UT.1. Biology: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.g. Develop and use classification systems.

UT.4. Biology: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.e. Use mathematical language and reasoning to communicate information.

UT.5. Biology: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.I. Biology: Students will understand that living organisms interact with one another and their environment.

I.1. Summarize how energy flows through an ecosystem.

I.1.a. Arrange components of a food chain according to energy flow.

I.1.b. Compare the quantity of energy in the steps of an energy pyramid.

I.2. Explain relationships between matter cycles and organisms.

I.2.a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.

I.2.b. Explain how water is a limiting factor in various ecosystems.

I.3. Describe how interactions among organisms and their environment help shape ecosystems.

I.3.a. Categorize relationships among living things according to predator-prey, competition, and symbiosis.

UT.II. Biology: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.

II.1. Describe the fundamental chemistry of living cells.

II.1.c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.

II.2. Describe the flow of energy and matter in cellular function.

II.2.a. Distinguish between autotrophic and heterotrophic cells.

II.2.b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).

II.2.c. Measure the production of one or more of the products of either photosynthesis or respiration.

II.3. Investigate the structure and function of cells and cell parts.

II.3.a. Explain how cells divide from existing cells.

II.3.b. Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).

II.3.c. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).

II.3.d. Describe the relationship between the organelles in a cell and the functions of that cell.

II.3.e. Experiment with microorganisms and/or plants to investigate growth and reproduction.

UT.III. Biology: Students will understand the relationship between structure and function of organs and organ systems.

III.1. Describe the structure and function of organs.

III.1.a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hairs; skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum).

III.1.b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).

III.1.c. Relate the structure of organs to the function of organs.

III.1.d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.

III.1.e. Research and report on technological developments related to organs.

III.2. Describe the relationship between structure and function of organ systems in plants and animals.

III.2.a. Relate the function of an organ to the function of an organ system.

III.2.b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.

III.2.c. Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.

III.2.d. Relate the tissues that make up organs to the structure and function of the organ.

III.2.e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).

UT.IV. Biology: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.

IV.1. Compare sexual and asexual reproduction.

IV.1.a. Explain the significance of meiosis and fertilization in genetic variation.

IV.1.c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.

IV.2. Predict and interpret patterns of inheritance in sexually reproducing organisms.

IV.2.a. Explain Mendel's laws of segregation and independent assortment and their role in genetic inheritance.

IV.3. Explain how the structure and replication of DNA are essential to heredity and protein synthesis.

IV.3.a. Use a model to describe the structure of DNA.

IV.3.b. Explain the importance of DNA replication in cell reproduction.

IV.3.c. Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.

IV.3.d. Describe how mutations may affect genetic expression and cite examples of mutagens.

IV.3.e. Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.

UT.V. Biology: Students will understand that biological diversity is a result of evolutionary processes.

V.1. Relate principles of evolution to biological diversity.

V.1.a. Describe the effects of environmental factors on natural selection.

V.2. Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.

V.2.c. Relate the nature of science to the historical development of the theory of evolution.

V.3. Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.

V.3.a. Classify organisms using a classification tool such as a key or field guide.

V.3.b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).

V.3.d. Justify the ongoing changes to classification schemes used in biology.

UT.1. Chemistry: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.i. Use mathematics as a precise method for showing relationships.

UT.3. Chemistry: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Chemistry: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.e. Use mathematical language and reasoning to communicate information.

UT.6. Chemistry: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

UT.I. Chemistry: Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.

I.1. Recognize the origin and distribution of elements in the universe.

I.1.b. Recognize that all matter in the universe and on earth is composed of the same elements.

I.1.c. Identify the distribution of elements in the universe.

I.2. Relate the structure, behavior, and scale of an atom to the particles that compose it.

I.2.c. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.

I.2.d. Generalize the relationship of proton number to the element's identity.

I.2.e. Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.

I.3. Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.

I.3.a. Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.

I.3.b. Compare the number of protons and neutrons in isotopes of the same element.

I.3.c. Identify similarities in chemical behavior of elements within a group.

I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.

I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.

UT.II. Chemistry: Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the emission of high-energy particles results from nuclear changes and that matter can be converted to energy during nuclear reactions.

II.2. Evaluate how changes in the nucleus of an atom result in emission of radioactivity.

II.2.d. Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.

UT.III. Chemistry: Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.

III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.

III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.

III.2.b. Compare the physical properties of a compound to the elements that form it.

III.2.c. Compare the chemical properties of a compound to the elements that form it.

III.2.d. Explain that combining elements in different proportions results in the formation of different compounds with different properties.

III.3. Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.

III.3.a. Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.

UT.IV. Chemistry: Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.

IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.

IV.1.d. Recognize that the number of atoms in a chemical reaction does not change.

IV.1.e. Determine the molar proportions of the reactants and products in a balanced chemical reaction.

IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).

IV.2. Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.

IV.2.c. Report evidence of energy transformations in a chemical reaction.

IV.2.d. After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.

IV.2.e. Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).

IV.2.f. Using collected data, report the loss or gain of heat energy in a chemical reaction.

UT.V. Chemistry: Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.

V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.

V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.

V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.

V.1.d. Identify that catalysts are effective in increasing reaction rates.

V.2. Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.

V.2.a. Explain the concept of dynamic equilibrium.

V.2.b. Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.

V.2.c. Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.

UT.VI. Chemistry: Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases.

VI.1. Describe factors affecting the process of dissolving and evaluate the effects that changes in concentration have on solutions.

VI.1.a. Use the terms solute and solvent in describing a solution.

VI.1.c. Describe the relative amount of solute particles in concentrated and dilute solutions and express concentration in terms of molarity and molality.

VI.1.e. Relate the concept of parts per million (PPM) to relevant environmental issues found through research.

VI.3. Differentiate between acids and bases in terms of hydrogen ion concentration.

VI.3.a. Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.

VI.3.d. Research and report on the uses of acids and bases in industry, agriculture, medicine, mining, manufacturing, or construction.

UT.1. Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.g. Develop and use classification systems.

UT.3. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.5. Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function as criteria in distinguishing between science and non-science.

UT.I. Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.

I.1. Describe the big bang theory and evidence supporting it.

I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.

I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.

I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.

I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.

I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.

I.2.e. Compare the life cycle of the sun to the life cycle of other stars.

UT.II. Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.

II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.

II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

II.2.d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.

II.3. Examine Earth's diversity of life as it changes over time.

II.3.a. Observe and chart the diversity in a specific area.

II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

UT.III. Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.

III.1. Explain the evidence that supports the theory of plate tectonics.

III.1.a. Define and describe the location of the major plates and plate boundaries.

III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.

III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.

III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.

III.1.e. Evaluate the evidence for the current theory of plate tectonics.

III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.

III.2.a. Identify the energy sources that cause material to move within Earth.

III.2.b. Model the movement of materials within Earth.

III.2.c. Model the movement and interaction of plates.

III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.

III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in biomass).

UT.IV. Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.

IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.

IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.

IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.

IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.

IV.2. Analyze the physical and biological dynamics of the oceans.

IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).

IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).

IV.2.e. Describe how changing sea levels could affect life on Earth.

UT.V. Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.

V.1. Describe how matter in the atmosphere cycles through other Earth systems.

V.1.b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).

V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.

V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).

V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.

V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.

V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.

V.2.c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.

UT.VI. Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

VI.1.b. Describe the pathways for converting and storing light energy as chemical energy (e.g., light energy converted to chemical energy stored in plants, plants become fossil fuel).

VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.

VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.

VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).

VI.2. Relate energy sources and transformation to the effects on Earth systems.

VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.

VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).

VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.

VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.

UT.1. Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.i. Use mathematics as a precise method for showing relationships.

UT.3. Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.b. Use precise scientific language in oral and written communication.

4.e. Use mathematical language and reasoning to communicate information.

UT.6. Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

UT.I. Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.

I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)

I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.

I.1.b. Distinguish between distance and displacement.

I.1.c. Distinguish between speed and velocity.

I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.

I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.

I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)

I.2.a. Determine the average acceleration of an object from data showing velocity at given times.

I.2.b. Describe the velocity of an object when its acceleration is zero.

I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.

I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).

I.2.e. Analyze the velocity and acceleration of an object over time.

I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)

I.4.a. Describe the motion of a moving object on which balanced forces are acting.

I.4.b. Describe the motion of a stationary object on which balanced forces are acting.

I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).

UT.II. Physics: Students will understand the relation between force, mass, and acceleration.

II.1. Analyze forces acting on an object. (Related Internet Resources)

II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).

II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)

II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).

UT.III. Physics: Students will understand the factors determining the strength of gravitational and electric forces.

III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)

III.1.b. Distinguish between mass and weight.

III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.

III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)

III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).

III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).

UT.IV. Physics: Students will understand transfer and conservation of energy.

IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)

IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).

IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.

IV.1.c. Describe the types of energy contributing to the total energy of a given system.

IV.2. Describe conservation of energy in terms of systems. (Related Internet Resources)

IV.2.b. Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).

IV.3. Describe common energy transformations and the effect on availability of energy. (Related Internet Resources)

IV.3.a. Describe the loss of useful energy in energy transformations.

UT.V. Physics: Students will understand the properties and applications of waves.

V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)

V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.

V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.

V.1.e. Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).

V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)

V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.

V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).

V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.

UT.CC.RST.9-10. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Integration of Knowledge and Ideas

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

UT.1. Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.g. Develop and use classification systems.

UT.3. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.5. Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function as criteria in distinguishing between science and non-science.

UT.I. Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.

I.1. Describe the big bang theory and evidence supporting it.

I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.

I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.

I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.

I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.

I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.

I.2.e. Compare the life cycle of the sun to the life cycle of other stars.

UT.II. Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.

II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.

II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

II.3. Examine Earth's diversity of life as it changes over time.

II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

UT.III. Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.

III.1. Explain the evidence that supports the theory of plate tectonics.

III.1.a. Define and describe the location of the major plates and plate boundaries.

III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.

III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.

III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.

III.1.e. Evaluate the evidence for the current theory of plate tectonics.

III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.

III.2.a. Identify the energy sources that cause material to move within Earth.

III.2.b. Model the movement of materials within Earth.

III.2.c. Model the movement and interaction of plates.

III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.

III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in biomass).

UT.IV. Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.

IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.

IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.

IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.

IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.

IV.2. Analyze the physical and biological dynamics of the oceans.

IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).

IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).

IV.2.e. Describe how changing sea levels could affect life on Earth.

UT.V. Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.

V.1. Describe how matter in the atmosphere cycles through other Earth systems.

V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.

V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).

V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.

V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.

V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.

UT.VI. Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.

VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.

VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).

VI.2. Relate energy sources and transformation to the effects on Earth systems.

VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.

VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).

VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.

VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.

UT.1. Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.i. Use mathematics as a precise method for showing relationships.

UT.3. Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.b. Use precise scientific language in oral and written communication.

4.e. Use mathematical language and reasoning to communicate information.

UT.6. Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

UT.I. Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.

I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)

I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.

I.1.b. Distinguish between distance and displacement.

I.1.c. Distinguish between speed and velocity.

I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.

I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.

I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)

I.2.a. Determine the average acceleration of an object from data showing velocity at given times.

I.2.b. Describe the velocity of an object when its acceleration is zero.

I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.

I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).

I.2.e. Analyze the velocity and acceleration of an object over time.

I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)

I.4.a. Describe the motion of a moving object on which balanced forces are acting.

I.4.b. Describe the motion of a stationary object on which balanced forces are acting.

I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).

UT.II. Physics: Students will understand the relation between force, mass, and acceleration.

II.1. Analyze forces acting on an object. (Related Internet Resources)

II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).

II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)

II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).

UT.III. Physics: Students will understand the factors determining the strength of gravitational and electric forces.

III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)

III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.

III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)

III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).

III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).

UT.IV. Physics: Students will understand transfer and conservation of energy.

IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)

IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).

IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.

UT.V. Physics: Students will understand the properties and applications of waves.

V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)

V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.

V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.

V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)

V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.

V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).

V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.

UT.1. Chemistry: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.g. Develop and use classification systems.

UT.III. Chemistry: Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.

III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.

III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.

UT.IV. Chemistry: Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.

IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.

IV.1.b. Compare the properties of reactants to the properties of products in a chemical reaction.

IV.1.c. Use a chemical equation to describe a simple chemical reaction.

IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).

UT.V. Chemistry: Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.

V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.

V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.

V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.

V.1.c. Correlate frequency and energy of collisions to reaction rate.

UT.1. Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.g. Develop and use classification systems.

UT.3. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.5. Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function as criteria in distinguishing between science and non-science.

UT.I. Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.

I.1. Describe the big bang theory and evidence supporting it.

I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.

I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.

I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.

I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.

I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.

I.2.e. Compare the life cycle of the sun to the life cycle of other stars.

UT.II. Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.

II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.

II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

II.3. Examine Earth's diversity of life as it changes over time.

II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

UT.III. Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.

III.1. Explain the evidence that supports the theory of plate tectonics.

III.1.a. Define and describe the location of the major plates and plate boundaries.

III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.

III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.

III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.

III.1.e. Evaluate the evidence for the current theory of plate tectonics.

III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.

III.2.a. Identify the energy sources that cause material to move within Earth.

III.2.b. Model the movement of materials within Earth.

III.2.c. Model the movement and interaction of plates.

III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.

III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in biomass).

UT.IV. Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.

IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.

IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.

IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.

IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.

IV.2. Analyze the physical and biological dynamics of the oceans.

IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).

IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).

IV.2.e. Describe how changing sea levels could affect life on Earth.

UT.V. Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.

V.1. Describe how matter in the atmosphere cycles through other Earth systems.

V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.

V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).

V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.

V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.

V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.

UT.VI. Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.

VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.

VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).

VI.2. Relate energy sources and transformation to the effects on Earth systems.

VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.

VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).

VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.

VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.

UT.1. Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.i. Use mathematics as a precise method for showing relationships.

UT.3. Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.b. Use precise scientific language in oral and written communication.

4.e. Use mathematical language and reasoning to communicate information.

UT.6. Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

UT.I. Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.

I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)

I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.

I.1.b. Distinguish between distance and displacement.

I.1.c. Distinguish between speed and velocity.

I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.

I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.

I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)

I.2.a. Determine the average acceleration of an object from data showing velocity at given times.

I.2.b. Describe the velocity of an object when its acceleration is zero.

I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.

I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).

I.2.e. Analyze the velocity and acceleration of an object over time.

I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)

I.4.a. Describe the motion of a moving object on which balanced forces are acting.

I.4.b. Describe the motion of a stationary object on which balanced forces are acting.

I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).

UT.II. Physics: Students will understand the relation between force, mass, and acceleration.

II.1. Analyze forces acting on an object. (Related Internet Resources)

II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).

II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)

II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).

UT.III. Physics: Students will understand the factors determining the strength of gravitational and electric forces.

III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)

III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.

III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)

III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).

III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).

UT.IV. Physics: Students will understand transfer and conservation of energy.

IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)

IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).

IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.

UT.V. Physics: Students will understand the properties and applications of waves.

V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)

V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.

V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.

V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)

V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.

V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).

V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.

UT.CC.RST.11-12. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

UT.1. Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.g. Develop and use classification systems.

UT.3. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.5. Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

5.d. Recognize contributions to science knowledge that have been made by both women and men.

UT.6. Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function as criteria in distinguishing between science and non-science.

UT.I. Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.

I.1. Describe the big bang theory and evidence supporting it.

I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.

I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.

I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.

I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.

I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.

I.2.e. Compare the life cycle of the sun to the life cycle of other stars.

UT.II. Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.

II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.

II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

II.3. Examine Earth's diversity of life as it changes over time.

II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

UT.III. Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.

III.1. Explain the evidence that supports the theory of plate tectonics.

III.1.a. Define and describe the location of the major plates and plate boundaries.

III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.

III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.

III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.

III.1.e. Evaluate the evidence for the current theory of plate tectonics.

III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.

III.2.a. Identify the energy sources that cause material to move within Earth.

III.2.b. Model the movement of materials within Earth.

III.2.c. Model the movement and interaction of plates.

III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.

III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in biomass).

UT.IV. Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.

IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.

IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.

IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.

IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.

IV.2. Analyze the physical and biological dynamics of the oceans.

IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).

IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).

IV.2.e. Describe how changing sea levels could affect life on Earth.

UT.V. Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.

V.1. Describe how matter in the atmosphere cycles through other Earth systems.

V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.

V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).

V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.

V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.

V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.

UT.VI. Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.

VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.

VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.

VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).

VI.2. Relate energy sources and transformation to the effects on Earth systems.

VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.

VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).

VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.

VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.

UT.1. Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.

1.d. Select and use appropriate technological instruments to collect and analyze data.

1.i. Use mathematics as a precise method for showing relationships.

UT.3. Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.

3.c. Apply principles and concepts of science to explain various phenomena.

3.d. Solve problems by applying science principles and procedures.

UT.4. Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.b. Use precise scientific language in oral and written communication.

4.e. Use mathematical language and reasoning to communicate information.

UT.6. Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

UT.I. Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.

I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)

I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.

I.1.b. Distinguish between distance and displacement.

I.1.c. Distinguish between speed and velocity.

I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.

I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.

I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)

I.2.a. Determine the average acceleration of an object from data showing velocity at given times.

I.2.b. Describe the velocity of an object when its acceleration is zero.

I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.

I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).

I.2.e. Analyze the velocity and acceleration of an object over time.

I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)

I.4.a. Describe the motion of a moving object on which balanced forces are acting.

I.4.b. Describe the motion of a stationary object on which balanced forces are acting.

I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).

UT.II. Physics: Students will understand the relation between force, mass, and acceleration.

II.1. Analyze forces acting on an object. (Related Internet Resources)

II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).

II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)

II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).

UT.III. Physics: Students will understand the factors determining the strength of gravitational and electric forces.

III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)

III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.

III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)

III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).

III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).

UT.IV. Physics: Students will understand transfer and conservation of energy.

IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)

IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).

IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.

UT.V. Physics: Students will understand the properties and applications of waves.

V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)

V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.

V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.

V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)

V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.

V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).

V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.