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Integrated Physics and Chemistry

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and
2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(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.

(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

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and
2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(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.

(11) Science concepts. The student knows that organisms maintain homeostasis.

The student is expected to:

1. identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis;
2. investigate and identify how organisms, including humans, respond to external stimuli;
3. analyze the importance of nutrition, environmental conditions, and physical exercise on health; and
4. summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem.

(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

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and
2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(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.

(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.

Physics

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

The student is expected to:

1. demonstrate safe practices during field and laboratory investigations; and
2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.