Colorado Academic Standards (CAS) for High School Science
CO.1. Physical Science
1.1. Newton's laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion - but have limitations. Students can:
1.1.a. Gather, analyze and interpret data and create graphs regarding position, velocity and acceleration of moving objects
1.1.b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force
1.2. Matter has definite structure that determines characteristic physical and chemical properties. Students can:
1.2.b. Gather, analyze and interpret data on chemical and physical properties of elements such as density, melting point, boiling point, and conductivity
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
1.2.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements' positions on the periodic table
1.3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy. Students can:
1.3.a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission)
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
1.3.b. Predict reactants and products for different types of chemical and nuclear reactions
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
1.4. Atoms bond in different ways to form molecules and compounds that have definite properties. Students can:
1.4.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding
1.4.b. Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, pH, and conductivity
1.4.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds' classification as ionic, polar or covalent
1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:
1.5.a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
1.5.c. Use direct and indirect evidence to develop predictions of the types of energy associated with objects
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
1.5.d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
1.6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases. Students can:
1.6.c. Describe energy transformations both quantitatively and qualitatively
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
1.6.d. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
2.1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem. Students can:
2.1.a. Analyze how energy flows through trophic levels
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
2.1.d. Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
2.1.e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
2.1.f. Describe how carbon, nitrogen, phosphorus, and water cycles work
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
2.1.g. Use computer simulations to analyze how energy flows through trophic levels
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
2.3. Cellular metabolic activities are carried out by biomolecules produced by organisms. Students can:
2.3.a. Identify biomolecules and their precursors/building blocks
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
2.3.b. Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
2.4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun's light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. Students can:
2.4.a. Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
2.4.b. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
2.5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments. Students can:
2.5.a. Analyze and interpret data to determine the energy requirements and/or rates of substance transport across cell membranes
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
2.5.c. Diagram the cell membrane schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or drugs that serve as active links between intra and extracellular environments
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
2.6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments. Students can:
2.6.a. Discuss how two or more body systems interact to promote health for the whole organism
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
2.6.b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
2.6.c. Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases
Microorganisms IHyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets :4Vocabulary :5
2.6.d. Use computer simulations and models of homeostatic mechanisms
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
2.7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins. Students can:
2.7.a. Analyze and interpret data that genes are expressed portions of DNA.
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
2.7.b. Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
2.7.d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
2.7.e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
2.8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome. Students can:
2.8.b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid (DNA) does not actively code for proteins within cells
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
2.9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment. Students can:
2.9.d. Analyze and interpret data on how evolution can be driven by three key components of natural selection - heritability, genetic variation, and differential survival and reproduction
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
CO.3. Earth Systems Science
3.1. The history of the universe, solar system and Earth can be inferred from evidence left from past events. Students can:
3.1.c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence
3.1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth
3.3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth. Students can:
3.3.a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth
3.3.b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth
3.3.c. Understand the role plate tectonics has had with respect to long-term global changes in Earth's systems such as continental buildup, glaciations, sea-level fluctuations, and climate change
3.3.d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics
3.4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere. Students can:
3.4.a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere
3.4.b. Analyze and interpret data on Earth's climate
3.4.c. Explain how a combination of factors such as Earth's tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location's climate
3.4.d. Identify mechanisms in the past and present that have changed Earth's climate
3.4.e. Analyze the evidence and assumptions regarding climate change
3.4.f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change
3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:
3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
3.6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes. Students can:
3.6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth's surface with water, air, gravity, and biological activity
3.6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create
3.7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms. Students can:
3.7.a. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts
1.1. Newton's laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion - but have limitations. Students can:
1.1.a. Gather, analyze and interpret data and create graphs regarding position, velocity and acceleration of moving objects
1.1.b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force
1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:
1.5.a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy
1.6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases. Students can:
1.6.d. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
CO.3. Earth Systems Science
3.1. The history of the universe, solar system and Earth can be inferred from evidence left from past events. Students can:
3.1.c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence
3.1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth
3.3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth. Students can:
3.3.a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth
3.3.b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth
3.3.c. Understand the role plate tectonics has had with respect to long-term global changes in Earth's systems such as continental buildup, glaciations, sea-level fluctuations, and climate change
3.3.d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics
3.4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere. Students can:
3.4.a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere
3.4.b. Analyze and interpret data on Earth's climate
3.4.c. Explain how a combination of factors such as Earth's tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location's climate
3.4.d. Identify mechanisms in the past and present that have changed Earth's climate
3.4.e. Analyze the evidence and assumptions regarding climate change
3.4.f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change
3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:
3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
3.6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes. Students can:
3.6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth's surface with water, air, gravity, and biological activity
3.6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create
3.7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms. Students can:
3.7.a. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts
1.1. Newton's laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion - but have limitations. Students can:
1.1.a. Gather, analyze and interpret data and create graphs regarding position, velocity and acceleration of moving objects
1.1.b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force
1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:
1.5.a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy
1.6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases. Students can:
1.6.d. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
CO.3. Earth Systems Science
3.1. The history of the universe, solar system and Earth can be inferred from evidence left from past events. Students can:
3.1.c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence
3.1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth
3.3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth. Students can:
3.3.a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth
3.3.b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth
3.3.c. Understand the role plate tectonics has had with respect to long-term global changes in Earth's systems such as continental buildup, glaciations, sea-level fluctuations, and climate change
3.3.d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics
3.4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere. Students can:
3.4.a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere
3.4.b. Analyze and interpret data on Earth's climate
3.4.c. Explain how a combination of factors such as Earth's tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location's climate
3.4.d. Identify mechanisms in the past and present that have changed Earth's climate
3.4.e. Analyze the evidence and assumptions regarding climate change
3.4.f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change
3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:
3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
3.6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes. Students can:
3.6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth's surface with water, air, gravity, and biological activity
3.6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create
3.7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms. Students can:
3.7.a. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts
1.1. Newton's laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion - but have limitations. Students can:
1.1.a. Gather, analyze and interpret data and create graphs regarding position, velocity and acceleration of moving objects
1.1.b. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force
1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:
1.5.a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy
1.6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases. Students can:
1.6.d. Differentiate among the characteristics of mechanical and electromagnetic waves that determine their energy
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
CO.3. Earth Systems Science
3.1. The history of the universe, solar system and Earth can be inferred from evidence left from past events. Students can:
3.1.c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence
3.1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth
3.3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth. Students can:
3.3.a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth
3.3.b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth
3.3.c. Understand the role plate tectonics has had with respect to long-term global changes in Earth's systems such as continental buildup, glaciations, sea-level fluctuations, and climate change
3.3.d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics
3.4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere. Students can:
3.4.a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere
3.4.b. Analyze and interpret data on Earth's climate
3.4.c. Explain how a combination of factors such as Earth's tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location's climate
3.4.d. Identify mechanisms in the past and present that have changed Earth's climate
3.4.e. Analyze the evidence and assumptions regarding climate change
3.4.f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change
3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:
3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
3.6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes. Students can:
3.6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth's surface with water, air, gravity, and biological activity
3.6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create
3.7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms. Students can:
3.7.a. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts