANDARDS (the left-hand column of each page) are narrative statements of scienceconcepts that guide the development of a rich and rigorous curriculum. They are marked with anidentification code indicating the grade level and standard number (e.g., 3.2) and appear in bold type.

• CONTENT STANDARDS include:o A Conceptual Theme followed by an overarching Guiding Question (e.g., Properties of Matter –

How does the structure of matter affect the properties and uses of materials?)o The Content Standard, a broad conceptual statement, identified with a numerical code, that serves

as a general learning goal for a unit of study.o One or two Supportive Concepts, identified with bullets, that provide more specific information

about the focus of the learning unit.

• EXPECTED PERFORMANCES (the right-hand column of each page) identify the specific knowledge andabilities from the broader curriculum that will be assessed on the statewide tests given at Grades 5, 8 and10.

• SCIENTIFIC INQUIRY, LITERACY AND NUMERACY standards, although described separately forGrades preK-2, 3-5, 6-8 and 9-10, are intended to be learned, practiced and assessed within the context oflearning the science content described for each grade level.

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UNDERSTANDING THE IDENTIFICATION CODES FOR CONTENT STANDARDS ANDEXPECTED PERFORMANCES:

• Each Content Standard is identified by a 2-digit code (e.g., 2.3): The first digit refers to the grade level (2ndgrade in the example), and the second digit identifies one of the four content standards for each grade level(standard #3 in the example).

• Expected Performances are identified by a letter (A, B, C or D) and a sequenced numeral (1 through 45)that indicates the number of expected performances within each gradespan:

“A” = Grades preK – 2 (includes 24 Expected Performances)

“B” = Grades 3 – 5 (includes 26 Expected Performances)

“C” = Grades 6 – 8 (includes 30 Expected Performances)

“D” = Grades 9 – 10 (includes 45 Expected Performances)

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Content Standards and Expected Performances

Core Science for Grades 6-8

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THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE AN INTEGRAL PART OFTHE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.

Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy

How is scientific knowledge created and communicated?

Content Standards Expected Performances

SCIENTIFIC INQUIRY

♦ Scientific inquiry is a thoughtful andcoordinated attempt to search out, describe,explain and predict natural phenomena.

♦ Scientific inquiry progresses through acontinuous process of questioning, datacollection, analysis and interpretation.

♦ Scientific inquiry requires the sharing offindings and ideas for critical review bycolleagues and other scientists.

SCIENTIFIC LITERACY

♦ Scientific literacy includes speaking,listening, presenting, interpreting, readingand writing about science.

♦ Scientific literacy includes also the ability tosearch for and assess the relevance andcredibility of scientific information found invarious print and electronic media.

SCIENTIFIC NUMERACY

♦ Scientific numeracy includes the ability touse mathematical operations and proceduresto calculate, analyze and present scientificdata and ideas.

C INQ1. Identify questions that can be answered throughscientific investigation.

C INQ2. Read, interpret and examine the credibility ofscientific claims in different sources of information.

C INQ3. Design and conduct appropriate types of scientificinvestigations to answer different questions.

C INQ4. Identify independent and dependent variables, andthose variables that are kept constant, whendesigning an experiment.

C INQ5. Use appropriate tools and techniques to makeobservations and gather data.

C INQ6. Use mathematical operations to analyze andinterpret the data.

C INQ7. Identify and present relationships between variablesin appropriate graphs.

C INQ8. Draw conclusions and identify sources of error.

C INQ9. Provide explanations to investigated problems orquestions.

C INQ10. Communicate about science in different formats,using relevant science vocabulary, supportingevidence and clear logic.

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Grade 6Core Themes, Content Standards and Expected Performances

Content Standards Expected Performances

Properties of Matter - How does the structure of matteraffect the properties and uses of materials?

6.1 Materials can be classified as pure substancesor mixtures, depending on their chemical andphysical properties.

♦ Mixtures are made of combinations of elementsand/or compounds, and they can be separatedusing a variety of physical means.

♦ Pure substances can be either elements orcompounds, and they cannot be broken down byphysical means.

C 1. Describe the properties of common elements such asoxygen, hydrogen, carbon, iron and aluminum.

C 2. Describe how the properties of simple compounds,such as water and table salt, are different from theproperties of the elements of which they are made.

C 3. Explain how mixtures can be separated by using theproperties of the substances from which they are made,such as particle size, density, solubility and boilingpoint.

Matter and Energy in Ecosystems – How do matter andenergy flow through ecosystems?

6.2 An ecosystem is composed of all thepopulations that are living in a certain space andthe physical factors with which they interact.

♦ Populations in ecosystems are affected by bioticfactors such as other populations and abioticfactors such as soil and water supply.

♦ Populations in ecosystems can be categorized asproducers, consumers and decomposers oforganic matter.

C 4. Describe how abiotic factors such as temperature, waterand sunlight affect plants’ ability to create their ownfood through photosynthesis.

C 5. Explain how populations are affected by predator-preyrelationships.

C 6. Describe common food webs in different Connecticutecosystems.

Energy in the Earth’s Systems – How do external andinternal sources of energy affect the Earth’s systems?

6.3 Variation in the amount of the sun’s energyhitting the Earth’s surface affects daily andseasonal weather patterns.

♦ Local and regional weather are affected by theamount of solar energy the area receives andproximity to a large body of water.

C 7. Describe the effect of heating on the movement ofmolecules in solids, liquids and gases.

C 8. Explain how local weather conditions are related to thetemperature, pressure and water content of theatmosphere and the proximity to a large body of water.

C 9. Explain how the uneven heating of the Earth’s surfacecauses winds and affects the seasons.

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

6.4 Water moving across and through earthmaterials carries with it the products of humanactivities.

♦ Most precipitation that falls on Connecticuteventually reaches Long Island Sound.

C 10. Explain the role of septic and sewage systems on thequality of surface and ground water sources.

C 11. Explain how human activity may impact waterresources in Connecticut such as local ponds, rivers andthe Long Island Sound ecosystem.

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Grade 7Core Themes, Content Standards and Expected Performances

Content Standards Expected Performances

Energy Transfer and Transformations – What is the roleof energy in our world?

7.1 Energy provides the ability to do work and it canexist in many forms.

♦ Work is the process of making objects move throughthe application of force.

♦ Energy can be stored in many forms and can betransformed into the energy of motion.

C 12. Explain the relationship between force, distance andwork, and use the relationship (W=F x D) to calculatework done in lifting heavy objects.

C 13. Explain how simple machines such as inclinedplanes, pulleys and levers are used to createmechanical advantage.

C 14. Describe how different types of stored (potential)energy can be used to make objects move.

Structure and Function – How are organisms structuredto ensure efficiency and survival?

7.2 Many organisms, including humans, havespecialized organ systems that interact with eachother to maintain dynamic internal balance.

♦ All organisms are made up of one or more cells; eachfunctions more or less independently.

♦ Multicellular organisms need specialized structuresand systems to perform basic life functions.

C 15. Describe the basic structures of an animal cell,including nucleus, cytoplasm, mitochondria and cellmembrane, and how they function to support life.

C 16. Describe the structures of the human digestive,respiratory, and circulatory systems, and explain howthey function to bring oxygen and nutrients to thecells and expel waste materials.

C 17. Explain how the human muscular/skeletal systemsupports the body and allows movement.

Energy in the Earth’s Systems – How do external andinternal sources of energy affect the Earth’s systems?

7.3 Landforms are the result of the interaction ofconstructive and destructive forces over time.

♦ Volcanic activity and the folding and faulting of rocklayers during the shifting of Earth’s crust affect theformation of mountains, ridges and valleys.

♦ Glaciation, weathering and erosion change theEarth’s surface by moving earth materials from placeto place.

C 18. Describe how folded and faulted rock layers provideevidence of the gradual up and down motion of theEarth’s crust.

C 19. Explain how glaciation, weathering and erosioncreate and shape valleys and floodplains.

C 20. Explain how the boundaries of tectonic plates can beinferred from the location of earthquakes andvolcanoes.

Science and Technology in Society – How do science andtechnology affect the quality of our lives?

7.4 Technology allows us to improve foodproduction and preservation, thus improving ourability to meet the nutritional needs of growingpopulations.

♦ Methods have been developed to prevent foodspoilage caused by bacteria.

C 21. Describe how freezing, dehydration, pickling andirradiation prevent food spoilage caused by bacteria.

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Grade 8Core Themes, Content Standards and Expected Performances

Content Standards Expected Performances

Forces and Motion – What makes objects move the waythey do?

8.1 An object’s inertia causes it to continue moving theway it is moving unless it is acted upon by a force tochange its motion.

♦ The motion of an object can be described by itsposition, direction of motion and its speed.

♦ An unbalanced force acting on an object changes itsspeed or direction of motion, or both.

♦ Objects moving in circles must experience force actingtoward the center.

C 22. Calculate average speed of a moving object andillustrate the motion of objects in graphs of distanceover time.

C 23. Describe the qualitative relationships among force,mass and changes in motion.

C 24. Describe the forces acting on an object moving in acircular path.

Heredity and Evolution – What are the processesresponsible for life’s unity and diversity?

8.2 Reproduction is a characteristic of living systemsand it is essential for the continuation of every species.

♦ Heredity is the passage of instructions specifying traitsfrom one generation to another.

♦ Some of the characteristics of an organism are inheritedand some result from interactions with theenvironment.

C 25. Explain the similarities and differences in celldivision in somatic and germ cells.

C 26. Describe the structure and function of the male andfemale human reproduction system, including theprocess of egg and sperm production.

C 27. Describe the structure of the genes on chromosomes,and explain sex determination in humans.

Earth in the Solar System – How does the position of Earthin the solar system affect the conditions on our planet?

8.3 The solar system is composed of planets and otherobjects that orbit the sun.

♦ Gravity is the force that governs the motions of objectsin the solar system.

♦ The motion of the Earth and Moon relative to the suncauses daily, monthly and yearly cycles on Earth.

C 28. Explain the effect of gravity on the orbitalmovement of planets in the solar system.

C 29. Explain how the regular motion of the Sun, Earthand Moon explains the seasons, phases of the moonand eclipses.

Science and Technology in Society – How do science andtechnology affect the quality of our lives?

8.4 In the design of structures there is a need toconsider factors such as function, materials, safety, costand appearance.

♦ Bridges can be designed in different ways to withstandcertain loads and potentially destructive forces.

C 30. Explain how beam, truss and suspension bridges aredesigned to withstand the forces that act on them.

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Content Standards and Expected Performances

Core Science for Grades 9-10

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THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE AN INTEGRAL PART OFTHE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.

Grades 9-10 Core Scientific Inquiry, Literacy and Numeracy

How is scientific knowledge created and communicated?

Content Standards Expected Performances

SCIENTIFIC INQUIRY

♦ Scientific inquiry is a thoughtful and coordinatedattempt to search out, describe, explain andpredict natural phenomena.

♦ Scientific inquiry progresses through acontinuous process of questioning, datacollection, analysis and interpretation.

♦ Scientific inquiry requires the sharing of findingsand ideas for critical review by colleagues andother scientists.

SCIENTIFIC LITERACY

♦ Scientific literacy includes the ability to read,write, discuss and present coherent ideas aboutscience.

♦ Scientific literacy includes the ability to searchfor and assess the relevance and credibility ofscientific information found in various print andelectronic media.

SCIENTIFIC NUMERACY

♦ Scientific numeracy includes the ability to usemathematical operations and procedures tocalculate, analyze and present scientific data andideas.

D INQ1. Identify questions that can be answered throughscientific investigation.

D INQ2. Read, interpret and examine the credibility andvalidity of scientific claims in different sourcesof information.

D INQ3. Formulate a testable hypothesis and demonstratelogical connections between the scientificconcepts guiding the hypothesis and the designof the experiment.

D INQ4. Design and conduct appropriate types ofscientific investigations to answer differentquestions.

D INQ5. Identify independent and dependent variables,including those that are kept constant and thoseused as controls.

D INQ6. Use appropriate tools and techniques to makeobservations and gather data.

D INQ7. Assess the reliability of the data that wasgenerated in the investigation.

D INQ8. Use mathematical operations to analyze andinterpret data, and present relationships betweenvariables in appropriate forms.

D INQ9. Articulate conclusions and explanations basedon the results of the research, and assess theirvalidity based on the design of the investigation.

D INQ10. Communicate about science in different formats,using relevant science vocabulary, supportingevidence and clear logic.

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Grade 9

Core Themes, Content Standards and Expected Performances

Strand I: Energy Transformations

Content Standards Expected Performances

Energy Transfer and Transformations – What is therole of energy in our world?

9.1 Energy cannot be created nor destroyed;however, energy can be converted from one formto another.

♦ Energy enters the Earth system primarily as solarradiation, is captured by materials andphotosynthetic processes and eventually istransformed into heat.

D 1. Describe the effects of adding energy to matter, interms of the motion of atoms and molecules, andthe resulting phase changes.

D 2. Explain how energy transfers from hotter to coolerobjects by conduction, convection and radiation.

D 3. Describe energy transformations among heat, light,electricity and motion.

Energy Transfer and Transformations – What is therole of energy in our world?

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

9.2 The electrical force is a universal force thatexists between any two charged objects.

♦ Moving electrical charges produce magneticforces, and moving magnets can produceelectrical force.

♦ Electrical current can be transformed into lightthrough the excitation of electrons.

D 4. Calculate the voltage, current and resistance in asimple series circuit using Ohm’s Law.

D 5. Explain how electricity is used to produce heat andlight in incandescent bulbs and heating elements.

D 6. Describe the relationship between current andmagnetism.

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

9.3 Various sources of energy are used by humansand each has advantages and disadvantages.

♦ During the burning of fossil fuels stored chemicalenergy is converted to electrical energy throughheat transfer processes.

♦ In nuclear fission, matter is transformed directlyinto energy in a process that is several milliontimes as energetic as chemical burning.

♦ Alternative energy sources are being explored andused to address the disadvantages of using fossiland nuclear fuels.

D 7. Explain how heat is used to generate electricity.

D 8. Describe the availability, current uses andenvironmental issues related to the use of fossil andnuclear fuels to produce electricity.

D 9. Describe the availability, current uses andenvironmental issues related to the use of hydrogenfuel cells, wind and solar energy to produceelectricity.

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Grade 9

Core Themes, Content Standards and Expected Performances

Strand II: Chemical Structures and Properties

Content Standards Expected Performances

Properties of Matter - How does the structure ofmatter affect the properties and uses of materials?

9.4 Atoms react with each other to form newmolecules.

♦ Atoms have a positively charged nucleussurrounded by negatively charged electrons.

♦ The configuration of atoms and moleculesdetermines the properties of the materials.

D 10. Describe the general structure of the atom, andexplain how the properties of the first 10 elementsin the Periodic Table are related to their atomicstructure.

D 11. Describe how atoms combine to form newsubstances by transferring electrons (ionic bonding)or sharing electrons (covalent bonding).

D 12. Explain the chemical composition of acids andbases, and explain the change of pH inneutralization reactions.

Properties of Matter - How does the structure ofmatter affect the properties and uses of materials?

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

9.5 Carbon’s chemical properties allow numerouscompounds that reflect the chemical structure ofits molecules.

♦ Carbon atoms can bond to one another in chains,rings and branching networks, to form a variety ofstructures, including fossil fuels, syntheticpolymers and the large molecules of life.

D 13. Explain how the structure of the carbon atomaffects the type of bonds it forms in organic andinorganic molecules.

D 14. Describe combustion reactions of hydrocarbonsand their resulting by-products.

D 15. Explain the general formation and structure ofcarbon-based polymers, including syntheticpolymers such as polyethylene and biopolymerssuch as carbohydrate.

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

9.6 Chemical technologies present both risks andbenefits to the health and well-being of humans,plants and animals.

♦ Materials produced from the cracking ofpetroleum are the starting points for theproduction of many synthetic compounds.

♦ The products of chemical technologies includesynthetic fibers, pharmaceuticals, plastics andfuels.

D 16. Explain how simple chemical monomers can becombined to create linear, branched and/or cross-linked polymers.

D 17. Explain how the chemical structure of polymersaffects their physical properties (strength,flexibility).

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Grade 9

Core Themes, Content Standards and Expected Performances

Strand III: Global Interdependence

Content Standards Expected Performances

The Changing Earth - How do materials cyclethrough the Earth’s systems?

9.7 Elements on Earth move among reservoirs inthe solid earth, oceans, atmosphere and organismsas part of biogeochemical cycles.

♦ Elements on Earth exist in essentially fixedamounts and are located in various chemicalreservoirs.

♦ Matter undergoes chemical and physical changes,driven by internal and external sources of energy,as it cycles through the Earth.

D 18. Explain how chemical and physical processes drivecarbon to cycle through the major Earth reservoirs.

D 19. Explain how solar energy drives water to cyclethrough the major Earth reservoirs.

D 20. Explain how internal energy of the Earth drivesmatter to cycle through the magma and the solidEarth.

The Changing Earth - How do materials cyclethrough the Earth’s systems?

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

9.8 The use of resources by human populationsaffects the quality of the environment.

♦ Emission of combustion byproducts, such as SO2,CO2 and NOx by industries and cars is a majorsource of air pollution.

♦ Accumulation of metal and non-metal ions usedto increase agricultural productivity is a majorsource of water pollution.

D 21. Explain how the release of sulfur dioxide (SO2) intothe atmosphere can form acid rain, and how acidrain affects water sources, organisms and human-made structures.

D 22. Explain how the accumulation of carbon dioxide(CO2) in the atmosphere increases Earth’s“greenhouse” effect and may cause climate changes.

D 23. Explain how the accumulation of mercury,phosphates and nitrates affects the quality of waterand the organisms that live in rivers, lakes andoceans.

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

9.9 Some materials can be recycled, but othersaccumulate in the environment and may affect thebalance of the Earth systems.

♦ Changes in technology and lifestyle can causesignificant changes, either positive or negative, inthe environment.

D 24. Explain the short-and long-term impacts of landfillsand incineration of waste materials on the quality ofthe environment.

D 25. Explain how housing development, transportationoptions and consumption of resources may affectthe environment.

D 26. Describe human efforts to reduce the consumptionof raw materials and improve air and water quality.

30

Grade 10

Core Themes, Content Standards and Expected Performances

Strand IV: Cell Chemistry & Biotechnology

Content Standards Expected Performances

Structure and Function – How are organismsstructured to ensure efficiency and survival?

10.1 The fundamental life processes depend onthe physical structure and the chemicalactivities of the cell.

♦ Most of the chemical activities of the cell arecatalyzed by enzymes that function only in anarrow range of temperature and acidityconditions.

♦ The cellular processes of photosynthesis andrespiration involve transformation of matter andenergy.

D 27. Describe significant similarities and differences inthe basic structure of plant and animal cells.

D 28. Describe the general role of DNA in proteinsynthesis and cell reproduction.

D 29. Describe the flow of matter and energy in theprocesses of photosynthesis and cell respiration.

D 30. Explain the role of the cell membrane inmaintaining a constant internal environment.

Structure and Function – How are organismsstructured to ensure efficiency and survival?

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

10.2 Microorganisms have an essential role in lifeprocesses and cycles on Earth.

♦ Understanding the growth and spread patterns ofviruses and bacteria enables us to develop meansto prevent and treat infectious diseases.

D 31. Describe the differences in the structure of yeasts,bacteria and viruses.

D 32. Describe how bacterial and viral infectious diseasesare transmitted and explain the role of sanitation,vaccination and antibiotic medications in theprevention and treatment of infectious diseases.

D 33. Explain how bacteria and yeasts are used toproduce foods for human consumption.

Structure and Function – How are organismsstructured to ensure efficiency and survival?

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

10.3 The similarities in the chemical and structuralproperties of DNA in all living organisms allow thetransfer of genes from one organism to another.

♦ The principles of genetics and cellular chemistrycan be used to produce new foods and medicinesin biotechnological processes.

D 34. Describe, in general terms, how the geneticinformation of organisms can be altered to makethem produce new materials.

D 35. Explain the risks and benefits of altering the geneticcomposition and cell products of existingorganisms.

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Grade 10

Core Themes, Content Standards and Expected Performances

Strand V: Genetics, Evolution and Biodiversity

Content Standards Expected Performances

Heredity and Evolution – What are the processesresponsible for life’s unity and diversity?

10.4. In sexually reproducing organisms, eachoffspring contains a mix of characteristicsinherited from both parents.

♦ Genetic information is stored in genes that arelocated on chromosomes inside the cell nucleus.

♦ Most organisms have two genes for each trait,one on each of the homologous chromosomes inthe cell nucleus.

D 36. Explain the usefulness of meiosis in maintainingorganisms’ genetic variability.

D 37. Use the Punnet Square technique to predict thedistribution of traits in mono- and di-hybridcrossings.

D 38. Deduce the probable mode of inheritance of traits(e.g., recessive/dominant, sex-linked) frompedigree diagrams showing phenotypes.

D 39. Describe the difference between genetic disordersand infectious diseases.

Heredity and Evolution – What are the processesresponsible for life’s unity and diversity?

10.5 Evolution and biodiversity are the result ofgenetic changes that occur over time in constantlychanging environments.

♦ Mutations and recombination of genes creategenetic variability in populations.

♦ Changes in the environment may result in theselection of organisms that are better able tosurvive and reproduce.

D 40. Explain how the processes of genetic mutation andnatural selection are related to the evolution ofspecies.

D 41. Explain how the current theory of evolutionprovides a scientific explanation for fossil recordsof ancient life forms.

D 42. Describe how structural and behavioraladaptations increase organisms’ chances forsurvival in their environment.

Matter and Energy in Ecosystems – How do matterand energy flow through ecosystems?

Science and Technology in Society – How do scienceand technology affect the quality of our lives?

10.6 Living organisms have the capacity toproduce populations of unlimited size, but theenvironment can support only a limited numberof individuals from each species.

♦ Human populations grow due to advances inagriculture, medicine, construction and use ofenergy.

♦ Humans modify ecosystems as a result of rapidpopulation growth, use of technology andconsumption of resources.

D 43. Describe the factors that affect the carryingcapacity of the environment.

D 44. Explain how change in population density isaffected by emigration, immigration, birth rate anddeath rate, and relate these factors to theexponential growth of human populations.

D 45. Explain how technological advances have affectedthe size and growth rate of human populationsthroughout history.

32

APPENDIX

Enrichment Content Standards for High School Science*

* The Enrichment Content Standards were adapted from the Science Content Standards issued by theCalifornia State Department of Education.

33

High School Biology

Content Standards Supportive ConceptsCell Biology

The fundamental lifeprocesses of plants andanimals depend on a varietyof chemical reactions thatoccur in specialized areas ofthe organism’s cells

Cells are enclosed within semi-permeable membranes that regulatetheir interaction with their surroundings.

Enzymes are proteins that catalyze biochemical reactions withoutaltering the reaction equilibrium and the activities of enzymes dependon the temperature, ionic conditions, and the pH of the surroundings.

Prokaryotic cells, eukaryotic cells (including those from plants andanimals), and viruses differ in complexity and general structure.

The central dogma of molecular biology outlines the flow ofinformation from transcription of ribonucleic acid (RNA) in thenucleus to translation of proteins on ribosomes in the cytoplasm.

The endoplasmic reticulum and Golgi apparatus have a role in thesecretion of proteins.

Usable energy is captured from sunlight by chloroplasts and is storedthrough the synthesis of sugar from carbon dioxide.

The role of the mitochondria is making stored chemical-bond energyavailable to cells by completing the breakdown of glucose to carbondioxide.

Most macromolecules (polysaccharides, nucleic acids, proteins, lipids)in cells and organisms are synthesized from a small collection ofsimple precursors.

Genetics

Mutation and sexualreproduction lead to geneticvariation in a population.

Meiosis is an early step in sexual reproduction in which the pairs ofchromosomes separate and segregate randomly during cell division toproduce gametes containing one chromosome of each type.

Only certain cells in a multi-cellular organism undergo meiosis. Random chromosome segregation explains the probability that a

particular allele will be in a gamete. New combinations of alleles may be generated in a zygote through the

fusion of male and female gametes (fertilization). Approximately half of an individual’s DNA sequence comes from each

parent. Genes on specific chromosomes determine an individual’s sex. Possible combinations of alleles in a zygote can be predicted from the

genetic makeup of the parents.

34

A multicellular organismdevelops from a singlezygote, and its phenotypedepends on its genotype,which is established atfertilization.

The probable outcome of phenotypes in a genetic cross can bepredicted from the genotypes of the parents and mode of inheritance(autosomal or X-linked, dominant or recessive).

Mendel’s laws of segregation and independent assortment are the basisof genetics.

The probable mode of inheritance can be predicted from a pedigreediagram showing phenotypes.

Data on frequency of recombination at meiosis can be used to estimategenetic distances between loci and to interpret genetic maps ofchromosomes.

Genes are a set ofinstructions encoded in theDNA sequence of eachorganism that specify thesequence of amino acids inproteins characteristic of thatorganism.

Ribosomes synthesize proteins, using tRNAs to translate geneticinformation in the mRNA.

The sequence of amino acids in a protein can be predicted from thesequence of codons in the RNA, by applying universal genetic codingrules.

Mutations in the DNA sequence of a gene may or may not affect theexpression of the gene or the sequence of amino acids in an encodedprotein.

Specialization of cells in multi-cellular organisms is usually due todifferent patterns of gene expression rather than to differences of thegenes themselves.

Proteins can differ from one another in the number and sequence ofamino acids.

Proteins having different amino acid sequences typically have differentshapes and chemical properties.

The genetic composition ofcells can be altered byincorporation of exogenousDNA into the cells

The precise copying of DNA during semi-conservative replication andtranscription of information from DNA into mRNA is based on base-pairing rules.

Genetic engineering (biotechnology) is used to produce novelbiomedical and agricultural products.

DNA technology (restriction digestion by endonucleases, gelelectrophoresis, ligation, and transformation) is used to constructrecombinant DNA molecules.

Exogenous DNA can be inserted into bacterial cells to alter theirgenetic makeup and support expression of new protein products.

Ecology

Stability in an ecosystem is abalance between competingeffects.

Biodiversity is the sum total of different kinds of organisms and isaffected by alterations of habitats.

Changes in an ecosystem resulting from changes in climate, humanactivity, introduction of nonnative species, or changes in populationsize.

Fluctuations in population size in an ecosystem are determined by therelative rates of birth, immigration, emigration, and death.

35

Water, carbon, and nitrogen cycle between abiotic resources andorganic matter in the ecosystem and oxygen cycles throughphotosynthesis and respiration.

A vital part of an ecosystem is the stability of its producers anddecomposers.

At each link in a food web some energy is stored in newly madestructures but much energy is dissipated into the environment as heat.

The accommodation of an individual organism to its environment isdifferent from the gradual adaptation of a lineage of organisms throughgenetic change.

Evolution

The frequency of an allelein a gene pool of apopulation depends onmany factors and may bestable or unstable overtime.

Natural selection acts on the phenotype rather than the genotype of anorganism.

Alleles that are lethal in a homozygous individual may be carried in aheterozygote and thus maintained in a gene pool.

New mutations are constantly being generated in a gene pool. Variation within a species increases the likelihood that at least some

members of a species will survive under changed environmentalconditions.

Evolution is the result ofgenetic changes that occurin constantly changingenvironments.

Natural selection determines the differential survival of groups oforganisms.

A great diversity of species increases the chance that at least someorganisms survive major changes in the environment.

Genetic drift affects the diversity of organisms in a population. Reproductive or geographic isolation affects speciation. Fossil evidence contributes to our understanding of biological diversity,

episodic speciation, and mass extinction. Several independent molecular clocks, calibrated against each other

and combined with evidence from the fossil record, can help toestimate how long ago various groups of organisms divergedevolutionarily from one another.

Physiology

As a result of thecoordinated structures andfunctions of organ systems,the internal environment ofthe human body remainsrelatively stable(homeostatic) despitechanges in the outsideenvironment.

The complementary activity of major body systems provides cells withoxygen and nutrients and removes toxic waste products such as carbondioxide.

The nervous system mediates communication between different partsof the body and the body’s interactions with the environment.

Feedback loops in the nervous and endocrine systems regulateconditions in the body.

The neurons transmit electrochemical impulses. Sensory neurons, inter-neurons, and motor neurons all have a role in

sensation, thought, and response. Digestion includes the secretion of stomach acid, digestive enzymes

(amylases, proteases, nucleases, lipases) and bile salts into thedigestion system.

36

digestion system. The kidneys have homeostatic role in the removal of nitrogenous

wastes from the blood. The liver has homeostatic role in detoxification and keeping the blood

glucose balance. Actin, myosin, Ca+2, and ATP have a role in the cellular and molecular

basis of muscle contraction. Hormones (including digestive, reproductive, osmo-regulatory) provide

internal feedback mechanisms for homeostasis at the cellular level andin whole organisms.

Organisms have a varietyof mechanisms to combatdisease

The skin provides nonspecific defenses against infection. Antibodies in the body’s response to infection. Vaccination protects an individual from infectious diseases. There are important differences between bacteria and viruses with

respect to their requirements for growth and replication, the body’sprimary defenses against bacterial and viral infections, and effectivetreatments of these infections.

An individual with a compromised immune system (for example, aperson with AIDS) may be unable to fight off and survive infections bymicroorganisms that are usually benign.

Phagocytes, B-lymphocytes, and T-lymphocytes have a role in theimmune system.

37

High School Earth Science

Content Standards Supportive Concepts

Earth's Place in theUniverse

Earth-based and space-based astronomy reveal thestructure, scale, andchanges in stars, galaxies,and the universe over time

The differences and similarities among the sun, the terrestrial planets,and the gas planets may have been established during the formation ofthe solar system.

Evidence from Earth and moon rocks indicates that the solar systemwas formed from a nebular cloud of dust and gas approximately 4.6billion years ago.

Evidence from geological studies of Earth and other planets suggestthat the early Earth was very different from Earth today.

The Sun is a typical star and is powered by nuclear reactions, primarilythe fusion of hydrogen to form helium.

Asteroids and meteorites had a significant role in shaping the surface ofplanets and their moons and in mass extinctions of life on Earth.

The solar system is located in an outer edge of the disc-shaped MilkyWay galaxy, which spans 100,000 light years.

Galaxies are made of billions of stars and comprise most of the visiblemass of the universe.

Evidence indicating that all elements with an atomic number greaterthan that of lithium have been formed by nuclear fusion in stars.

Visual, radio, and X-ray telescopes may be used to collect data thatreveal those differences in stars’ life cycles.

The "big bang" model suggests that the universe has been expandingfor 10 to 20 billion years.

Dynamic Earth Processes

Plate tectonics operatingover geologic time haschanged the patterns ofland, sea, and mountains onEarth's surface

Features of the ocean floor, as well as the shape and rock compositionof the major plates provide evidence of plate tectonics.

Volcanic eruptions and earthquakes are the result of movement ofmatter and energy within the Earth.

The properties of rocks and minerals can be explained based on thephysical and chemical conditions in which they were formed, includingplate tectonic processes.

Energy in the EarthSystem

Energy enters the Earthsystem primarily as solarradiation and eventuallyescapes as heat.

The sun is a major source of energy for Earth and other planets. Some of the solar radiation is reflected back into the atmosphere, some

is absorbed by matter and photosynthetic processes. The different atmospheric gases absorb the Earth's thermal radiation. The greenhouse effect may cause climatic changes.

38

Heating of Earth's surfaceand atmosphere by the sundrives convection withinthe atmosphere and oceans,producing winds and oceancurrents

Differential heating of Earth results in circulation patterns in theatmosphere and oceans that globally distribute the heat.

The rotation of Earth influences the circular motions of ocean currentsand air.

Properties of ocean water, such as temperature and salinity, can be usedto explain the layered structure of the oceans, the generation ofhorizontal and vertical ocean currents, and the geographic distributionof marine organisms.

The interaction of wind patterns, ocean currents, and the distribution ofland masses result in a global pattern of latitudinal bands of rain forestsand deserts.

Climate is the long-termaverage of a region'sweather and depends onmany factors.

Weather and climate involve the transfer of energy into and out of theatmosphere.

Latitude, elevation, topography, and proximity to large bodies of waterand cold or warm ocean currents affect the climate.

Earth's climate has changed over time, corresponding to changes inEarth's geography, atmospheric composition, and other factors, such assolar radiation and plate movement.

Biogeochemical Cycles

Each element on Earthmoves among reservoirs,which exist in the solidearth, in oceans, in theatmosphere, and within andamong organisms as part ofbiogeochemical cycles.

The movement of matter among reservoirs is driven by Earth's internaland external sources of energy.

Carbon cycles through the reservoirs of the atmosphere, lithosphere,hydrosphere and biosphere.

Structure andComposition of theAtmosphere

Life has changed Earth'satmosphere, and changes inthe atmosphere affectconditions for life.

The atmosphere has specific thermal structure and chemicalcomposition.

The composition of Earth's atmosphere has evolved over geologic time. The origin of atmospheric oxygen is photosynthetic processes. The ozone layer in the upper atmosphere absorbs ultraviolet radiation.

This layer varies both naturally and in response to human activities.

39

High School Chemistry

Content Standards Supportive ConceptsAtomic and MolecularStructure

The periodic table displaysthe elements in increasingatomic number and showshow periodicity of thephysical and chemicalproperties of the elementsrelates to atomic structure

The nucleus of the atom is much smaller than the atom yet containsmost of its mass.

The quantum model of the atom is based on experiments and analysesby many scientists, including Dalton, Thomson, Bohr, Rutherford,Millikan, and Einstein.

The position of an element in the periodic table is related to its atomicnumber.

The periodic table can be used to identify metals, semimetals, non-metals, and halogens.

The periodic table can be used to identify trends in ionization energy,electronegativity, the relative sizes of ions and atoms and the numberof electrons available for bonding.

The electronic configuration of elements and their reactivity can beidentified based on their position in the periodic table.

Chemical Bonds

Biological, chemical, andphysical properties of matterresult from the ability ofatoms to form bonds fromelectrostatic forces betweenelectrons and protons andbetween atoms andmolecules

Atoms combine to form molecules by sharing electrons to formcovalent or metallic bonds or by exchanging electrons to form ionicbonds.

Chemical bonds between atoms in molecules such as H2, CH4, NH3,H2CCH2, N2, Cl2, and many large biological molecules are covalent.

Salt crystals, such as NaCl, are repeating patterns of positive andnegative ions held together by electrostatic attraction.

The atoms and molecules in liquids move in a random pattern relativeto one another because the intermolecular forces are too weak to holdthe atoms or molecules in a solid form.

Lewis dot structures can provide models of atoms and molecules. The shape of simple molecules and their polarity can be predicted

from Lewis dot structures. Electronegativity and ionization energy are related to bond formation. Solids and liquids held together by van der Waals forces or hydrogen

bonds that affect their volatility and boiling/melting pointtemperatures.

Conservation of Matterand Stoichiometry

The conservation of atoms inchemical reactions leads tothe principle of conservationof matter and the ability tocalculate the mass ofproducts and reactants.

Chemical reactions can be described by writing balanced equations. The quantity one mole is set by defining one mole of carbon-12

atoms to have a mass of exactly 12 grams. One mole equals 6.02.x 1023 particles (atoms or molecules). The molar mass of a molecule can be determined from its chemical

formula and a table of atomic masses The mass of a molecular substance can be converted to moles,

number of particles, or volume of gas at standard temperature andpressure.

40

Hess’s Law is used to calculate enthalpy change in a reaction.

Reaction Rates

Chemical reaction ratesdepend on factors thatinfluence the frequency ofcollision of reactantmolecules.

The rate of reaction is the decrease in concentration of reactants orthe increase in concentration of products with time.

Reaction rates depend on such factors as concentration, temperatureand pressure.

Equilibrium is established when forward and reverse reaction ratesare equal.

Catalyst plays a role in increasing the reaction rate by changing theactivation energy in a chemical reaction.

Organic Chemistry andBiochemistry

The bonding characteristicsof carbon allow theformation of many differentorganic molecules of variedsizes, shapes, and chemicalproperties and provide thebiochemical basis of life.

Large molecules (polymers), such as proteins, nucleic acids, andstarch, are formed by repetitive combinations of organic monomers.

The bonding characteristics of carbon result in the formation of alarge variety of structures, ranging from simple hydrocarbons tocomplex biological molecules and synthetic polymers.

Amino acids are the building blocks of proteins.

41

High School Physics

Content Standards Supportive ConceptsMotion and Forces

Newton's laws predict themotion of most objects

When forces are balanced, no acceleration occurs; thus an object continues tomove at a constant speed or stays at rest.

The law F = ma is used to solve motion problems that involve constantforces.

When one object exerts a force on a second object, the second object alwaysexerts a force of equal magnitude and in the opposite direction.

Applying a force to an object perpendicular to the direction of its motioncauses the object to change direction.

Circular motion requires the application of a constant force directed towardthe center of the circle.

Newton's laws are not exact but provide very good approximations unless anobject is small enough that quantum effects become important.

Conservation of Energyand Momentum

The laws of conservationof energy and momentumprovide a way to predictand describe themovement of objects

Kinetic energy can be calculated by using the formula E = (1/2)mv2. Changes in gravitational potential energy near Earth can be calculated by

using the formula (change in potential energy) = mgh. Momentum is calculated as the product mv. Momentum is a separately conserved quantity different from energy. An unbalanced force on an object produces a change in its momentum. The principles of conservation of momentum and energy can be used to solve

problems involving elastic and inelastic collisions.

Heat andThermodynamics

Energy cannot be createdor destroyed, although inmany processes energy istransferred to theenvironment as heat

Heat flow and work are two forms of energy transfer between systems. The work done by a heat engine that is working in a cycle is the difference

between the heat flow into the engine at high temperature and the heat flowout at a lower temperature.

The internal energy of an object includes the energy of random motion of theobject's atoms and molecules. The greater the temperature of the object, thegreater the energy of motion of the atoms and molecules that make up theobject.

Most processes tend to decrease the order of a system over time, so thatenergy levels are eventually distributed more uniformly.

Waves

Waves have characteristicproperties that do notdepend on the type ofwave

Waves carry energy from one place to another. Transverse and longitudinal waves exist in mechanical media, such as springs

and ropes, and in the earth as seismic waves. Wavelength, frequency, and wave speed are related. Sound is a longitudinal wave whose speed depends on the properties of the

medium in which it propagates. Radio waves, light, and X-rays are different wavelength bands in the

spectrum of electromagnetic waves whose speed in a vacuum isapproximately 3 x 108m/s, and less when passing through other media.

Waves have characteristic behaviors such as interference, diffraction,refraction and polarization.

42

Beats and the Doppler Effect result from the characteristic behavior of waves.

Electric and MagneticPhenomena

Electric and magneticphenomena are related andhave many practicalapplications.

The voltage or current in simple direct current (DC) electric circuitsconstructed from batteries, wires, resistors, and capacitors can be predictedusing Ohm's law.

Any resistive element in a DC circuit dissipates energy, which heats theresistor.

The power in any resistive circuit element can be calculated by using theformula Power = 12R.

Charged particles are sources of electric fields and are subject to the forces ofthe electric fields from other charges.

Magnetic materials and electric currents (moving electric charges) are sourcesof magnetic fields and are subject to forces arising from the magnetic fields ofother sources.

Changing magnetic fields produce electric fields, thereby inducing currents innearby conductors.

Plasmas, the fourth state of matter, contain ions or free electrons or both andconduct electricity.

Determining the Mass of an

Electron (me)

J.J. Thomson 1856-1940

Cathode ray experiment

Showed that cathode rays

were deflected in an electric

field

Beam was attracted to the positive plate

and repelled by the negative

plate

Since opposites attract

Conclusion: the cathode ray was

composed of negatively charged particles

Particles were the same regardless of the

materials used to make the electrodes or the type of gas used in the tube

Conclusion: the negative particles were common to all kinds of atoms

Named them electrons

Cathode rays are also

deflected in magnetic fields

e/m = E/B2r

e/m = 1.76 x 1011 C/kgme = 9.1 x 10-31 kg

E, B, and r are known

quantities

Won the Nobel Prize in Physics

in 1906

Robert A. Millikan 1868-1953

Oil drop experiment

Tiny droplets of mineral oil

Each carried an electric charge

Gravitational force caused the droplets to fall between two parallel plates

Millikan adjusted the electric field until

exactly balanced with the gravitational force

Oil droplets became

suspended between the two

plates

qE = mg q = mg/E

m, g, and E are known

quantities

e = 1.6 x 10-19 C

Measured mass of droplet in absence of

electric fieldInspiration Software Inc.www.inspiration.com

MAMMALSWhere

mammals may live

On land

In the water

In the trees

Warm blooded

Babies born live

(not in eggs) Have backbones

Characteristics

Full definition

Vertebrate animals which secrete milk to feed their young.

Horses

Humans

Dogs

Specific examples

Inspiration Software, Inc.www.inspiration.com

Inspiration Software, Inc.http://www.inspiration.com

can travel in

or or

at

now known as

such as such as such as

whose

on

which travels which travelswhich is afunction ofand

which vary with

named

after

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was first broken by

in a

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X

SOUND

speedv

longitudinalwave

Solids LiquidsGeneralChuck Yeager

Bell X-1

October 17, 1947

Muroc Dry Lake Beds, CA

Edwards AFB

wave length

frequencyf

Gases

air steel water

5000 m/s 1482 m/s @200 C

speed

frequencies

20-20,000 Hz

human hearing

15-50,000 Hz

canine hearing bat hearing

1000-150,000 Hz

Wave Equation

density

temperature

altitude

Yeager's wife

"Glamourous Glennis"

Inspiration Software, Inc.www.inspiration.com

Inspiration Software, Inc.http://www.inspiration.com

Created by Paul RutherfordShawnee Mission North High SchoolShawnee Mission, KS