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Integrated Physics and Chemistry

(4) Science concepts. The student knows concepts of force and motion evident in everyday life.

The student is expected to:

1. calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines;
2. investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits;
3. analyze the effects caused by changing force or distance in simple machines as demonstrated in household devices, the human body, and vehicles; and
4. investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.

(5) Science concepts. The student knows the effects of waves on everyday life.

The student is expected to:

1. demonstrate wave types and their characteristics through a variety of activities such as modeling with ropes and coils, activating tuning forks, and interpreting data on seismic waves;
2. demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials;
3. identify uses of electromagnetic waves in various technological applications such as fiber optics, optical scanners, and microwaves; and
4. demonstrate the application of acoustic principles such as in echolocation, musical instruments, noise pollution, and sonograms.

(6) Science concepts. The student knows the impact of energy transformations in everyday life.

The student is expected to:

1. describe the law of conservation of energy;
2. investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation;
3. analyze the efficiency of energy conversions that are responsible for the production of electricity such as from radiant, nuclear, and geothermal sources, fossil fuels such as coal, gas, oil, and the movement of water or wind;
4. investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells;
5. measure the thermal and electrical conductivity of various materials and explain results;
6. investigate and compare series and parallel circuits;
7. analyze the relationship between an electric current and the strength of its magnetic field using simple electromagnets; and
8. analyze the effects of heating and cooling processes in systems such as weather, living, and mechanical.

(7) Science concepts. The student knows relationships exist between properties of matter and its components.

The student is expected to:

1. investigate and identify properties of fluids including density, viscosity, and buoyancy;
2. research and describe the historical development of the atomic theory;
3. identify constituents of various materials or objects such as metal salts, light sources, fireworks displays, and stars using spectral-analysis techniques;
4. relate the chemical behavior of an element including bonding, to its placement on the periodic table; and
5. classify samples of matter from everyday life as being elements, compounds, or mixtures.

(8) Science concepts. The student knows that changes in matter affect everyday life.

The student is expected to:

1. distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle;
2. analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks to classify them as endergonic or exergonic reactions;
3. investigate and identify the law of conservation of mass;
4. describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and
5. research and describe the environmental and economic impact of the end-products of chemical reactions.

(9) Science concepts. The student knows how solution chemistry is a part of everyday life.

The student is expected to:

1. relate the structure of water to its function as the universal solvent;
2. relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity;
3. simulate the effects of acid rain on soil, buildings, statues, or microorganisms;
4. demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent; and
5. demonstrate how factors such as particle size influence the rate of dissolving.

Biology

(4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions.

The student is expected to:

1. identify the parts of prokaryotic and eukaryotic cells;
2. investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules;
3. compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and
4. identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

(9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms.

The student is expected to:

1. compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;
2. compare the energy flow in photosynthesis to the energy flow in cellular respiration;
3. investigate and identify the effects of enzymes on food molecules; and
4. analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem.

The student is expected to:

1. analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;
2. interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;
3. compare variations, tolerances, and adaptations of plants and animals in different biomes;
4. identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and
5. investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

Chemistry

(4) Science concepts. The student knows the characteristics of matter.

The student is expected to:

1. differentiate between physical and chemical properties of matter;
2. analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume;
3. investigate and identify properties of mixtures and pure substances; and
4. describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.

(5) Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter.

The student is expected to:

1. identify changes in matter, determine the nature of the change, and examine the forms of energy involved;
2. identify and measure energy transformations and exchanges involved in chemical reactions; and
3. measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases.

(6) Science concepts. The student knows that atomic structure is determined by nuclear composition, allowable electron cloud, and subatomic particles.

The student is expected to:

1. describe the existence and properties of subatomic particles;
2. analyze stable and unstable isotopes of an element to determine the relationship between the isotope's stability and its application; and
3. summarize the historical development of the periodic table to understand the concept of periodicity.

(7) Science concepts. The student knows the variables that influence the behavior of gases.

The student is expected to:

1. describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system; and
2. illustrate the data obtained from investigations with gases in a closed system and determine if the data are consistent with the Universal Gas Law.

(8) Science concepts. The student knows how atoms form bonds to acquire a stable arrangement of electrons.

The student is expected to:

1. identify characteristics of atoms involved in chemical bonding;
2. investigate and compare the physical and chemical properties of ionic and covalent compounds;
3. compare the arrangement of atoms in molecules, ionic crystals, polymers, and metallic substances; and
4. describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds.

(9) Science concepts. The student knows the processes, effects, and significance of nuclear fission and nuclear fusion.

The student is expected to:

1. compare fission and fusion reactions in terms of the masses of the reactants and products and the amount of energy released in the nuclear reactions;
2. investigate radioactive elements to determine half-life;
3. evaluate the commercial use of nuclear energy and medical uses of radioisotopes; and
4. evaluate environmental issues associated with the storage, containment, and disposal of nuclear wastes.

(10) Science concepts. The student knows common oxidation-reduction reactions.

The student is expected to:

1. identify oxidation-reduction processes; and
2. demonstrate and document the effects of a corrosion process and evaluate the importance of electroplating metals.

(11) Science concepts. The student knows that balanced chemical equations are used to interpret and describe the interactions of matter.

The student is expected to:

1. identify common elements and compounds using scientific nomenclature;
2. demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions; and
3. explain and balance chemical and nuclear equations using number of atoms, masses, and charge.

(12) Science concepts. The student knows the factors that influence the solubility of solutes in a solvent.

The student is expected to:

1. demonstrate and explain effects of temperature and the nature of solid solutes on the solubility of solids;
2. develop general rules for solubility through investigations with aqueous solutions; and
3. evaluate the significance of water as a solvent in living organisms and in the environment.

(13) Science concepts. The student knows relationships among the concentration, electrical conductivity, and colligative properties of a solution.

The student is expected to:

1. compare unsaturated, saturated, and supersaturated solutions;
2. interpret relationships among ionic and covalent compounds, electrical conductivity, and colligative properties of water; and
3. measure and compare the rates of reaction of a solid reactant in solutions of varying concentration.

(14) Science concepts. The student knows the properties and behavior of acids and bases.

The student is expected to:

1. analyze and measure common household products using a variety of indicators to classify the products as acids or bases;
2. demonstrate the electrical conductivity of acids and bases;
3. identify the characteristics of a neutralization reaction; and
4. describe effects of acids and bases on an ecological system.

(15) Science concepts. The student knows factors involved in chemical reactions.

The student is expected to:

1. verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction; and
2. relate the rate of a chemical reaction to temperature, concentration, surface area, and presence of a catalyst.

Physics

(4) Science concepts. The student knows the laws governing motion.

The student is expected to:

1. generate and interpret graphs describing motion including the use of real-time technology;
2. analyze examples of uniform and accelerated motion including linear, projectile, and circular;
3. demonstrate the effects of forces on the motion of objects;
4. develop and interpret a free-body diagram for force analysis; and
5. identify and describe motion relative to different frames of reference.

(5) Science concepts. The student knows that changes occur within a physical system and recognizes that energy and momentum are conserved.

The student is expected to:

1. interpret evidence for the work-energy theorem;
2. observe and describe examples of kinetic and potential energy and their transformations;
3. calculate the mechanical energy and momentum in a physical system such as billiards, cars, and trains; and
4. demonstrate the conservation of energy and momentum.

(6) Science concepts. The student knows forces in nature.

The student is expected to:

1. identify the influence of mass and distance on gravitational forces;
2. research and describe the historical development of the concepts of gravitational, electrical, and magnetic force;
3. identify and analyze the influences of charge and distance on electric forces;
4. demonstrate the relationship between electricity and magnetism;
5. design and analyze electric circuits; and
6. identify examples of electrical and magnetic forces in everyday life.

(7) Science concepts. The student knows the laws of thermodynamics.

The student is expected to:

1. analyze and explain everyday examples that illustrate the laws of thermodynamics; and
2. evaluate different methods of heat energy transfer that result in an increasing amount of disorder.

(8) Science concepts. The student knows the characteristics and behavior of waves.

The student is expected to:

1. examine and describe a variety of waves propagated in various types of media and describe wave characteristics such as velocity, frequency, amplitude, and behaviors such as reflection, refraction, and interference;
2. identify the characteristics and behaviors of sound and electromagnetic waves; and
3. interpret the role of wave characteristics and behaviors found in medicinal and industrial applications.

(9) Science concepts. The student knows simple examples of quantum physics.

The student is expected to:

1. describe the photoelectric effect; and
2. explain the line spectra from different gas-discharge tubes.