Tennessee Academic Standards for High School Science
TN.BIOI. Biology I (BIO1)
BIO1.LS. Life Sciences (LS)
BIO1.LS1. From Molecules to Organisms: Structures and Processes
BIO1.LS1.1. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics.
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
BIO1.LS1.2. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
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
BIO1.LS1.3. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information.
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
BIO1.LS1.4. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes.
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
BIO1.LS1.6. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular 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
BIO1.LS1.7. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.
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
BIO1.LS1.8. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.
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
BIO1.LS1.9. Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism.
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
BIO1.LS3 Ecosystems: Interactions, Energy, and Dynamics
BIO1.LS2.2. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.
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
BIO1.LS4 Ecosystems: Interactions, Energy, and Dynamics
BIO1.LS2.3. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.
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
BIO1.LS5 Ecosystems: Interactions, Energy, and Dynamics
BIO1.LS2.4. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between 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
BIO1.LS3. Heredity: Inheritance and Variation of Traits
BIO1.LS3.1. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each.
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
BIO1.LS3.2. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line 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
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
BIO1.LS4. Biological Change: Unity and Diversity
BIO1.LS4.3. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services.
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
BIO1.ETS. Engineering, Technology, and Applications of Science (ETS)
BIO1.ETS2. Links Among Engineering, Technology, Science, and Society
BIO1.ETS2.1. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields.
DNA technology/genetic engineeringThis topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets :4Vocabulary :3
BIO1.ETS2.3. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms.
DNA technology/genetic engineeringThis topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets :4Vocabulary :3
TN.BIOII. Biology II (BIO2)
BIO2.LS. Life Sciences (LS)
BIO2.LS2. Ecosystems: Interactions, Energy, and Dynamics
BIO2.LS2.2. Compare innate versus learned behavior. Construct an argument from evidence that shows the value of both types of behavior and their importance to species survival.
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
BIO2.LS4. Biological Change: Unity and Diversity
BIO2.LS4.1. Use models of viruses, prokaryotes, and eukaryotes to ask questions about characteristics of living things and analyze theories regarding the origin of life on Earth. Construct an argument from evidence supporting the idea that eukaryotes could not exist on the planet if not for prokaryotes.
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
BIO2.LS4.2. Using information based on the geologic time scale and history of life on Earth, look for patterns in changes in organisms over time and explain how these patterns support the theory of evolution.
BIO2.LS4.4. Trace changes in classification schemes over time, explaining these changes considering new findings and new interpretations of existing data.
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
BIO2.LS4.5. Construct an argument from evidence supporting the three domain classification system or opposing the system with a suggested alternative system.
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
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. 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
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
BIO2.LS4.7. Using models, compare how the following processes occur in major groups of bacteria: gas exchange; nutrient distribution; energy acquisition and use; response to internal and external stimuli; and, reproduction.
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
BIO2.LS4.9. Using models, compare how the following processes occur in major groups of protists: gas exchange; nutrient distribution; energy acquisition and use; response to internal and external stimuli; and, reproduction.
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
BIO2.LS4.10. Evaluate information regarding the diversity of protists. Use this information to analyze evolutionary relationships among protists, fungi, plants, and animals.
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
BIO2.LS4.11. Using models, compare how the following processes occur in major groups of fungi: gas exchange; nutrient distribution; energy acquisition and use; response to internal and external stimuli; and, reproduction.
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
BIO2.LS4.12. Analyze evolutionary relationships among algae and major groups of plants. In this analysis, consider adaptations necessary for survival in terrestrial habitats.
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets :3Vocabulary :5
BIO2.LS4.13. Interpret data supporting current plant classification schemes. Use a dichotomous key to identify plants based on variations in characteristics.
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets :3Vocabulary :5
BIO2.LS4.15. Use a model angiosperm to differentiate plant organs and the tissues from which they are made. Use the model to explain how the plant structures: provide support; regulate gas exchange; obtain and use energy; and, process and distribute nutrients.
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets :3Vocabulary :5
Plant structure and functionPlants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets :4Vocabulary :2
BIO2.LS4.18. Create an argument from evidence regarding the importance of plant relationships including symbiosis and co-evolutionary relationships (examples: mycorrhizae, Rhizobium, pollination, etc.).
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
BIO2.LS4.22. Observe examples of organisms from major animal phyla in order to describe the diverse structures associated with the following functions: gas exchange; energy acquisition; nutrient processing and distribution; environmental responses; and reproduction.
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
InvertebratesInvertebrates are animals that don't have a backbone. More than 90 percent of all living animal species are invertebrates. Familiar examples of invertebrates include arthropods, mollusks, annelid, and cnidarians. Like vertebrates, most invertebrates reproduce at least partly through sexual reproduction. Read more...iWorksheets :6Vocabulary :3
Vertebrates IVertebrates - animals that have a backbone. The word comes from vertebrae, the bones that make up the spine. Five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. A few tens of thousands of species have been identified. Read more...iWorksheets :3Vocabulary :3
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
BIO2.LS4.23. Design and carry out an investigation examining how major body systems interact to maintain homeostasis of nutrient, energy, water, waste, and/or temperature balance.
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
BIO2.LS4.24. Obtain and communicate information on how the nervous and endocrine systems in a model vertebrate organism coordinate body functions such as: growth and development; stimuli response and information transmission; and, the maintenance of 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
BIO2.LS4.25. Create a model demonstrating how the immune system functions in monitoring of and responding to bacterial and viral infectious diseases.
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
BIO2.LS4.27. Model several reproductive strategies used by example organisms and compare them to explain how each differentially accomplishes reproductive success. Collect information in support of the argument that rapidly reproducing species that produce more young are more resilient.
Plant structure and functionPlants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets :4Vocabulary :2
BIO2.ETS. Engineering, Technology, and Applications of Science (ETS)
BIO2.ETS2. Links Among Engineering, Technology, Science, and Society
BIO2.ETS2.1. Research the development of the microscope and advances in microscopy technology for the discovery and ongoing understanding of microorganisms.
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
TN.CHEMI. Chemistry I
CHEM1.PS. Physical Sciences (PS)
CHEM1.PS1. Matter and Its Interactions
CHEM1.PS1.1. Understand and be prepared to use values specific to chemical processes: the mole, molar mass, molarity, and percent composition.
CHEM1.PS1.4. Use the reactants in a chemical reaction to predict the products and identify reaction classes (synthesis, decomposition, combustion, single replacement, double replacement).
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
CHEM1.PS1.5. Conduct investigations to explore and characterize the behavior of gases (pressure, volume, temperature), develop models to represent this behavior, and construct arguments to explain this behavior. Evaluate the relationship (qualitatively and quantitatively) at STP between pressure and volume (Boyle’s law), temperature and volume (Charles’s law), temperature and pressure (Gay-Lussac law), and moles and volume (Avogadro’s law), and evaluate and explain these relationships with respect to kinetic-molecular theory. Be able to understand, establish, and predict the relationships between volume, temperature, and pressure using combined gas law both qualitatively and quantitatively.
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
CHEM1.PS1.6. Use the ideal gas law, PV = nRT, to algebraically evaluate the relationship among the number of moles, volume, pressure, and temperature for ideal gases.
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
CHEM1.PS1.7. Analyze solutions to identify solutes and solvents, quantitatively analyze concentrations (molarity, percent composition, and ppm), and perform separation methods such as evaporation, distillation, and/or chromatography and show conceptual understanding of distillation. Construct an argument to justify the use of certain separation methods under different conditions.
CHEM1.PS1.9. Draw models (qualitative models such as pictures or diagrams) to demonstrate understanding of radioactive stability and decay. Understand and differentiate between fission and fusion reactions. Use models (graphs or tables) to explain the concept of half-life and its use in determining the age of materials (such as radiometric dating).
CHEM1.PS1.12. Explain the origin and organization of the Periodic Table. Predict chemical and physical properties of main group elements (reactivity, number of subatomic particles, ion charge, ionization energy, atomic radius, and electronegativity) based on location on the periodic table. Construct an argument to describe how the quantum mechanical model of the atom (e.g., patterns of valence and inner electrons) defines periodic properties. Use the periodic table to draw Lewis dot structures and show understanding of orbital notations through drawing and interpreting graphical representations (i.e., arrows representing electrons in an orbital).
CHEM1.PS1.13. Use the periodic table and electronegativity differences of elements to predict the types of bonds that are formed between atoms during chemical reactions and write the names of chemical compounds, including polyatomic ions using the IUPAC criteria.
CHEM1.PS2. Motion and Stability: Forces and Interactions
CHEM1.PS2.3. Construct a model to explain the process by which solutes dissolve in solvents, and develop an argument to describe how intermolecular forces affect the solubility of different chemical compounds.
CHEM1.PS3.1. Contrast the concepts of temperature and heat flow in macroscopic and microscopic terms. Understand that heat is a form of energy and temperature is a measure of average kinetic energy of a molecule.
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
CHEM1.PS3.2. Draw and interpret heating and cooling curves and phase diagrams. Analyze the energy changes involved in calorimetry by using the law of conservation of energy quantitatively (use of q = mcΔT) and qualitatively.
CHEM1.PS3.3. Distinguish between endothermic and exothermic reactions by constructing potential energy diagrams and explain the differences between the two using chemical terms (e.g., activation energy). Recognize when energy is absorbed or given off depending on the bonds formed and bonds broken.
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
CHEM2.PS1.1. Illustrate and explain the arrangement of electrons surrounding atoms and ions (electron configurations and orbital notation of a specific electron in an element) and relate the arrangement of electrons with observed periodic trends.
CHEM2.PS1.5. Obtain data and solve combined and ideal gas law problems and stoichiometry problems at STP and non STP conditions to quantitatively explain the behavior of gases.
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
CHEM2.PS1.6. Use the Van der Waal’s equation to support explanations of how real gases deviate from the ideal gas law.
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
CHEM2.PS1.8. Develop models to show how different types of polymers, such as proteins, nucleic acids, and starches, are formed by repetitive combinations of simple subunits by condensation and addition reactions and to show the diverse bonding characteristics of carbon.
CHEM2.PS1.12. Analyze oxidation and reduction reactions to identify the substances gaining and losing electrons, distinguish between the cathode and anode, predict reactions, and balance oxidation-reduction reactions in acidic or basic solutions.
CHEM2.PS2. Motion and Stability: Forces and Interactions
CHEM2.PS2.2. Make predictions regarding the relative magnitudes of the forces acting within collections of interacting molecules based on the distribution of electrons within the molecules and types of intermolecular forces through which the molecules interact.
CHEM2.PS2.5. Investigate the parameters of chemical equilibria in the laboratory by A) writing and calculating equilibrium expressions (Kc, Kp, Ksp, Ka, Kb); B) calculating Q and determining the direction the reaction will proceed; and, C) calculating equilibrium concentrations given an equilibrium constant and starting amounts.
CHEM2.PS3.1. Mathematically determine the enthalpy change for a given reaction using Hess’s Law, standard enthalpies of formation, or a given mass of a reactant.
CHEM2.PS3.2. Apply scientific principles and mathematical representations to predict if a chemical reaction is spontaneous using Gibb’s Free Energy, ΔG = ΔH – TΔS.
CHEM2.PS3.3. Apply scientific and engineering ideas to build, evaluate, and refine a fuel cell model (e.g., graphical representation or as a project) with specific design constraints.
CHEM2.PS3.7. Investigate and explain the energy changes in biological systems (such as the combustion of sugar and photosynthesis) both qualitatively and quantitatively.
CHEM2.PS3.8. Research pyrotechnics and use concepts in thermodynamics, stoichiometry, oxidation reduction, and kinetics to design and create a low intensity sparkler.
ESS.ESS1.1. Construct an explanation regarding the rapid expansion of the universe based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
ESS.ESS1.3. Analyze and interpret data about the mass of a star to predict its composition, luminosity, and temperature across its life cycle, including an explanation for how and why it undergoes changes at each stage.
ESS.ESS1.6. Recognize how advances in deep space research instrumentation over the last 30 years have led to new understandings of Earth’s place in the universe and how these advances have benefitted society.
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
ESS.ESS1.7. Analyze and interpret data to compare, contrast, and explain the characteristics of objects in the solar system including the sun, planets and their satellites, planetoids, asteroids, and comets. Characteristics include: mass, gravitational attraction, diameter, and composition.
ESS.ESS1.8. Use mathematical or computational representations to predict motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids, and the influence of gravity, inertia, and collisions on these motions.
ESS.ESS1.9. Evaluate the evidence for the role of gravitational force and heat production in theories about the origin and formation of Earth. Design a research study to confirm or refute one aspect of such evidence.
ESS.ESS1.10. Summarize available sources of data within the solar system which provide clues about Earth’s formation. Using engineering principles, design a means to gather more data.
ESS.ESS2.1. Given an environmental disaster, analyze its effect upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
ESS.ESS2.2. Construct an argument based on evidence about how global and regional climate is impacted by interactions among the Sun's energy output, tectonic events, ocean circulation, vegetation, and human activities. The argument should include discussion of a variety of time scales from sudden (volcanic ash clouds) to intermediate (ice ages) to long-term tectonic cycles.
ESS.ESS2.3. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
ESS.ESS2.4. Analyze surface features of Earth and identify and explain the geologic processes responsible for their formation.
ESS.ESS2.5. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
ESS.ESS2.7. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
ESS.ESS2.8. Using maps and numerical data, evaluate the claims, evidence, and reasoning that forces due to plate tectonics cause earthquake activity, volcanic eruptions, and mountain building.
ESS.ESS2.9. Design a research study to examine an area of increasing seismic or volcanic activity and predict what will occur in that area over the next month, year, and decade. The description should include the instruments and measures to be used in the study and an explanation of their capabilities and limitations.
ESS.ESS2.10. Construct a model which shows the interactions between processes of the hydrologic cycle and the greenhouse effect.
ESS.ESS2.12. Engage in an argument from evidence to explain the degree to which the dynamics of oceanic currents could contribute to at least one aspect of climate change.
ESS.ESS2.13. Use a model to predict how variations in the flow of energy through radiation, conduction, and convection into and out of Earth’s systems could contribute to global atmospheric processes and climactic effects.
ESS.ESS2.14. Using data, weather maps, and other scientific tools, predict weather conditions from an analysis of the movement of air masses, high and low pressure systems, and frontal boundaries.
ESS.ESS2.15. Use satellite-based image datasets to compare and explain how weather and climate patterns at various latitudes, elevations, and proximities to water and ocean currents are a function of heat, evaporation, condensation, and rotation of the planet. The comparison should also include an examination of the same location across various seasons or years.
ESS.ESS2.16. Design a mathematical model of Earth’s energy budget showing how the electromagnetic radiation from the sun in watts/ m2 is reflected, absorbed, stored, redistributed among the atmosphere, ocean, and land systems, and reradiated back into space. The model should provide a means to predict how changes in greenhouse gases could affect Earth’s temperatures.
ESS.ESS2.18. Identify the organisms that are major drivers in the global carbon cycle and trace how greenhouse gases are continually moved through the carbon reservoirs and fluxes represented by the ocean, land, life, and 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
ESS.ESS3. Earth and Human Activity
ESS.ESS3.2. Obtain, evaluate, and communicate information on how natural resource availability, natural hazard occurrences, and climatic changes impact individuals and society.
ECO.LS2. Ecosystems: Interactions, Energy, and Dynamics
ECO.LS2.1. Construct explanations for patterns relating to climate, flora, and fauna found in major terrestrial biomes (deserts, temperate grasslands, temperate forests, tropical grasslands, tropical forests, taiga, and tundra).
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
ECO.LS2.3. Create a model of an ecosystem depicting the interrelationships among organisms with a variety of niches. Use the model to explain resource needs of these organisms.
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
ECO.LS2.4. Compare patterns of stratification and zonation in various terrestrial and aquatic ecosystems. Construct an argument regarding the importance of these patterns in ecosystem diversity.
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
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
ECO.LS2.6. Compare pyramids of energy, numbers, and biomass to calculate rates of productivity within food chains and food webs among various biomes. Using mathematics, explain the relationship between biomass and 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
ECO.LS2.7. Use models to explain relationships among biogeochemical cycles (water, carbon, nitrogen, phosphorus).
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
ECO.LS2.8. Create a diagram tracing carbon through the processes of photosynthesis and respiration. Use the diagram to construct an explanation for the importance of photosynthesis and respiration in the carbon cycle.
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
ECO.LS2.9. Construct an argument from evidence regarding the importance of the microbial community in nutrient cycling.
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
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
ECO.LS2.10. Plan and carry out an investigation measuring species diversity (richness and evenness) and density in a local ecosystem.
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
ECO.LS2.14. Obtain information regarding survivorship curves and reproductive strategies of various species. Choose one of these strategies and construct an argument regarding its effectiveness.
Plant structure and functionPlants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets :4Vocabulary :2
ECO.LS2.16. Use a mathematical model to examine predator-prey interactions. Based on the model, construct an argument regarding the importance of predators in maintaining stability of prey populations.
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
ECO.LS2.17. Based on information obtained from research, construct explanations regarding mechanisms by which prey protect themselves from predation (including herbivory).
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
ECO.LS2.18. Use models to explain the impacts of types of symbiosis on the species involved in the relationship.
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
ECO.LS4. Biological Change: Unity and Diversity
ECO.LS4.1. Develop and revise a system for classifying organisms. Justify choice of information (morphology, molecular data, energy acquisition, habitat, niche, trophic level, reproduction, etc.) used in developing your system.
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
ECO.LS4.2. Construct an argument, citing evidence, supporting the influence of natural selection on changes in populations over time.
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
ECO.LS4.3. Design and carry out an investigation examining the importance of animal behaviors and plant tropisms for survival.
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
ECO.LS4.7. Research and evaluate the effectiveness of strategies for maintenance of biodiversity.
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
TN.EVSC. Environmental Science (EVSC)
EVSC.LS. Life Sciences (LS)
EVSC.LS2. Ecosystems: Interactions, Energy, and Dynamics
EVSC.LS2.1. Using a variety of data sources, construct an explanation for the impact of climate, latitude, altitude, geology, and hydrology patterns on plant and animal life in various terrestrial biomes.
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
EVSC.LS2.4. Compare and contrast production (photosynthesis, chemosynthesis) and respiratory (aerobic respiration, anaerobic respiration, consumption, decomposition) processes responsible for the cycling of matter and flow of energy through an ecosystem. Using evidence, construct an argument regarding the importance of homeostasis in maintaining these processes in ecosystems.
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
EVSC.LS2.6. Evaluate the interdependence among major biogeochemical cycles (water, carbon, nitrogen, phosphorus) in an ecosystem and recognize the importance each cycle has in maintaining ecosystem stability.
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
EVSC.LS4. Biological Change: Unity and Diversity
EVSC.LS4.1. Construct an explanation based on scientific evidence for mechanisms of natural selection that result in behavioral, anatomical, and physiological adaptations in populations.
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
EVSC.ESS. Earth and Space Sciences (ESS)
EVSC.ESS2. Earth’s Systems
EVSC.ESS2.1. Research the development of the theory of plate tectonics. Use the theory to construct an explanation for how changes in Earth’s crust cause mountain formation, volcanoes, earthquakes, and tsunamis. Provide evidence to support the explanation using information pertaining to plate boundary types (divergent, convergent, transform).
EVSC.ESS2.2. Considering Earth’s position within our solar system, use a model to demonstrate the causes of day length, seasons, and climate.
EVSC.ESS2.3. Analyze the composition of the Earth’s atmosphere. Obtain information and use graphs to observe patterns regarding stability and change within the Earth’s atmospheric composition (O2, N2, CO2, etc.) over geologic time.
EVSC.ESS2.5. Plan and carry out an investigation examining the chemical and physical properties of water and the impact of water on Earth’s topography. Analyze data and share findings.
EVSC.ESS3.5. Plan and carry out an investigation examining best management practices in water usage, agriculture, forestry, urban/suburban development, mining, or fishing and communicate findings.
EVSC.ESS3.13. Analyze and interpret data on the effects of land, water, and air pollution on the environment and on human health. Propose solutions for minimizing pollution from specific sources.
EVSC.ESS3.16. Obtain, evaluate, and communicate scientific information tracing the breakdown of ozone caused by chlorofluorocarbons and the effectiveness of efforts to address this environmental problem.
TN.GEO. Geology (GEO)
GEO.ESS. Earth and Space Sciences (ESS)
GEO.ESS1. Earth’s Place in the Universe
GEO.ESS1.1. Compare and contrast methods for constructing accounts of Earth’s formation, early history, and/or changes in environmental conditions on Earth over time.
GEO.ESS1.2. Evaluate evidence used to explain the ongoing changes in the Earth's system over geologic time due to interactions among the solid Earth, hydrosphere, and atmosphere.
GEO.ESS1.3. Evaluate the geologic evidence (including index fossils, absolute and relative dating methods, superposition, and/or crosscutting relationships) used to infer the age of the Earth. Design a research study to confirm or refute one aspect of such evidence.
GEO.ESS2.1. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.
GEO.ESS2.2. Engage in an argument from geoscience data to assert that changes to Earth's surface can create feedbacks that cause changes to other Earth systems.
GEO.ESS2.3. Create a visual model describing the processes responsible for forming the three rock groups (sedimentary, igneous, and metamorphic) and explaining their characteristics.
GEO.ESS2.7. Communicate scientific and technical information about how the dynamic nature of the rock cycle accounts for the interrelationships among rock and mineral types, and describe how the total amount of material stays the same throughout formation, weathering, sedimentation, and reformation.
GEO.ESS2.8. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
GEO.ESS2.9. Develop a model that combines the rock cycle and the carbon cycle, which explains what leads up to and follows a major volcanic eruption and its effect on carbon storage and fluxes.
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
GEO.ESS2.10. Conduct research, provide a rationale, plan, and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. The rationale should take into account processes of the hydrologic cycle, including evaporation, condensation, precipitation, surface runoff, and groundwater percolation, infiltration, and transpiration.
GEO.ESS2.11. Design a solution to a complex real-world problem caused by the dynamic nature of rivers and streams which erode and transport sediment, change their course, and flood their banks in natural and recurring patterns.
GEO.ESS2.12. Obtain, evaluate, and communicate information about man-made and natural threats (e.g., mining, pollution, erosion, runoff, floods, and earthquakes) to Tennessee watersheds.
GEO.ESS2.13. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
GEO.ESS2.14. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
GEO.ESS2.16. Analyze the effect of an earthquake upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
GEO.ESS3. Earth and Human Activity
GEO.ESS3.1. Use a topographic map and a geologic map to determine an ideal location for a Tennessee electricity-generating facility to provide solar, wind, nuclear, hydroelectric, or other renewable/nonrenewable power.
GEO.ESS3.3. Evaluate the evidence and reasoning supporting claims about the impact of human activities on groundwater quality. The evaluation should include data related to multiple factors (e.g., precipitation, topography, porosity, and run-off).
TN.HAP. Human Anatomy and Physiology (HAP)
HAP.LS. Life Sciences (LS)
HAP.LS1. From Molecules to Organisms: Structures and Processes
Core Idea: The human body is organized to accomplish life processes.
HAP.LS1.2. Differentiate the major organ systems of the human body by their anatomy and physiology and engage in argument about defined boundaries due to their functional connectivity.
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
HAP.LS1.3. Describe the organizational levels of the human body and observe patterns in cell types and tissue types across organ systems.
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
HAP.LS1.5. Explain homeostasis and describe how it is accomplished through feedback mechanisms that utilize receptors and effectors.
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
Core Idea: The Skeletal system provides support, protection, movement, storage, and hematopoiesis.
HAP.LS1.8. Identify major bones within the axial and appendicular divisions, describing their physiological roles in creating a body scaffold, internal organ protection, and anchor points for skeletal muscles participating in movement.
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
Core Idea: The Cardiovascular system provides transport of materials for homeostatic control and protection throughout the body.
HAP.LS1.14. Describe, in terms of structure and function, the systemic and pulmonary paths of the cardiovascular system.
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
HAP.LS1.18. Explain how the anatomy of the respiratory system functions to provide oxygen and carbon dioxide transport mechanisms between the lungs and the circulatory system, considering capillary structures, red blood cell structures, diffusion, and affinity.
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
Core Idea: The Immune and Lymphatic systems provide protection and lipid transport.
HAP.LS1.21. Differentiate between innate and adaptive immunity, identifying immune cells that play a role in each.
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
Core Idea: The Digestive system provides for absorption of raw materials that build and fuel the body’s cells.
HAP.LS1.24. Model the sequential organization of the alimentary canal and its accessory organs in order to describe the physiological role of each.
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
HAP.LS1.25. Analyze gastrointestinal wall histology and explain the anatomical architecture that supports efficient absorption and transport of molecules into cardiovascular or lymphatic circulation.
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
Core Idea: The Endocrine system, through hormones, regulates the functions of organs to support life processes.
HAP.LS1.30. Using a model, name and locate the major endocrine glands and identify additional organ tissues in the human body that produce hormones. Describe the hormones produced and their physiological effects on other body targets.
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
HAP.LS1.31. Describe the relationship between receptors and ligands and differentiate between steroid and nonsteroid hormones as ligands.
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
HAP.LS1.32. Explain, using examples, the mechanism of negative feedback in hormonal production and control.
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
Core Idea: The Reproductive systems ensure the continuity of species through gametogenesis, fertilization, and embryogenesis.
HAP.LS1.39. Identify and describe the organs of the human male and female reproductive systems that provide the physiological functions of gametogenesis, fertilization, and embryogenesis.
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
TN.PSCI. Physical Science (PSCI)
PSCI.PS. Physical Sciences (PS)
PSCI.PS1. Matter and Its Interactions
PSCI.PS1.1. Using the kinetic molecular theory and heat flow considerations, explain the changes of state for solids, liquids, gases, and plasma.
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
PSCI.PS1.2. Graphically represent and discuss the results of an investigation involving pressure, volume, and temperature of a gas.
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
PSCI.PS1.9. Use the periodic table as a model to predict the formulas of binary ionic compounds. Explain and use the naming conventions for binary ionic and molecular compounds.
PSCI.PS1.10. Develop a model to illustrate the claim that atoms and mass are conserved during a chemical reaction (i.e., balancing chemical equations).
PSCI.PS2. Motion and Stability: Forces and Interactions
PSCI.PS2.1. Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.
PSCI.PS2.4. Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F=ma.
PSCI.PS2.5. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
PSCI.PS3.1. Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.
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
PSCI.PS3.4. Collect data and present your findings regarding the law of conservation of energy and the efficiency, mechanical advantage, and power of the refined device.
PSCI.PS3.9. Demonstrate the impact of the starting amounts of reacting substances upon the energy released.
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
PSCI.PS4. Waves and Their Applications in Technologies for Information Transfer
PSCI.PS4.1. Use scientific reasoning to compare and contrast the properties of transverse and longitudinal waves and give examples of each type.
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
PSCI.PS4.4. Describe and communicate the similarities and differences across the electromagnetic spectrum. Research methods and devices used to measure these characteristics.
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
PSCI.PS4.5. Research and communicate scientific explanations about how electromagnetic waves are used in modern technology to produce, transmit, receive, and store information. Examples include: medical imaging, cell phones, and wireless networks.
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
PWC.PS1.1. Using the Bohr model of an atom, describe the following features and components of an atom: protons, neutrons, electrons, mass, number and types of particles, structure, and organization.
PWC.PS1.2. Use the kinetic molecular theory to explain how molecular motion is related to internal energy, temperature, heat, phase change, and expansion and contraction.
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
PWC.PS2. Motion and Stability: Forces and Interactions
PWC.PS2.1. Investigate, measure, calculate, and analyze the relationship among position, displacement, velocity, acceleration, and time.
PWC.PS3.1. Investigate the definitions of force, work, power, kinetic energy, and potential 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
PWC.PS3.2. Analyze the characteristics of energy and conservation of energy including friction, gravitational potential energy, and kinetic 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
PWC.PS3.3. Compare and contrast the following ways in which energy is stored in a system: mechanical, electrical, chemical, and nuclear.
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
PWC.PS3.4. Describe various ways in which energy is transferred from one system to another (mechanical contact, thermal conduction, and electromagnetic radiation).
PWC.PS3.7. Describe various ways in which matter and energy interact.
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
PWC.PS3.8. Mathematically quantify the relationship among electrical potential, current, and resistance in an ohmic system.
PWC.PS4. Waves and Their Applications in Technologies for Information Transfer
PWC.PS4.1. Build a model of a wave that describes the following characteristics of longitudinal waves and transverse waves: wavelength, frequency, period, amplitude, and velocity.
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
PWC.PS4.3. Compare and contrast the properties and the applications of mechanical and electromagnetic 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
PWC.PS4.7. Investigate reflection, refraction, diffraction, and interference of 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
PHYS.PS2. Motion and Stability: Forces and Interactions
PHYS.PS2.1. Investigate and evaluate the graphical and mathematical relationship (using either manual graphing or computers) of one-dimensional kinematic parameters (distance, displacement, speed, velocity, acceleration) with respect to an object's position, direction of motion, and time.
PHYS.PS2.4. Use free-body diagrams to illustrate the contact and non-contact forces acting on an object. Use the diagrams in combination with graphical or component-based vector analysis and with Newton's first and second laws to predict the position of the object on which the forces act in a constant net force scenario.
PHYS.PS2.5. Gather evidence to defend the claim of Newton's first law of motion by explaining the effect that balanced forces have upon objects that are stationary or are moving at constant velocity.
PHYS.PS2.14. Plan and conduct an investigation to provide evidence that a constant force perpendicular to an object's motion is required for uniform circular motion (F = m v2 / r).
PHYS.PS3.1. Identify and calculate different types of energy and their transformations (thermal, kinetic, potential, including magnetic and electrical potential energies) from one form to another in a system.
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
PHYS.PS3.3. Use the principle of energy conservation and mathematical representations to quantify the change in energy of one component of a system when the energy that flows in and out of the system and the change in energy of the other components is known.
PHYS.PS3.4. Assess the validity of the law of conservation of linear momentum (p=mv) by planning and constructing a controlled scientific investigation involving two objects moving in one-dimension.
PHYS.PS3.5. Construct an argument based on qualitative and quantitative evidence that relates the change in temperature of a substance to its mass and heat energy added or removed from a system.
PHYS.PS3.8. Communicate scientific ideas to describe how forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space. Explain how energy is contained within the field and how the energy changes when the objects generating and interacting with the field change their relative positions.
ElectromagnetismThe production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
PHYS.PS3.9. Describe, compare, and diagrammatically represent both electric and magnetic fields. Qualitatively predict the motion of a charged particle in each type of field, but avoid situations where the two types of fields are combined in the same region of space. Restrict magnetic fields to those that are parallel or perpendicular to the path of a charged particle.
ElectromagnetismThe production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
PHYS.PS3.10. Develop a model (sketch, CAD drawing, etc.) of a resistor circuit or capacitor circuit and use it to illustrate the behavior of electrons, electrical charge, and energy transfer.
PHYS.PS3.11. Investigate Ohm’s law (I=V/R) by conducting an experiment to determine the relationships between current and voltage, current and resistance, and voltage and resistance.
PHYS.PS4. Waves and Their Applications in Technologies for Information Transfer
PHYS.PS4.1. Know wave parameters (i.e., velocity, period, amplitude, frequency, angular frequency) as well as how these quantities are defined in the cases of longitudinal and transverse 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
PHYS.PS4.3. Understand that the reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of characteristics of specific wave parameters and parameters of the medium.
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
PHYS.PS4.4. Communicate scientific and technical information about how the principle of superposition explains the resonance and harmonic phenomena in air columns and on strings and common sound devices.
PHYS.PS4.5. Evaluate the characteristics of the electromagnetic spectrum by communicating the similarities and differences among the different bands. Research and determine methods and devices used to measure these characteristics.
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
PHYS.PS4.7. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.
SCRE.ETS. Engineering, Technology, and Applications of Science (ETS)
SCRE.ETS2. Links Among Engineering, Technology, Science, and Society
SCRE.ETS2.3. Identify the most appropriate scientific instruments and/or computer programs for different experiments and research, and learn to use, care for, and maintain them, gather data, and analyze results.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
SCRE.ETS3.1. Research and present information about the history of the development of a scientific theory. Articulate reasons for refinements and/or replacement of this theory over time.
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
SCRE.ETS3.2. Engage in argument from evidence supporting the statement that science is tentative.
SCRE.ETS3.13. Select and use appropriate data tables, graphs, and diagrams to represent data. Use mathematic and computational thinking to look for patterns in data.
BIO2.LS4.2. Using information based on the geologic time scale and history of life on Earth, look for patterns in changes in organisms over time and explain how these patterns support the theory of evolution.
CHEM1.PS1.9. Draw models (qualitative models such as pictures or diagrams) to demonstrate understanding of radioactive stability and decay. Understand and differentiate between fission and fusion reactions. Use models (graphs or tables) to explain the concept of half-life and its use in determining the age of materials (such as radiometric dating).
ESS.ESS1.1. Construct an explanation regarding the rapid expansion of the universe based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
ESS.ESS1.3. Analyze and interpret data about the mass of a star to predict its composition, luminosity, and temperature across its life cycle, including an explanation for how and why it undergoes changes at each stage.
ESS.ESS1.7. Analyze and interpret data to compare, contrast, and explain the characteristics of objects in the solar system including the sun, planets and their satellites, planetoids, asteroids, and comets. Characteristics include: mass, gravitational attraction, diameter, and composition.
ESS.ESS1.8. Use mathematical or computational representations to predict motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids, and the influence of gravity, inertia, and collisions on these motions.
ESS.ESS1.9. Evaluate the evidence for the role of gravitational force and heat production in theories about the origin and formation of Earth. Design a research study to confirm or refute one aspect of such evidence.
ESS.ESS1.10. Summarize available sources of data within the solar system which provide clues about Earth’s formation. Using engineering principles, design a means to gather more data.
ESS.ESS2.1. Given an environmental disaster, analyze its effect upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
ESS.ESS2.2. Construct an argument based on evidence about how global and regional climate is impacted by interactions among the Sun's energy output, tectonic events, ocean circulation, vegetation, and human activities. The argument should include discussion of a variety of time scales from sudden (volcanic ash clouds) to intermediate (ice ages) to long-term tectonic cycles.
ESS.ESS2.3. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
ESS.ESS2.4. Analyze surface features of Earth and identify and explain the geologic processes responsible for their formation.
ESS.ESS2.5. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
ESS.ESS2.7. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
ESS.ESS2.8. Using maps and numerical data, evaluate the claims, evidence, and reasoning that forces due to plate tectonics cause earthquake activity, volcanic eruptions, and mountain building.
ESS.ESS2.9. Design a research study to examine an area of increasing seismic or volcanic activity and predict what will occur in that area over the next month, year, and decade. The description should include the instruments and measures to be used in the study and an explanation of their capabilities and limitations.
ESS.ESS2.10. Construct a model which shows the interactions between processes of the hydrologic cycle and the greenhouse effect.
ESS.ESS2.12. Engage in an argument from evidence to explain the degree to which the dynamics of oceanic currents could contribute to at least one aspect of climate change.
ESS.ESS2.13. Use a model to predict how variations in the flow of energy through radiation, conduction, and convection into and out of Earth’s systems could contribute to global atmospheric processes and climactic effects.
ESS.ESS2.14. Using data, weather maps, and other scientific tools, predict weather conditions from an analysis of the movement of air masses, high and low pressure systems, and frontal boundaries.
ESS.ESS2.15. Use satellite-based image datasets to compare and explain how weather and climate patterns at various latitudes, elevations, and proximities to water and ocean currents are a function of heat, evaporation, condensation, and rotation of the planet. The comparison should also include an examination of the same location across various seasons or years.
ESS.ESS2.16. Design a mathematical model of Earth’s energy budget showing how the electromagnetic radiation from the sun in watts/ m2 is reflected, absorbed, stored, redistributed among the atmosphere, ocean, and land systems, and reradiated back into space. The model should provide a means to predict how changes in greenhouse gases could affect Earth’s temperatures.
ESS.ESS3. Earth and Human Activity
ESS.ESS3.2. Obtain, evaluate, and communicate information on how natural resource availability, natural hazard occurrences, and climatic changes impact individuals and society.
EVSC.ESS2.1. Research the development of the theory of plate tectonics. Use the theory to construct an explanation for how changes in Earth’s crust cause mountain formation, volcanoes, earthquakes, and tsunamis. Provide evidence to support the explanation using information pertaining to plate boundary types (divergent, convergent, transform).
EVSC.ESS2.2. Considering Earth’s position within our solar system, use a model to demonstrate the causes of day length, seasons, and climate.
EVSC.ESS2.3. Analyze the composition of the Earth’s atmosphere. Obtain information and use graphs to observe patterns regarding stability and change within the Earth’s atmospheric composition (O2, N2, CO2, etc.) over geologic time.
EVSC.ESS2.5. Plan and carry out an investigation examining the chemical and physical properties of water and the impact of water on Earth’s topography. Analyze data and share findings.
EVSC.ESS3.5. Plan and carry out an investigation examining best management practices in water usage, agriculture, forestry, urban/suburban development, mining, or fishing and communicate findings.
EVSC.ESS3.13. Analyze and interpret data on the effects of land, water, and air pollution on the environment and on human health. Propose solutions for minimizing pollution from specific sources.
EVSC.ESS3.16. Obtain, evaluate, and communicate scientific information tracing the breakdown of ozone caused by chlorofluorocarbons and the effectiveness of efforts to address this environmental problem.
TN.GEO. Geology (GEO)
GEO.ESS. Earth and Space Sciences (ESS)
GEO.ESS1. Earth’s Place in the Universe
GEO.ESS1.1. Compare and contrast methods for constructing accounts of Earth’s formation, early history, and/or changes in environmental conditions on Earth over time.
GEO.ESS1.2. Evaluate evidence used to explain the ongoing changes in the Earth's system over geologic time due to interactions among the solid Earth, hydrosphere, and atmosphere.
GEO.ESS1.3. Evaluate the geologic evidence (including index fossils, absolute and relative dating methods, superposition, and/or crosscutting relationships) used to infer the age of the Earth. Design a research study to confirm or refute one aspect of such evidence.
GEO.ESS2.1. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.
GEO.ESS2.2. Engage in an argument from geoscience data to assert that changes to Earth's surface can create feedbacks that cause changes to other Earth systems.
GEO.ESS2.3. Create a visual model describing the processes responsible for forming the three rock groups (sedimentary, igneous, and metamorphic) and explaining their characteristics.
GEO.ESS2.7. Communicate scientific and technical information about how the dynamic nature of the rock cycle accounts for the interrelationships among rock and mineral types, and describe how the total amount of material stays the same throughout formation, weathering, sedimentation, and reformation.
GEO.ESS2.8. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
GEO.ESS2.10. Conduct research, provide a rationale, plan, and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. The rationale should take into account processes of the hydrologic cycle, including evaporation, condensation, precipitation, surface runoff, and groundwater percolation, infiltration, and transpiration.
GEO.ESS2.11. Design a solution to a complex real-world problem caused by the dynamic nature of rivers and streams which erode and transport sediment, change their course, and flood their banks in natural and recurring patterns.
GEO.ESS2.12. Obtain, evaluate, and communicate information about man-made and natural threats (e.g., mining, pollution, erosion, runoff, floods, and earthquakes) to Tennessee watersheds.
GEO.ESS2.13. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
GEO.ESS2.14. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
GEO.ESS2.16. Analyze the effect of an earthquake upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
GEO.ESS3. Earth and Human Activity
GEO.ESS3.1. Use a topographic map and a geologic map to determine an ideal location for a Tennessee electricity-generating facility to provide solar, wind, nuclear, hydroelectric, or other renewable/nonrenewable power.
GEO.ESS3.3. Evaluate the evidence and reasoning supporting claims about the impact of human activities on groundwater quality. The evaluation should include data related to multiple factors (e.g., precipitation, topography, porosity, and run-off).
TN.PSCI. Physical Science (PSCI)
PSCI.PS. Physical Sciences (PS)
PSCI.PS2. Motion and Stability: Forces and Interactions
PSCI.PS2.1. Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.
PSCI.PS2.4. Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F=ma.
PSCI.PS3.1. Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.
PSCI.PS4. Waves and Their Applications in Technologies for Information Transfer
PSCI.PS4.1. Use scientific reasoning to compare and contrast the properties of transverse and longitudinal waves and give examples of each type.
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
PSCI.PS4.4. Describe and communicate the similarities and differences across the electromagnetic spectrum. Research methods and devices used to measure these characteristics.
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
PSCI.PS4.5. Research and communicate scientific explanations about how electromagnetic waves are used in modern technology to produce, transmit, receive, and store information. Examples include: medical imaging, cell phones, and wireless networks.
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
TN.PWC. Physical World Concepts (PWC)
PWC.PS. Physical Sciences (PS)
PWC.PS2. Motion and Stability: Forces and Interactions
PWC.PS2.1. Investigate, measure, calculate, and analyze the relationship among position, displacement, velocity, acceleration, and time.
PWC.PS4. Waves and Their Applications in Technologies for Information Transfer
PWC.PS4.1. Build a model of a wave that describes the following characteristics of longitudinal waves and transverse waves: wavelength, frequency, period, amplitude, and velocity.
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
PWC.PS4.3. Compare and contrast the properties and the applications of mechanical and electromagnetic 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
PWC.PS4.7. Investigate reflection, refraction, diffraction, and interference of 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
TN.PHYS. Physics (PHYS)
PHYS.PS. Physical Sciences (PS)
PHYS.PS2. Motion and Stability: Forces and Interactions
PHYS.PS2.1. Investigate and evaluate the graphical and mathematical relationship (using either manual graphing or computers) of one-dimensional kinematic parameters (distance, displacement, speed, velocity, acceleration) with respect to an object's position, direction of motion, and time.
PHYS.PS2.4. Use free-body diagrams to illustrate the contact and non-contact forces acting on an object. Use the diagrams in combination with graphical or component-based vector analysis and with Newton's first and second laws to predict the position of the object on which the forces act in a constant net force scenario.
PHYS.PS2.5. Gather evidence to defend the claim of Newton's first law of motion by explaining the effect that balanced forces have upon objects that are stationary or are moving at constant velocity.
PHYS.PS2.14. Plan and conduct an investigation to provide evidence that a constant force perpendicular to an object's motion is required for uniform circular motion (F = m v2 / r).
PHYS.PS3.1. Identify and calculate different types of energy and their transformations (thermal, kinetic, potential, including magnetic and electrical potential energies) from one form to another in a system.
PHYS.PS3.8. Communicate scientific ideas to describe how forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space. Explain how energy is contained within the field and how the energy changes when the objects generating and interacting with the field change their relative positions.
PHYS.PS3.10. Develop a model (sketch, CAD drawing, etc.) of a resistor circuit or capacitor circuit and use it to illustrate the behavior of electrons, electrical charge, and energy transfer.
PHYS.PS3.11. Investigate Ohm’s law (I=V/R) by conducting an experiment to determine the relationships between current and voltage, current and resistance, and voltage and resistance.
PHYS.PS4. Waves and Their Applications in Technologies for Information Transfer
PHYS.PS4.1. Know wave parameters (i.e., velocity, period, amplitude, frequency, angular frequency) as well as how these quantities are defined in the cases of longitudinal and transverse 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
PHYS.PS4.3. Understand that the reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of characteristics of specific wave parameters and parameters of the medium.
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
PHYS.PS4.5. Evaluate the characteristics of the electromagnetic spectrum by communicating the similarities and differences among the different bands. Research and determine methods and devices used to measure these characteristics.
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
TN.SCRE. Scientific Research (SCRE)
SCRE.ETS. Engineering, Technology, and Applications of Science (ETS)
SCRE.ETS2. Links Among Engineering, Technology, Science, and Society
SCRE.ETS2.3. Identify the most appropriate scientific instruments and/or computer programs for different experiments and research, and learn to use, care for, and maintain them, gather data, and analyze results.
SCRE.ETS3.1. Research and present information about the history of the development of a scientific theory. Articulate reasons for refinements and/or replacement of this theory over time.
SCRE.ETS3.2. Engage in argument from evidence supporting the statement that science is tentative.
SCRE.ETS3.13. Select and use appropriate data tables, graphs, and diagrams to represent data. Use mathematic and computational thinking to look for patterns in data.
BIO2.LS4.2. Using information based on the geologic time scale and history of life on Earth, look for patterns in changes in organisms over time and explain how these patterns support the theory of evolution.
CHEM1.PS1.9. Draw models (qualitative models such as pictures or diagrams) to demonstrate understanding of radioactive stability and decay. Understand and differentiate between fission and fusion reactions. Use models (graphs or tables) to explain the concept of half-life and its use in determining the age of materials (such as radiometric dating).
CHEM2.PS2. Motion and Stability: Forces and Interactions
CHEM2.PS2.3. Investigate and use mathematical evidence to support that rates of chemical reactions are determined by details of the molecular collisions.
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
TN.ESS. Earth and Space Science (ESS)
ESS.ESS. Earth and Space Sciences (ESS)
ESS.ESS1. Earth's Place in the Universe
ESS.ESS1.1. Construct an explanation regarding the rapid expansion of the universe based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
ESS.ESS1.3. Analyze and interpret data about the mass of a star to predict its composition, luminosity, and temperature across its life cycle, including an explanation for how and why it undergoes changes at each stage.
ESS.ESS1.7. Analyze and interpret data to compare, contrast, and explain the characteristics of objects in the solar system including the sun, planets and their satellites, planetoids, asteroids, and comets. Characteristics include: mass, gravitational attraction, diameter, and composition.
ESS.ESS1.8. Use mathematical or computational representations to predict motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids, and the influence of gravity, inertia, and collisions on these motions.
ESS.ESS1.9. Evaluate the evidence for the role of gravitational force and heat production in theories about the origin and formation of Earth. Design a research study to confirm or refute one aspect of such evidence.
ESS.ESS1.10. Summarize available sources of data within the solar system which provide clues about Earth’s formation. Using engineering principles, design a means to gather more data.
ESS.ESS2.1. Given an environmental disaster, analyze its effect upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
ESS.ESS2.2. Construct an argument based on evidence about how global and regional climate is impacted by interactions among the Sun's energy output, tectonic events, ocean circulation, vegetation, and human activities. The argument should include discussion of a variety of time scales from sudden (volcanic ash clouds) to intermediate (ice ages) to long-term tectonic cycles.
ESS.ESS2.3. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
ESS.ESS2.4. Analyze surface features of Earth and identify and explain the geologic processes responsible for their formation.
ESS.ESS2.5. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
ESS.ESS2.7. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
ESS.ESS2.8. Using maps and numerical data, evaluate the claims, evidence, and reasoning that forces due to plate tectonics cause earthquake activity, volcanic eruptions, and mountain building.
ESS.ESS2.9. Design a research study to examine an area of increasing seismic or volcanic activity and predict what will occur in that area over the next month, year, and decade. The description should include the instruments and measures to be used in the study and an explanation of their capabilities and limitations.
ESS.ESS2.10. Construct a model which shows the interactions between processes of the hydrologic cycle and the greenhouse effect.
ESS.ESS2.12. Engage in an argument from evidence to explain the degree to which the dynamics of oceanic currents could contribute to at least one aspect of climate change.
ESS.ESS2.13. Use a model to predict how variations in the flow of energy through radiation, conduction, and convection into and out of Earth’s systems could contribute to global atmospheric processes and climactic effects.
ESS.ESS2.14. Using data, weather maps, and other scientific tools, predict weather conditions from an analysis of the movement of air masses, high and low pressure systems, and frontal boundaries.
ESS.ESS2.15. Use satellite-based image datasets to compare and explain how weather and climate patterns at various latitudes, elevations, and proximities to water and ocean currents are a function of heat, evaporation, condensation, and rotation of the planet. The comparison should also include an examination of the same location across various seasons or years.
ESS.ESS2.16. Design a mathematical model of Earth’s energy budget showing how the electromagnetic radiation from the sun in watts/ m2 is reflected, absorbed, stored, redistributed among the atmosphere, ocean, and land systems, and reradiated back into space. The model should provide a means to predict how changes in greenhouse gases could affect Earth’s temperatures.
ESS.ESS3. Earth and Human Activity
ESS.ESS3.2. Obtain, evaluate, and communicate information on how natural resource availability, natural hazard occurrences, and climatic changes impact individuals and society.
EVSC.ESS2.1. Research the development of the theory of plate tectonics. Use the theory to construct an explanation for how changes in Earth’s crust cause mountain formation, volcanoes, earthquakes, and tsunamis. Provide evidence to support the explanation using information pertaining to plate boundary types (divergent, convergent, transform).
EVSC.ESS2.2. Considering Earth’s position within our solar system, use a model to demonstrate the causes of day length, seasons, and climate.
EVSC.ESS2.3. Analyze the composition of the Earth’s atmosphere. Obtain information and use graphs to observe patterns regarding stability and change within the Earth’s atmospheric composition (O2, N2, CO2, etc.) over geologic time.
EVSC.ESS2.5. Plan and carry out an investigation examining the chemical and physical properties of water and the impact of water on Earth’s topography. Analyze data and share findings.
EVSC.ESS3.5. Plan and carry out an investigation examining best management practices in water usage, agriculture, forestry, urban/suburban development, mining, or fishing and communicate findings.
EVSC.ESS3.13. Analyze and interpret data on the effects of land, water, and air pollution on the environment and on human health. Propose solutions for minimizing pollution from specific sources.
EVSC.ESS3.16. Obtain, evaluate, and communicate scientific information tracing the breakdown of ozone caused by chlorofluorocarbons and the effectiveness of efforts to address this environmental problem.
TN.GEO. Geology (GEO)
GEO.ESS. Earth and Space Sciences (ESS)
GEO.ESS1. Earth’s Place in the Universe
GEO.ESS1.1. Compare and contrast methods for constructing accounts of Earth’s formation, early history, and/or changes in environmental conditions on Earth over time.
GEO.ESS1.2. Evaluate evidence used to explain the ongoing changes in the Earth's system over geologic time due to interactions among the solid Earth, hydrosphere, and atmosphere.
GEO.ESS1.3. Evaluate the geologic evidence (including index fossils, absolute and relative dating methods, superposition, and/or crosscutting relationships) used to infer the age of the Earth. Design a research study to confirm or refute one aspect of such evidence.
GEO.ESS2.1. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.
GEO.ESS2.2. Engage in an argument from geoscience data to assert that changes to Earth's surface can create feedbacks that cause changes to other Earth systems.
GEO.ESS2.3. Create a visual model describing the processes responsible for forming the three rock groups (sedimentary, igneous, and metamorphic) and explaining their characteristics.
GEO.ESS2.7. Communicate scientific and technical information about how the dynamic nature of the rock cycle accounts for the interrelationships among rock and mineral types, and describe how the total amount of material stays the same throughout formation, weathering, sedimentation, and reformation.
GEO.ESS2.8. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
GEO.ESS2.10. Conduct research, provide a rationale, plan, and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. The rationale should take into account processes of the hydrologic cycle, including evaporation, condensation, precipitation, surface runoff, and groundwater percolation, infiltration, and transpiration.
GEO.ESS2.11. Design a solution to a complex real-world problem caused by the dynamic nature of rivers and streams which erode and transport sediment, change their course, and flood their banks in natural and recurring patterns.
GEO.ESS2.12. Obtain, evaluate, and communicate information about man-made and natural threats (e.g., mining, pollution, erosion, runoff, floods, and earthquakes) to Tennessee watersheds.
GEO.ESS2.13. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
GEO.ESS2.14. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
GEO.ESS2.16. Analyze the effect of an earthquake upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
GEO.ESS3. Earth and Human Activity
GEO.ESS3.1. Use a topographic map and a geologic map to determine an ideal location for a Tennessee electricity-generating facility to provide solar, wind, nuclear, hydroelectric, or other renewable/nonrenewable power.
GEO.ESS3.3. Evaluate the evidence and reasoning supporting claims about the impact of human activities on groundwater quality. The evaluation should include data related to multiple factors (e.g., precipitation, topography, porosity, and run-off).
TN.PSCI. Physical Science (PSCI)
PSCI.PS. Physical Sciences (PS)
PSCI.PS1. Matter and Its Interactions
PSCI.PS1.4. Apply scientific principles and evidence to provide explanations about physical and chemical changes.
PSCI.PS2. Motion and Stability: Forces and Interactions
PSCI.PS2.1. Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.
PSCI.PS2.4. Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F=ma.
PSCI.PS3.1. Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.
PSCI.PS4. Waves and Their Applications in Technologies for Information Transfer
PSCI.PS4.1. Use scientific reasoning to compare and contrast the properties of transverse and longitudinal waves and give examples of each type.
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
PSCI.PS4.4. Describe and communicate the similarities and differences across the electromagnetic spectrum. Research methods and devices used to measure these characteristics.
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
PSCI.PS4.5. Research and communicate scientific explanations about how electromagnetic waves are used in modern technology to produce, transmit, receive, and store information. Examples include: medical imaging, cell phones, and wireless networks.
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
TN.PWC. Physical World Concepts (PWC)
PWC.PS. Physical Sciences (PS)
PWC.PS2. Motion and Stability: Forces and Interactions
PWC.PS2.1. Investigate, measure, calculate, and analyze the relationship among position, displacement, velocity, acceleration, and time.
PWC.PS4. Waves and Their Applications in Technologies for Information Transfer
PWC.PS4.1. Build a model of a wave that describes the following characteristics of longitudinal waves and transverse waves: wavelength, frequency, period, amplitude, and velocity.
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
PWC.PS4.3. Compare and contrast the properties and the applications of mechanical and electromagnetic 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
PWC.PS4.7. Investigate reflection, refraction, diffraction, and interference of 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
TN.PHYS. Physics (PHYS)
PHYS.PS. Physical Sciences (PS)
PHYS.PS2. Motion and Stability: Forces and Interactions
PHYS.PS2.1. Investigate and evaluate the graphical and mathematical relationship (using either manual graphing or computers) of one-dimensional kinematic parameters (distance, displacement, speed, velocity, acceleration) with respect to an object's position, direction of motion, and time.
PHYS.PS2.4. Use free-body diagrams to illustrate the contact and non-contact forces acting on an object. Use the diagrams in combination with graphical or component-based vector analysis and with Newton's first and second laws to predict the position of the object on which the forces act in a constant net force scenario.
PHYS.PS2.5. Gather evidence to defend the claim of Newton's first law of motion by explaining the effect that balanced forces have upon objects that are stationary or are moving at constant velocity.
PHYS.PS2.14. Plan and conduct an investigation to provide evidence that a constant force perpendicular to an object's motion is required for uniform circular motion (F = m v2 / r).
PHYS.PS3.1. Identify and calculate different types of energy and their transformations (thermal, kinetic, potential, including magnetic and electrical potential energies) from one form to another in a system.
PHYS.PS3.8. Communicate scientific ideas to describe how forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space. Explain how energy is contained within the field and how the energy changes when the objects generating and interacting with the field change their relative positions.
PHYS.PS3.10. Develop a model (sketch, CAD drawing, etc.) of a resistor circuit or capacitor circuit and use it to illustrate the behavior of electrons, electrical charge, and energy transfer.
PHYS.PS3.11. Investigate Ohm’s law (I=V/R) by conducting an experiment to determine the relationships between current and voltage, current and resistance, and voltage and resistance.
PHYS.PS4. Waves and Their Applications in Technologies for Information Transfer
PHYS.PS4.1. Know wave parameters (i.e., velocity, period, amplitude, frequency, angular frequency) as well as how these quantities are defined in the cases of longitudinal and transverse 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
PHYS.PS4.3. Understand that the reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of characteristics of specific wave parameters and parameters of the medium.
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
PHYS.PS4.5. Evaluate the characteristics of the electromagnetic spectrum by communicating the similarities and differences among the different bands. Research and determine methods and devices used to measure these characteristics.
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
TN.SCRE. Scientific Research (SCRE)
SCRE.ETS. Engineering, Technology, and Applications of Science (ETS)
SCRE.ETS2. Links Among Engineering, Technology, Science, and Society
SCRE.ETS2.3. Identify the most appropriate scientific instruments and/or computer programs for different experiments and research, and learn to use, care for, and maintain them, gather data, and analyze results.
SCRE.ETS3.1. Research and present information about the history of the development of a scientific theory. Articulate reasons for refinements and/or replacement of this theory over time.
SCRE.ETS3.2. Engage in argument from evidence supporting the statement that science is tentative.
SCRE.ETS3.13. Select and use appropriate data tables, graphs, and diagrams to represent data. Use mathematic and computational thinking to look for patterns in data.
BIO2.LS4.2. Using information based on the geologic time scale and history of life on Earth, look for patterns in changes in organisms over time and explain how these patterns support the theory of evolution.
CHEM1.PS1.9. Draw models (qualitative models such as pictures or diagrams) to demonstrate understanding of radioactive stability and decay. Understand and differentiate between fission and fusion reactions. Use models (graphs or tables) to explain the concept of half-life and its use in determining the age of materials (such as radiometric dating).
ESS.ESS1.1. Construct an explanation regarding the rapid expansion of the universe based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
ESS.ESS1.3. Analyze and interpret data about the mass of a star to predict its composition, luminosity, and temperature across its life cycle, including an explanation for how and why it undergoes changes at each stage.
ESS.ESS1.7. Analyze and interpret data to compare, contrast, and explain the characteristics of objects in the solar system including the sun, planets and their satellites, planetoids, asteroids, and comets. Characteristics include: mass, gravitational attraction, diameter, and composition.
ESS.ESS1.8. Use mathematical or computational representations to predict motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids, and the influence of gravity, inertia, and collisions on these motions.
ESS.ESS1.9. Evaluate the evidence for the role of gravitational force and heat production in theories about the origin and formation of Earth. Design a research study to confirm or refute one aspect of such evidence.
ESS.ESS1.10. Summarize available sources of data within the solar system which provide clues about Earth’s formation. Using engineering principles, design a means to gather more data.
ESS.ESS2.1. Given an environmental disaster, analyze its effect upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
ESS.ESS2.2. Construct an argument based on evidence about how global and regional climate is impacted by interactions among the Sun's energy output, tectonic events, ocean circulation, vegetation, and human activities. The argument should include discussion of a variety of time scales from sudden (volcanic ash clouds) to intermediate (ice ages) to long-term tectonic cycles.
ESS.ESS2.3. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
ESS.ESS2.4. Analyze surface features of Earth and identify and explain the geologic processes responsible for their formation.
ESS.ESS2.5. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
ESS.ESS2.7. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
ESS.ESS2.8. Using maps and numerical data, evaluate the claims, evidence, and reasoning that forces due to plate tectonics cause earthquake activity, volcanic eruptions, and mountain building.
ESS.ESS2.9. Design a research study to examine an area of increasing seismic or volcanic activity and predict what will occur in that area over the next month, year, and decade. The description should include the instruments and measures to be used in the study and an explanation of their capabilities and limitations.
ESS.ESS2.10. Construct a model which shows the interactions between processes of the hydrologic cycle and the greenhouse effect.
ESS.ESS2.12. Engage in an argument from evidence to explain the degree to which the dynamics of oceanic currents could contribute to at least one aspect of climate change.
ESS.ESS2.13. Use a model to predict how variations in the flow of energy through radiation, conduction, and convection into and out of Earth’s systems could contribute to global atmospheric processes and climactic effects.
ESS.ESS2.14. Using data, weather maps, and other scientific tools, predict weather conditions from an analysis of the movement of air masses, high and low pressure systems, and frontal boundaries.
ESS.ESS2.15. Use satellite-based image datasets to compare and explain how weather and climate patterns at various latitudes, elevations, and proximities to water and ocean currents are a function of heat, evaporation, condensation, and rotation of the planet. The comparison should also include an examination of the same location across various seasons or years.
ESS.ESS2.16. Design a mathematical model of Earth’s energy budget showing how the electromagnetic radiation from the sun in watts/ m2 is reflected, absorbed, stored, redistributed among the atmosphere, ocean, and land systems, and reradiated back into space. The model should provide a means to predict how changes in greenhouse gases could affect Earth’s temperatures.
ESS.ESS3. Earth and Human Activity
ESS.ESS3.2. Obtain, evaluate, and communicate information on how natural resource availability, natural hazard occurrences, and climatic changes impact individuals and society.
EVSC.ESS2.1. Research the development of the theory of plate tectonics. Use the theory to construct an explanation for how changes in Earth’s crust cause mountain formation, volcanoes, earthquakes, and tsunamis. Provide evidence to support the explanation using information pertaining to plate boundary types (divergent, convergent, transform).
EVSC.ESS2.2. Considering Earth’s position within our solar system, use a model to demonstrate the causes of day length, seasons, and climate.
EVSC.ESS2.3. Analyze the composition of the Earth’s atmosphere. Obtain information and use graphs to observe patterns regarding stability and change within the Earth’s atmospheric composition (O2, N2, CO2, etc.) over geologic time.
EVSC.ESS2.5. Plan and carry out an investigation examining the chemical and physical properties of water and the impact of water on Earth’s topography. Analyze data and share findings.
EVSC.ESS3.5. Plan and carry out an investigation examining best management practices in water usage, agriculture, forestry, urban/suburban development, mining, or fishing and communicate findings.
EVSC.ESS3.13. Analyze and interpret data on the effects of land, water, and air pollution on the environment and on human health. Propose solutions for minimizing pollution from specific sources.
EVSC.ESS3.16. Obtain, evaluate, and communicate scientific information tracing the breakdown of ozone caused by chlorofluorocarbons and the effectiveness of efforts to address this environmental problem.
TN.GEO. Geology (GEO)
GEO.ESS. Earth and Space Sciences (ESS)
GEO.ESS1. Earth’s Place in the Universe
GEO.ESS1.1. Compare and contrast methods for constructing accounts of Earth’s formation, early history, and/or changes in environmental conditions on Earth over time.
GEO.ESS1.2. Evaluate evidence used to explain the ongoing changes in the Earth's system over geologic time due to interactions among the solid Earth, hydrosphere, and atmosphere.
GEO.ESS1.3. Evaluate the geologic evidence (including index fossils, absolute and relative dating methods, superposition, and/or crosscutting relationships) used to infer the age of the Earth. Design a research study to confirm or refute one aspect of such evidence.
GEO.ESS2.1. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.
GEO.ESS2.2. Engage in an argument from geoscience data to assert that changes to Earth's surface can create feedbacks that cause changes to other Earth systems.
GEO.ESS2.3. Create a visual model describing the processes responsible for forming the three rock groups (sedimentary, igneous, and metamorphic) and explaining their characteristics.
GEO.ESS2.7. Communicate scientific and technical information about how the dynamic nature of the rock cycle accounts for the interrelationships among rock and mineral types, and describe how the total amount of material stays the same throughout formation, weathering, sedimentation, and reformation.
GEO.ESS2.8. Develop a visual model to illustrate the formation and reformation of rocks over time including processes such as weathering, sedimentation, and plate movement. The model should include a comparison of the physical properties of various rock types, common rock-forming minerals, and continental rocks versus the oceanic crust.
GEO.ESS2.10. Conduct research, provide a rationale, plan, and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. The rationale should take into account processes of the hydrologic cycle, including evaporation, condensation, precipitation, surface runoff, and groundwater percolation, infiltration, and transpiration.
GEO.ESS2.11. Design a solution to a complex real-world problem caused by the dynamic nature of rivers and streams which erode and transport sediment, change their course, and flood their banks in natural and recurring patterns.
GEO.ESS2.12. Obtain, evaluate, and communicate information about man-made and natural threats (e.g., mining, pollution, erosion, runoff, floods, and earthquakes) to Tennessee watersheds.
GEO.ESS2.13. Communicate scientific and technical information to explain how evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle, and crust.
GEO.ESS2.14. Apply scientific principles regarding thermal convection and gravitational movement of dense materials to predict the outcomes of continued development and movement of lithospheric plates from their growing margins at a divergent boundary (mid-ocean ridge) to their destructive margin at a convergent boundary (subduction zone).
GEO.ESS2.16. Analyze the effect of an earthquake upon the geosphere, hydrosphere, atmosphere, and/or biosphere, including sphere-to-sphere interactions. Analysis should conclude with an identification of future research to improve our ability to predict such interactions.
GEO.ESS3. Earth and Human Activity
GEO.ESS3.1. Use a topographic map and a geologic map to determine an ideal location for a Tennessee electricity-generating facility to provide solar, wind, nuclear, hydroelectric, or other renewable/nonrenewable power.
GEO.ESS3.3. Evaluate the evidence and reasoning supporting claims about the impact of human activities on groundwater quality. The evaluation should include data related to multiple factors (e.g., precipitation, topography, porosity, and run-off).
TN.PSCI. Physical Science (PSCI)
PSCI.PS. Physical Sciences (PS)
PSCI.PS1. Matter and Its Interactions
PSCI.PS1.4. Apply scientific principles and evidence to provide explanations about physical and chemical changes.
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
PSCI.PS1.8. Using the patterns of electrons in the outermost energy level, predict how elements may combine.
PSCI.PS1.11. Use models to identify chemical reactions as synthesis, decomposition, single-replacement, and double-replacement. Given the reactants, use these models to predict the products of those chemical 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
PSCI.PS2. Motion and Stability: Forces and Interactions
PSCI.PS2.1. Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.
PSCI.PS2.4. Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F=ma.
PSCI.PS3.1. Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.
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
PSCI.PS4. Waves and Their Applications in Technologies for Information Transfer
PSCI.PS4.1. Use scientific reasoning to compare and contrast the properties of transverse and longitudinal waves and give examples of each type.
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
PSCI.PS4.4. Describe and communicate the similarities and differences across the electromagnetic spectrum. Research methods and devices used to measure these characteristics.
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
PSCI.PS4.5. Research and communicate scientific explanations about how electromagnetic waves are used in modern technology to produce, transmit, receive, and store information. Examples include: medical imaging, cell phones, and wireless networks.
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
TN.PWC. Physical World Concepts (PWC)
PWC.PS. Physical Sciences (PS)
PWC.PS2. Motion and Stability: Forces and Interactions
PWC.PS2.1. Investigate, measure, calculate, and analyze the relationship among position, displacement, velocity, acceleration, and time.
PWC.PS3.1. Investigate the definitions of force, work, power, kinetic energy, and potential energy.
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
PWC.PS4. Waves and Their Applications in Technologies for Information Transfer
PWC.PS4.1. Build a model of a wave that describes the following characteristics of longitudinal waves and transverse waves: wavelength, frequency, period, amplitude, and velocity.
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
PWC.PS4.3. Compare and contrast the properties and the applications of mechanical and electromagnetic 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
PWC.PS4.7. Investigate reflection, refraction, diffraction, and interference of 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
TN.PHYS. Physics (PHYS)
PHYS.PS. Physical Sciences (PS)
PHYS.PS2. Motion and Stability: Forces and Interactions
PHYS.PS2.1. Investigate and evaluate the graphical and mathematical relationship (using either manual graphing or computers) of one-dimensional kinematic parameters (distance, displacement, speed, velocity, acceleration) with respect to an object's position, direction of motion, and time.
PHYS.PS2.4. Use free-body diagrams to illustrate the contact and non-contact forces acting on an object. Use the diagrams in combination with graphical or component-based vector analysis and with Newton's first and second laws to predict the position of the object on which the forces act in a constant net force scenario.
PHYS.PS2.5. Gather evidence to defend the claim of Newton's first law of motion by explaining the effect that balanced forces have upon objects that are stationary or are moving at constant velocity.
PHYS.PS2.14. Plan and conduct an investigation to provide evidence that a constant force perpendicular to an object's motion is required for uniform circular motion (F = m v2 / r).
PHYS.PS3.1. Identify and calculate different types of energy and their transformations (thermal, kinetic, potential, including magnetic and electrical potential energies) from one form to another in a system.
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
PHYS.PS3.8. Communicate scientific ideas to describe how forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space. Explain how energy is contained within the field and how the energy changes when the objects generating and interacting with the field change their relative positions.
PHYS.PS3.10. Develop a model (sketch, CAD drawing, etc.) of a resistor circuit or capacitor circuit and use it to illustrate the behavior of electrons, electrical charge, and energy transfer.
PHYS.PS3.11. Investigate Ohm’s law (I=V/R) by conducting an experiment to determine the relationships between current and voltage, current and resistance, and voltage and resistance.
PHYS.PS4. Waves and Their Applications in Technologies for Information Transfer
PHYS.PS4.1. Know wave parameters (i.e., velocity, period, amplitude, frequency, angular frequency) as well as how these quantities are defined in the cases of longitudinal and transverse 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
PHYS.PS4.3. Understand that the reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of characteristics of specific wave parameters and parameters of the medium.
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
PHYS.PS4.5. Evaluate the characteristics of the electromagnetic spectrum by communicating the similarities and differences among the different bands. Research and determine methods and devices used to measure these characteristics.
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
TN.SCRE. Scientific Research (SCRE)
SCRE.ETS. Engineering, Technology, and Applications of Science (ETS)
SCRE.ETS2. Links Among Engineering, Technology, Science, and Society
SCRE.ETS2.3. Identify the most appropriate scientific instruments and/or computer programs for different experiments and research, and learn to use, care for, and maintain them, gather data, and analyze results.
SCRE.ETS3.1. Research and present information about the history of the development of a scientific theory. Articulate reasons for refinements and/or replacement of this theory over time.
SCRE.ETS3.2. Engage in argument from evidence supporting the statement that science is tentative.
SCRE.ETS3.13. Select and use appropriate data tables, graphs, and diagrams to represent data. Use mathematic and computational thinking to look for patterns in data.