Standards - Science

• Gather, read, and interpret scientific information about the structures of the digestive system that contribute to mechanical digestion.
• Gather, read, and interpret scientific information about the function of the structures of the digestive system that contribute to mechanical digestion.
• Gather, read, and interpret scientific information about the structures of the digestive system that contribute to chemical digestion.
• Gather, read, and interpret scientific information about the function of the structures of the digestive system that contribute to chemical digestion.
• Communicate scientific information, in multiple formats (e.g., orally, graphically, textually) to explain the structure and function of the mechanical and chemical digestive system, as a whole, and of its intrinsic parts.
• Use scientific literature to identify conditions and diseases that effect the digestive system.
• Evaluate, based on evidence, how these conditions and diseases affect the body.
• Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.

• Gather, read, and interpret scientific information about the respiratory system including its structures and their function.
• Use evidence to develop a model of the respiratory system.
• Develop a model to predict and show relationships among variables between the respiratory system and its components.
• Use a model to collect respiratory function data.
• Gather, read and interpret scientific information about environmental factors that may affect the respiratory system.
• Gather, read and interpret scientific information about genetic factors that may affect the respiratory system.
• Use evidence to form an argument about environmental or genetic factors that may cause pathological conditions in the respiratory system.
• Use evidence to defend an argument about environmental or genetic factors that may cause pathological conditions in the respiratory system.
• Evaluate counter-claims and revise argument based on evidence.

Students are able to:

• Gather, read, and interpret scientific information about the female reproductive system and its structure, including structures that help in the production, storage, and transport of eggs.
• Gather, read, and interpret scientific information about the female reproductive system and its function, including the production, storage, and transport of eggs.
• Gather, read, and interpret scientific information about the male reproductive system and its structure, including structures that help in the production, storage, and transport of sperm.
• Gather, read, and interpret scientific information about the male reproductive system and its function, including the production, storage, and transport of sperm.
• Compare and contrast the structures and functions of the female and male reproductive systems.
• Communicate scientific information, in multiple formats (e.g., orally, graphically, textually) to explain differences between the structures and functions of the male and female reproductive systems.
• Use scientific literature to identify conditions and diseases that affect the reproductive system.
• Evaluate, based on evidence, how these conditions and diseases affect the body.
• Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.
• Use a model to illustrate and describe what occurs during each stage of fetal development.

• Gather, read, and interpret scientific information about the urinary system and its structure, including accessory structures.
• Gather, read, and interpret scientific information about the urinary system and its function, including accessory structures.
• Use models to identify urinary system organs.
• Use models (macro and microscopic) to observe and determine difference in structure among urinary organs and tissues.
• Use models to describe the function of the urinary system as it relates to its structure.
• Use scientific literature to identify conditions and diseases that effect the urinary system system.
• Gather and examine urinary disease empirical evidence to draw correlations and predict cause and effect relationships.
• Evaluate, based on evidence, how these conditions and diseases affect the body.
• Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.

• Gather, read, and interpret scientific information about the lymphatic system and its structure, including its various components.
• Gather, read, and interpret scientific information about the lymphatic system and its function, including its various components.
• Communicate scientific information, in multiple formats (e.g., orally, graphically, textually) to explain the structure and function of the lymphatic system, as a whole, and of its intrinsic parts.
• Develop and use models based on evidence to illustrate and explain the body's lines of defense and innate immunity.
• Develop and use models based on evidence to illustrate and explain the body's lines of defens and acquired immunity.
• Use scientific literature to identify conditions and diseases that effect the lymphatic system.
• Evaluate, based on evidence, how these conditions and diseases affect the body.
• Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.

• Gather, read, and interpret scientific information about the endocrine system and its structure, including endocrine glands and the hormones they produce.
• Evaluate, based on evidence, the claim that endocrine glands secrete hormones that help the body maintain homeostasis through feedback loops.
• Communicate scientific information, in multiple formats (e.g., orally, graphically, textually) to explain the structure and function of the endocrine system, as a whole, and of its intrinsic parts.
• Use scientific literature to identify conditions and diseases that effect the endocrine system.
• Evaluate, based on evidence, how these conditions and diseases affect the body.
• Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.
• Analyze data to determine a correlation and possible cause and effect relationship.

• Identify and describe of the main group elements.
• Describe how the number of protons determines an elements place on the periodic table.
• Predict patterns of behavior of an element based on its position on the Periodic Table.
• Predict number and charges of stable ions formed from atoms in a compound.
• Determine the number and type of bonds formed.
• Predict numbers of protons, neutrons, and electrons based on periodic table information.

• Plan and carry out investigations to determine the relationship of the variables: pressure, temperature, volume, and density.
• Create graphical representations of data from the investigation.
• Analyze and interpret data from the investigation.
• Communicate information collect from the investigations.
• Use safe lab procedures.

• Interpret data to determine the type of chemical reaction.
• Analyze data to determine the patterns for each type of chemical reaction.
• Balance simple chemical equations.
• Write simple binary compound formulas and names.

• Recognize common inorganic acids including hydrochloric (muriatic) acid, sulfuric acid, acetic acid, nitric acid and citric acid.
• Recognize common bases including sodium bicarbonate, and hydroxides of sodium, potassium, calcium, magnesium, barium and ammonium.
• Use the pH scale to measure acidity or basicity.

• Students use the mole to convert between the atomic and macroscopic scale in the analysis.
• Given a chemical reaction, students use the mathematical representations to predict the relative number of atoms in the reactants versus the products at the atomic molecular scale.
• Given a chemical reaction, students use the mathematical representations to calculate the mass of any component of a reaction, given any other component.

• Exemplify the radioactive decay of unstable nuclei using the concept of half-life.
• Perform simple half-life calculations based on an isotope's half-life value, time of decay, and/or amount of substance.
• Cite specific textual evidence to support analysis of science and technical texts attending to the precise details of explanations or descriptions.
• Determine the central ideas or conclusions of a text; trace the explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text distinct from prior knowledge or opinions.
• Engage in argument from evidence.
• Communicate information.

• Create graphs from sets of data points.
• Identify distance and displacement as a scalar/ vector pair.
• Identify speed and velocity as a scalar/ vector pair.
• Describe motion mathematically in terms of an object's change of position, distance traveled, and displacement.
• Apply concepts of average speed and average velocity to solve conceptual and quantitative problems.
• Explain velocity as a relationship between displacement and time. (Δd=vΔt)
• Explain acceleration as a relationship between velocity and time. (a=Δv/Δt)
• Use graphical analysis to understand conceptual trends in displacement, velocity, acceleration, and time.
• Use graphical analysis to solve for displacement, velocity, acceleration, and time.
• Calculate velocity and acceleration from displacement vs. time graphs.

• Organize data that represent the net force on an object (mass and acceleration) via tables and graphs.
• Construct force diagrams that identify all external forces acting on the system.
• Explain (conceptually and mathematically) the relationship between force, mass, and acceleration. (The greater the force on an object, the greater its change in motion but the same amount of force applied to an object with more mass will result in less acceleration.)
• Relate the difference between mass and weight. (Weight is a force dependent upon acceleration and mass is constant regardless of acceleration.)
• Calculate weight when given mass. (Fg=mg)
• Explain acceleration due to gravity as an example of uniformly changing velocity. (g=9.8 m/s2)
• Relate the presence of air resistance to the concept of terminal velocity of an object in free fall.
• Identify friction as a force that opposes motion of an object.
• Classify the frictional forces present in different situations. (Sofa resting on the floor is static friction. A box pushed across the floor is sliding friction. A ball rolling across the floor is rolling friction. A boat moving through a river is fluid friction. An object in free-fall is fluid friction.)
• Explain the property of inertia as related to mass. (An object at rest or at constant speed in a straight line will remain in that state unless acted upon by a force causing an unbalanced net force.)
• Explain balanced and unbalanced forces mathematically and graphically with respect to acceleration to establish the relationship between net force, acceleration, and mass.

• Define the system of the two interacting objects mathematically.
• Define the system of the two interacting objects with diagrams. Infer how momentum is a relationship between mass and velocity of an object, ρ=mv.
• Identify and describe mathematically the momentum of each object in the system as the product of its mass and its velocity.
• Use diagrams to model, predict and describe the physical interaction (in an elastic collision) of the two objects in terms of the change in the momentum of each object as a result of the interaction.
• Use mathematical representations to model, predict and describe the physical interaction (in an elastic collision) of the two objects in terms of the change in the momentum of each object as a result of the interaction.
• Use mathematical representations to model, predict and describe the physical interaction (in an elastic collision) of the two objects in terms of the change in the mechanical energy of each object as a result of the interaction.

• Construct a series circuit with resistors (bulbs) and batteries.
• Construct a parallel circuit with resistors (bulbs) and batteries.
• Use a multimeter to take data of amps, ohms and volts for the circuits.
• Use Ohm's law to verify your circuit current, resistance, and voltage amounts.

• Compare thermal energy, heat, and temperature.
• Compare scenarios in which work is done and explain the differences in magnitude of work done using the relationship W=FΔd
• Infer the ability of various materials to absorb or release thermal energy in order to relate mass, specific heat capacity and temperature of materials to the amount of heat transferred (q=mCΔT).
• Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles (temperature) remains the same.
• Compare conduction, convection, and radiation as methods of energy transfer.
• Exemplify the relationships between kinetic energy, potential energy, and heat to illustrate that total energy is conserved in mechanical systems such as a pendulum, roller coaster, carts/balls on ramps.
• Relate types of friction in a system to the transformation of mechanical energy to heat.
• Explain scenarios in which work is done identifying the force, displacement, and energy transfer. (When work is done on an object, the result is an increase in its energy and is accompanied by a decrease in energy elsewhere.)

• Identify the scientific principles that provide the basis for the energy conversion design.
• Identify the forms of energy that will be converted from one form to another in the designed system.
• Identify losses of energy by the design system to the surrounding environment.
• Describe the scientific rationale for choices made for materials and structure of their device in their design plan.
• Use results of the tests to improve the device performance by increasing the efficiency of energy conversion.
• Determine the component simple machines that make up complex machines such as categorizing a wedge and screw as a variation of an inclined plane; a pulley and wheel/ axle as a variation of a lever.
• Explain the relationship between work input and work output for simple machines using the law of conservation of energy. (W = FΔd)
• Define and determine ideal and actual mechanical advantage. (IMA = dE/dR AMA = FR/FE)
• Define and determine efficiency of machines. (Wout/Win x 100%)
• Explain why no machine can be 100% efficient.

• Use mathematics and computational thinking to solve for one wave component/variable when the other two are given.
• Predict the change in a wave as it passes through different media.
• Compare and contrast longitudinal and transverse waves.
• Construct ray diagrams as light is refracted or reflected through/ from different media.
• Label the components of a wave.
• Classify waves as electromagnetic, mechanical or surface.

• Identify types of electromagnetic radiation.
• Select credible resources from the Internet and AVL for use in the argument.
• Categorize electromagnetic radiation according to safety levels for humans.
• Cite specific textual evidence to support analysis of science and technical texts.
• Determine the central ideas or conclusions of a text; trace the explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text distinct from prior knowledge or opinions.
• Engage in argument from evidence on the safety of electromagnetic radiation.

• Cite specific textual evidence to support analysis of science and technical texts attending to the precise details of explanations or descriptions.
• Determine the central ideas or conclusions of a text; trace the explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text distinct from prior knowledge or opinions.
• Communicate information.

• Manipulate kinematic equations of motion.
• Interpret graphical data.
• Create graphical representations of data.
• Collect and organize experimental data.
• Follow written and verbal instructions.
• Make measurements of distance and time using standard units.
• Manipulate laboratory equipment.
• Work safely in collaborative lab groups.

• Manipulate equations.
• Complete mathematical computations.
• Interpret graphical data.
• Create graphical representations of data.
• Follow written and verbal instructions.
• Draw force diagrams.
• Identify the forces acting on an object.