The provisions of this written curriculum shall be implemented beginning September 1, 1997.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Prerequisites: none. This course is recommended for
students in Grades 9 or 10.
(b) Introduction.
(1) In Integrated Physics and Chemistry, students
conduct field and laboratory investigations, use
scientific methods during investigations, and make
informed decisions using critical-thinking and
scientific problem-solving. This course integrates
the disciplines of physics and chemistry in the
following topics: motion, waves, energy
transformations, properties of matter, changes in
matter, and solution chemistry.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) draw inferences based on data related to
promotional materials for products and
services;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe connections between physics and
chemistry, and future careers; and
(E) research and describe the history of physics,
chemistry, and contributions of scientists.
(4) Science concepts. The student knows concepts of
force and motion evident in everyday life. The
student is expected to:
(A) calculate speed, momentum, acceleration, work,
and power in systems such as in the human
body, moving toys, and machines;
(B) investigate and describe applications of
Newton's laws such as in vehicle restraints,
sports activities, geological processes, and
satellite orbits;
(C) analyze the effects caused by changing force
or distance in simple machines as demonstrated
in household devices, the human body, and
vehicles; and
(D) investigate and demonstrate mechanical
advantage and efficiency of various machines
such as levers, motors, wheels and axles,
pulleys, and ramps.
(5) Science concepts. The student knows the effects of
waves on everyday life. The student is expected to:
(A) demonstrate wave types and their
characteristics through a variety of
activities such as modeling with ropes and
coils, activating tuning forks, and
interpreting data on seismic waves;
(B) demonstrate wave interactions including
interference, polarization, reflection,
refraction, and resonance within various
materials;
(C) identify uses of electromagnetic waves in
various technological applications such as
fiber optics, optical scanners, and
microwaves; and
(D) demonstrate the application of acoustic
principles such as in echolocation, musical
instruments, noise pollution, and sonograms.
(6) Science concepts. The student knows the impact of
energy transformations in everyday life. The
student is expected to:
(A) describe the law of conservation of energy;
(B) investigate and demonstrate the movement of
heat through solids, liquids, and gases by
convection, conduction, and radiation;
(C) analyze the efficiency of energy conversions
that are responsible for the production of
electricity such as from radiant, nuclear, and
geothermal sources, fossil fuels such as coal,
gas, oil, and the movement of water or wind;
(D) investigate and compare economic and
environmental impacts of using various energy
sources such as rechargeable or disposable
batteries and solar cells;
(E) measure the thermal and electrical
conductivity of various materials and explain
results;
(F) investigate and compare series and parallel
circuits;
(G) analyze the relationship between an electric
current and the strength of its magnetic field
using simple electromagnets; and
(H) analyze the effects of heating and cooling
processes in systems such as weather, living,
and mechanical.
(7) Science concepts. The student knows relationships
exist between properties of matter and its
components. The student is expected to:
(A) investigate and identify properties of fluids
including density, viscosity, and buoyancy;
(B) research and describe the historical
development of the atomic theory;
(C) identify constituents of various materials or
objects such as metal salts, light sources,
fireworks displays, and stars using spectral-
analysis techniques;
(D) relate the chemical behavior of an element
including bonding, to its placement on the
periodic table; and
(E) classify samples of matter from everyday life
as being elements, compounds, or mixtures.
(8) Science concepts. The student knows that changes in
matter affect everyday life. The student is
expected to:
(A) distinguish between physical and chemical
changes in matter such as oxidation,
digestion, changes in states, and stages in
the rock cycle;
(B) analyze energy changes that accompany chemical
reactions such as those occurring in heat
packs, cold packs, and glow sticks to classify
them as endergonic or exergonic reactions;
(C) investigate and identify the law of
conservation of mass;
(D) describe types of nuclear reactions such as
fission and fusion and their roles in
applications such as medicine and energy
production; and
(E) research and describe the environmental and
economic impact of the end-products of
chemical reactions.
(9) Science concepts. The student knows how solution
chemistry is a part of everyday life. The student
is expected to:
(A) relate the structure of water to its function
as the universal solvent;
(B) relate the concentration of ions in a solution
to physical and chemical properties such as
pH, electrolytic behavior, and reactivity;
(C) simulate the effects of acid rain on soil,
buildings, statues, or microorganisms;
(D) demonstrate how various factors influence
solubility including temperature, pressure,
and nature of the solute and solvent; and
(E) demonstrate how factors such as particle size,
influence the rate of dissolving.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Prerequisites: none. This course is recommended for
students in Grades 9, 10, or 11.
(b) Introduction.
(1) In Biology, students conduct field and laboratory
investigations, use scientific methods during
investigations, and make informed decisions using
critical-thinking and scientific problem-solving.
Students in Biology study a variety of topics that
include: structures and functions of cells and
viruses; growth and development of organisms;
cells, tissues, and organs; nucleic acids and
genetics; biological evolution; taxonomy;
metabolism and energy transfers in living
organisms; living systems; homeostasis;
ecosystems; and plants and the environment.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) evaluate promotional claims that relate to
biological issues such as product labeling and
advertisements;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connection between biology and
future careers;
(E) evaluate models according to their adequacy in
representing biological objects or events; and
(F) research and describe the history of biology
and contributions of scientists.
(4) Science concepts. The student knows that cells are
the basic structures of all living things and have
specialized parts that perform specific functions,
and that viruses are different from cells and have
different properties and functions. The student is
expected to:
(A) identify the parts of prokaryotic and
eukaryotic cells;
(B) investigate and identify cellular processes
including homeostasis, permeability, energy
production, transportation of molecules,
disposal of wastes, function of cellular
parts, and synthesis of new molecules;
(C) compare the structures and functions of
viruses to cells and describe the role of
viruses in causing diseases and conditions
such as acquired immune deficiency syndrome,
common colds, smallpox, influenza, and warts;
and
(D) identify and describe the role of bacteria in
maintaining health such as in digestion and in
causing diseases such as in streptococcus
infections and diphtheria.
(5) Science concepts. The student knows how an organism
grows and how specialized cells, tissues, and
organs develop. The student is expected to:
(A) compare cells from different parts of plants
and animals including roots, stems, leaves,
epithelia, muscles, and bones to show
specialization of structure and function;
(B) identify cell differentiation in the
development of organisms; and
(C) sequence the levels of organization in
multicellular organisms to relate the parts to
each other and to the whole.
(6) Science concepts. The student knows the structures
and functions of nucleic acids in the mechanisms of
genetics. The student is expected to:
(A) describe components of deoxyribonucleic acid
(DNA), and illustrate how information for
specifying the traits of an organism is
carried in the DNA;
(B) explain replication, transcription, and
translation using models of DNA and
ribonucleic acid (RNA);
(C) identify and illustrate how changes in DNA
cause mutations and evaluate the significance
of these changes;
(D) compare genetic variations observed in plants
and animals;
(E) compare the processes of mitosis and meiosis
and their significance to sexual and asexual
reproduction; and
(F) identify and analyze karyotypes.
(7) Science concepts. The student knows the theory of
biological evolution. The student is expected to:
(A) identify evidence of change in species using
fossils, DNA sequences, anatomical
similarities, physiological similarities, and
embryology; and
(B) illustrate the results of natural selection in
speciation, diversity, phylogeny, adaptation,
behavior, and extinction.
(8) Science concepts. The student knows applications of
taxonomy and can identify its limitations. The
student is expected to:
(A) collect and classify organisms at several
taxonomic levels such as species, phylum, and
kingdom using dichotomous keys;
(B) analyze relationships among organisms and
develop a model of a hierarchical
classification system based on similarities
and differences using taxonomic nomenclature;
and
(C) identify characteristics of kingdoms including
monerans, protists, fungi, plants, and
animals.
(9) Science concepts. The student knows metabolic
processes and energy transfers that occur in living
organisms. The student is expected to:
(A) compare the structures and functions of
different types of biomolecules such as
carbohydrates, lipids, proteins, and nucleic
acids;
(B) compare the energy flow in photosynthesis to
the energy flow in cellular respiration;
(C) investigate and identify the effects of
enzymes on food molecules; and
(D) analyze the flow of matter and energy through
different trophic levels and between organisms
and the physical environment.
(10)Science concepts. The student knows that, at all
levels of nature, living systems are found within
other living systems, each with its own boundary
and limits. The student is expected to:
(A) interpret the functions of systems in
organisms including circulatory, digestive,
nervous, endocrine, reproductive,
integumentary, skeletal, respiratory,
muscular, excretory, and immune;
(B) compare the interrelationships of organ
systems to each other and to the body as a
whole; and
(C) analyze and identify characteristics of plant
systems and subsystems.
(11)Science concepts. The student knows that organisms
maintain homeostasis. The student is expected to:
(A) identify and describe the relationships
between internal feedback mechanisms in the
maintenance of homeostasis;
(B) investigate and identify how organisms,
including humans, respond to external stimuli;
(C) analyze the importance of nutrition,
environmental conditions, and physical
exercise on health; and
(D) summarize the role of microorganisms in
maintaining and disrupting equilibrium
including diseases in plants and animals and
decay in an ecosystem.
(12)Science concepts. The student knows that
interdependence and interactions occur within an
ecosystem. The student is expected to:
(A) analyze the flow of energy through various
cycles including the carbon, oxygen, nitrogen,
and water cycles;
(B) interpret interactions among organisms
exhibiting predation, parasitism,
commensalism, and mutualism;
(C) compare variations, tolerances, and
adaptations of plants and animals in different
biomes;
(D) identify and illustrate that long-term
survival of species is dependent on a resource
base that may be limited; and
(E) investigate and explain the interactions in an
ecosystem including food chains, food webs,
and food pyramids.
(13)Science concepts. The student knows the
significance of plants in the environment. The
student is expected to:
(A) evaluate the significance of structural and
physiological adaptations of plants to their
environments; and
(B) survey and identify methods of reproduction,
growth, and development of various types of
plants.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Suggested prerequisite: one unit of high school
science. This course is recommended for students in
Grades 10, 11, or 12.
(b) Introduction.
(1) In Environmental Systems, students conduct field
and laboratory investigations, use scientific
methods during investigations, and make informed
decisions using critical thinking and scientific
problem solving. Students study a variety of
topics that include: biotic and abiotic factors in
habitats; ecosystems and biomes;
interrelationships among resources and an
environmental system; sources and flow of energy
though an environmental system; relationship
between carrying capacity and changes in
populations and ecosystems; and changes in
environments.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) make responsible choices in selecting everyday
products and services using scientific
information;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connection between environmental
science and future careers; and
(E) research and describe the history of
environmental science and contributions of
scientists.
(4) Science concepts. The student knows the
relationships of biotic and abiotic factors within
habitats, ecosystems, and biomes. The student is
expected to:
(A) identify indigenous plants and animals, assess
their role within an ecosystem, and compare
them to plants and animals in other ecosystems
and biomes;
(B) make observations and compile data about
fluctuations in abiotic cycles and evaluate
the effects of abiotic factors on local
ecosystems and biomes;
(C) evaluate the impact of human activity such as
methods of pest control, hydroponics, organic
gardening, or farming on ecosystems;
(D) predict how the introduction, removal, or
reintroduction of an organism may alter the
food chain and affect existing populations;
and
(E) predict changes that may occur in an ecosystem
if biodiversity is increased or reduced.
(5) Science concepts. The student knows the
interrelationships among the resources within the
local environmental system. The student is expected
to:
(A) summarize methods of land use and management;
(B) identify source, use, quality, and
conservation of water;
(C) document the use and conservation of both
renewable and non-renewable resources;
(D) identify renewable and non-renewable resources
that must come from outside an ecosystem such
as food, water, lumber, and energy;
(E) analyze and evaluate the economic significance
and interdependence of components of the
environmental system; and
(F) evaluate the impact of human activity and
technology on land fertility and aquatic
viability.
(6) Science concepts. The student knows the sources and
flow of energy through an environmental system. The
student is expected to:
(A) summarize forms and sources of energy;
(B) explain the flow of energy in an ecosystem;
(C) investigate and explain the effects of energy
transformations within an ecosystem; and
(D) investigate and identify energy interactions
in an ecosystem.
(7) Science concepts. The student knows the
relationship between carrying capacity and changes
in populations and ecosystems. The student is
expected to:
(A) relate carrying capacity to population
dynamics;
(B) calculate exponential growth of populations;
(C) evaluate the depletion of non-renewable
resources and propose alternatives; and
(D) analyze and make predictions about the impact
on populations of geographic locales, natural
events, diseases, and birth and death rates.
(8) Science concepts. The student knows that
environments change. The student is expected to:
(A) analyze and describe the effects on
environments of events such as fires,
hurricanes, deforestation, mining, population
growth, and municipal development;
(B) explain how regional changes in the
environment may have a global effect;
(C) describe how communities have restored an
ecosystem; and
(D) examine and describe a habitat restoration or
protection program.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Suggested prerequisites: one unit of high school
science, Algebra I, and completion of or concurrent
enrollment in a second year of math. This course is
recommended for students in Grades 10, 11, or 12.
(b) Introduction.
(1) In Chemistry, students conduct field and
laboratory investigations, use scientific methods
during investigations, and make informed decisions
using critical thinking and scientific problem
solving. Students study a variety of topics that
include: characteristics of matter; energy
transformations during physical and chemical
changes; atomic structure; periodic table of
elements; behavior of gases; bonding; nuclear
fusion and nuclear fission; oxidation-reduction
reactions; chemical equations; solutes; properties
of solutions; acids and bases; and chemical
reactions. Students will investigate how chemistry
is an integral part of our daily lives.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) express and manipulate chemical quantities
using scientific conventions and mathematical
procedures such as dimensional analysis,
scientific notation, and significant figures;
(D) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(E) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) make responsible choices in selecting everyday
products and services using scientific
information;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connection between chemistry and
future careers; and
(E) research and describe the history of chemistry
and contributions of scientists.
(4) Science concepts. The student knows the
characteristics of matter. The student is expected
to:
(A) differentiate between physical and chemical
properties of matter;
(B) analyze examples of solids, liquids, and gases
to determine their compressibility, structure,
motion of particles, shape, and volume;
(C) investigate and identify properties of
mixtures and pure substances; and
(D) describe the physical and chemical
characteristics of an element using the
periodic table and make inferences about its
chemical behavior.
(5) Science concepts. The student knows that energy
transformations occur during physical or chemical
changes in matter. The student is expected to:
(A) identify changes in matter, determine the
nature of the change, and examine the forms of
energy involved;
(B) identify and measure energy transformations
and exchanges involved in chemical reactions;
and
(C) measure the effects of the gain or loss of
heat energy on the properties of solids,
liquids, and gases.
(6) Science concepts. The student knows that atomic
structure is determined by nuclear composition,
allowable electron cloud, and subatomic particles.
The student is expected to:
(A) describe the existence and properties of
subatomic particles;
(B) analyze stable and unstable isotopes of an
element to determine the relationship between
the isotope's stability and its application;
and
(C) summarize the historical development of the
periodic table to understand the concept of
periodicity.
(7) Science concepts. The student knows the variables
that influence the behavior of gases. The student
is expected to:
(A) describe interrelationships among temperature,
particle number, pressure, and volume of gases
contained within a closed system; and
(B) illustrate the data obtained from
investigations with gases in a closed system
and determine if the data are consistent with
the Universal Gas Law.
(8) Science concepts. The student knows how atoms form
bonds to acquire a stable arrangement of electrons.
The student is expected to:
(A) identify characteristics of atoms involved in
chemical bonding;
(B) investigate and compare the physical and
chemical properties of ionic and covalent
compounds;
(C) compare the arrangement of atoms in molecules,
ionic crystals, polymers, and metallic
substances; and
(D) describe the influence of intermolecular
forces on the physical and chemical properties
of covalent compounds.
(9) Science concepts. The student knows the processes,
effects, and significance of nuclear fission and
nuclear fusion. The student is expected to:
(A) compare fission and fusion reactions in terms
of the masses of the reactants and products
and the amount of energy released in the
nuclear reactions;
(B) investigate radioactive elements to determine
half-life;
(C) evaluate the commercial use of nuclear energy
and medical uses of radioisotopes; and
(D) evaluate environmental issues associated with
the storage, containment, and disposal of
nuclear wastes.
(10)Science concepts. The student knows common
oxidation-reduction reactions. The student is
expected to:
(A) identify oxidation-reduction processes; and
(B) demonstrate and document the effects of a
corrosion process and evaluate the importance
of electroplating metals.
(11)Science concepts. The student knows that balanced
chemical equations are used to interpret and
describe the interactions of matter. The student is
expected to:
(A) identify common elements and compounds using
scientific nomenclature;
(B) demonstrate the use of symbols, formulas, and
equations in describing interactions of matter
such as chemical and nuclear reactions; and
(C) explain and balance chemical and nuclear
equations using number of atoms, masses, and
charge.
(12)Science concepts. The student knows the factors
that influence the solubility of solutes in a
solvent. The student is expected to:
(A) demonstrate and explain effects of temperature
and the nature of solid solutes on the
solubility of solids;
(B) develop general rules for solubility through
investigations with aqueous solutions; and
(C) evaluate the significance of water as a
solvent in living organisms and in the
environment.
(13)Science concepts. The student knows relationships
among the concentration, electrical conductivity,
and colligative properties of a solution. The
student is expected to:
(A) compare unsaturated, saturated, and
supersaturated solutions;
(B) interpret relationships among ionic and
covalent compounds, electrical conductivity,
and colligative properties of water; and
(C) measure and compare the rates of reaction of a
solid reactant in solutions of varying
concentration.
(14)Science concepts. The student knows the properties
and behavior of acids and bases. The student is
expected to:
(A) analyze and measure common household products
using a variety of indicators to classify the
products as acids or bases;
(B) demonstrate the electrical conductivity of
acids and bases;
(C) identify the characteristics of a
neutralization reaction; and
(D) describe effects of acids and bases on an
ecological system.
(15)Science concepts. The student knows factors
involved in chemical reactions. The student is
expected to:
(A) verify the law of conservation of energy by
evaluating the energy exchange that occurs as
a consequence of a chemical reaction; and
(B) relate the rate of a chemical reaction to
temperature, concentration, surface area, and
presence of a catalyst.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Suggested prerequisite: one unit of high school
science. This course is recommended for students in
Grades 10, 11, or 12.
(b) Introduction.
(1) In Aquatic Science, students conduct field and
laboratory investigations, use scientific methods
during investigations, and make informed decisions
using critical thinking and scientific problem
solving. Students study a variety of topics that
include: components of an aquatic ecosystem;
relationships among aquatic habitats and
ecosystems; roles of cycles within an aquatic
environment; adaptations of aquatic organisms;
changes within aquatic environments; geological
phenomena and fluid dynamics effects; and origin
and use of water in a watershed.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) express and manipulate quantities using
mathematical procedures such as dimensional
analysis, scientific notation, and significant
figures;
(D) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(E) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) make responsible choices in selecting everyday
products and services using scientific
information;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connection between aquatic
science and future careers; and
(E) research and describe the history of aquatic
science and contributions of scientists.
(4) Science concepts. The student knows the components
of aquatic ecosystems. The student is expected to:
(A) differentiate among freshwater, brackish, and
saltwater ecosystems;
(B) research and identify biological, chemical,
geological, and physical components of an
aquatic ecosystem; and
(C) collect and analyze baseline quantitative data
such as pH, salinity, temperature, mineral
content, nitrogen compounds, and turbidity
from an aquatic environment.
(5) Science concepts. The student knows the
relationships within and among the aquatic habitats
and ecosystems in an aquatic environment. The
student is expected to:
(A) observe and compile data over a period of time
from an established aquatic habitat
documenting seasonal changes and the behavior
of organisms;
(B) observe and evaluate patterns and
interrelationships among producers, consumers,
and decomposers in an aquatic ecosystem;
(C) identify the interdependence of organisms in
an aquatic environment such as a pond, river,
lake, ocean, or aquifer, and the biosphere;
and
(D) evaluate trends in data to determine the
factors that impact aquatic ecosystems.
(6) Science concepts. The student knows the roles of
cycles in an aquatic environment. The student is
expected to:
(A) identify the role of various cycles such as
carbon, nitrogen, water, and nutrients in an
aquatic environment;
(B) interpret the role of aquatic systems in
climate and weather; and
(C) collect and evaluate global environmental data
using technology.
(7) Science concepts. The student knows environmental
adaptations of aquatic organisms. The student is
expected to:
(A) classify different aquatic organisms using
dichotomous keys;
(B) compare and describe how adaptations allow an
organism to exist within an aquatic
environment;
(C) predict adaptations of an organism prompted by
environmental changes; and
(D) compare differences in adaptations of aquatic
organisms to fresh water and marine
environments.
(8) Science concepts. The student knows that aquatic
environments change. The student is expected to:
(A) predict effects of chemical, organic,
physical, and thermal changes on the living
and nonliving components of an aquatic
ecosystem;
(B) analyze the cumulative impact of natural and
human influence on an aquatic system;
(C) identify and describe a local or global issue
affecting an aquatic system; and
(D) analyze and discuss human influences on an
aquatic environment including fishing,
transportation, and recreation.
(9) Science concepts. The student knows that geological
phenomena and fluid dynamics affect aquatic
systems. The student is expected to:
(A) demonstrate the principles of fluid dynamics
including Archimedes' and Bernoulli's
Principles and hydrostatic pressure;
(B) identify interrelationships of plate
tectonics, ocean currents, climates, and
biomes; and
(C) research and describe fluid dynamics in an
upwelling.
(10)Science concepts. The student knows the origin and
use of water in a watershed. The student is
expected to:
(A) identify sources and determine the amounts of
water in a watershed including groundwater and
surface water;
(B) research and identify the types of uses and
volumes of water used in a watershed; and
(C) identify water quantity and quality in a local
watershed.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Suggested prerequisites: one unit of high school
science, Algebra I, and completion of or concurrent
enrollment in a second year of mathematics. This course
is recommended for students in Grades 10, 11, or 12.
(b) Introduction.
(1) In Physics, students conduct field and laboratory
investigations, use scientific methods during
investigations, and make informed decisions using
critical thinking and scientific problem solving.
Students study a variety of topics that include:
laws of motion; changes within physical systems
and conservation of energy and momentum; force;
thermodynamics; characteristics and behavior of
waves; and quantum physics. This course provides
students with a conceptual framework, factual
knowledge, and analytical and scientific skills.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement experimental procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) make quantitative observations and
measurements with precision;
(C) organize, analyze, evaluate, make inferences,
and predict trends from data;
(D) communicate valid conclusions;
(E) graph data to observe and identify
relationships between variables; and
(F) read the scale on scientific instruments with
precision.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) express laws symbolically and employ
mathematical procedures including vector
addition and right-triangle geometry to solve
physical problems;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connection between physics and
future careers; and
(E) research and describe the history of physics
and contributions of scientists.
(4) Science concepts. The student knows the laws
governing motion. The student is expected to:
(A) generate and interpret graphs describing
motion including the use of real-time
technology;
(B) analyze examples of uniform and accelerated
motion including linear, projectile, and
circular;
(C) demonstrate the effects of forces on the
motion of objects;
(D) develop and interpret a free-body diagram for
force analysis; and
(E) identify and describe motion relative to
different frames of reference.
(5) Science concepts. The student knows that changes
occur within a physical system and recognizes that
energy and momentum are conserved. The student is
expected to:
(A) interpret evidence for the work-energy
theorem;
(B) observe and describe examples of kinetic and
potential energy and their transformations;
(C) calculate the mechanical energy and momentum
in a physical system such as billiards, cars,
and trains; and
(D) demonstrate the conservation of energy and
momentum.
(6) Science concepts. The student knows forces in
nature. The student is expected to:
(A) identify the influence of mass and distance on
gravitational forces;
(B) research and describe the historical
development of the concepts of gravitational,
electrical, and magnetic force;
(C) identify and analyze the influences of charge
and distance on electric forces;
(D) demonstrate the relationship between
electricity and magnetism;
(E) design and analyze electric circuits; and
(F) identify examples of electrical and magnetic
forces in everyday life.
(7) Science concepts. The student knows the laws of
thermodynamics. The student is expected to:
(A) analyze and explain everyday examples that
illustrate the laws of thermodynamics; and
(B) evaluate different methods of heat energy
transfer that result in an increasing amount
of disorder.
(8) Science concepts. The student knows the
characteristics and behavior of waves. The student
is expected to:
(A) examine and describe a variety of waves
propagated in various types of media and
describe wave characteristics such as
velocity, frequency, amplitude, and behaviors
such as reflection, refraction, and
interference;
(B) identify the characteristics and behaviors of
sound and electromagnetic waves; and
(C) interpret the role of wave characteristics and
behaviors found in medicinal and industrial
applications.
(9) Science concepts. The student knows simple examples
of quantum physics. The student is expected to:
(A) describe the photoelectric effect; and
(B) explain the line spectra from different gas-
discharge tubes.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Suggested prerequisite: one unit of high school
science. This course is recommended for students in
Grades 11 or 12.
(b) Introduction.
(1) In Astronomy, students conduct field and
laboratory investigations, use scientific methods
during investigations, and make informed decisions
using critical thinking and scientific problem
solving. Students study the following topics:
information about the universe; scientific
theories of the evolution of the universe;
characteristics and the life cycle of stars;
exploration of the universe; role of the Sun in
our solar system; planets; and the orientation and
placement of the Earth.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving skills to
make informed decisions. The student is expected
to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) draw inferences based on data related to
promotional materials for products and
services;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connection between astronomy and
future careers; and
(E) research and describe the history of astronomy
and contributions of scientists.
(4) Science concepts. The student knows scientific
information about the universe. The student is
expected to:
(A) observe and record data about lunar phases and
uses that information to model the earth,
moon, and sun system; and
(B) describe characteristics of galaxies.
(5) Science concepts. The student knows the scientific
theories of the evolution of the universe. The
student is expected to:
(A) research and analyze scientific empirical data
on the estimated age of the universe;
(B) research and describe the historical
development of the Big Bang Theory; and
(C) interpret data concerning the formation of
galaxies and our solar system.
(6) Science concepts. The student knows the
characteristics and the life cycle of stars. The
student is expected to:
(A) describe nuclear reactions in stars;
(B) identify the characteristics of stars such as
temperature, age, relative size, composition,
and radial velocity using spectral analysis;
and
(C) identify the stages in the life cycle of stars
by examining the Hertzsprung-Russell diagram.
(7) Science concepts. The student knows how
mathematical models, computer simulations, and
exploration can be used to study the universe. The
student is expected to:
(A) demonstrate the use of units of measurement in
astronomy such as light year and Astronomical
Units;
(B) research and describe the historical
development of the laws of universal
gravitation and planetary motion and the
theory of special relativity;
(C) analyze a model that simulates planetary
motion and universal gravitation;
(D) identify the historical origins of the
perceived patterns of constellations and their
role in ancient and modern navigation; and
(E) analyze the impact of the space program on the
collection of data about the Earth and the
universe.
(8) Science concepts. The student knows the role of the
Sun in our solar system. The student is expected
to:
(A) identify the approximate mass, size, motion,
temperature, structure, and composition of the
Sun;
(B) identify the source of energy within the Sun
and explain that the Sun is the major source
of energy for the Earth; and
(C) describe the Sun's effects on the Earth.
(9) Science concepts. The student knows that planets of
different size, composition, and surface features
orbit around the Sun. The student is expected to:
(A) observe the night-time sky to determine
movement of the planets relative to stars;
(B) compare the planets in terms of orbit, size,
composition, rotation, atmosphere, moons, and
geologic activity;
(C) identify objects, other than planets, that
orbit the Sun; and
(D) relate the role of gravitation to the motion
of the planets around the Sun and to the
motion of moons and satellites around the
planets.
(10)Science concepts. The student knows how life on
Earth is affected by its unique placement and
orientation in our solar system. The student is
expected to:
(A) compare the factors essential to life on Earth
such as temperature, water, mass, and gases to
conditions on other planets;
(B) determine the effects of the Earth's rotation,
revolution, and tilt on its environment; and
(C) identify the effects of the moon on tides.
(a) General requirements. Students shall be awarded one
credit for successful completion of this course.
Suggested prerequisite: one unit of high school
science. This course is recommended for students in
Grades 11 or 12.
(b) Introduction.
(1) In Geology, Meteorology, Oceanography, students
conduct field and laboratory investigations, use
scientific methods during investigations, and make
informed decisions using critical thinking and
scientific problem solving. Students study a
variety of topics that include: characteristics
and conditions of the Earth; formation and history
of the Earth; plate tectonics; origin and
composition of minerals and rocks and the rock
cycle; processes and products of weathering;
natural energy resources; interactions in a
watershed; characteristics of oceans;
characteristics of the atmosphere; and the role of
energy in weather and climate.
(2) Science is a way of learning about the natural
world. Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know that
science may not answer all questions.
(3) A system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components and
how these components relate to each other and to
the whole. All systems have basic properties that
can be described in terms of space, time, energy,
and matter. Change and constancy occur in systems
and can be observed and measured as patterns.
These patterns help to predict what will happen
next and can change over time.
(4) Investigations are used to learn about the natural
world. Students should understand that certain
types of questions can be answered by
investigations, and that methods, models, and
conclusions built from these investigations change
as new observations are made. Models of objects
and events are tools for understanding the natural
world and can show how systems work. They have
limitations and based on new discoveries are
constantly being modified to more closely reflect
the natural world.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least 40%
of instructional time, conducts field and
laboratory investigations using safe,
environmentally appropriate, and ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and
laboratory investigations; and
(B) make wise choices in the use and conservation
of resources and the disposal or recycling of
materials.
(2) Scientific processes. The student uses scientific
methods during field and laboratory investigations.
The student is expected to:
(A) plan and implement investigative procedures
including asking questions, formulating
testable hypotheses, and selecting equipment
and technology;
(B) collect data and make measurements with
precision;
(C) organize, analyze, evaluate, make inferences,
and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical
thinking and scientific problem solving to make
informed decisions. The student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and weaknesses
using scientific evidence and information;
(B) draw inferences based on data related to
promotional materials for products and
services;
(C) evaluate the impact of research on scientific
thought, society, and the environment;
(D) describe the connections between geology,
meteorology, oceanography, and future careers;
and
(E) research and describe the history of geology,
meteorology, oceanography, and contributions
of scientists.
(4) Science concepts. The student knows the Earth's
unique characteristics and conditions. The student
is expected to:
(A) research and describe the Earth's unique
placement in the solar system; and
(B) analyze conditions on Earth that enable
organisms to survive.
(5) Science concepts. The student knows about the
formation and history of the Earth. The student is
expected to:
(A) research and describe the historical
development of scientific theories of the
Earth's formation; and
(B) use current theories to design and construct a
geologic time scale.
(6) Science concepts. The student knows the processes
of plate tectonics. The student is expected to:
(A) research and describe the historical
development of the theories of plate tectonics
including continental drift and sea-floor
spreading;
(B) analyze the processes that power the movement
of the Earth's continental and oceanic plates
and identify the effects of this movement
including faulting, folding, earthquakes, and
volcanic activity; and
(C) analyze methods of tracking continental and
oceanic plate movement.
(7) Science concepts. The student knows the origin and
composition of minerals and rocks and the
significance of the rock cycle. The student is
expected to:
(A) demonstrate the density, hardness, streak, and
cleavage of particular minerals;
(B) identify common minerals and describe their
economic significance;
(C) classify rocks according to how they are
formed during a rock cycle; and
(D) examine and describe conditions such as depth
of formation, rate of cooling, and mineral
composition that are factors in the formation
of rock types.
(8) Science concepts. The student knows the processes
and end products of weathering. The student is
expected to:
(A) distinguish chemical from mechanical
weathering and identify the role of weathering
agents such as wind, water, and gravity;
(B) identify geologic formations that result from
differing weathering processes; and
(C) illustrate the role of weathering in soil
formation.
(9) Science concepts. The student knows the role of
natural energy resources. The student is expected
to:
(A) research and describe the origin of fossil
fuels such as coal, oil, and natural gas;
(B) analyze issues regarding the use of fossil
fuels and other renewable, non-renewable, or
alternative energy resources; and
(C) analyze the significance and economic impact
of the use of fossil fuels and alternative
energy resources.
(10)Science concepts. The student knows the
interactions that occur in a watershed. The student
is expected to:
(A) identify the characteristics of a local
watershed such as average annual rainfall, run-
off patterns, aquifers, locations of river
basins, and surface water reservoirs;
(B) analyze the impact of floods, droughts,
irrigation, and industrialization on a
watershed; and
(C) describe the importance and sources of surface
and subsurface water.
(11)Science concepts. The student knows characteristics
of oceans. The student is expected to:
(A) identify physical characteristics of ocean
water including salinity, solubility, heat
capacity, colligative properties, and density;
(B) evaluate the effects of tides, tidal bores,
and tsunamis; and
(C) compare the topography of the ocean floor to
the topography of the continents.
(12)Science concepts. The student knows the
characteristics of the atmosphere. The student is
expected to:
(A) identify the atmosphere as a mixture of gases,
water vapor, and particulate matter;
(B) analyze the range of atmospheric conditions
that organisms will tolerate including types
of gases, temperature, particulate matter, and
moisture; and
(C) determine the impact on the atmosphere of
natural events and human activity.
(13)Science concepts. The student knows the role of
energy in governing weather and climate. The
student is expected to:
(A) describe the transfer of heat energy at the
boundaries between the atmosphere, land
masses, and oceans resulting in layers of
different temperatures and densities in both
the ocean and atmosphere;
(B) identify, describe, and compare climatic
zones; and
(C) describe the effects of phenomena such as El
Niño and the Jet Stream on local weather.