Rhode Island World-Class Standards for High School Science
RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11) POC-1. Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes).
ESS1 (9-11)-1. Students demonstrate an understanding of processes and change over time within earth systems by...
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) NOS-2. Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
ESS1 (9-11)-2. Students demonstrate an understanding of processes and change over time within earth systems by...
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) SAE+ POC-3. Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
ESS1 (9-11)-3. Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity.
3c. Investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d. Explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
ESS1 (Ext.)-3. Example Extension(s): Students demonstrate an understanding of processes and change over time within earth systems by...
3aa. Describe how interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.
3bb. Use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition).
ESS1 (9-11) INQ+POC+ MAS-4. Relate how geologic time is determined using various dating methods (e.g. radioactive decay, rock sequences, fossil records).
ESS1 (9-11)-4. Students demonstrate an understanding of processes and change over time by...
4a. Describing various dating methods to determine the age of different rock structures.
ESS1 (Ext.)-4. Example Extension(s): Students demonstrate an understanding of processes and change over time by...
4aa. Calculating the age of a rocks from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
ESS3 (9-11) NOS-5. Explain how scientific theories about the structure of the universe have been advanced through the use of sophisticated technology (e.g., space probes; visual, radio and x-ray telescopes).
ESS3 (9-11)-5. Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5a. Using appropriate prompts (diagrams, charts, narratives, etc.) students will explain how scientific knowledge regarding the structure of the universe has changed over time due to advances in technology which accumulates new evidence to redefine scientific theories and ideas.
ESS3 (Ext.)-5. Example Extension(s): Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5aa. Comparing the processes involved in the life cycle of stars (e.g. gravitational collapse, thermonuclear fusion, nova) and evaluate supporting evidence.
ESS3 (9-11) NOS-6. Provide scientific evidence that supports or refutes the 'Big Bang' theory of how the universe was formed
ESS3 (9-11)-6. Students demonstrate an understanding of the formation of the universe by...
6a. Using data (diagrams, charts, narratives, etc.) to explain how the 'Big Bang' theory has developed over time citing evidence to support its occurrence (Doppler Effect/red shift).
ESS3 (9-11) SAE-7. Based on the nature of electromagnetic waves, explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra)
ESS3 (9-11)-7. Students demonstrate an understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
7a. Applying the properties of waves/particles to explain the movement, location, and composition of the stars and other bodies in the universe.
ESS3 (9-11) POC+SAE-8. Explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycle of stars.
ESS3 (9-11)-8. Students demonstrate an understanding of the life cycle of stars by...
8a. Relating the process of star formation to the size of the star and including the interaction of the force of gravity, fusion, and energy release in the development of the star identifying and describing the characteristics common to most stars in the universe.
RI.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
LS1 (9-11) INQ+SAE+FAF-1. Use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA replication, nerve cells).
LS1 (9-11)-1. Students demonstrate understanding of structure and function-survival requirements by...
1a. Explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
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
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
LS1 (Ext)-1. Example Extension(s): Students demonstrate understanding of structure and function-survival requirements by
1bb. Identify various specialized cells and common unicellular organisms in diagrams, photographs and/or microscopic slides.
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
Microorganisms IITaxonomy is the classification of all known living organisms that shows
relationships between different organisms. Pseudopod is false feet; temporary fingerlike projections a one-celled organism, such as an amoeba, uses to move. Protozoa - single-celled, animal-like protist that has the ability to move. Mycelium - a mass of fungal hyphae that absorbs nutrients. Read more...iWorksheets :3Vocabulary :5
LS1 (9-11) FAF+ POC-2. Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations).
LS1 (9-11)-2. Students demonstrate an understanding of the molecular basis for heredity by...
2a. Describing the DNA structure and relating the DNA sequence to the genetic code.
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
2b. Explaining how DNA may be altered and how this affects genes/heredity (e.g. substitution, insertion, or deletion).
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
2c. Describing how DNA contains the code for the production of specific proteins.
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
LS1 (Ext)-2. Example Extension(s): Students demonstrate an understanding of the molecular basis for heredity by...
2aa. Diagramming or modeling the relationship between chromosomes, genes and DNA, including histones and nucleosomes.
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
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
2cc. Tracing in a diagram or model the information flow-DNA to RNA to Protein-through transcription and translation.
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
RI.LS2. Life Science: Matter cycles and energy flows through an ecosystem.
LS2 (9-11) POC+ SAE-4. Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (9-11)-4. Students demonstrate an understanding of matter and energy flow in an ecosystem by...
4a. Diagramming the energy flow in an ecosystem that compares the energy at different trophic levels. (e.g. What inferences can you make about energy 'loss'& use?).
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
4b. Explaining how the chemical elements and compounds that make up living things pass through food webs and are combined and recombined in different ways (e.g. nitrogen, carbon cycles, O2, & H2O cycles).
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
LS2 (Ext)-4. Example Extension(s): Students demonstrate an understanding of matter and energy flow in an ecosystem by...
4aa. Explaining the energy transfer with cells in photosynthesis and cellular respiration, tracking ATP production and consumption.
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
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
RI.LS3. Life Science: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
LS3 (9-11) INQ POC-7. Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin's finches, isolation of a species, Tay Sach's disease).
LS3 (9-11)-7. Students demonstrate an understanding of Natural Selection/ evolution by...
7a. Investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
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
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
Genetics and heredity IIBy whom were first described the principles of dominance, segregation, and independent assortment? What did Gregor Mendel discover using the results of his experiments with plant crosses? Match each Genetics and heredity term to its definition like Splindle fibers, Telophase, Trait, Transcription, Mutation, Phenotype. Read more...iWorksheets :3Vocabulary :7
7b. Investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
7c. Citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. (e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
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
LS3 (Ext)-7. Example Extension(s): Students demonstrate an understanding of Natural Selection/ evolution by...
7aa. Distinguishing the stages of mitosis and meiosis and how each contributes to the production of offspring with varying traits
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
7bb. Researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
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
LS3 (9-11) INQ FAF+POC-8. Given information about living or extinct organisms, cite evidence to explain the frequency of inherited characteristics of organisms in a population, OR explain the evolution of varied structures (with defined functions) that affected the organisms' survival in a specific environment (e.g., giraffe, wind pollination of flowers).
LS3 (9-11)-8. Students demonstrate an understanding of Natural Selection/ evolution by...
8a. Illustrating that when an environment changes, the survival advantage/disadvantage of some characteristics may change.
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
8d. Using data or models (charts, diagrams, table, narratives etc.) to analyze how organisms are organized into a hierarchy of groups and subgroups based on evolutionary relationships. (e.g. creating a taxonomic key to organize a given set of examples).
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
RI.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
LS4 (9-11) NOS+INQ-9. Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations).
LS4 (9-11)-9. Students demonstrate an understanding of how humans are affected by environmental factors and/or heredity by...
9a. Researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mutations or disease.
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
LS4 (9-11) SAE+FAF-10. Explain how the immune system, endocrine system, or nervous system works and draw conclusions about how systems interact to maintain homeostasis in the human body.
LS4 (9-11)-10. Students demonstrate an understanding of human body systems by...
10a. Explaining how the roles of the immune, endocrine, and nervous systems work together 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
10b. Investigating the factors that affect homeostasis (e.g. positive and negative feedback).
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
LS4 (Ext)-10. Example Extension(s): Students demonstrate an understanding of human body systems by...
10bb. Investigating and reporting on a human disease and its consequential disruption of homeostasis (e.g. diabetes, cancer, AIDS).
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
RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).
PS1 (9-11) INQ-1. Use physical and chemical properties as determined through an investigation to identify a substance.
PS1 (Ext)-1. Example Extension(s): Students demonstrate an understanding of characteristic properties of matter by...
1aa. Explaining the states of a substance in terms of the particulate nature of matter and the forces of interaction between particles.
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
1bb. Quantitatively determining how volume, pressure, temperature and amount of gas affect each other (PV=nRT) in a system.
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
PS1 (9-11) POC-3. Explain how properties of elements and the location of elements on the periodic table are related.
PS1 (9-11)-3. Students demonstrate an understanding of characteristic properties of matter by...
3a. Identifying and explaining the basis for the arrangement of the elements within the periodic table (e.g. trends, valence electrons, reactivity, electronegativity, ionization).
PS1 (9-11) MAS+ FAF-4. Model and explain the structure of an atom or explain how an atom's electron configuration, particularly the outermost electron(s), determines how that atom can interact with other atoms.
PS1 (9-11)-4. Students demonstrate an understanding of the structure of matter by...
4a. Comparing the three subatomic particles of atoms (protons, electrons, neutrons) and their location within an atom, their relative mass, and their charge.
4c. Explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g. covalent, hydrogen and ionic bonding).
4bb. Given specific reactants (e.g. Ba + Cl2) write the balanced equation and determine the products, type of compound formed (ionic or molecular), and the properties of the compound (e.g. solubilities, electrolytic, etc).
RI.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2 (9-11) POC+SAE-5. Demonstrate how transformations of energy produce some energy in the form of heat and therefore the efficiency of the system is reduced (chemical, biological, and physical systems).
PS2 (9-11)-5. Students demonstrate an understanding of energy by...
5a. Describing or diagramming the changes in energy (transformation) that occur in different systems (e.g. chemical = exo and endo thermic reactions, biological = food webs, physical = phase changes).
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
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
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
PS2 (Ext)-5. Example Extension(s): Students demonstrate an understanding of energy by...
5aa. Identifying, measuring, calculating and analyzing qualitative and quantitative relationships associated with energy transfer or energy transformation.
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
PS2 (9-11) INQ+SAE-6. Using information provided about chemical changes, draw conclusions about and explain the energy flow in a given chemical reaction (e.g., exothermic reactions, endothermic reactions).
PS2 (9-11)-6. Students demonstrate an understanding of physical, chemical, and nuclear changes by...
6a. Writing simple balanced chemical equations to represent chemical reactions and illustrate the conservation of matter.
6b. Identifying whether a given chemical reaction or a biological process will release or consume energy (endothermic and exothermic) based on the information provided (e.g. given a table of energy values for reactants and products or an energy diagram).
RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (9-11) POC+ INQ 8. Given information (e.g., graphs, data, diagrams), use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
PS3 (Ext)-8. Example Extension(s): Students demonstrate an understanding of forces and motion by...
8bb. Using a quantitative representation of the path of an object which has horizontal and free fall motion.
8cc. By modeling, illustrating, graphing, and quantitatively explaining the path of an object, which has horizontal and free fall motion. e.g. football, projectile.
PS3 (9-11) POC-9. Apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
PS3 (9-11)-9. Students demonstrate an understanding of forces and motion by...
9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
PS3 (9-11) SAE-10. Explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
PS3 (9-11)-10. Students demonstrate an understanding of waves by...
10a. Investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
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
10b. Comparing and contrasting electromagnetic waves to mechanical waves.
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
10c. Qualifying the relationship between frequency and wavelength of any wave.
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
RI.RST.9-10. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
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
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
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
RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11) POC-1. Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes).
ESS1 (9-11)-1. Students demonstrate an understanding of processes and change over time within earth systems by...
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) NOS-2. Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
ESS1 (9-11)-2. Students demonstrate an understanding of processes and change over time within earth systems by...
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) SAE+ POC-3. Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
ESS1 (9-11)-3. Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity.
3c. Investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d. Explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
ESS1 (Ext.)-3. Example Extension(s): Students demonstrate an understanding of processes and change over time within earth systems by...
3aa. Describe how interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.
3bb. Use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition).
ESS1 (9-11) INQ+POC+ MAS-4. Relate how geologic time is determined using various dating methods (e.g. radioactive decay, rock sequences, fossil records).
ESS1 (9-11)-4. Students demonstrate an understanding of processes and change over time by...
4a. Describing various dating methods to determine the age of different rock structures.
ESS1 (Ext.)-4. Example Extension(s): Students demonstrate an understanding of processes and change over time by...
4aa. Calculating the age of a rocks from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
ESS3 (9-11) NOS-5. Explain how scientific theories about the structure of the universe have been advanced through the use of sophisticated technology (e.g., space probes; visual, radio and x-ray telescopes).
ESS3 (9-11)-5. Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5a. Using appropriate prompts (diagrams, charts, narratives, etc.) students will explain how scientific knowledge regarding the structure of the universe has changed over time due to advances in technology which accumulates new evidence to redefine scientific theories and ideas.
ESS3 (Ext.)-5. Example Extension(s): Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5aa. Comparing the processes involved in the life cycle of stars (e.g. gravitational collapse, thermonuclear fusion, nova) and evaluate supporting evidence.
ESS3 (9-11) NOS-6. Provide scientific evidence that supports or refutes the 'Big Bang' theory of how the universe was formed
ESS3 (9-11)-6. Students demonstrate an understanding of the formation of the universe by...
6a. Using data (diagrams, charts, narratives, etc.) to explain how the 'Big Bang' theory has developed over time citing evidence to support its occurrence (Doppler Effect/red shift).
ESS3 (9-11) SAE-7. Based on the nature of electromagnetic waves, explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra)
ESS3 (9-11)-7. Students demonstrate an understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
7a. Applying the properties of waves/particles to explain the movement, location, and composition of the stars and other bodies in the universe.
ESS3 (9-11) POC+SAE-8. Explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycle of stars.
ESS3 (9-11)-8. Students demonstrate an understanding of the life cycle of stars by...
8a. Relating the process of star formation to the size of the star and including the interaction of the force of gravity, fusion, and energy release in the development of the star identifying and describing the characteristics common to most stars in the universe.
RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (9-11) POC+ INQ 8. Given information (e.g., graphs, data, diagrams), use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
PS3 (Ext)-8. Example Extension(s): Students demonstrate an understanding of forces and motion by...
8bb. Using a quantitative representation of the path of an object which has horizontal and free fall motion.
8cc. By modeling, illustrating, graphing, and quantitatively explaining the path of an object, which has horizontal and free fall motion. e.g. football, projectile.
PS3 (9-11) POC-9. Apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
PS3 (9-11)-9. Students demonstrate an understanding of forces and motion by...
9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
PS3 (9-11) SAE-10. Explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
PS3 (9-11)-10. Students demonstrate an understanding of waves by...
10a. Investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
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
10b. Comparing and contrasting electromagnetic waves to mechanical waves.
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
10c. Qualifying the relationship between frequency and wavelength of any wave.
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
RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11) POC-1. Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes).
ESS1 (9-11)-1. Students demonstrate an understanding of processes and change over time within earth systems by...
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) NOS-2. Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
ESS1 (9-11)-2. Students demonstrate an understanding of processes and change over time within earth systems by...
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) SAE+ POC-3. Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
ESS1 (9-11)-3. Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity.
3c. Investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d. Explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
ESS1 (Ext.)-3. Example Extension(s): Students demonstrate an understanding of processes and change over time within earth systems by...
3aa. Describe how interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.
3bb. Use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition).
ESS1 (9-11) INQ+POC+ MAS-4. Relate how geologic time is determined using various dating methods (e.g. radioactive decay, rock sequences, fossil records).
ESS1 (9-11)-4. Students demonstrate an understanding of processes and change over time by...
4a. Describing various dating methods to determine the age of different rock structures.
ESS1 (Ext.)-4. Example Extension(s): Students demonstrate an understanding of processes and change over time by...
4aa. Calculating the age of a rocks from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
ESS3 (9-11) NOS-5. Explain how scientific theories about the structure of the universe have been advanced through the use of sophisticated technology (e.g., space probes; visual, radio and x-ray telescopes).
ESS3 (9-11)-5. Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5a. Using appropriate prompts (diagrams, charts, narratives, etc.) students will explain how scientific knowledge regarding the structure of the universe has changed over time due to advances in technology which accumulates new evidence to redefine scientific theories and ideas.
ESS3 (Ext.)-5. Example Extension(s): Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5aa. Comparing the processes involved in the life cycle of stars (e.g. gravitational collapse, thermonuclear fusion, nova) and evaluate supporting evidence.
ESS3 (9-11) NOS-6. Provide scientific evidence that supports or refutes the 'Big Bang' theory of how the universe was formed
ESS3 (9-11)-6. Students demonstrate an understanding of the formation of the universe by...
6a. Using data (diagrams, charts, narratives, etc.) to explain how the 'Big Bang' theory has developed over time citing evidence to support its occurrence (Doppler Effect/red shift).
ESS3 (9-11) SAE-7. Based on the nature of electromagnetic waves, explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra)
ESS3 (9-11)-7. Students demonstrate an understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
7a. Applying the properties of waves/particles to explain the movement, location, and composition of the stars and other bodies in the universe.
ESS3 (9-11) POC+SAE-8. Explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycle of stars.
ESS3 (9-11)-8. Students demonstrate an understanding of the life cycle of stars by...
8a. Relating the process of star formation to the size of the star and including the interaction of the force of gravity, fusion, and energy release in the development of the star identifying and describing the characteristics common to most stars in the universe.
RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).
PS1 (9-11) MAS+ FAF-4. Model and explain the structure of an atom or explain how an atom's electron configuration, particularly the outermost electron(s), determines how that atom can interact with other atoms.
PS1 (9-11)-4. Students demonstrate an understanding of the structure of matter by...
4b. Writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (9-11) POC+ INQ 8. Given information (e.g., graphs, data, diagrams), use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
PS3 (Ext)-8. Example Extension(s): Students demonstrate an understanding of forces and motion by...
8bb. Using a quantitative representation of the path of an object which has horizontal and free fall motion.
8cc. By modeling, illustrating, graphing, and quantitatively explaining the path of an object, which has horizontal and free fall motion. e.g. football, projectile.
PS3 (9-11) POC-9. Apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
PS3 (9-11)-9. Students demonstrate an understanding of forces and motion by...
9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
PS3 (9-11) SAE-10. Explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
PS3 (9-11)-10. Students demonstrate an understanding of waves by...
10a. Investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
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
10b. Comparing and contrasting electromagnetic waves to mechanical waves.
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
10c. Qualifying the relationship between frequency and wavelength of any wave.
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
RI.RST.11-12. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
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
RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11) POC-1. Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes).
ESS1 (9-11)-1. Students demonstrate an understanding of processes and change over time within earth systems by...
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) NOS-2. Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
ESS1 (9-11)-2. Students demonstrate an understanding of processes and change over time within earth systems by...
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) SAE+ POC-3. Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
ESS1 (9-11)-3. Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity.
3c. Investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d. Explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
ESS1 (Ext.)-3. Example Extension(s): Students demonstrate an understanding of processes and change over time within earth systems by...
3aa. Describe how interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.
3bb. Use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition).
ESS1 (9-11) INQ+POC+ MAS-4. Relate how geologic time is determined using various dating methods (e.g. radioactive decay, rock sequences, fossil records).
ESS1 (9-11)-4. Students demonstrate an understanding of processes and change over time by...
4a. Describing various dating methods to determine the age of different rock structures.
ESS1 (Ext.)-4. Example Extension(s): Students demonstrate an understanding of processes and change over time by...
4aa. Calculating the age of a rocks from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
ESS3 (9-11) NOS-5. Explain how scientific theories about the structure of the universe have been advanced through the use of sophisticated technology (e.g., space probes; visual, radio and x-ray telescopes).
ESS3 (9-11)-5. Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5a. Using appropriate prompts (diagrams, charts, narratives, etc.) students will explain how scientific knowledge regarding the structure of the universe has changed over time due to advances in technology which accumulates new evidence to redefine scientific theories and ideas.
ESS3 (Ext.)-5. Example Extension(s): Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5aa. Comparing the processes involved in the life cycle of stars (e.g. gravitational collapse, thermonuclear fusion, nova) and evaluate supporting evidence.
ESS3 (9-11) NOS-6. Provide scientific evidence that supports or refutes the 'Big Bang' theory of how the universe was formed
ESS3 (9-11)-6. Students demonstrate an understanding of the formation of the universe by...
6a. Using data (diagrams, charts, narratives, etc.) to explain how the 'Big Bang' theory has developed over time citing evidence to support its occurrence (Doppler Effect/red shift).
ESS3 (9-11) SAE-7. Based on the nature of electromagnetic waves, explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra)
ESS3 (9-11)-7. Students demonstrate an understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
7a. Applying the properties of waves/particles to explain the movement, location, and composition of the stars and other bodies in the universe.
ESS3 (9-11) POC+SAE-8. Explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycle of stars.
ESS3 (9-11)-8. Students demonstrate an understanding of the life cycle of stars by...
8a. Relating the process of star formation to the size of the star and including the interaction of the force of gravity, fusion, and energy release in the development of the star identifying and describing the characteristics common to most stars in the universe.
RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (9-11) POC+ INQ 8. Given information (e.g., graphs, data, diagrams), use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
PS3 (Ext)-8. Example Extension(s): Students demonstrate an understanding of forces and motion by...
8bb. Using a quantitative representation of the path of an object which has horizontal and free fall motion.
8cc. By modeling, illustrating, graphing, and quantitatively explaining the path of an object, which has horizontal and free fall motion. e.g. football, projectile.
PS3 (9-11) POC-9. Apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
PS3 (9-11)-9. Students demonstrate an understanding of forces and motion by...
9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
PS3 (9-11) SAE-10. Explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
PS3 (9-11)-10. Students demonstrate an understanding of waves by...
10a. Investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
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
10b. Comparing and contrasting electromagnetic waves to mechanical waves.
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
10c. Qualifying the relationship between frequency and wavelength of any wave.
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
Standards
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