*J • Fairfaxcounty Office of Procurement Services ~ ~ PUBLIC SCHOOLS 8115 Gatehouse Road, Suite 4400 ~ ENGAGE • INSPIRE • THRIVE Falls Church, VA 22042

*J • FairfaxCounty Office of Procurement Services ~ ~ PUBLIC SCHOOLS 8115 Gatehouse Road, Suite 4400 ~ ENGAGE • INSPIRE • THRIVE Falls Church, VA 22042

JUI 2 5 2019 ADDENDUM NO. 1

TO: ALL PROSPECTIVE OFFERORS

REFERENCE: RFP#2000002820

FOR: High School Science Basal Resources (2020 Adoption)

CLOSING DATE!TIME: July 29, 2019 @ 2 p.m. EST

RFP MODIFICATIONS:

The referenced Request for Proposal is amended as follows:

1. Add course list standards as Exhibit A.

RFP CLARIFICATIONS:

The following are responses to questions received via e-mail and at the Pre-proposal Conference held on July 16, 2019.

Q1 . Do you have estimated enrollments for the following courses?

A1 . a. AP Biology 1,642 b. AP Environmental Science 1,654 c. AP Physics I; AP Physics II ; 2, AP Physics CM; and AP Physics C E&M:

AP PHYSICS I 1,682

AP PHYSICS II 205

AP PHYSICS C M 593

AP PHYSICS C E&M 106

d. Chemistry I, Chemistry I HN 9,668

02. If we are submitting titles for the AP courses, do we have to submit correlations to the state standards or just the correlations to the AP standards?

A2 . Just the AP Standards. Addendum No. 1 RFP#2000002820 Page 2 of 3

Q3. Can you provide estimated enrollment numbers for each course? This will help us to prepare a more accurate price quote.

A3. Estimated enrollment numbers:

Estimated Total Course Name Enrollmen t

GEOSYSTEMS 5,429

EARTH SCIENCE II - OCEANOGRAPHY 602

EARTH SCIENCE II -ASTRONOMY 1,390

ENVIRONMENTAL SCIENCE 600

AP ENVIRONMENTAL SCIENCE 1,654

IB ENVIRON SYS 351

BIOLOGY PART 1 95

BIOLOGY I 9,580

HUMAN ANAT AND PHYS 2,447

BIOLOGY II - GENETICS 307

AP BIOLOGY 1,642

IB BIOLOGY I 270

IB BIOLOGY II 442

CHEMISTRY I 9,668

AP CHEMISTRY 1, 113

IB CHEMISTRY II 278

PHYSICS I 6,677

AP PHYSICS I 1,682

AP PHYSICS II 205

AP PHYSICS C M 593

AP PHYSICS C E&M 106

IB PHYSICS II 338 Addendum No. 1 RFP#2000002820 Page 3 of 3

Q4. On page 43 of the RFP, the link for the "FCPS Program of Studies" takes us to a page that prompts us for a username and password. Can the district either provide the UN & PW so that we may access, or provide the Program of Studies as an attachment?

A4. See Exhibit A attached.

Q5. The RFP states adoption 2020. Does this mean the resources will first be used in the 20/21 SY in August of 2020?

A5. Yes.

Q6. The curriculum frameworks have just been approved. STEMscopes is in the process of writing a STEMscopes-Virginia edition, which will be 100% aligned to the Virginia SOLs K-12 and Curriculum Framework; specifically poignant in this RFP to HS Biology, HS Chemistry, and HS Physics. The final version of our Virginia product will not be available until the winter, or in time for submission for state approval. We currently have HS Biology, HS Chemistry, and HS Physics available for review. However the Virginia SOLs differ from other state standards, and thus the current product will not be 100% aligned. What are your recommendations for this unique situation?

A6. Please submit a proposal of current products and include a plan for when and how SOL alignment updates would be delivered.

All other terms and conditions remain unchanged.

~~p~ .-liJA Laila Sultan -(j"" - Coard inator

THIS ADDENDUM IS ACKNOWLEDGED AND IS CONSIDERED A PART OF THE SUBJECT REQUEST FOR PROPOSAL:

Name of Firm

(Signature) (Date)

RETURN A SIGNED ORIGINAL AND COPIES AS REQUESTED IN THE SOLICIATION.

Note: SIGNATURE ON THIS ADDENDUM DOES NOT SUBSTITUTE FOR YOUR SIGNATURE ON THE ORIGINAL PROPOSAL DOCUMENT. THE ORIGINAL PROPOSAL DOCUMENT MUST BE SIGNED Exhibit A

Environmental Science Course Content and Process Guidelines

The Virginia Environmental Science Course Content and Process Guidelines are designed to continue the student investigations that began in grades K-8. These outcomes integrate the study of many components of our environment, including the human impact on our planet. These outcomes focus on scientific inquiry, the physical world, the living environment, resource conservation, humans’ impact on the environment, and legal and civic responsibility. Instruction should focus on student data collection and analysis through laboratory experiences and field work. These should include descriptive and comparative studies as well as investigation (i.e. meaningful watershed educational experiences). It is expected that teachers will collaborate with museums, aquaria, nature centers, government agencies, associations, foundations, and private industry in efforts to engage the community, provide diverse points of view about the management of natural resources, and offer a variety of learning experiences and career education opportunities.

I. Scientific Skills and Processes

Students will identify and investigate problems scientifically and will communicate information clearly in writing, discussions, and debates. Key skills and processes include • chemicals and equipment are used in a safe manner; • hypotheses are formulated based on direct observations and information from scientific literature and environmental research; • variables are defined to test hypotheses and provide evidence in constructing and critiquing explanations of phenomena; • collection, analysis, and reporting of data in the classroom and the field using appropriate materials and technologies; • data tables, frequency distributions, scatterplots, line plots, and histograms are constructed and interpreted; • information is reviewed for accuracy, separating fact from opinion; • conclusions are formed based on quantitative and qualitative data; • questions are asked to critique the interpretation, relevance, or thoroughness of data or evidence, investigative design, and/or premise(s) of an explanation; • ethical issues in the environmental field are researched and discussed from multiple viewpoints; and • career opportunities in the field of environmental science are explored.

The student will demonstrate an understanding of the nature of science and scientific reasoning and logic as it applies to environmental science. • the natural world is understandable; • science is based on evidence – both observational and experimental; • science is a blend of logic and innovation; • scientific ideas are durable yet subject to change as new data are collected; • science is a complex social endeavor; and

• scientists try to remain objective and engage in peer review to help avoid bias

The student will demonstrate an understanding of the use of mathematical reasoning and processes in environmental science. Key content includes • error and uncertainty are inherent in any scientific study; • experimental and theoretical probability can be calculated for dependent and independent events; • probability is used to express the likelihood of an event happening under similar conditions; and • statistics is a branch of mathematics used to analyze large quantities of numerical data especially for the purpose of inferring proportions in a whole from those in a representative sample.

The student will analyze current environmental issues and apply the process of engineering design in order to propose feasible solutions. Key content includes • using engineering design is an iterative process in which science and mathematics principles are applied in the formation of a solution; • developing and evaluating multiple solutions or designs may be appropriate for an environmental problem; • evaluating solutions using different perspectives to include the scientific, engineering, economic, political, and social aspects of the problem; and • choosing a solution(s) requires balancing possible positive and negative impacts of a variety of competing interests.

II. The Physical World

The student will investigate and understand the fundamentals of matter and its interactions. Key content includes • all things are made up of atoms and elements; • atoms and elements can interact in different ways and can be expressed as different types of chemical reactions; • chemical processes involve energy; • the law of conservation of energy and matter; • water has unique properties and characteristics which plays a critical role in the environment; and • the distribution and movement of water across the Earth affects the biosphere, hydrosphere, lithosphere, and atmosphere.

The student will investigate and understand how matter flows in the fundamental processes of Earth systems. Key content includes • the movement of atoms and elements through the biosphere, lithosphere, hydrosphere, and atmosphere as geochemical processes to include the carbon, oxygen, nitrogen, and water cycles;

• the components, dynamics, and processes of the atmosphere, lithosphere, and hydrosphere; and • the interrelationships among the atmosphere, geosphere, anthrosphere, and the hydrosphere.

The students will investigate and understand the major processes and systems that form Earth, including how water, living things, and rock act together to shape landforms. Key content includes • the formation of distinctive landforms (the physical processes such as erosion, rock cycle); • distribution of the continents (plate tectonics); and • the comparison of how natural and human causes of changes to Earth’s land surface.

III. The Living World

The student will investigate and understand that the Earth is one interconnected system to include the hierarchy and the flow of energy within an ecosystem. Key content includes • the characteristics and components that define each of the Earth’s terrestrial and aquatic biomes; • biotic and abiotic factors in an ecosystem and how energy and matter move between these; • the movement of energy through the living world to include food webs, food chains, trophic levels; and • factors limiting population growth in a given area (carrying capacity).

Student will describe stability and change as it relates to both populations and ecosystems. Key content includes • the Earth in a state of dynamic equilibrium; • interactions between individuals (i.e. commensalism, mutualism, parasitism, predation, and competition); • factors that determine growth rates in populations (birth, death, and migration rates); • adaptions of organisms to the environment in terms of ecological niches and natural selection; • the role of genetic diversity and population size in the conservation of a species; • the natural processes of change in the environment, including examples of succession, evolution, and extinction; • factors that influence patterns of ecological succession, including invasive species, loss of biodiversity, and catastrophic events; • effects of change in the hydrosphere, atmosphere, geosphere, or anthrosphere on the biosphere; and • biodiversity and co-evolution in ecosystems.

IV. Resources

The student will investigate and understand Earth’s resources. Key content includes • certain resources are nonrenewable because they are replenished at timescales of thousands to millions of years; • environmental benefits and drawbacks of fossil fuels advantages and disadvantages of renewable resources, including solar, hydrogen fuel cells, biomass, wind, and geothermal energy; • the benefits and drawbacks of nuclear power; and • the benefits and drawbacks of hydroelectric power.

The student will investigate and understand conservation of Earth’s resources. Key content includes • future availability of nonrenewable resources considering the trend of human consumption of energy; • the effects of natural and human-caused activities that either contribute to or challenge an ecologically sustainable environment; • individuals can alter their own behavior to reduce their environmental impact; and • changes in the availability of energy will affect society and human activities, such as transportation, agricultural systems, and manufacturing.

V. Human impact, global climate change, and civic responsibility

The student will investigate and understand the human impact on our environment. Key content includes • Population ecology, carrying capacity, human population dynamics, impacts of population growth advantages and disadvantages of balancing short term interests with long term welfare of society; • individual activities and decisions can have an impact on the environment; • people impact their environment through the use of natural resources to include how agriculture, forestry, ranching, mining, urbanization, transportation, and fishing impact the land, water, air, and organisms; and • the allocation of state and federal lands.

The student will investigate and understand pollution and waste management. Key content includes • the effects and potential implications of pollution and resource depletion on the environment at the local and global levels to include air and water pollution, solid waste disposal, depletion of the stratospheric ozone, global warming, and land uses; • the mechanisms of bioaccumulation and biomagnification; • pest management; and • methods used for remediation of land, air, and water pollution.

The student will investigate and understand global climate change. Key content includes • the use of scientific evidence in reporting changes in average global temperature, greenhouse gases, quantities of artic and land ice, ocean temperature, ocean acidification, and sea level rise; • the relationship of global climate change on the frequency or magnitude of extreme weather events; and • actual and potential effects of habitat destruction, erosion, and depletion of soil fertility associated with human activities.

The student will investigate and understand civic responsibility and environmental policies. Key content includes • consumer choices in Virginia impacts jobs, resources, pollution, and waste here and around the world; • political, legal, social, and economic decisions may affect global and local ecosystems; • the impact of media on public opinion and public policy; • individuals and interest groups influence public policy; • cost-benefit analysis and trade-offs in conservation policy; and • compare methods used to protect the environment by local, state, national, and international governments and organizations

Exhibit A

Science Standards of Learning for Virginia Public Schools

Board of Education Commonwealth of Virginia

October 2018

Science Standards of Learning for Virginia Public Schools

Adopted October 2018 by the Board of Education Daniel A. Gecker, President Diane T. Atkinson, Vice President Kim E. Adkins Francisco Durán Anne B. Holton Elizabeth Vickrey Lodal Keisha Pexton Tamara K. Wallace Jamelle S. Wilson

Superintendent of Public Instruction James F. Lane

Commonwealth of Virginia Board of Education Post Office Box 2120 Richmond, VA 23218-2120

Superintendent of Public Instruction James F. Lane Acting Assistant Superintendent for Instruction Gena C. Kellar Office of Science, Technology, Engineering, and Mathematics Tina Manglicmot, Director Anne Petersen, Science Coordinator Myra Thayer, Science Specialist

Notice to Reader

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities.

Preface

In 1995, the Virginia Board of Education published Standards of Learning in English, mathematics, science, and history and social science for kindergarten through grade 12. Subsequently, Standards of Learning were developed for all academic content areas. The Standards of Learning provide a framework for instructional programs designed to raise the academic achievement of all students in Virginia and to prepare students for post-secondary success. School divisions and teachers incorporate the standards in local curriculum and classroom instruction.

The Standards of Learning set reasonable targets and expectations for what teachers must teach and students must learn. The standards are not intended to encompass the entire curriculum for a given grade level or course or to prescribe how the content should be taught; the standards are to be incorporated into a broader, locally designed curriculum. Teachers are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students.

The Standards of Learning were developed through a series of public hearings and the efforts of parents, teachers, representatives from higher education, science education organizations, and business and industry leaders. The standards set clear and concise academic expectations for young people. Parents are encouraged to work with their children to help them achieve these academic standards.

iii

Introduction

The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at different grade levels. The content of the standards, in conjunction with effective instruction, provide a platform for creating scientifically literate students. The Science Standards of Learning reflect a vertical progression of content and practices. The Standards of Learning contain content strands or topics that progress in complexity as they are studied at various grade levels in grades K-5 and are represented indirectly throughout the middle and high school courses. These strands are

• Scientific and Engineering Practices • Force, Motion, and Energy • Matter • Living Systems and Processes • Earth and Space Systems • Earth Resources

Six critical components for achieving science literacy are 1) Goals; 2) Investigate and Understand; 3) Nature of Science; 4) Science and Engineering Practices; 5) K-12 Safety; and 6) Instructional Technology. These six components support the Profile of a Virginia Graduate and an integrated instructional approach that incorporates science, technology, engineering, and mathematics (STEM). It is imperative to science instruction that the local curriculum consider and address how these components are incorporated in the design of the K-12 science program.

Goals The Science Standards of Learning for Virginia Public Schools serve as a framework for educators to meet science education goals and support students’ investigation of the natural world. The goals of science instruction include • Use scientific processes to safely investigate the natural world; • Develop the scientific knowledge, skills, and attributes to be successful in college, explore science-related careers and interests, and be work-force ready ; • Develop scientific dispositions and habits of mind (collaboration, curiosity, creativity, demand for verification, open-mindedness, respect for logical and rational thinking, objectivity, learning from mistakes, patience, and persistence); • Possess significant knowledge of science to be informed consumers with the ability to communicate and use science in their everyday lives and engage in public discussions; • Make informed decisions regarding contemporary civic, environmental, and economic issues; • Apply knowledge of mathematics and science in an authentic way using the engineering design process to solve societal problems; and • Develop an understanding of the interrelationship of science with technology, engineering and mathematics (STEM).

Investigate and Understand Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase communicates the wide range of science knowledge, skills, and practices required to effectively investigate and understand the natural world. “Investigate” refers to scientific methodology and implies systematic use of the following inquiry and engineering skills: • Asking questions and defining problems • Planning and carrying out investigations • Interpreting, analyzing, and evaluating data • Constructing and critiquing conclusions and explanations • Developing and using models • Obtaining, evaluating, and communicating information

“Understand” refers to the application of scientific knowledge including the ability to: • apply understanding of key science concepts and the nature of science; • use important information, key definitions, terminology, and facts to make judgments about information in terms of its accuracy, precision, consistency, or effectiveness; • apply information and principles to new problems or situations, recognizing what information is required for a particular situation, using the information to explain new phenomena, and determining when there are exceptions; • explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional interpretations of its meaning or importance; • think critically, problem-solve, and make decisions; • analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily visible; and • arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or product to solve problems.

Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives, which the school division will develop and refine to meet the intent of the Science Standards of Learning.

Nature of Science Science is not a mere accumulation of facts; instead, it is a discipline with common practices for understanding the natural world. The nature of science describes these common practices employed by scientists and it reflects the intrinsic values and assumptions of scientific knowledge. The nature of science explains the functioning of science, what science is, how it develops and builds the knowledge it generates, and the methodology used to disseminate and validate knowledge.

Regardless of the career that a student chooses to pursue, all students should be science literate with an understanding of the nature of science and the scientific knowledge and skills necessary to make informed decisions.

Science and Engineering Practices Science utilizes observation and experimentation along with existing scientific knowledge, mathematics, and engineering technologies to answer questions about the natural world. Engineering employs existing scientific knowledge, mathematics, and technology to create, design, and develop new devices, objects or technology to meet the needs of society.

By utilizing both scientific and engineering practices in the science classroom, students develop a deeper understanding and competences with techniques at the heart of each discipline.

K-12 Safety In implementing the Science Standards of Learning, teachers must be certain that students know how to follow safety guidelines, demonstrate appropriate laboratory safety techniques, and use equipment safely while working individually and in groups.

Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct and safe techniques, as well as wise selection of experiments, resources, materials, and field experiences appropriate to age levels, must be carefully considered with regard to the safety precautions for every instructional activity. Safe science classrooms require thorough planning, careful management, and constant monitoring of student activities. Class enrollment should not exceed the designed capacity of the room.

Teachers must be knowledgeable of the properties, use, and proper disposal of all chemicals that may be judged as hazardous before their use in an instructional activity. Such information is referenced through Safety Data Sheets (SDS), which conform to the requirements of the Globally Harmonized System of Classification and Labeling of Chemicals (GHS), effective May 2012. The identified precautions involving the use of goggles, gloves, aprons, and fume hoods must be followed as prescribed.

The following sources offer further guidance on science safety: • Occupational Safety and Health Administration; • International Science and Engineering Fair rules; • Virginia Department of Education (VDOE) Science Safety Handbook on the VDOE Science Instruction webpage; • American Chemical Society (ACS) resources: Safety in the Elementary Science Classroom, Chemical Safety for Teachers and their Supervisors, and Guidelines for Chemical Laboratory Safety on the ACS webpage; and • public health departments’ and school divisions’ protocols and chemical hygiene plans.

Instructional Technology The primary purpose of the use of instructional technology is to support effective teaching and learning. A secondary purpose is to aid in preparing students for life after their K-12 education by ensuring that they are skillful in using current technology tools and in learning how to use new tools that may benefit their personal and professional lives. As such, the use of current and emerging technology is essential to the K-12 science instructional program.

Effective use of instructional technology in the science classroom requires that technology is integrated throughout the curriculum, is seamless in its application, and includes instrumentation oriented toward the teaching and learning of science concepts, skills, and processes. In addition to traditional instruments of science, such as microscopes, lab ware, and data-collecting apparatus, the technology used should also include computers, robotics, video-microscopes, graphing calculators, probeware, geospatial technologies, online communication, software, appropriate hardware, and other applicable emerging technologies.

Profile of a Virginia Graduate The 2018 Science Standards of Learning support the Profile of a Virginia Graduate through the development and use of communication, collaboration, critical thinking, and creative thinking skills and the applications of civic responsibility in the understanding and applications of science.

Communication •Obtaining, evaluating and communicating results

Civic Responsibility •Meaningful Watershed Collaboration Education Experiences •Resource use •Planning and carrying out investigations •Individual and collective action •Impacts of decisions

Critical Thinking •Asking questions and defining Creative Thinking problems •Interpreting and analyzing •Developing and using models data •Constructing and critiquing conclusions and explanations

Figure 1: Visual representation of the science skills and processes aligned to the Profile of a Virginia Graduate

vii

Kindergarten

Using my senses to understand my world

In science, kindergarten students use their senses to make observations of the characteristics and interactions of objects in their world. Students study the characteristics of water and the basic needs of living things. They also study the relationship between the sun and Earth through shadows and weather. They determine how their actions can change the motion of objects and learn how they can make a difference in their world. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In kindergarten, students will develop skills in posing simple questions, conducting simple investigations, observing, classifying, and communicating information about the natural world.

Scientific and Engineering Practices K.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions based on observations • identify a problem based on need • make predictions based on observations b) planning and carrying out investigations • make observations to collect data • identify characteristics and properties of objects through observations • measure the relative length and weight of common objects • record information from investigations c) interpreting, analyzing, and evaluating data • describe patterns • classify and/or sequence objects based on a single physical characteristic or property • organize and represent data • read and interpret data in object graphs, picture graphs, and tables d) constructing and critiquing conclusions and explanations • make simple conclusions based on data or observations e) developing and using models • distinguish between a model and an actual object f) obtaining, evaluating, and communicating information • communicate comparative measures (e.g., heavier, lighter, longer, shorter, more, less, hotter, colder) • communicate observations using pictures, drawings, and/or speech

Force, Motion, and Energy K.2 The student will investigate and understand that pushes and pulls affect the motion of objects. Key ideas include a) pushes and pulls can cause an object to move; b) pushes and pulls can change the direction of an object; and c) changes in motion are related to the strength of the push or pull.

Matter K.3 The student will investigate and understand that physical properties of an object can be described. Properties include a) colors; b) shapes and forms; c) textures and feel; and d) relative sizes and weights of objects.

K.4 The student will investigate and understand that water is important in our daily lives and has properties. Key ideas include a) water has many uses; b) water can be found in many places; c) water occurs in different phases; and d) water flows downhill.

Living Systems and Processes K.5 The students will investigate and understand that senses allow humans to seek, find, take in, and react or respond to different information. Key ideas include a) the five basic senses correspond to specific human body structures; and b) senses are used in our daily lives.

K.6 The student will investigate and understand that there are differences between living organisms and nonliving objects. Key ideas include a) all things can be classified as living or nonliving; and b) living organisms have certain characteristics that distinguish them from nonliving objects.

K.7 The student will investigate and understand that plants and animals have basic needs and life processes. Key ideas include a) living things need adequate food, water, shelter, air, and space to survive; b) plants and animals have life cycles; and c) offspring of plants and animals are similar but not identical to their parents or to one another.

Earth and Space Systems K.8 The student will investigate and understand that light influences temperature on Earth’s surfaces and can cause shadows. Key ideas include a) the sun provides light and warms Earth’s surface; b) shadows can be produced when sunlight or artificial light is blocked by an object; and c) objects in shadows and objects in sunlight have different temperatures.

K.9 The student will investigate and understand that there are patterns in nature. Key patterns include a) daily weather; b) seasonal changes; and c) day and night.

K.10 The student will investigate and understand that change occurs over time. Key ideas include a) natural and human-made things change over time; b) living and nonliving things change over time; c) changes can be observed and measured; and d) changes may be fast or slow.

Earth Resources K.11 The student will investigate and understand that humans use resources. Key ideas include a) some materials and objects can be used over and over again; b) materials can be recycled; and c) choices we make impact the air, water, land and living things.

Grade One

How I interact with my world

In first-grade science, students become aware of factors that affect their daily lives. Students continue to learn about the basic needs of all living things and that living things respond to factors in their environment, including weather and the change of season. They continue the examination of matter by observing physical properties and how materials interact with light. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In first grade, students will develop skills in posing simple questions, conducting simple investigations, observing, classifying, and communicating information about the natural world. Students are introduced to the engineering design process.

Scientific and Engineering Practices 1.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions and make predictions based on observations • identify a simple problem that can be solved through the development of a new tool or improved object b) planning and carrying out investigations • with guidance, conduct investigations to produce data • identify characteristics and properties of objects by observations • use tools to measure relative length, weight, volume, and temperature of common objects c) interpreting, analyzing, and evaluating data • use and share pictures, drawings, and/or writings of observations • describe patterns and relationships • classify and arrange objects based on a single physical characteristic or property • organize and represent various forms of data using tables, picture graphs, and object graphs • read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to d) constructing and critiquing conclusions and explanations • make simple conclusions based on data or observations • recognize unusual or unexpected results e) developing and using models • use physical models to demonstrate simple phenomena and natural processes f) obtaining, evaluating, and communicating information • communicate observations and data using simple graphs, pictures, drawings, numbers, speech and/or writing

Force, Motion, and Energy 1.2 The student will investigate and understand that objects can move in different ways. Key ideas include a) objects may have straight, circular, spinning, and back-and-forth motions; and b) objects may vibrate and produce sound.

Matter 1.3 The student will investigate and understand that objects are made from materials that can be described by their physical properties. Key ideas include a) objects are made of one or more materials with different physical properties and can be used for a variety of purposes; b) when a material is changed in size most physical properties remain the same; and c) the type and amount of material determine how much light can pass through an object.

Living Systems and Processes 1.4 The student will investigate and understand that plants have basic life needs and functional parts that allow them to survive. Key ideas include a) plants need nutrients, air, water, light, and a place to grow; b) structures of plants perform specific functions; and c) plants can be classified based on a variety of characteristics.

1.5 The student will investigate and understand that animals, including humans, have basic life needs that allow them to survive. Key ideas include a) animals need air, food, water, shelter, and space (habitat); b) animals have different physical characteristics that perform specific functions; and c) animals can be classified based on a variety of characteristics.

Earth and Space Systems 1.6 The student will investigate and understand that there is a relationship between the sun and Earth. Key ideas include a) the sun is the source of energy and light that warms the Earth’s land, air, and water; and b) the sun’s relative position changes in the Earth’s sky throughout the day.

1.7 The student will investigate and understand that there are weather and seasonal changes. Key ideas include a) changes in temperature, light, and precipitation occur over time; b) there are relationships between daily weather and the season; and c) changes in temperature, light, and precipitation affect plants and animals, including humans.

Earth Resources

1.8 The student will investigate and understand that natural resources can be used responsibly. Key ideas include a) most natural resources are limited; b) human actions can affect the availability of natural resources; and c) reducing, reusing, and recycling are ways to conserve natural resources.

Grade Two

Change occurs all around us

Science in second grade builds on the previous understandings of forces, water, weather, and plants and animals, and students explore these concepts through the lens of change. They examine how water changes phase, how visible and invisible forces change motion, how plants and animals change through their life cycles, and how weather changes the Earth. Students also examine how change occurs over a short or long period of time. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In second grade, students will develop skills in posing simple questions, planning and conducting simple investigations, observing, classifying, and communicating information about the natural world. Students engage in more aspects of the engineering design process.

Scientific and Engineering Practices 2.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions that can be investigated • make predictions based on observations and prior experiences • identify a simple problem that can be solved through the development of a new tool or improved object b) planning and carrying out investigations • with guidance, plan and conduct simple investigations to produce data • use appropriate tools to measure length, weight, and temperature of common objects using U.S. Customary units • measure time intervals using proper tools c) interpreting, analyzing, and evaluating data • organize and represent data in pictographs and bar graphs • read and interpret data represented in pictographs and bar graphs d) constructing and critiquing conclusions and explanations • make simple conclusions based on data or observations • distinguish between opinion and evidence • recognize unusual or unexpected results e) developing and using models • use models to demonstrate simple phenomena and natural processes f) obtaining, evaluating, and communicating information • communicate observations and data using simple graphs, drawings, numbers, speech, and/or writing

Force, Motion, and Energy 2.2 The student will investigate and understand that different types of forces may cause an object’s motion to change. Key ideas include a) forces from direct contact can cause an object to move; b) some forces, including gravity and magnetism, can cause objects to move from a distance; and c) forces have applications in our lives.

Matter 2.3 The student will investigate and understand that matter can exist in different phases. Key ideas include a) matter has mass and takes up space; b) solids, liquids, and gases have different characteristics; and c) heating and cooling can change the phases of matter.

Living Systems and Processes 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they grow and develop. Key ideas include a) animals have life cycles; and b) plants have life cycles.

2.5 The student will investigate and understand that living things are part of a system. Key ideas include a) plants and animals are interdependent with their living and nonliving surroundings; b) an animal’s habitat provides all of its basic needs; and c) habitats change over time due to many influences.

Earth and Space Systems 2.6 The student will investigate and understand that there are different types of weather on Earth. Key ideas include a) different types of weather have specific characteristics; b) measuring, recording, and interpreting weather data allows for identification of weather patterns; and c) tracking weather allows us to prepare for the weather and storms.

2.7 The student will investigate and understand that weather patterns and seasonal changes affect plants, animals, and their surroundings. Key ideas include a) weather and seasonal changes affect the growth and behavior of living things; b) wind and weather can change the land; and c) changes can happen quickly or slowly over time.

Earth Resources 2.8 The student will investigate and understand that plants are important natural resources. Key ideas include a) the availability of plant products affects the development of a geographic area; b) plants provide oxygen, homes, and food for many animals; and c) plants can help reduce the impact of wind and water.

Grade Three

Interactions in our world

The focus of science in third grade is interactions in our world. Students continue their study of forces and matter by learning about simple machines and by examining the interactions of materials in water. They also look at how plants and animals, including humans, are constantly interacting with the living and nonliving aspects of the environment. This includes how adaptations satisfy the life needs of plants and animals and the importance of water, soil, and the sun in the survival of plants and animals. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In third grade, students will develop more sophisticated skills in posing questions and predicting outcomes, planning and conducting simple investigations, collecting and analyzing data, constructing explanations, and communicating information about the natural world. Students begin to use the engineering design process to apply their scientific knowledge to solve problems.

Scientific and Engineering Practices 3.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions that can be investigated and predict reasonable outcomes • ask questions about what would happen if a variable is changed • define a simple design problem that can be solved through the development of an object, tool, process, or system b) planning and carrying out investigations • with guidance, plan and conduct investigations • use appropriate methods and/or tools for collecting data • estimate length, mass, volume, and temperature • measure length, mass, volume, and temperature in metric and U.S. Customary units using proper tools • measure elapsed time • use tools and/or materials to design and/or build a device that solves a specific problem c) interpreting, analyzing, and evaluating data • organize and represent data in pictographs or bar graphs • read, interpret, and analyze data represented in pictographs and bar graphs • analyze data from tests of an object or tool to determine if it works as intended d) constructing and critiquing conclusions and explanations • use evidence (measurements, observations, patterns) to construct or support an explanation • generate and/or compare multiple solutions to a problem • describe how scientific ideas apply to design solutions

e) developing and using models • use models to demonstrate simple phenomena and natural processes • develop a model (e.g., diagram or simple physical prototype) to illustrate a proposed object, tool, or process f) obtaining, evaluating, and communicating information • read and comprehend reading-level appropriate texts and/or other reliable media • communicate scientific information, design ideas, and/or solutions with others

Force, Motion, and Energy 3.2 The student will investigate and understand that the direction and size of force affects the motion of an object. Key ideas include a) multiple forces may act on an object; b) the net force on an object determines how an object moves; c) simple machines increase or change the direction of a force; and d) simple and compound machines have many applications.

Matter 3.3 The student will investigate and understand how materials interact with water. Key ideas include a) solids and liquids mix with water in different ways; and b) many solids dissolve more easily in hot water than in cold water.

Living Systems and Processes 3.4 The student will investigate and understand that adaptations allow organisms to satisfy life needs and respond to the environment. Key ideas include a) populations may adapt over time; b) adaptations may be behavioral or physical; and c) fossils provide evidence about the types of organisms that lived long ago as well as the nature of their environments.

3.5 The student will investigate and understand that aquatic and terrestrial ecosystems support a diversity of organisms. Key ideas include a) ecosystems are made of living and nonliving components of the environment; and b) relationships exist among organisms in an ecosystem.

Earth and Space Systems 3.6 The student will investigate and understand that soil is important in ecosystems. Key ideas include a) soil, with its different components, is important to organisms; and b) soil provides support and nutrients necessary for plant growth.

3.7 The student will investigate and understand that there is a water cycle and water is important to life on Earth. Key ideas include a) there are many reservoirs of water on Earth; b) the energy from the sun drives the water cycle; and c) the water cycle involves specific processes.

Earth Resources 3.8 The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include a) human activity affects the quality of air, water, and habitats; b) water is limited and needs to be conserved; c) fire, flood, disease, and erosion affect ecosystems; and d) soil is a natural resource and should be conserved.

Grade Four

Our place in the solar system

Our solar system is a grand place, and in fourth-grade science, students learn where we fit in this solar system. Starting with the solar system, and then moving to the planet Earth, the Commonwealth of Virginia, and finally their specific ecosystems, students examine how features of plants and animals support life. They also explore how living things interact with both living and nonliving components in their ecosystems. Throughout the elementary years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In fourth grade, students will continue to develop skills in posing questions and predicting outcomes, planning and conducting simple investigations, collecting and analyzing data, constructing explanations, and communicating information about the natural world. Students continue to use the engineering design process to apply their scientific knowledge to solve problems.

Scientific and Engineering Practices 4.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • identify scientific and non-scientific questions • develop hypotheses as cause-and-effect relations • define a simple design problem that can be solved through the development of an object, tool, process, or system b) planning and carrying out investigations • identify variables when planning an investigation • collaboratively plan and conduct investigations • use tools and/or materials to design and/or build a device that solves a specific problem • take metric measurements using appropriate tools • measure elapsed time c) interpreting, analyzing, and evaluating data • organize and represent data in bar graphs and line graphs • interpret and analyze data represented in bar graphs and line graphs • compare two different representations of the same data (e.g., a set of data displayed on a chart and a graph) • analyze data from tests of an object or tool to determine whether it works as intended d) constructing and critiquing conclusions and explanations • use evidence (i.e., measurements, observations, patterns) to construct or support explanations and to make inferences e) developing and using models • develop and/or use models to explain natural phenomena • identify limitations of models

f) obtaining, evaluating, and communicating information • read and comprehend reading-level-appropriate texts and/or other reliable media • communicate scientific information, design ideas, and/or solutions with others

Living Systems and Processes 4.2 The student will investigate and understand that plants and animals have structures that distinguish them from one another and play vital roles in their ability to survive. Key ideas include a) the survival of plants and animals depends on photosynthesis; b) plants and animals have different structures and processes for obtaining energy; and c) plants and animals have different structures and processes for creating offspring.

4.3 The student will investigate and understand that organisms, including humans, interact with one another and with the nonliving components in the ecosystem. Key ideas include a) interrelationships exist in populations, communities, and ecosystems; b) food webs show the flow of energy within an ecosystem; c) changes in an organism’s niche and habitat may occur at various stages in its life cycle; and d) classification can be used to identify organisms.

Earth and Space Systems 4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas include a) weather measurements create a record that can be used to make weather predictions; b) common and extreme weather events affect ecosystems; and c) long term seasonal weather trends determine the climate of a region.

4.5 The student will investigate and understand that the planets have characteristics and a specific place in the solar system. Key ideas include a) planets rotate on their axes and revolve around the sun; b) planets have characteristics and a specific order in the solar system; and c) the sizes of the sun and planets can be compared to one another.

4.6 The student will investigate and understand that there are relationships among Earth, the moon, and the sun. Key relationships include a) the motions of Earth, the moon, and the sun; b) the causes for Earth’s seasons; c) the causes for the four major phases of the moon and the relationship to the tide cycles; and

d) the relative size, position, age and makeup of Earth, the moon, and the sun.

4.7 The student will investigate and understand that the ocean environment has characteristics. Key characteristics include a) geology of the ocean floor; b) physical properties and movement of ocean water; and c) interaction of organisms in the ocean.

Earth Resources 4.8 The student will investigate and understand that Virginia has important natural resources. Key resources include a) watersheds and water; b) plants and animals; c) minerals, rocks, and ores; and d) forests, soil, and land.

Grade Five

Transforming matter and energy

Grade five science takes a deeper dive into foundational concepts in physical science as students begin to make connections between energy and matter. Students explore how energy is transformed, and learn about electricity, sound, and light. They also learn about the composition of matter and explore how energy can change phases of matter. They apply an understanding of force, matter, and energy when they explore how the Earth’s surface changes. Students continue to develop scientific skills and processes as they pose questions and predict outcomes, plan and conduct investigations, collect and analyze data, construct explanations, and communicate information about the natural world. Mathematics and computational thinking gain importance as students advance in their scientific thinking. Students continue to use the engineering design process to apply their scientific knowledge to solve problems.

Scientific and Engineering Practices 5.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask testable questions based on observations and predict reasonable outcomes based on patterns • develop hypotheses as cause-and-effect relationship • define design problems that can be solved through the development of an object, tool, process, or system b) planning and carrying out investigations • collaboratively plan and conduct investigations to produce data • identify independent variable, dependent variables, and constants • determine data that should be collected to answer a testable question • take metric measurements using appropriate tools • use tools and/or materials to design and/or build a device that solves a specific problem c) interpreting, analyzing, and evaluating data • represent and analyze data using tables and graphs • organize simple data sets to reveal patterns that suggest relationships • compare and contrast data collected by different groups and discuss similarities and differences in their findings • use data to evaluate and refine design solutions d) constructing and critiquing conclusions and explanations • construct and/or support arguments with evidence, data, and/or a model • describe how scientific ideas apply to design solutions • generate and compare multiple solutions to problems based on how well they meet the criteria and constraints e) developing and using models

• develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution • identify limitations of models f) obtaining, evaluating, and communicating information • read and comprehend reading-level-appropriate texts and/or other reliable media • communicate scientific information, design ideas, and/or solutions with others

Force, Motion, and Energy 5.2 The student will investigate and understand that energy can take many forms. Key ideas include a) energy is the ability to do work or to cause change; b) there are many different forms of energy; c) energy can be transformed; and d) energy is conserved.

5.3 The student will investigate and understand that there is a relationship between force and energy of moving objects. Key ideas include a) moving objects have kinetic energy; b) motion is described by an object’s direction and speed; c) changes in motion are related to net force and mass; d) when objects collide, the contact forces transfer energy and can change objects’ motion; and e) friction is a force that opposes motion.

5.4 The student will investigate and understand that electricity is transmitted and used in daily life. Key ideas include a) electricity flows easily through conductors but not insulators; b) electricity flows through closed circuits; c) static electricity can be generated by rubbing certain materials together; d) electrical energy can be transformed into radiant, mechanical, and thermal energy; and e) a current flowing through a wire creates a magnetic field.

5.5 The student will investigate and understand that sound can be produced and transmitted. Key ideas include a) sound is produced when an object or substance vibrates; b) sound is the transfer of energy; c) different media transmit sound differently; and d) sound waves have many uses and applications.

5.6 The student will investigate and understand that visible light has certain characteristics and behaves in predictable ways. Key ideas include a) visible light is radiant energy that moves in transverse waves; b) the visible spectrum includes light with different wavelengths; c) matter influences the path of light; and d) radiant energy can be transformed into thermal, mechanical, and electrical energy.

Matter 5.7 The student will investigate and understand that matter has properties and interactions. Key ideas include a) matter is composed of atoms; b) substances can be mixed together without changes in their physical properties; and c) energy has an effect on the phases of matter.

Earth and Space Systems 5.8 The student will investigate and understand that Earth constantly changes. Key ideas include a) Earth’s internal energy causes movement of material within the Earth; b) plate tectonics describe movement of the crust; c) the rock cycle models the transformation of rocks; d) processes such as weathering, erosion, and deposition change the surface of the Earth; and e) fossils and geologic patterns provide evidence of Earth’s change.

Earth Resources 5.9 The student will investigate and understand that the conservation of energy resources is important. Key ideas include a) some sources of energy are considered renewable and others are not; b) individuals and communities have means of conserving both energy and matter; and c) advances in technology improve the ability to transfer and transform energy.

Grade Six

Our world; our responsibility

In sixth grade, students are transitioning from elementary to middle school. The science standards support that transition as students examine more abstract concepts, providing a foundation in the disciplines of science. They explore the characteristics of their world, from the Earth’s placement in the solar system to the interactions of water, energy, air, and ecosystems on the Earth. As students more closely examine the use of resources, they also consider how their actions and choices affect future habitability on Earth. Students continue to develop scientific skills and processes as they pose questions and predict outcomes, plan and conduct investigations, collect and analyze data, construct explanations, and communicate information about the natural world. Mathematics and computational thinking gain importance as students advance in their scientific thinking. Students continue to use the engineering design process to apply their scientific knowledge to solve problems.

6.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions to determine relationships between independent and dependent variables • develop hypotheses and identify independent and dependent variables • offer simple solutions to design problems b) planning and carrying out investigations • independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate, and include the safe use of chemicals and equipment • evaluate the accuracy of various methods for collecting data • take metric measurements using appropriate tools • use tools and materials to design and/or build a device to solve a specific problem c) interpreting, analyzing, and evaluating data • organize data sets to reveal patterns that suggest relationships • construct, analyze, and interpret graphical displays of data • compare and contrast data collected by different groups and discuss similarities and differences in findings • use data to evaluate and refine design solutions d) constructing and critiquing conclusions and explanations • construct explanations that includes qualitative or quantitative relationships between variables • construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations) • generate and compare multiple solutions to problems based on how well they meet the criteria and constraints

e) developing and using models • use scale models to represent and estimate distance • use, develop, and revise models to predict and explain phenomena • evaluate limitations of models f) obtaining, evaluating, and communicating information • read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information • gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication • construct, use, and/or present an argument supported by empirical evidence and scientific reasoning

6.2 The student will investigate and understand that the solar system is organized and the various bodies in the solar system interact. Key ideas include a) matter is distributed throughout the solar system; b) planets have different sizes and orbit at different distances from the sun; c) gravity contributes to orbital motion; and d) the understanding of the solar system has developed over time.

6.3 The student will investigate and understand that there is a relationship between the sun, Earth, and the moon. Key ideas include a) Earth has unique properties; b) the rotation of Earth in relationship to the sun causes day and night; c) the movement of Earth and the moon in relationship to the sun causes phases of the moon; d) Earth’s tilt as it revolves around the sun causes the seasons; and e) the relationship between Earth and the moon is the primary cause of tides.

6.4 The student will investigate and understand that there are basic sources of energy and that energy can be transformed. Key ideas include a) the sun is important in the formation of most energy sources on Earth; b) Earth’s energy budget relates to living systems and Earth’s processes; c) radiation, conduction, and convection distribute energy; and d) energy transformations are important in energy usage.

6.5 The student will investigate and understand that all matter is composed of atoms. Key ideas include a) atoms consist of particles, including electrons, protons, and neutrons; b) atoms of a particular element are similar but differ from atoms of other elements; c) elements may be represented by chemical symbols; d) two or more atoms interact to form new substances, which are held together by electrical forces (bonds); e) compounds may be represented by chemical formulas; f) chemical equations can be used to model chemical changes; and

g) a few elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere.

6.6 The student will investigate and understand that water has unique physical properties and has a role in the natural and human-made environment. Key ideas include a) water is referred to as the universal solvent; b) water has specific properties; c) thermal energy has a role in phase changes; d) water has a role in weathering; e) large bodies of water moderate climate; and f) water is important for agriculture, power generation, and public health.

6.7 The student will investigate and understand that air has properties and that Earth’s atmosphere has structure and is dynamic. Key ideas include a) air is a mixture of gaseous elements and compounds; b) the atmosphere has physical characteristics; c) properties of the atmosphere change with altitude; d) there is a relationship between air movement, thermal energy, and weather conditions; e) atmospheric measures are used to predict weather conditions; and f) weather maps give basic information about fronts, systems, and weather measurements.

6.8 The student will investigate and understand that land and water have roles in watershed systems. Key ideas include a) a watershed is composed of the land that drains into a body of water; b) Virginia is composed of multiple watershed systems which have specific features; c) the Chesapeake Bay is an estuary that has many important functions; and d) natural processes, human activities, and biotic and abiotic factors influence the health of a watershed system.

6.9 The student will investigate and understand that humans impact the environment and individuals can influence public policy decisions related to energy and the environment. Key ideas include a) natural resources are important to protect and maintain; b) renewable and nonrenewable resources can be managed; c) major health and safety issues are associated with air and water quality; d) major health and safety issues are related to different forms of energy; e) preventive measures can protect land-use and reduce environmental hazards; and f) there are cost/benefit tradeoffs in conservation policies.

Life Science

The Life Science standards emphasize a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities, and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Students build on their scientific investigation skills through more independent identification of questions and planning of investigations. Students evaluate the usefulness and limits of models and support their conclusions using evidence. Mathematics, computational thinking, and experience in the engineering design process gain importance as students advance in their scientific thinking.

LS.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions and develop hypotheses to determine relationships between independent and dependent variables • offer simple solutions to design problems b) planning and carrying out investigations • independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment • evaluate the accuracy of various methods for collecting data • take metric measurements using appropriate tools and technologies including the use of microscopes c) interpreting, analyzing, and evaluating data • identify, interpret, and evaluate patterns in data • construct, analyze, and interpret graphical displays of data • compare and contrast data collected by different groups and discuss similarities and differences in their findings • consider limitations of data analysis and/or seek to improve precision and accuracy of data • use data to evaluate and refine design solutions d) constructing and critiquing conclusions and explanations • construct explanations that include qualitative or quantitative relationships between variables • construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations) • differentiate between a scientific hypothesis and theory e) developing and using models • construct and use models and simulations to illustrate, predict, and/or explain observable and unobservable phenomena, life processes, or mechanisms • evaluate limitations of models

f) obtaining, evaluating, and communicating information • read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information • gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication • construct, use, and/or present an argument supported by empirical evidence and scientific reasoning

LS.2 The student will investigate and understand that all living things are composed of one or more cells that support life processes, as described by the cell theory. Key ideas include a) the development of the cell theory demonstrates the nature of science; b) cell structure and organelles support life processes; c) similarities and differences between plant and animal cells determine how they support life processes; d) cell division is the mechanism for growth and reproduction; and e) cellular transport (osmosis and diffusion) is important for life processes.

LS.3 The student will investigate and understand that there are levels of structural organization in living things. Key ideas include a) patterns of cellular organization support life processes; b) unicellular and multicellular organisms have comparative structures; and c) similar characteristics determine the classification of organisms.

LS.4 The student will investigate and understand that there are chemical processes of energy transfer which are important for life. Key ideas include a) photosynthesis is the foundation of virtually all food webs; and b) photosynthesis and cellular respiration support life processes.

LS.5 The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas include a) matter moves through ecosystems via the carbon, water, and nitrogen cycles; b) energy flow is represented by food webs and energy pyramids; and c) relationships exist among producers, consumers, and decomposers.

LS.6 The student will investigate and understand that populations in a biological community interact and are interdependent. Key ideas include a) relationships exist between predators and prey and these relationships are modeled in food webs; b) the availability and use of resources may lead to competition and cooperation; c) symbiotic relationships support the survival of different species; and d) the niche of each organism supports survival.

LS.7 The student will investigate and understand that adaptations support an organism’s survival in an ecosystem. Key ideas include a) biotic and abiotic factors define land, marine, and freshwater ecosystems; and b) physical and behavioral characteristics enable organisms to survive within a specific ecosystem.

LS.8 The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time. Key ideas include a) organisms respond to daily, seasonal, and long-term changes; b) changes in the environment may increase or decrease population size; and c) large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems.

LS.9 The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include a) changes in habitat can disturb populations; b) disruptions in ecosystems can change species competition; and c) variations in biotic and abiotic factors can change ecosystems.

LS.10 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key ideas include a) DNA has a role in making proteins that determine organism traits; b) the role of meiosis is to transfer traits to the next generation; and c) Punnett squares are mathematical models used to predict the probability of traits in offspring.

LS.11 The student will investigate and understand that populations of organisms can change over time. Key ideas include a) mutation, adaptation, natural selection, and extinction change populations; b) the fossil record, genetic information, and anatomical comparisons provide evidence for evolution; and c) environmental factors and genetic variation, influence survivability and diversity of organisms.

Physical Science

The Physical Science standards stress an in-depth understanding of the nature and structure of matter and the characteristics of energy. Major areas covered by the standards include the particle nature of matter, the organization and use of the periodic table; physical and chemical changes; energy transfer and transformations; properties of longitudinal and transverse waves; electricity and magnetism; and work, force, and motion. The standards continue to build on skills of systematic investigation with a clear focus on variables and repeated trials. Validating conclusions using evidence and data becomes increasingly important at this level. Mathematics, computational thinking, and experience in the engineering design process gain importance as students advance in their scientific thinking.

PS.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions that require empirical evidence to answer • develop hypotheses indicating relationships between independent and dependent variables • offer simple solutions to design problems b) planning and carrying out investigations • independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment • evaluate the accuracy of various methods for collecting data • take metric measurements using appropriate tools and technologies • apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system c) interpreting, analyzing, and evaluating data • construct and interpret data tables showing independent and dependent variables, repeated trials, and means • construct, analyze, and interpret graphical displays of data and consider limitations of data analysis • apply mathematical concepts and processes to scientific questions • use data to evaluate and refine design solutions to best meet criteria d) constructing and critiquing conclusions and explanations • construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations) • construct arguments supported by empirical evidence and scientific reasoning • generate and compare multiple solutions to problems based on how well they meet the criteria and constraints • differentiate between a scientific hypothesis, theory, and law

e) developing and using models • construct, develop, and use models and simulations to illustrate and/or explain observable and unobservable phenomena • evaluate limitations of models f) obtaining, evaluating, and communicating information • read scientific texts, including those adapted for classroom use, to determine the central idea and/or obtain scientific and/or technical information • gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication • construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning

PS.2 The student will investigate and understand that matter is composed of atoms. Key ideas include a) our understanding of atoms has developed over time; b) the periodic table can be used to predict the chemical and physical properties of matter; and c) the kinetic molecular theory is used to predict and explain matter interactions.

PS.3 The student will investigate and understand that matter has properties and is conserved in chemical and physical processes. Key ideas include a) pure substances can be identified based on their chemical and physical properties; b) pure substances can undergo physical and chemical changes that may result in a change of properties; c) compounds form through ionic and covalent bonding; and d) balanced chemical equations model the conservation of matter.

PS.4 The student will investigate and understand that the periodic table is a model used to organize elements based on their atomic structure. Key uses include a) symbols, atomic numbers, atomic mass, chemical groups (families), and periods are identified on the periodic table; and b) elements are classified as metals, metalloids, and nonmetals.

PS.5 The student will investigate and understand that energy is conserved. Key ideas include a) energy can be stored in different ways; b) energy is transferred and transformed; and c) energy can be transformed to meet societal needs.

PS.6 The student will investigate and understand that waves are important in the movement of energy. Key ideas include a) energy may be transferred in the form of longitudinal and transverse waves; b) mechanical waves need a medium to transfer energy; c) waves can interact; and d) energy associated with waves has many applications.

PS.7 The student will investigate and understand that electromagnetic radiation has characteristics. Key ideas include a) electromagnetic radiation, including visible light, has wave characteristics and behavior; and b) regions of the electromagnetic spectrum have specific characteristics and uses.

PS.8 The student will investigate and understand that work, force, and motion are related. Key ideas include a) motion can be described using position and time; and b) motion is described by Newton’s laws.

PS.9 The student will investigate and understand that there are basic principles of electricity and magnetism. Key ideas include a) an imbalance of charge generates static electricity; b) materials have different conductive properties; c) electric circuits transfer energy; d) magnetic fields model the magnetic effects of certain materials; e) electric current and magnetic fields are related; and f) many technologies use electricity and magnetism.

Biology

The Biology standards are designed to provide students with a detailed understanding of living systems. Students investigate biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time. Skills necessary to examine scientific explanations, conduct experiments, analyze and communicate information, and gather and use information in scientific literature continues to be important. The importance of scientific research that validates or challenges ideas is emphasized at this level. Tools and technology, including calculators, computers, probeware, and microscopes are used when feasible. Students will use chemicals and equipment safely. Mathematics, computational thinking, and experience in the engineering design process are important as students advance in their scientific thinking.

BIO.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information • determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables • generate hypotheses based on research and scientific principles • make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated b) planning and carrying out investigations • individually and collaboratively plan and conduct observational and experimental investigations • plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects • determine appropriate sample size and techniques • select and use appropriate tools and technology to collect, record, analyze, and evaluate data c) interpreting, analyzing, and evaluating data • construct and interpret data tables showing independent and dependent variables, repeated trials, and means • construct, analyze, and interpret graphical displays of data • use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems • analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution d) constructing and critiquing conclusions and explanations • make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

• construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students’ own investigations, models, theories, simulations, and peer review • apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions • compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence • construct arguments or counterarguments based on data and evidence • differentiate between a scientific hypothesis and theory e) developing and using models • evaluate the merits and limitations of models • develop, revise, and/or use models based on evidence to illustrate or predict relationships • develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems f) obtaining, evaluating, and communicating information • compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem • gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source • communicate scientific and/or technical information about phenomena in multiple formats

BIO.2 The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include a) water chemistry has an influence on life processes; b) macromolecules have roles in maintaining life processes; c) enzymes have a role in biochemical processes; d) protein synthesis is the process of forming proteins which influences inheritance and evolution; and e) the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

BIO.3 The student will investigate and understand that cells have structure and function. Key ideas include a) the cell theory is supported by evidence; b) homeostasis is maintained through the role of structures in unicellular and multicellular organisms; c) cell structures and processes are involved in cell growth and division; d) the structure and function of the cell membrane support cell transport; and e) specialization leads to the development of different types of cells.

BIO.4 The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include

a) viruses depend on a host for metabolic processes; b) the modes of reproduction/replication can be compared; c) the structures and functions can be compared; d) bacteria and viruses have a role in other organisms and the environment; and e) the germ theory of infectious disease is supported by evidence.

BIO.5 The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include a) DNA has structure and is the foundation for protein synthesis; b) the structural model of DNA has developed over time; c) the variety of traits in an organism are the result of the expression of various combinations of alleles; d) meiosis has a role in genetic variation between generations; and e) synthetic biology has biological and ethical implications.

BIO.6 The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include a) organisms have structural and biochemical similarities and differences; b) fossil record interpretation can be used to classify organisms; c) developmental stages in different organisms can be used to classify organisms; d) Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms; e) the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and f) systems of classification are adaptable to new scientific discoveries.

BIO.7 The student will investigate and understand that populations change through time. Key ideas include a) evidence is found in fossil records and through DNA analysis; b) genetic variation, reproductive strategies, and environmental pressures affect the survival of populations; c) natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and d) biological evolution has scientific evidence and explanations.

BIO.8 The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include a) interactions within and among populations include carrying capacities, limiting factors, and growth curves; b) nutrients cycle with energy flow through ecosystems; c) ecosystems have succession patterns; and d) natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

Chemistry

The Chemistry standards are designed to provide students with a detailed understanding of the interaction of matter and energy. This interaction is investigated using experimentation, mathematical reasoning, and problem-solving. Areas of study include atomic theory, chemical bonding, chemical reactions, molar relationships, kinetic molecular theory, solutions and thermodynamics. Concepts are illustrated with current practical applications that should include examples from environmental, nuclear, organic, and biochemistry content areas. Technology, including graphing calculators, computers, and probeware are used when feasible. Students will use chemicals and equipment safely when applying chemistry content in a laboratory setting. Mathematics, computational thinking, and experience in the engineering design process are essential as students advance in their scientific thinking.

CH.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information • determine which questions can be investigated within the scope of the school laboratory • make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated • generate hypotheses based on research and scientific principles • define design problems that involve the development of a process or system with interacting components, criteria and constraints b) planning and carrying out investigations • individually and collaboratively plan and conduct observational and experimental investigations • plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situations • select and use appropriate tools and technology to collect, record, analyze, and evaluate data c) interpreting, analyzing and evaluating data • record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms • use data in building and revising models, supporting explanations for phenomena, or testing solutions to problems • solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysis • analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution • analyze data graphically and use graphs to make predictions

• differentiate between accuracy and precision of measurements • consider limitations of data analysis when analyzing and interpreting data • analyze data to optimize a design d) constructing and critiquing conclusions and explanations • construct and revise explanations based on valid and reliable evidence obtained from a variety of sources • apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions • compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence • construct arguments or counterarguments based on data and evidence • differentiate between scientific hypothesis, theory, and law e) developing and using models • evaluate the merits and limitations of models • develop, revise, and/or use models based on evidence to illustrate or predict relationships • use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data sets f) obtaining, evaluating, and communicating information • compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem • gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source • communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

CH.2 The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes a) average atomic mass, isotopes, mass number, and atomic number; b) nuclear decay; c) trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy; d) electron configurations, valence electrons, excited electrons, and ions; and e) historical and quantum models.

CH.3 The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include a) chemical formulas are models used to represent the number of each type of atom in a substance;

b) substances are named based on the number of atoms and the type of interactions between atoms; c) balanced chemical equations model rearrangement of atoms in chemical reactions; d) atoms bond based on electron interactions; e) molecular geometry is predictive of physical and chemical properties; and f) reaction types can be predicted and classified.

CH.4 The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include a) Avogadro’s principle is the basis for molar relationships; and b) stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

CH.5 The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include a) molar relationships determine solution concentration; b) changes in temperature can affect solubility; c) extent of dissociation defines types of electrolytes; d) pH and pOH quantify acid and base dissociation; and e) colligative properties depend on the extent of dissociation.

CH.6 The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include a) pressure and temperature define the phase of a substance; b) properties of ideal gases are described by gas laws; and c) intermolecular forces affect physical properties.

CH.7 The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include a) heat energy affects matter and interactions of matter; b) heating curves provide information about a substance; c) reactions are endothermic or exothermic; d) energy changes in reactions occur as bonds are broken and formed; e) collision theory predicts the rate of reactions; f) rates of reactions depend on catalysts and activation energy; and g) enthalpy and entropy determine the extent of a reaction.

Earth Science

The Earth Science standards focus on the complex nature of the Earth system, including Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space as a set of complex, interacting and overlapping systems. The standards emphasize historical contributions in the development of scientific thought about Earth and space. The standards stress the interpretation of maps, charts, tables, and profiles; the use of technology, including geographic information systems (GIS), to collect, analyze, and report data; and using science skills in systematic investigation. Problem-solving and decision-making are an integral part of the standards, especially as they relate to the costs and benefits of using Earth’s resources. Mathematics, computational thinking, and experience with the engineering design process are important as students advance in their scientific thinking.

ES.1 The student will demonstrate an understanding of scientific and engineering practices by a) asking questions and defining problems • ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information • determine which questions can be investigated within the scope of the school laboratory or field experience • generate hypotheses based on research and scientific principles • make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated • define design problems that involve the development of a process or system with multiple components and criteria b) planning and carrying out investigations • individually and collaboratively plan and conduct observational and experimental investigations • plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects • select and use appropriate tools and technology to collect, record, analyze, and evaluate data c) interpreting, analyzing, and evaluating data • construct and interpret data tables showing independent and dependent variables, repeated trials, and means • construct, analyze, and interpret graphical displays of data and consider limitations of data analysis • apply mathematical concepts and processes to scientific questions • use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems • analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

d) constructing and critiquing conclusions and explanations • make quantitative and/or qualitative claims based on data • construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students’ own investigations, models, theories, simulations, and peer review • apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions • construct arguments or counterarguments based on data and evidence • differentiate between a scientific hypothesis, theory, and law e) developing and using models • evaluate the merits and limitations of models • develop, revise, and/or use models based on evidence to illustrate or predict relationships • construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles • read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude f) obtaining, evaluating, and communicating information • compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem • gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source • communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

ES.2 The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe. Key ideas include a) the big bang theory explains the origin of universe; b) stars, star systems, and galaxies change over long periods of time; c) characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and d) evidence from space exploration has increased our understanding of the structure and nature of our universe.

ES.3 The student will investigate and understand that Earth is unique in our solar system. Key ideas include a) Earth supports life because of its relative proximity to the sun and other factors; and b) the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

ES.4 The student will investigate and understand that there are major rock-forming and ore minerals. Key ideas include a) analysis of physical and chemical properties supports mineral identification; b) characteristics of minerals determine the uses of minerals; and c) minerals originate and are formed in specific ways.

ES.5 The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform. Key ideas include a) Earth materials are finite and are transformed over time; b) the rock cycle models the transformation of rocks; c) layers of Earth have rocks with specific chemical and physical properties; and d) plate tectonic and surface processes transform Earth materials.

ES.6 The student will investigate and understand that resource use is complex. Key ideas include a) global resource use has environmental liabilities and benefits; b) availability, renewal rates, and economic effects are considerations when using resources; c) use of Virginia resources has an effect on the environment and the economy; and d) all energy sources have environmental and economic effects.

ES.7 The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes. Key ideas include a) convection currents in Earth’s interior lead to the movement of plates and influence the distribution of materials in Earth’s layers, and may impact the magnetic field; b) features and processes occur within plates and at plate boundaries; c) interaction between tectonic plates causes the development of mountain ranges and ocean basins; and d) evidence of geologic processes is found in Virginia’s geologic landscape.

ES.8 The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity. Key ideas include a) water influences geologic processes including soil development and karst topography; b) the nature of materials in the subsurface affect the water table and future availability of fresh water; c) weather and human usage affect freshwater resources, including water locations, quality, and supply; and d) stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

ES.9 The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key ideas include a) traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks; b) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes; c) absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and d) rocks and fossils from many different geologic periods and epochs are found in Virginia.

ES.10 The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas include a) chemical, biological, and physical changes affect the oceans; b) environmental and geologic occurrences affect ocean dynamics; c) unevenly distributed heat in the oceans drives much of Earth’s weather; d) features of the sea floor reflect tectonic and other geological processes; and e) human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

ES.11 The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include a) the composition of the atmosphere is critical to most forms of life; b) biologic and geologic interactions over long and short time spans change the atmospheric composition; c) natural events and human actions may stress atmospheric regulation mechanisms; and d) human actions, including economic and policy decisions, affect the atmosphere.

ES.12 The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land. Key ideas include a) weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans; b) weather patterns can be predicted based on changes in current conditions; c) extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions; d) models based on current conditions are used to predict weather phenomena; and e) changes in the atmosphere and the oceans due to natural and human activity affect global climate.

Physics

The Physics standards emphasize a more complex understanding of experimentation, the analysis of data, and the use of reasoning and logic to evaluate scientific evidence and develop engineering design solutions. The use of mathematics, including algebra and trigonometry is important, but conceptual understanding of physical systems remains a primary concern. Students build on basic physical science principles by exploring in- depth the nature and characteristics of energy and its dynamic interaction with matter. Key areas covered by the standards include force and motion, energy transformations, wave phenomena and the electromagnetic spectrum, electricity, fields, and non- Newtonian physics. Technology, including graphing calculators, computers, and probeware are used when feasible. Students will use equipment safely. Mathematics, computational thinking, and experience in the engineering design process are essential as students advance in their scientific thinking.

PH.1 The student will demonstrate an understanding of scientific and engineering practices by. a) asking questions and defining problems • ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information • determine which questions can be investigated within the scope of the school laboratory • make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated • generate hypotheses based on research and scientific principles • define design problems that involves the development of a process or system with interacting components and criteria and constraints b) planning and carrying out investigations • individually and collaboratively plan and conduct observational and experimental investigations • plan and conduct investigations or test design solutions in a safe manner • select and use appropriate tools and technology to collect, record, analyze, and evaluate data c) interpreting, analyzing, and evaluating data • record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms • use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems • analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solution • analyze data graphically and use graphs to make predictions • consider limitations of data analysis when analyzing and interpreting data • evaluate the effects of new data on a working explanation and/or model of a proposed process or system

• analyze data to optimize a design d) constructing and critiquing conclusions and explanations • make quantitative and/or qualitative claims based on data • construct and revise explanations based on valid and reliable evidence obtained from a variety of sources • apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions • compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence • construct arguments or counterarguments based on data and evidence • differentiate between scientific hypothesis, theory, and law e) developing and using models • evaluate the merits and limitations of models • identify and communicate components of a system orally, graphically, textually, and mathematically • develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data sets f) obtaining, evaluating, and communicating information • compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem • gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source • communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

PH.2 The student will investigate and understand, through mathematical and experimental processes, that there are relationships between position and time. Key topics include a) displacement, velocity, and uniform acceleration; b) linear motion; c) uniform circular motion; and d) projectile motion.

PH.3 The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. Key laws include a) Newton’s Laws of Motion; and b) Newton’s Law of Universal Gravitation.

PH.4 The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions. Key ideas include a) momentum is conserved unless an impulse acts on the system; and

b) mechanical energy is conserved unless work is done on, by, or within the system.

PH.5 The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas include a) waves have specific characteristics; b) wave interactions are part of everyday experiences; and c) light and sound can be modeled as waves.

PH.6 The student will investigate and understand, through mathematical and experimental processes, that optical systems form a variety of images. Key ideas include a) the laws of reflection and refraction describe light behavior; and b) ray diagrams model light as it travels through different media.

PH.7 The student will investigate and understand, through mathematical and experimental processes, that fields provide a unifying description of force at a distance. Key ideas include a) gravitational, electric, and magnetic forces can be described using the field concept; and b) field strength diminishes with increased distance from the source.

PH.8 The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas include a) circuit components have different functions within the system; b) Ohm’s law relates voltage, current, and resistance; c) different types of circuits have different characteristics and are used for different purposes; d) electrical power is related to the elements in a circuit; and e) electrical circuits have everyday applications.

PH.9 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included. a) wave/particle duality; b) quantum mechanics and uncertainty; c) relativity; d) nuclear physics; e) solid state physics; f) nanotechnology; g) superconductivity; h) the standard model; and i) dark matter and dark energy.

Virginia Science Content Guidelines

Biology II: Anatomy and Physiology (03053)

VDOE Draft I. Scientific Skills and Processes Using the content in the Anatomy and Physiology guidelines the student will plan and conduct investigations in which • observations and measurements of living organisms are recorded in the lab using various instruments for data collection; • technology including microscopy, image processing, and digital electronic instruments tools is used for gathering and analyzing data, communicating results, modeling content in anatomy and physiology, and simulating experimental conditions; • chemicals and equipment are used in a safe manner; • graphing, arithmetic, and an understanding of correlations versus cause and effect are used as tools in data analysis; • validity of data is determined through discussion, presentation, debate, defense and re-analysis; • conclusions are formed based on quantitative and qualitative data; • sources of error inherent in experimental design are identified and discussed; • scientific literature from multiple authoritative sources are used assess the usefulness of evidence and lines of reasoning; • potential sources of bias in selected information sources are identified; • questions are asked to critique the interpretation, relevance, or thoroughness of data or evidence, investigative design, and/or premise(s) of an explanation; • ethical issues in the medical field are researched and discussed from multiple viewpoints; and • current applications of medical and biotechnology content are used.

II. Body Organization and Cellular Processes The student will investigate and understand the organization of the human body. Key content includes • the relationships between the different levels of organization of the human body; • homeostasis and the effect of homeostatic imbalance; • differentiation between negative and positive feedback mechanisms in the maintenance of homeostasis; • appropriate application of directional terms and body planes; and • major cavities of the body with their subdivisions and the major organs within each.

The student will investigate and understand the chemical and biochemical processes essential for human life. Key content includes

• the structure and function of macromolecules; • the role of enzymes in biochemical reactions; • factors that adversely affect enzymatic activity and the rate of biochemical reactions; • cellular respiration; • the process of protein synthesis; • protein shape and related functions: • metabolism and its anabolic and catabolic processes; and • related healthcare topics.

The students will investigate and understand cell histology. Key content includes • the roles of eukaryotic organelles in the maintaining cell homeostasis; • cytoskeletal and extracellular structures; • different types of cells and tissues and their role in the human body; • passive and active cell transport mechanisms; and • cellular division.

III. Body System Structures and Functions The students will understand the purpose and anatomical features of the integumentary system. Key content includes • functions of the integumentary system and the role it plays in maintaining the homeostasis of an individual; • structure and function of skin, hair, and nails; • functions of sudoriferous and sebaceous glands; • the physiological processes necessary for tissue injury and tissue repair; and • irregularities in skin appearance and the impact of these on an individual’s health.

The students will understand the purpose and anatomical features of the skeletal system. Key content includes • functions of the skeletal system; • the formation and maintenance of bones; • the types of bones (long, short, flat, irregular, sesmoid); • major bones in the axial and appendicular skeletons; • classification of joints according to their degree and type of movement; and • d) diseases associated with the skeletal system.

The students will understand the purpose and anatomical features of the muscular system. Key content includes • functions of the muscular system; • the processes involved in muscle contraction; • the role of agonists, antagonists, synergists, and fixators; • location and identification of major skeletal muscles; and • diseases associated with the muscular system.

The students will understand the purpose and anatomical features of the nervous system. Key content includes • organization and function of the nervous system; • divisions of the nervous system (sympathetic and parasympathetic) and their function; • the neuron and nerve impulse transmission; • reflex arcs; • structures and anatomical features of the brain, cranial nerves, and spinal cord; and • and the effects of aging on the nervous system.

The students will understand the purpose and anatomical features of the senses. Key content includes • structure and function of the different sense organs; • detection and transmission of stimulus by each sense organ; and • age related changes that occur with the special senses.

The students will understand the purpose and anatomical features of the endocrine system. Key content includes • the role of the endocrine system; • the chemical classification and structure of hormones; • major endocrine glands and their associated target cells; and • the impact of glandular disorders on human health.

The students will understand the purpose and anatomical features of the circulatory system. Key content includes • function, components, and main characteristics of blood and homeostatic imbalances that may occur; • location, function, and structure of the heart; • factors that affect cardiac output, stroke volume, and regulation of heart rate; • structure and function of arteries, arterioles, capillaries, venuoles, and veins; • blood pressure is regulated by the nervous system, endocrine system, and autoregulatory functions; and • diseases and age related changes of the circulatory system.

The students will understand the purpose and anatomical features of the lymphatic system and immunity. Key content includes • major functions of the lymphatic system; • nonspecific and specific body defenses; • the steps involved in cell-mediated and antibody mediated immune response; and • the role of vaccines and antibiotics in disease prevention.

The students will understand the purpose and anatomical features of the respiratory system. Key content includes • organs and anatomical features of the respiratory system; • the process of inspiration and expiration; • anaerobic vs aerobic respiration and the effect on the respiratory system; and • the effects of aging on the respiratory system.

The students will understand the purpose and anatomical features of the digestive system. Key content includes • functions and structures of the organs and accessary organs of the digestive system; • structure and function of the four layers of the gastrointestinal tract and modifications in each of the organs; • the mechanical and chemical processes of digestion; • the process of nutrient and water absorption; and • disorders and the effects of aging on the digestive system.

The students will understand the purpose and anatomical features of the urinary system. Key content includes • major organs and the anatomical features of the excretory system; • microscopic features of the nephron; • the three physiological processes and structures involved in urine foundation- filtration, reabsorption, and secretion; and • disorders and effects of aging on the urinary system.

The students will understand the purpose and anatomical features of the reproductive system. Key content includes • structure and function of the reproductive system; • the process of spermatogenesis and oogenesis; • roles of major reproductive hormones; • the menstrual cycle; and • events that occur during human fetal development.

Science Curriculum Geosystems Last Updated: 03/21/17 Geosystems utilizes content from geology, astronomy, oceanography, and meteorology to 10:45 AM investigate, both qualitatively and quantitatively, the major earth systems (atmosphere, hydrosphere, lithosphere, biosphere) and their dynamic inter-relationships. Students explore concepts with the same tools professional scientists use including computers, Geographic Information Systems (GIS), Global Positioning System (GPS), image processing software, and probeware. Students are required to take the Standards of Learning End of Course Test.

SCI.ES Standard 1 Essential PLAN AND CONDUCT INVESTIGATIONS

The student will plan and conduct investigations.

Essential Understandings:

The concepts developed in this standard include the following: ● Density expresses the relationship between mass and volume. ● Information and data collected can be organized and expressed in the form of charts, graphs, and diagrams. ● Scale relates to actual distance. ● Topographic maps and satellite imagery are two-dimensional models that provide information defining three-dimensional landforms. They contain extensive information related to geographic as well as human structures and changes to the land surface, and are useful in understanding geologic processes. ● Grid systems of latitude and longitude are used to define locations and directions on maps, globes, and charts.

FCPS Specific

Benchmark 1.a Essential Calculate Volume, Area, Mass, etc. Using the Most Appropriate Tools

The student will plan and conduct investigations in which volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 1.a.1 Essential Measure mass and volume of regular and irregular shaped objects

Measure mass and volume of regular and irregular shaped objects and materials using common laboratory tools, including metric scales and graduated cylinders.

Page 1 of 53 Indicator 1.a.2 Essential Apply concept of mass per unit volume; Calculate density

Apply the concept of mass per unit volume and calculate density without being given a formula.

Indicator 1.a.3 Essential Select & use appropriate tools & techniques to collect & display data

Select and use appropriate tools and techniques to collect, organize, and display observational and experimental data.

Indicator 1.a.4 Essential Use consistent units when processing data

Use consistent units when processing data.

Indicator 1.a.5 Essential Consider the possible effects of measurement errors on calculations

Consider the possible effects of measurement errors on calculations.

Indicator 1.a.6 Expected Use mathematical equations to reach and justify conclusions

Use mathematical equations to reach and justify conclusions.

Indicator 1.a.7 Expected Derive mathematical equations to reach proper conclusions

Derive mathematical equations to reach proper conclusions based on available data.

Benchmark 1.b Essential Use Technology to Collect, Analyze, and Report Data

The student will plan and conduct investigations in which technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions.

Page 2 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 1.b.1 Essential Identify resources which could be applied to a solution

Identify resources, including appropriate technology, which could be applied to a solution.

Indicator 1.b.2 Essential Access real time data using reputable sources to solve real problems

Access real time data using a variety of reputable sources to solve real world problems.

Indicator 1.b.3 Essential Access scientific information using a variety of media; Cite sources

Access scientific information using a variety of media to include internet search engines, popular publications, and scientific journals. Cite sources used in conducting investigations.

Indicator 1.b.4 Essential Demonstrate the dependence of science on technology

Demonstrate the dependence of science on technology in order to access information from remote locations, collect samples, make measurements, communicate, and retrieve data.

Indicator 1.b.5 Essential Use graphing calculators & computers to produce models & graphs

Use graphing calculators and computers to produce numerical models, tables, graphs, and spreadsheets that describe and compare scientific observations.

Indicator 1.b.6 Essential Record data in tables; Use data to construct and interpret graphics

Record data in systematic, properly-labeled, multicell tables, and using data, construct and interpret continuous line graphs, frequency distributions, bar graphs, and other explicating graphics that present a range of parameters, relationships, and pathways.

Indicator 1.b.7 Essential Share information electronically with peers and instructors

Page 3 of 53 Share information electronically with peers and instructors.

Indicator 1.b.8 Expected Relate historical events to the inventions of technology used today

Relate historical events to the inventions of technology used today.

Indicator 1.b.9 Expected Design a study that uses technology to gather, analyze & display data

Design a study that uses technology (e.g. GPS, GIS) to gather, analyze, and display data.

Benchmark 1.c Essential Construct and Interpret Scales, Diagrams, Charts, Tables, etc.

The student will plan and conduct investigations in which scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 1.c.1 Essential Collect data

Collect data.

Indicator 1.c.2 Essential Determine which type of graphical representation best displays data

Determine which type of graphical representation best displays data.

Indicator 1.c.3 Essential Generate models, graphs, and spreadsheets using collected data

Generate models, graphs, and spreadsheets using collected data.

Indicator 1.c.4 Essential

Page 4 of 53 Present data in a variety of ways

Present data in a variety of ways.

Indicator 1.c.5 Essential Construct profiles from topographic contours

Construct profiles from topographic contours.

Indicator 1.c.6 Essential Communicate information obtained from charts, graphs, etc. to peers

Communicate information obtained from charts, graphs, diagrams, and symbols to peers.

Indicator 1.c.7 Essential Read and interpret graphs, computer simulations and models

Read and interpret graphs, computer simulations and models.

Indicator 1.c.8 Essential Interpret data showing changes in temp./pressure with depth/altitude

Interpret data from a graph or table that shows changes in temperature or pressure with depth or altitude.

Indicator 1.c.9 Essential Interpret information contained in remote images and GIS databases

Interpret information contained in remote images and GIS databases.

Benchmark 1.d Essential Read & Interpret Direction and Measurements of Distance on a Map/Globe

The student will investigate and understand how to read and interpret direction and measurements of distance on any map or globe.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Page 5 of 53 Indicator 1.d.1 Essential Read and interpret maps in one-dimension (direction and distance)

Read and interpret maps in one-dimension including direction and distance.

Indicator 1.d.2 Essential Read and interpret maps in more than one dimension

Read and interpret maps in more than one dimension including location by latitude and longitude and topographic profiles.

Indicator 1.d.3 Essential Use latitude and longitude down to minutes to locate points on a map

Use latitude and longitude down to minutes, with correct north-south and east-west designations, to locate points on a map.

Indicator 1.d.4 Essential Interpret features on 7.5 minute quadrangles on topographic maps

Interpret landforms, water features, map scale, horizontal distance between points, elevation and elevation changes, latitude and longitude, human-made structures and other pertinent features on 7.5 minute quadrangles on topographic maps.

Indicator 1.d.5 Essential Analyze and interpret the information found on surface weather maps

Analyze and interpret the information found on surface weather maps including air pressure, temperature, humidity, precipitation, cloud cover and wind speed and direction.

Indicator 1.d.6 Extended Honors Compare and contrast the three types of basic map projections

Compare and contrast the three types of basic map projections.

Indicator 1.d.7 Extended Honors Create, edit, and share a presentation-quality map using ArcGIS

Create, edit, and share a presentation-quality map using ArcGIS.

Benchmark 1.e Essential

Page 6 of 53 Manipulate Variables With Repeated Trials

The student will plan and conduct investigations in which variables are manipulated with repeated trials.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 1.e.1 Essential Develop a clear and concise set of procedures; Revise as necessary

Develop a clear and concise set of experimental procedures. Review and revise procedures as necessary while conducting a scientific investigation.

Indicator 1.e.2 Essential Utilize experimental design to develop a model for investigation

Utilize experimental design to develop a valid model to investigate the problem.

Indicator 1.e.3 Essential Suggest improvements in the design of the study

Suggest improvements in the design of the study.

Benchmark 1.f Essential Use Current Applications to Reinforce Science Concepts

The student will plan and conduct investigations in which current applications are used to reinforce Earth science concepts.

Indicator 1.f.1 Essential Apply Earth science content to current issues and applications

Apply Earth science content to current issues and applications.

Indicator 1.f.2 Essential Use the writing process to develop and express a viewpoint

Use the writing process to develop and express a viewpoint based on documented scientific research.

Page 7 of 53 Indicator 1.f.3 Expected Explore solutions to local and far-reaching environmental problems

Explore and examine solutions to local and far-reaching environmental problems.

Indicator 1.f.4 Extended Honors Design a product or solution to a real world problem

Design a product or solution to a real world problem.

SCI.ES Standard 2 Essential DEMONSTRATE AN UNDERSTANDING OF THE NATURE OF SCIENCE, LOGIC, ETC.

The student will demonstrate an understanding of the nature of science and scientific reasoning and logic.

Essential Understandings:

The concepts developed in this standard include the following: ● The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the concepts: a) the natural world is understandable; b) science is based on evidence - both observational and experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are collected; e) science is a complex social endeavor; and f) scientists try to remain objective and engage in peer review to help avoid bias. ● Earth is a dynamic system, and all atmospheric, lithospheric, and hydrospheric processes interrelate and influence one another. ● A hypothesis is a tentative explanation that accounts for a set of facts and can be tested by further investigation. Only hypotheses that are testable are valid. A hypothesis can be supported, modified, or rejected based on collected data. Experiments are designed to test hypotheses. ● Scientific theories are systematic sets of concepts that offer explanations for observed patterns in nature. Theories provide frameworks for relating data and guiding future research. Theories may change as new data become available. Any valid scientific theory has passed tests designed to invalidate it. ● There can be more than one scientific explanation for phenomena. However, with competing explanations, generally one idea will eventually supersede the other as new tools, new observations, and verified data become available. ● Changing relevant variables will generally change the outcome. ● Scientific laws are generalizations of observational data that describe patterns and relationships. Laws may change as new data become available.

Benchmark 2.a Essential Understand How Science Explains & Predicts Dynamics of Earth Systems

The student will understand how science explains and predicts the interactions and dynamics of complex Earth systems.

Page 8 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 2.a.1 Essential Observe the natural world, raise questions, seek answers

Observe the natural world, raise questions and seek answers based on those observations.

Indicator 2.a.2 Essential Identify key issues and problems

Identify key issues and problems.

Indicator 2.a.3 Essential Make predictions, using scientific data and data analysis

Make predictions, using scientific data and data analysis.

Indicator 2.a.4 Essential Recognize and analyze alternative explanations and predictions

Recognize and analyze alternative explanations and predictions. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing support for alternative positions.

Indicator 2.a.5 Essential Determine trends and relationships from data

Determine trends and relationships from data.

Indicator 2.a.6 Essential Analyze how natural processes can be used to predict or explain

Analyze how natural processes explain multiple aspects of Earth systems and their interactions (e.g., storms, earthquakes, volcanic eruptions, floods, climate, mountain chains and landforms, geological formations and stratigraphy, fossils) can be used to make predictions of future interactions and allow scientific explanations for what has happened in the past.

Indicator 2.a.7 Essential Create a code of scientific integrity that applies in the classroom

Page 9 of 53 Create a code of scientific integrity that should apply in classroom settings. Include consequences for the violation of this code.

Indicator 2.a.8 Expected Describe the limitations of science in meeting human problems & needs

Describe the limitations of science and the scientific process in meeting human problems and needs.

Indicator 2.a.9 Expected Question the interactions & dependencies between science & technology

Question the interactions and dependencies between science and technology.

Benchmark 2.b Essential Recognize Evidence Is Required to Evaluate Hypotheses and Explanations

The student will recognize that evidence is required to evaluate hypotheses and explanations.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 2.b.1 Essential Develop hypotheses

Develop hypotheses.

Indicator 2.b.2 Essential Use data to support or reject a hypothesis.

Use data to support or reject a hypothesis.

Indicator 2.b.3 Essential Distinguish between examples of observations and inferences

Distinguish between examples of observations and inferences.

Page 10 of 53 Indicator 2.b.4 Extended Honors Obtain & interpret information using probes & geospatial technologies

Obtain, read, and interpret information using probes and geospatial technologies.

Benchmark 2.c Essential Understand Observation & Logic Are Essential for Reaching a Conclusion

The student will understand that observation and logic are essential for reaching a conclusion.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 2.c.1 Essential Test the validity of prior conclusions

Test the validity of prior conclusions based on collection of relevant evidence and historical data.

Indicator 2.c.2 Essential Apply scientific investigative methods to generate conclusions

Apply accepted scientific investigative methods to generate conclusions.

Indicator 2.c.3 Essential Analyze results in order to construct a plausible explanation

Analyze results in order to construct a plausible explanation.

Indicator 2.c.4 Essential Evaluate statements to determine if systematic science is used

Evaluate statements to determine if systematic science is used correctly, consistently, thoroughly, and in the proper context.

Benchmark 2.d Essential Understand That Evidence Is Evaluated for Scientific Theories

The student will understand that evidence is evaluated for scientific theories.

Page 11 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Scientific Investigation and the Nature of Science

Indicator 2.d.1 Essential Compare and contrast hypotheses, theories, and scientific laws

Compare and contrast hypotheses, theories, and scientific laws. For example, students should be able to compare/contrast the Law of Superposition and the Theory of Plate Tectonics.

Indicator 2.d.2 Essential Contrast the scientific use vs. the nontechnical usage of "theory"

Contrast the formal, scientific use of the term "theory" with the everyday nontechnical usage of "theory."

Indicator 2.d.3 Essential Explain how scientific methodology is used to change theories

Explain how scientific methodology is used to support, refute, or improve scientific theories.

Indicator 2.d.4 Essential Differentiate between verifiable data and unfounded claims

Differentiate between systematically-obtained, verifiable data and unfounded claims.

Indicator 2.d.5 Essential Correlate historical events with individuals and circumstances

Correlate historical events with associated individual(s) and the circumstances surrounding the discovery.

Indicator 2.d.6 Expected Debate theories and ideas with peers in group discussions

Debate theories and ideas with peers in group discussions.

Indicator 2.d.7 Expected Share experimental results with peers for review and analysis

Share experimental results with peers for review, analysis, and criticism.

Page 12 of 53 Indicator 2.d.8 Expected Evaluate peer research

Evaluate peer research.

SCI.ES Standard 3 Essential UNDERSTAND THE CHARACTERISTICS OF EARTH AND THE SOLAR SYSTEM

The student will investigate and understand the characteristics of Earth and the solar system.

Essential Understandings:

The concepts developed in this standard include the following: ● The solar system consists of many types of celestial bodies. Earth is the third planet from the sun and is located between the sun and the asteroid belt. It has one natural satellite, the moon. Water occurs on Earth as a solid (ice), a liquid, or a gas (water vapor) due to Earth's position in the solar system. ● Earth revolves around the sun tilted on its axis. The axial tilt is responsible for the incidence and duration of sunlight striking a given hemisphere that varies during the Earth's revolution around the Sun, thus causing seasons. Equinoxes and solstices represent four distinct quarterly points signaling the cyclic change of seasons. ● The moon revolves around Earth creating the moon phases and eclipses. Solar eclipses occur when the moon blocks sunlight from Earth's surface, while lunar eclipses occur when Earth blocks sunlight from reaching the moon's surface. ● The tides are the periodic rise and fall of water level caused by the gravitational pull of the sun and moon. ● The sun consists largely of hydrogen gas. Its energy comes from nuclear fusion of hydrogen to helium. ● There are essentially two types of planets in our solar system. The four inner (terrestrial) planets consist mostly of solid rock. The four outer planets are gas giants, consisting of thick outer layers of gaseous materials, perhaps with small rocky cores. ● The dwarf planet, Pluto, has an unknown composition but appears to be solid. It is part of the Kuiper Belt. ● Moons are natural satellites of planets and vary widely in composition. ● Comets orbit the sun and consist mostly of frozen gases. ● A meteoroid is debris located outside Earth's atmosphere; a meteor is debris located within Earth's atmosphere; and a meteorite is debris that has broken apart into smaller pieces before reaching Earth's surface. ● Asteroids are usually leftover debris of the formation of the solar system, or creations of the collisions of other asteroids. ● The atmosphere of Venus is mostly carbon dioxide and very dense. The atmosphere of Mars is very thin and mostly carbon dioxide. ● Much of our knowledge about the solar system is a result of space exploration efforts. These efforts continue to improve our understanding of the solar system.

Benchmark 3.a Essential Understand the Position of Earth in the Solar System

The student will investigate and understand the position of Earth in the solar system.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 3.a.1 Essential Draw a diagram of the solar system and label the planets

Page 13 of 53 Draw a diagram of the solar system and label the planets.

Indicator 3.a.2 Essential Diagram relative positions of the Sun/Moon/Earth; Predict tides, etc.

Diagram the relative positions of the Sun, Moon and Earth and predict tides, moon phases and eclipses that a person on Earth would observe during different times of the month.

Indicator 3.a.3 Essential Analyze the role of Earth's position, size, and axial tilt

Analyze the role of 1) the position of Earth in the Solar System; 2) the size of Earth and sun; and 3) Earth’s axial tilt in affecting the evolution of the planet and life on the planet.

Indicator 3.a.4 Extended Honors Explain Eratosthenes' method of calculating Earth's circumference

Explain the method used by Eratosthenes to calculate the circumference of the Earth.

Indicator 3.a.5 Extended Honors Calculate the Earth's Polar and Equatorial circumference using GPS

Calculate the Earth's Polar and Equatorial circumference using GPS technology.

Benchmark 3.b Essential Understand Sun-Earth-Moon Relationships (Seasons, Tides, Eclipses)

The student will investigate and understand sun-Earth-moon relationships (seasons, tides and eclipses).

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 3.b.1 Essential Diagram and explain the cause of the seasons

Diagram and explain how the tilt of the Earth's axis and orbital position combine to cause the seasons (including equinoxes and solstices).

Page 14 of 53 Indicator 3.b.2 Essential Explain & describe the gravitational forces that cause Earth’s tides

Explain and describe the gravitational forces that cause the Earth’s tides.

Indicator 3.b.3 Essential Create a model showing the position of Earth, the moon & moon phases

Create a model showing the position of Earth, the moon, and the resulting moon phases.

Indicator 3.b.4 Essential Create a model of the position of Earth, moon & sun during an eclipse

Create a model showing the position of Earth, moon, and sun during a solar and lunar eclipse.

Indicator 3.b.5 Essential Compare and contrast lunar and solar eclipses

Compare and contrast lunar and solar eclipses.

Indicator 3.b.6 Essential Explain why there is not a solar and lunar eclipse each month

Explain why there is not a solar and lunar eclipse each month.

Indicator 3.b.7 Extended Honors Use Earth's analemma to determine a specific date

Use Earth's analemma to determine a specific date.

Benchmark 3.c Essential Understand Characteristics of the Sun, Planets, Moons, Comets, etc.

The student will investigate and understand the characteristics of the sun, planets and their moons, comets, meteors, and asteroids.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Page 15 of 53 Indicator 3.c.1 Essential Describe Sun’s internal structure, surface features, source of energy

Describe the Sun's internal structure and important surface features such as solar flares, prominences, sunspots and solar wind and their affects on the planets. Identify and explain the Sun's source of energy.

Indicator 3.c.2 Essential Differentiate between the inner & outer planets and their atmospheres

Differentiate between the inner (terrestrial) planets and the outer (gaseous) planets and their corresponding atmospheric characteristics.

Indicator 3.c.3 Essential Compare and contrast the characteristics of the planets

Compare and contrast the atmospheres, planetary makeup, surface conditions, and rotation of the planets.

Indicator 3.c.4 Essential Analyze the 4 inner planets; Explain why they vary so significantly

Analyze the internal makeup and characteristics of Venus, Earth, Mercury, and Mars; interpret various reasons why each planet has such characteristics and why they vary so significantly.

Indicator 3.c.5 Essential Compare the classification of the dwarf planet Pluto to the planets

Compare the classification of the dwarf planet Pluto to the planets in relation to its orbit, and its similarity to other objects in the Kuiper Belt.

Indicator 3.c.6 Essential Compare characteristics among moons, comets, meteoroids, asteroids

Compare and contrast the defining characteristics among moons, comets, meteoroids, and asteroids.

Indicator 3.c.7 Essential Predict needed conditions for another celestial object to support life

Predict what conditions we would need to have in place for another celestial object to support life.

Indicator 3.c.8 Expected

Page 16 of 53 Access current geologic and atmospheric data about the planets

Access current geologic and atmospheric data about the planets from real time data sources on the Internet.

Indicator 3.c.9 Expected Interpret remote sensing data that has been collected by satellites

Interpret remote sensing data that has been collected by satellites and space probes.

Indicator 3.c.10 Expected Apply Newton's & Kepler's laws to describe the motion of the planets

Apply Newton's and Kepler's laws to describe the motion of the planets and other celestial bodies such as moons, comets, asteroids, and meteors.

Indicator 3.c.11 Extended Honors Compare several different types of stars (including the Sun)

Compare several different types of stars (including the Sun) and explain which stars would probably not allow complex life to form and why.

Indicator 3.c.12 Extended Honors Research properties of a planetary body; Design plans for colonization

Research properties of a planetary body and design plans for colonization.

Benchmark 3.d Essential Understand the History and Contributions of Space Exploration

The student will investigate and understand the history and contributions of space exploration.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 3.d.1 Essential Create a timeline showing key events in space exploration

Create a timeline showing key events in space exploration.

Page 17 of 53 Indicator 3.d.2 Essential Compare the various types of evidence obtained from lunar exploration

Compare the various types of evidence obtained from the Apollo moon landings and other lunar exploration and how this is used to inform thinking about the moon.

Indicator 3.d.3 Essential Analyze historical explanations for the origin of the moon

Analyze historical explanations for the origin of the moon.

Indicator 3.d.4 Essential Analyze how technology has contributed to change and enlightenment

Analyze how the role of technology (Galileo's telescope, Hubble telescope, planetary orbiters, landers/rovers) has contributed to social and scientific change and enlightenment.

SCI.ES Standard 4 Essential IDENTIFY MAJOR ROCK-FORMING AND ORE MINERALS

The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties.

Essential Understandings:

● There is a difference between rocks and minerals. Most rocks are made of one or more minerals. ● A mineral is a naturally occurring, inorganic, solid substance with a definite chemical composition and structure and can be identified based on specific chemical and physical properties. ● The major elements found in Earth’s crust are oxygen, silicon, aluminum, and iron. The most abundant group of minerals is the silicates, which contain silicon and oxygen. Some common silicates include feldspar and quartz. ● The carbonate group of minerals is composed of the carbonate compound CO3. Some common carbonates are calcite and dolomite. ● The oxide group of minerals is composed of oxygen and a metal. Some common oxides include hematite and magnetite. ● Minerals are important to human wealth and welfare.

Benchmark 4.a Essential Understand Hardness, Color & Streak, Luster, Cleavage, Fracture, etc.

The student will investigate and understand hardness, color and streak, luster, cleavage, fracture, and unique properties.

Reporting Categories:

Page 18 of 53 Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 4.a.1 Essential Differentiate between rocks and minerals

Differentiate between rocks and minerals.

Indicator 4.a.2 Essential Analyze the distinguishing characteristics used to categorize minerals

Analyze the relationship between the qualities of cleavage, fracture, and hardness and the molecular structure and chemistry of silicates, carbonates, and oxides.

Indicator 4.a.3 Essential Identify minerals by their physical and chemical properties

Identify minerals by their physical and chemical properties such as hardness, color, luster, streak, fracture, and cleavage.

Indicator 4.a.4 Essential Recognize the major elements found in the Earth’s crust

Recognize the major elements found in the Earth’s crust.

Indicator 4.a.5 Essential Analyze why Fe, Al and Si are rarely found in the native state

Analyze why certain common metallic elements (iron, aluminum, silicon) are rarely, if ever, found in the native state.

Indicator 4.a.6 Essential Analyze distribution & persistence of minerals at/near Earth’s surface

Analyze the distribution and persistence of minerals at or near Earth’s surface in terms of Earth’s general structure, plate tectonics, and chemical and physical weathering.

Benchmark 4.b Essential Investigate and Understand the Uses of Minerals

The student will investigate and understand the uses of minerals.

Page 19 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 4.b.1 Essential Recognize some major rock-forming minerals; Explain their importance

Recognize some major rock-forming minerals such as quartz, feldspar, calcite, and mica and explain their importance to human wealth and welfare.

Indicator 4.b.2 Essential Recognize some major ore minerals; Explain their importance

Recognize ore minerals including pyrite, magnetite, hematite, galena, graphite, and sulfur and explain their importance to human wealth and welfare.

SCI.ES Standard 5 Essential INVESTIGATE AND UNDERSTAND THE ROCK CYCLE

The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures.

Essential Understandings:

The concepts developed in this standard include the following: ● Rocks can be identified on the basis of mineral content and texture. ● The processes by which rocks are formed define the three major groups of rocks. ● The rock cycle is the process by which all rocks are formed and how basic Earth materials are recycled through time. ● Igneous rock forms from molten rock that cools and hardens either below or on Earth’s surface. Extrusive igneous rocks have small or no crystals, resulting in fine-grained or glassy textures and include pumice, obsidian, and basalt. Intrusive igneous rocks have larger crystals and a coarser texture and include granite. ● Sedimentary rocks may be formed either by rock fragments or organic matter being bound together or by chemical precipitation. Clastic sedimentary rocks are made up of fragments of other rocks and include sandstone, conglomerate, and shale. Non-clastic sedimentary rocks include limestone and rock salt. ● Metamorphic rocks form when any rock is changed by the effects of heat, pressure, or chemical action. Foliated metamorphic rocks have bands of different minerals and include slate, schist, and gneiss. Unfoliated metamorphic rocks have little or no banding and are relatively homogenous throughout and include marble and quartzite.

Benchmark 5.a Essential Investigate and Understand Igneous Rocks

The student will investigate and understand igneous rocks.

Reporting Categories:

Page 20 of 53 Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 5.a.1 Essential Explain how the cooling rate of molten material affects igneous rocks

Explain how the cooling rate of molten material determines the crystal size and resulting texture of igneous rocks.

Indicator 5.a.2 Essential Comprehend and identify various igneous rock textural features

Comprehend and identify various igneous rock textural features and mineral components with a hand sample or by description, and analyze the significance of these features in terms of mode of origin and history.

Indicator 5.a.3 Essential Assess how magmatic origin affects the composition of igneous rocks

Assess how magmatic origin affects the composition of igneous rocks.

Indicator 5.a.4 Essential Differentiate and identify intrusive and extrusive igneous rocks

Differentiate the distinguishing characteristics of the crystal structure and textures of extrusive and intrusive igneous rocks and identify samples including pumice, obsidian, basalt, and granite.

Indicator 5.a.5 Extended Honors Use Bowen's Reaction Series to explain mineral associations

Use Bowen's Reaction Series to explain the mineral associations that form the sequences of igneous rocks.

Benchmark 5.b Essential Investigate and Understand Sedimentary Rocks

The student will investigate and understand sedimentary rocks.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 5.b.1 Essential

Page 21 of 53 List the weathering agents and describe their effects on structures

List the chemical and physical weathering agents and describe their effects on natural and human-made structures.

Indicator 5.b.2 Essential Differentiate between clastic and non-clastic sedimentary rocks

Differentiate between clastic and non-clastic sedimentary rocks.

Indicator 5.b.3 Essential Analyze and identify various sedimentary rocks

Analyze and identify various sedimentary rocks in terms of mode of origin and history, using sedimentary features (grain size, texture, and composition). Examples include clastic (sandstone, conglomerate, shale) and nonclastic (limestone, rock salt).

Benchmark 5.c Essential Investigate and Understand Metamorphic Rocks

The student will investigate and understand metamorphic rocks.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 5.c.1 Essential Explain how physical features can determine a rock's environment

Explain how physical features, such as schistosity, gneissic banding and granularity can be used to determine the environment in which a metamorphic rock formed. Examples include slate, schist, gneiss, marble, and quartzite.

Indicator 5.c.2 Essential Describe foliated & unfoliated metamorphic rocks: structure, formation

Describe the structure of foliated and unfoliated metamorphic rocks and how differences in temperature, pressure, and the orientation of pressure form them; cite examples of each.

Indicator 5.c.3 Essential Analyze the major groups of metamorphic rocks; Determine parent rock

Analyze the major groups of metamorphic rocks for mineral composition and textural features and determine the potential parent rock and in terms of the rock cycle.

Page 22 of 53 Benchmark 5.d Essential Investigate and Understand the Rock Cycle

The student will investigate and understand the rock cycle.

Indicator 5.d.1 Essential Illustrate and describe the rock cycle

Illustrate and describe the rock cycle.

Indicator 5.d.2 Essential Integrate the rock cycle with Plate Tectonics Theory/VA's 5 provinces

Integrate the rock cycle with Plate Tectonics Theory and determine how this is reflected in the geology of Virginia’s five physiographic provinces.

SCI.ES Standard 6 Essential UNDERSTAND THE DIFFERENCES BETWEEN RENEWABLE & NONRENEWABLE RESOURCES

The student will investigate and understand the differences between renewable and nonrenewable resources.

Essential Understandings:

The concepts developed in this standard include the following: ● Resources are limited and are either renewable or nonrenewable. ● There are advantages and disadvantages to using any energy source. ● Virginia has many natural resources. ● Modern living standards are supported by extensive use of both renewable and nonrenewable resources. ● Extraction and use of any resource carries an environmental cost that must be weighed against economic benefit. ● Renewable resources can be replaced by nature at a rate close to the rate at which they are used. Renewable resources include vegetation, sunlight, and surface water. ● Nonrenewable resources are replenished very slowly or not at all. Nonrenewable resources include coal, oil, and minerals. ● Fossil fuels are nonrenewable and may cause pollution, but they are relatively cheap and easy to use once they are extracted. ● In Virginia, major rock and mineral resources include coal for energy, gravel and crushed stone for road construction, silica for electronics, zirconium and titanium for advanced metallurgy, and limestone for making concrete. ● Clean water resources, while renewable, are directly impacted by human activity through extraction and pollution.

Benchmark 6.a Essential Understand Fossil Fuels, Minerals, Rocks, Water and Vegetation

Page 23 of 53 The student will investigate and understand fossil fuels, minerals, rocks, water, and vegetation.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 6.a.1 Essential Analyze the formation of fossil fuels; Relate to ancient conditions

Analyze the formation of fossil fuels in terms of the rock cycle and Plate Tectonics Theory. Relate the formation of fossil fuels to ancient biologic and atmospheric conditions/changes and locations within Virginia.

Benchmark 6.b Essential Understand the Advantages and Disadvantages of Various Energy Sources

The student will investigate and understand the advantages and disadvantages of various energy sources.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 6.b.1 Essential Differentiate between renewable and non-renewable resources

Differentiate between renewable and non-renewable resources.

Indicator 6.b.2 Essential Analyze the advantages and disadvantages of various energy sources

Analyze the advantages and disadvantages of various energy sources.

Benchmark 6.c Essential Investigate and Understand Resources Found in Virginia

The student will investigate and understand resources found in Virginia.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Page 24 of 53 Indicator 6.c.1 Essential Identify examples of renewable & nonrenewable resources found in VA

Identify examples of renewable and nonrenewable resources found in Virginia.

Indicator 6.c.2 Essential Analyze how Virginia’s production/use of natural resources has changed

Analyze how Virginia’s production and use of various natural resources has changed over time. Define and cite differences over time especially in the last 150 years.

Indicator 6.c.3 Essential Evaluate Virginia’s potential as producer of renewable energy sources

Evaluate Virginia’s potential as a producer of renewable energy sources.

Indicator 6.c.4 Essential Analyze a range of emerging energy and mineral resources in Virginia

Analyze a range of emerging energy and mineral resources in Virginia in terms of costs and benefits.

Benchmark 6.d Essential Investigate and Understand Environmental Costs and Benefits

The student will investigate and understand environmental costs and benefits.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 6.d.1 Essential Assess role of fossil fuels & renewable energy sources in the future

Assess the role of fossil fuels and renewable energy sources in the future and compare and contrast the environmental benefits and costs among the various options.

Indicator 6.d.2 Essential Determine the sources of clean water in their community; Analyze data

Page 25 of 53 Determine the sources of clean water in their community and analyze consumption and supply data.

Indicator 6.d.3 Expected Examine the uneven distribution of economically important resources

Examine the uneven distribution of economically important resources.

Indicator 6.d.4 Expected Explore the economic, political and geologic importance of resources

Explore the economic, political and geologic importance of resources and the environmental consequences of their extraction and use.

Indicator 6.d.5 Extended Honors Distinguish among the various levels of natural resource consumption

Distinguish among the various levels of consumption of natural resources throughout the world paying particular attention to the disparities between industrial and developing countries.

Benchmark 6.e Expected Identify the Key Issue in an Actual Environmental Situation

Identify the core problem or key issue in an actual environmental situation or presented in an article drawn from the media.

Indicator 6.e.1 Expected Examine the role of human activity on the Earth System

Examine the role of human activity on the Earth System in problems such as: tropospheric ozone; stratospheric ozone; acid rain; urbanization and land use decisions; hazardous waste management; non-hazardous waste management; consequences of coastal engineering structures; global warming; air pollution; landfills; nuclear accidents; oil spills; and deforestation.

Indicator 6.e.2 Extended Honors Assess the benefits and/or risks of man-made hazards

Assess the benefits and/or risks of man-made hazards, such as nuclear waste disposal strategies.

Indicator 6.e.3 Extended Honors

Page 26 of 53 Calculate the length of storage time for various radioactive wastes

Calculate the length of storage time for various radioactive wastes according to their half lives.

Indicator 6.e.4 Extended Honors Identify the core problem or key issue in an environmental situation

Identify the core problem or key issue in an actual environmental situation or presented in an article drawn from the media.

SCI.ES Standard 7 Essential UNDERSTAND GEOLOGIC PROCESSES INCLUDING PLATE TECTONICS

The student will investigate and understand geologic processes including plate tectonics.

Essential Understandings:

The concepts developed in this standard include the following: ● Virginia has a billion-year-long tectonic and geologic history. ● Virginia has five physiographic provinces produced by past episodes of tectonic activity and continuous geologic activity. ● Each province has unique physical characteristics resulting from its geologic past. ● Geologic processes produce characteristic structures and features. ● The five physiographic provinces of Virginia are Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, and Appalachian Plateau. ● The Coastal Plain is a flat area composed of young, unconsolidated sediments underlain by older crystalline basement rocks. These layers of sediment were produced by erosion of the Appalachian Mountains and Piedmont and then deposited on the Coastal Plain when sea levels were higher in the past. ● The Piedmont is an area of rolling hills underlain by mostly ancient igneous and metamorphic rocks. The igneous rocks are the roots of volcanoes formed during an ancient episode of subduction that occurred before the formation of the Appalachian Mountains. ● The Blue Ridge is a high ridge separating the Piedmont from the Valley and Ridge Province. The billion-year-old igneous and metamorphic rocks of the Blue Ridge are the oldest in the state. ● The Valley and Ridge province is an area with long parallel ridges and valleys underlain by ancient folded and faulted sedimentary rocks. The folding and faulting of the sedimentary rocks occurred during a collision between Africa and North America. The collision, which occurred in the late Paleozoic era, produced the Appalachian Mountains. ● The Appalachian Plateau has rugged, irregular topography and is underlain by ancient, flat-lying sedimentary rocks. The area is actually a series of plateaus separated by faults and erosional down-cut valleys. Most of Virginia's coal resources are found in the plateau province. ● Earth consists of a solid, mostly iron inner core; a liquid, mostly iron outer core; a crystalline but largely plastic mantle; and a rocky, brittle crust. ● Earth's lithosphere is divided into plates that are in motion with respect to one another. The lithosphere is composed of the crust and upper portion of the mantle. There are two different types of lithospheres - oceanic and continental - that have very different physical and mineralogic characteristics. The ocean lithosphere is relatively thin, young, and dense. The continental lithosphere is relatively thick, old, and less dense. ● Most large scale, high-energy events of geologic activity (e.g., earthquakes, volcanoes, and mountain building) occur as a result of relative motion along plate boundaries. ● Plate motion occurs as a consequence of convection in Earth's mantle, including upwelling of material from the deep mantle in rift zones, the lateral movement of tectonic plates, and the sinking dense, old plates at subduction zones. ● Weathering, erosion, and deposition are interrelated processes. Weathering is the process by which rocks are broken down chemically and physically by the action of water, air, and organisms. Erosion is the process by which Earth materials are physically incorporated by moving water, ice, or wind for transportation. Deposition is the process by which Earth materials carried by wind, water, or ice settle out and are left in a location when energy levels decrease. The size of the material deposited is proportional to the available energy of the medium of transport. ● Relative plate motions and plate boundaries are convergent (subduction and continental collision), divergent (seafloor spreading), or transform. ● Major features of convergent boundaries include collision zones (folded and thrust-faulted mountains) and subduction zones (volcanoes and trenches). Major features of divergent boundaries include mid-ocean ridges, rift valleys, fissure volcanoes, and flood lavas. Major features of transform boundaries include strike-slip faults. Earthquake activity of varying energy levels and depths is associated with all plate boundaries.

Page 27 of 53 ● A volcano is an opening where magma erupts onto Earth's surface. Most volcanic activity is associated with subduction, rifting, or seafloor spreading. Hot spot volcanic activity, such as volcanic islands, is exceptional in that it is not related to plate boundaries but derived from a deep, localized heat source. ● A fault is a break or crack in Earth's crust along which movement has occurred. ● Plate tectonic processes serve as the major driver of the rock cycle. Plate tectonics drive the evolution of Earth's surface features and materials by fractionating material by chemical, mineralogic, and physical properties. Continental drift is a consequence of plate tectonics.

Benchmark 7.a Essential Understand Geologic Processes and Their Resulting Features

The student will investigate and understand geologic processes and their resulting features.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 7.a.1 Essential Compare the processes that create the Earth’s internal heat

Compare the processes that create the Earth’s internal heat.

Indicator 7.a.2 Essential Describe how the internal differentiation of the Earth led to layers

Describe how the internal differentiation of the Earth led to the formation of layers according to their temperature, pressure, and composition.

Indicator 7.a.3 Essential Construct a scale model of the Earth’s interior

Construct a scale model of the Earth’s interior.

Indicator 7.a.4 Essential Construct a model of convection cells deep within the Earth

Construct a model of convection cells deep within the Earth.

Indicator 7.a.5 Essential Relate fold and fault structures to the forces that form them

Relate fold and fault structures to the compressional and tensional forces that form them.

Page 28 of 53 Indicator 7.a.6 Essential Compare the erosive and depositional effects of wind, water, and ice

Compare the erosive and depositional effects of wind, water, and ice, on the Earth’s surface.

Indicator 7.a.7 Essential Explain conditions that affect a stream’s ability to shape the land

Explain and describe conditions that increase or decrease a stream’s ability to shape the landscape.

Indicator 7.a.8 Essential Comprehend the characteristics of each physiographic province of VA

Comprehend the topographic, rock-type and geologic-structural characteristics of each physiographic province of Virginia and label each on a map.

Indicator 7.a.9 Essential Analyze the geologic history of Virginia

Analyze the geologic history of Virginia in terms of the structures, rock types, and topography represented in the five physiographic provinces.

Indicator 7.a.10 Essential Integrate the rock cycle, plate tectonics, and Virginia’s geology

Integrate and interpret the rock cycle, plate tectonics, and Virginia’s geology in an interacting diagram.

Indicator 7.a.11 Expected Interpret the physiographic patterns of North America

Interpret the physiographic patterns of North America and in particular the Mid-Atlantic Region.

Benchmark 7.b Essential Investigate and Understand Tectonic Processes

The student will investigate and understand tectonic processes.

Page 29 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 7.b.1 Essential Compare the types of plate boundaries & how their features are formed

Compare and contrast different types of current and ancient plate boundaries (i.e., Japan, California, New Madrid, Missouri, the Appalachian system, Iceland, and Tonga) and how their features are formed.

Indicator 7.b.2 Essential Analyze composition/structure of continental & oceanic lithospheres

Analyze the composition and structure of the continental and oceanic lithosphere in terms of topographic features, density, and thickness.

Indicator 7.b.3 Essential Compare the rates of movement of the lithospheric plates

Compare the rates of movement of the lithospheric plates and how the movement relates to changes in positions of the continents.

Indicator 7.b.4 Essential Analyze the various structures produced in convergent plate boundaries

Analyze the various structures produced in convergent plate boundaries.

Indicator 7.b.5 Essential Apply the Plate Tectonics Theory to the formation of continents, etc.

Comprehend and apply the details of Plate Tectonics Theory to the formation of continents, mountain chains, island arcs, deep open trenches, earthquake zones, and continental and mid-ocean volcanism.

Indicator 7.b.6 Essential Describe the characteristics of the different types of seismic waves

Describe the characteristics of the different types of seismic waves.

Indicator 7.b.7 Essential Analyze how seismic data helps to determine earth’s internal structure

Page 30 of 53 Analyze how seismic waves provide evidence of the structure of the deep Earth including the inner and outer core in terms of composition, density, and viscosity.

Indicator 7.b.8 Essential Compare/contrast various types of volcanism and geothermal activity

Compare and contrast various types of volcanism and geothermal activity (i.e., Hawaii, Iceland, Mount St. Helens, Catoctin Greenstone, Tambora, the Deccan Traps, and Yellowstone).

Indicator 7.b.9 Essential Relate volcanic activity to magmatic viscosity & chemical composition

Relate volcanic activity to magmatic viscosity and chemical composition.

Indicator 7.b.10 Essential Analyze the body of evidence for Plate Tectonics Theory

Analyze the body of evidence for Plate Tectonics Theory (i.e., seafloor age, magnetic information, seismic profiles, laser- measured motion studies, fossil evidence, rock types associated with particular tectonic environments).

Indicator 7.b.11 Essential Analyze how collisions/rifting created Virginia's current physiography

Analyze how multiple continental collisions and rifting events over the last billion years have created the current physiography of Virginia.

Indicator 7.b.12 Essential Compare the tectonic activity of North America's east and west coasts

Compare and contrast the tectonic activity of the east coast and the west coast of North America.

Indicator 7.b.13 Essential Offer interpretations of an area's tectonic history based on rocks

Offer interpretations of the tectonic history of an area based on the range and type of rocks found in that area.

Indicator 7.b.14 Expected Interpret various graphical representations to find plate boundaries

Interpret various graphical representations of surface and subsurface data sets to determine the location and types of plate boundaries.

Page 31 of 53 Indicator 7.b.15 Expected Integrate the theory of isostasy with its relationship to land forms

Integrate the theory of isostasy with its relationship to land form development.

Indicator 7.b.16 Expected Explain the difference between seismic intensity and magnitude

Explain the difference between seismic intensity and magnitude.

Indicator 7.b.17 Extended Honors Use GIS to design an earthquake emergency response plan for a city

Use GIS to design an earthquake emergency response plan for a city.

SCI.ES Standard 8 Essential UNDERSTAND THAT FRESHWATER RESOURCES ARE AFFECTED BY MANY THINGS

The student will investigate and understand how freshwater resources are influenced by geological processes and the activities of humans.

Essential Understandings:

The concepts developed in this standard include the following: ● Soil is formed from the weathering of rocks and organic activity and is composed of loose rock fragments and clay derived from weathered rock mixed with organic material. ● Karst topography is developed in areas underlain by carbonate rocks, including limestone and dolomite. Karst topography includes features like caves and sinkholes and forms when limestone is slowly dissolved away by slightly acidic groundwater. Where limestone is abundant in the Valley and Ridge province of Virginia, karst topography is common. ● Permeability is a measure of the ability of a rock or sediment to transmit water or other liquids. Water does not pass through impermeable materials. A substantial amount of water is stored in permeable soil and rock underground. ● Earth’s fresh water supply is finite. Geological processes, such as erosion, and human activities, such as waste disposal, can pollute water supplies. ● Water is continuously being passed through the hydrologic cycle. Fresh water is necessary for survival and most human activities. ● The three major regional watershed systems in Virginia lead to the Chesapeake Bay, the North Carolina sounds, and the Gulf of Mexico.

Benchmark 8.a Essential Investigate and Understand the Processes of Soil Development

The student will investigate and understand the processes of soil development.

Page 32 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 8.a.1 Essential Diagram the development of soil profiles and discuss mature soils

Diagram the development of soil profiles and discuss how mature soils reflect the climatic and topographic conditions under which they formed.

Benchmark 8.b Essential Investigate and Understand the Development of Karst Topography

The student will investigate and understand the development of karst topography.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Materials and Processes

Indicator 8.b.1 Essential Analyze the formation of karst topography

Analyze the formation of karst in terms of rock type, solubility and permeability, uplift, the water table, and chemical and physical weathering.

Benchmark 8.c Essential Identify Groundwater Zones and the Water Table

The student will investigate and understand the identification of groundwater zones including saturated and unsaturated zones, and the water table.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 8.c.1 Essential Interpret a simple groundwater diagram

Interpret a simple groundwater diagram showing the zone of aeration, the zone of saturation, the water table, and an aquifer.

Page 33 of 53 Indicator 8.c.2 Essential Explain how porosity & permeability affect the ground water movement

Explain how porosity and permeability affect the movement of ground water.

Indicator 8.c.3 Essential Analyze the presence of groundwater in various types of rock terrains

Analyze the presence of groundwater in various types of rock terrains, including areas found in each of the physiographic provinces of Virginia.

Benchmark 8.d Essential Identify Sources of Fresh Water with Reference to the Hydrologic Cycle

The student will investigate and understand the identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 8.d.1 Essential Interpret a simple hydrologic cycle diagram

Interpret a simple hydrologic cycle diagram, including evaporation, condensation, precipitation, and runoff.

Indicator 8.d.2 Essential Identify sources of fresh water with reference to the hydrologic cycle

Identify sources of fresh water such as rivers, springs and aquifers, with reference to the hydrologic cycle.

Indicator 8.d.3 Extended Honors Calculate and interpret a local water budget

Calculate and interpret a local water budget.

Benchmark 8.e Essential Understand Dependence on Freshwater Resources and Water Quality

Page 34 of 53 The student will investigate and understand the dependence on freshwater resources and the effects of human usage on water quality.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 8.e.1 Essential Examine dependence on freshwater and the importance of water quality

Examine the dependence of living organisms on freshwater and the resultant importance of water quality (i.e., water pollution, water redistribution, and water shortages).

Indicator 8.e.2 Essential Analyze the relationship between salt-water intrusion & buried craters

Analyze the relationship between salt-water intrusion in the ground water in certain areas of eastern Virginia and buried crater structures.

Benchmark 8.f Essential Identify Watershed Systems in Virginia, Including the Chesapeake Bay

The student will investigate and understand the identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 8.f.1 Essential Identify on a map the major watersheds in Virginia

Identify on a map the major watersheds in Virginia and the body of water into which they drain. This includes the Chesapeake Bay, North Carolina sounds, and the Gulf of Mexico.

SCI.ES Standard 9 Essential UNDERSTAND THAT THE HISTORY OF EARTH & LIFE CAN BE INFERRED FROM ROCKS

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.

Page 35 of 53 Essential Understandings:

The concepts developed in this standard include the following: ● The history of Earth and the ages of rocks can be investigated and understood by studying rocks and fossils. ● Evidence of ancient, often extinct life is preserved in many sedimentary rocks. A fossil is the remains, impression, or other evidence preserved in rock of the former existence of life. Fossil evidence indicates that life forms have changed and become more complex over geologic time. Some ways in which fossils can be preserved are molds, casts, and original bone or shell. ● Relative time places events in a sequence without assigning any numerical ages. Fossils, superposition, and cross-cutting relations are used to determine the relative ages of rocks. Absolute time places a numerical age on an event. Radioactive decay is used to determine the absolute age of rocks. ● The age of Earth is about 4.6 billion years. ● In Virginia, fossils are found mainly in the Coastal Plain, Valley and Ridge, and Appalachian Plateau provinces. Most Virginia fossils are of marine organisms. This indicates that large areas of the state have been periodically covered by seawater. ● Paleozoic, Mesozoic, and Cenozoic fossils are found in Virginia.

Benchmark 9.a Essential Understand That Traces/Remains of Ancient Life Are Preserved in Rocks

The student will investigate and understand that traces and remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 9.a.1 Essential Describe the development of life forms on the Earth

Describe the development of life forms on the Earth and how they have been affected by tectonic forces and extraterrestrial impact events, as evident in the fossil and geologic records.

Benchmark 9.b Essential Investigate and Understand the Methods of Dating Bodies of Rock

The student will investigate and understand that superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 9.b.1 Essential Differentiate between relative and absolute time

Differentiate between relative and absolute time.

Page 36 of 53 Indicator 9.b.2 Essential Discuss the laws of superposition, uniformitarianism & cross-cutting

Discuss the principals of the law of superposition, uniformitarianism, and cross-cutting relationships.

Indicator 9.b.3 Essential Explain how radioactive isotopes are used to find earth's absolute age

Explain how radioactive isotopes are used to determine the absolute age of the earth.

Benchmark 9.c Essential Understand Use of Absolute & Relative Dating to Determine Age of Rocks

The student will investigate and understand that absolute and relative dating have different applications but can be used together to determine the age of rocks and structures.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 9.c.1 Essential Analyze a sequence of rocks to infer the sequence's history over time

Analyze a sequence of rocks in terms of types, textures, composition, fossils, structural, and weathering features in order to infer the history of the sequence over time.

Indicator 9.c.2 Essential Calculate the age of a rock sample by using an isotope's half-life

Calculate the age of a rock sample by using the half-life of a known radioactive isotope.

Benchmark 9.d Essential Understand That Rocks/Fossils from Many Periods/Epochs Are Found in VA

The student will investigate and understand that rocks and fossils from many different geologic periods and epochs are found in Virginia.

Reporting Categories:

Page 37 of 53 Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 9.d.1 Essential Analyze the different types of fossils found in Virginia

Analyze the different types of fossils found in Virginia and relate them to their environments and processes of fossilization.

SCI.ES Standard 10 Essential UNDERSTAND THAT OCEANS ARE COMPLEX SYSTEMS SUBJECT TO VARIATIONS

The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations.

Essential Understandings:

The concepts developed in this standard include the following: ● The ocean is a dynamic system in which many chemical, biological, and physical changes are taking place. The oceans are an important source of food and mineral resources as well as a venue for recreation and transportation. Sea level falls when glacial ice caps grow and rises when the ice caps melt. ● Most waves on the ocean surface are generated by wind. ● There are large current systems in the oceans that carry warm water towards the poles and cold water towards the equator. ● Upwellings bring cold, nutrient-rich water from the deep ocean to the surface and are areas of rich biological activity. ● The tides are the periodic rise and fall of water level caused by the gravitational pull of the sun and moon. ● The oceans' resources are finite and should be utilized with care. ● Algae in the oceans are an important source of atmospheric oxygen. ● The ocean is the single largest reservoir of heat at Earth's surface. The stored heat in the ocean drives much of Earth's weather and causes climate near the ocean to be milder than climate in the interior of continents. ● Convection is the major mechanism of energy transfer in the oceans, atmosphere, and Earth's interior. ● The topography of the seafloor is at least as variable as that on the continents. Features of the seafloor that are related to plate tectonic processes include mid-ocean ridges and trenches (continental margins, trenches, and mid-ocean ridges). Other major topographic features of the oceans are continental shelves, continental slopes, abyssal plains, and seamounts. ● The oceans are environmentally and economically important. Human activities and public policy have important consequences for the oceans. The impact of human activities, such as waste disposal, construction, and agriculture, affect the water quality within watershed systems and ultimately the ocean. Pollution and overfishing can harm or deplete valuable resources. ● Estuaries, like the Chesapeake Bay, are areas where fresh and salt water mix, producing variations in salinity and high biological activity. Chemical pollution and sedimentation are great threats to the well-being of estuaries and oceans.

Benchmark 10.a Essential Understand Physical and Chemical Changes Related to Tides, Waves, etc.

The student will investigate and understand the physical and chemical changes related to tides, waves, currents, sea level and ice cap variations, upwelling, and salinity variations.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 10.a.1 Essential

Page 38 of 53 Explain water movement near shorelines: long shore currents & tides

Explain water movement near shorelines to include long shore currents and tides.

Indicator 10.a.2 Essential Compare and contrast the movement of surface and deep ocean currents

Compare and contrast the movement of surface and deep ocean currents.

Indicator 10.a.3 Essential Analyze role of ocean currents in heat distribution; Predict changes

Analyze the role of ocean currents in the distribution of heat from the equatorial regions to the poles, and predict what changes may occur as continents move and atmospheric conditions and climate vary.

Indicator 10.a.4 Essential Explain upwellings and how they impact ocean productivity

Explain upwellings and how they impact ocean productivity.

Indicator 10.a.5 Essential Describe the ways in which waves form and interact

Describe the ways in which waves form and interact.

Indicator 10.a.6 Essential Discuss the factors which may have caused the ice ages

Discuss the factors which may have caused the ice ages, and relate these to the formations such as glaciers and ice sheets.

Indicator 10.a.7 Essential Discuss the geological implications of continental glaciation

Discuss the geological implications of continental glaciation.

Indicator 10.a.8 Essential Provide examples of events that can change a coastal area's sea level

Provide examples of events that can cause the sea level in a coastal area to rise or fall.

Page 39 of 53 Indicator 10.a.9 Essential Explain the density stratification of estuaries

Explain the density stratification of estuaries due to the mixing of fresh and salt water.

Indicator 10.a.10 Expected Differentiate between tsunamis and common ocean waves

Differentiate between tsunamis and common ocean waves.

Indicator 10.a.11 Extended Honors Evaluate importance of salt water marshes on life in the deeper seas

Evaluate the importance of salt water marshes on the abundance of life in the deeper seas.

Benchmark 10.b Essential Understand the Importance of Environmental and Geologic Implications

The student will investigate and understand the importance of environmental and geologic implications.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 10.b.1 Essential Analyze the potential impact of a major environmental disaster

Analyze the potential impact of a major environmental disaster on the base of the food web and vertebrate organisms; economics; cultures; and future productivity.

Benchmark 10.c Essential Investigate and Understand Systems Interactions

The student will investigate and understand systems interactions.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Page 40 of 53 Indicator 10.c.1 Essential Describe the ways in which energy is transferred: sun/atmosphere/ocean

Describe the ways in which energy is transferred between the sun, atmosphere, and ocean.

Indicator 10.c.2 Essential Relate important ocean conditions to weather on the continents

Relate important ocean conditions, including El Niño, to weather on the continents.

Indicator 10.c.3 Essential Compare Atlantic Ocean and Gulf of Mexico water temperatures

Compare Atlantic Ocean and Gulf of Mexico water temperatures during the yearly cycle, and relate this to the formation of storms.

Indicator 10.c.4 Essential Evaluate role of the marine environment re: carbon dioxide and oxygen

Evaluate the role of the marine environment in the extraction of carbon dioxide in carbonates and the production of oxygen.

Indicator 10.c.5 Essential Examine the causes of global temperature variation

Examine the causes of global temperature variation.

Benchmark 10.d Essential Understand That Features of the Seafloor Reflect Tectonic Processes

The student will investigate and understand features of the seafloor as reflections of tectonic processes.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 10.d.1 Essential Describe the shape and composition of ocean basins

Page 41 of 53 Describe the shape and composition of ocean basins (including mid-ocean ridges, trenches, abyssal plains and continental margins) and contrast those features with the shape and composition of the continents.

Indicator 10.d.2 Essential Explain how volcanic island chains are formed

Explain how volcanic island chains such as the Hawaiian Islands are formed by plate movement over hot spots in fixed locations.

Indicator 10.d.3 Essential Cite evidence supporting the theories of continental drift, etc.

Cite evidence supporting the theories of continental drift, sea-floor spreading and plate tectonics and discuss the relationships between these theories.

Indicator 10.d.4 Extended Honors Explain significance of the conditions around deep-sea volcanic vents

Explain the significance of the chemical and biological conditions around deep-sea volcanic vents.

Benchmark 10.e Essential Understand the Economic and Public Policy Issues Concerning Oceans

The student will investigate and understand economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 10.e.1 Essential Discuss economic & public policy issues concerning oceans & the coast

Discuss economic and public policy issues concerning oceans and coastal zones including the Chesapeake Bay.

Indicator 10.e.2 Essential Determine effects of human interactions on the ocean & coastal zone

Determine the effects of human interactions such as pollution, over-harvesting, waste disposal, agriculture, construction and sedimentation on the ocean and coastal zone.

Page 42 of 53 Indicator 10.e.3 Essential Describe how the Chesapeake Bay can be polluted by sources far away

Describe how different types of pollution can pollute the Chesapeake Bay even though the pollutant source may be hundreds of miles from the Bay.

SCI.ES Standard 11 Essential INVESTIGATE AND UNDERSTAND THE ORIGIN AND EVOLUTION OF THE ATMOSPHERE

The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics.

Essential Understandings:

The concepts developed in this standard include the following: ● The composition of Earth's atmosphere has changed over geologic time. Earth's atmosphere is unique in the solar system in that it contains substantial oxygen. ● The most primitive atmosphere was comprised of mainly helium and hydrogen. After the moon was formed, the early atmosphere contained mostly CO2, CO, and water vapor. This atmosphere was then modified by early photosynthetic life. ● Early photosynthetic life such as cyanobacteria (blue-green algae) consumed carbon dioxide and generated oxygen. It was only after early photosynthetic life generated oxygen that animal life became possible. ● Earth's atmosphere is 21 percent oxygen, 78 percent nitrogen, and 1 percent trace gases. The composition of the atmosphere can change due to human, biologic, and geologic activity. Human activities have increased the carbon dioxide content of the atmosphere. Man-made chemicals have decreased the ozone concentration in the upper atmosphere. Volcanic activity and meteorite impacts can inject large quantities of dust and gases into the atmosphere. ● The ability of Earth's atmosphere to absorb and retain heat is affected by the presence of gases like water vapor and carbon dioxide.

Benchmark 11.a Essential Understand Evidence for Atmospheric Composition Changes over Time

The student will investigate and understand scientific evidence for atmospheric composition changes over geologic time.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 11.a.1 Essential Analyze scientific evidence for atmospheric change over geologic time

Analyze the scientific evidence for atmospheric compositional change over geologic time including oxygen and carbon sinks and the role of photosynthetic organisms and human activity.

Page 43 of 53 Indicator 11.a.2 Essential Discuss the Earth’s place in the “habitability zone"

Discuss the Earth’s place in the “habitability zone” and its ability to support life.

Benchmark 11.b Essential Understand Theories of the Effects of Early Life on the Atmosphere

The student will investigate and understand current theories related to the effects of early life on the chemical makeup of the atmosphere.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 11.b.1 Essential Explain current theories relating to the origin of our atmosphere

Explain the current theories relating to the origin and evolution of the Earth’s atmosphere due to biologic processes, geologic processes and human activity.

Benchmark 11.c Essential Investigate and Understand Atmospheric Regulation Mechanisms

The student will investigate and understand atmospheric regulation mechanisms including the effects of density differences and energy transfer.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 11.c.1 Essential Relate composition/structure of the atmospheric layers to altitude

Relate the composition and structure of the atmospheric layers to the corresponding altitude.

Indicator 11.c.2 Essential Analyze how the Earth’s surface & atmosphere gets energy from the sun

Analyze how the Earth’s surface and atmosphere absorb, reflect, and retain insolation from the sun.

Page 44 of 53 Indicator 11.c.3 Essential Compare and contrast the climate feedback mechanisms of the planets

Compare and contrast the climate feedback mechanisms on Earth to those operating on inner planets and the gas giants.

Benchmark 11.d Essential Understand Potential Changes to the Atmosphere and Climate

The student will investigate and understand potential changes to the atmosphere and climate due to human, biologic, and geologic activity.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth Resources and Human Interactions

Indicator 11.d.1 Essential Analyze climate feedback mechanisms that control Earth's temperature

Analyze the array of climate feedback mechanisms that control the Earth’s temperature over time

Indicator 11.d.2 Essential Explain the causes of climatic change and assess the consequences

Explain how biologic activity, including human activities, may influence global temperature and climate and assess the consequences of such changes on biological populations.

Indicator 11.d.3 Essential Explain how volcanos/meteor impacts could affect Earth's atmosphere

Explain how volcanic activity or meteor impacts could affect the atmosphere and life on Earth.

Indicator 11.d.4 Extended Honors Describe the chemical reactions involved in stratospheric ozone

Describe the chemical reactions involved in the formation and destruction of stratospheric ozone.

Indicator 11.d.5 Extended Honors Describe the chemical reactions involved in acid rain

Page 45 of 53 Describe the chemical reactions involved in the formation and effects of acid rain.

SCI.ES Standard 12 Essential ENERGY TRANSFER BETWEEN THE SUN & THE EARTH DRIVES WEATHER & CLIMATE

The student will investigate and understand that energy transfer between the sun and the Earth and its atmosphere drives weather and climate on Earth.

Essential Understandings:

The concepts developed in this standard include the following: ● Energy transfer between Earth’s surface and the atmosphere creates the weather. ● Weather and climate are different. Both weather and climate are measurable and, to a certain extent, predictable. Weather describes day-to-day changes in atmospheric conditions. Climate describes the typical weather patterns for a given location over a period of many years. Instrumentation is used to collect weather and climate data. ● The four major factors affecting climate are latitude, elevation, proximity to bodies of water, and position relative to mountains. Earth’s major climatic zones are the polar, temperate, and tropical zones. Areas near the equator receive more of the sun’s energy per unit area than areas nearer the poles. ● Earth’s surface is much more efficiently heated by the sun than is the atmosphere. The amount of energy reaching any given point on Earth’s surface is controlled by the angle of sunlight striking the surface and varies with the seasons. ● Winds are created by uneven heat distribution at Earth’s surface and modified by the rotation of Earth. The Coriolis effect causes deflections of the atmosphere due to the rotation of Earth. Global wind patterns result from the uneven heating of Earth by the sun and are influenced by the Coriolis effect. ● Convection in the atmosphere is a major cause of weather. Convection is the major mechanism of energy transfer in the oceans, atmosphere, and Earth’s interior. ● The conditions necessary for cloud formation are air at or below dew point and presence of condensation nuclei. Cloud droplets can join together to form precipitation. ● A tornado is a narrow, violent funnel-shaped column of spiral winds that extends downward from the cloud base toward Earth. A hurricane is a tropical cyclone (counterclockwise movement of air) characterized by sustained winds of 120 kilometers per hour (75 miles per hour) or greater.

Benchmark 12.a Essential Observe and Collect Weather Data

The student will investigate and understand the observation and collection of weather data.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 12.a.1 Essential Understand that weather is measurable, predictable, describes changes

Understand that weather is measurable, predictable and describes day-to-day changes in atmospheric conditions.

Indicator 12.a.2 Essential Read and interpret weather data from appropriate instruments

Page 46 of 53 Read and interpret data from a thermometer, a barometer, a psychrometer, an anemometer and a rain gauge.

Indicator 12.a.3 Essential Read and interpret weather station models

Read and interpret weather station models.

Benchmark 12.b Essential Predict Weather Patterns

The student will investigate and understand the prediction of weather patterns.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 12.b.1 Essential Describe different types of clouds and why they form

Describe different types of clouds and why they form.

Indicator 12.b.2 Essential Compare & contrast high & low pressure systems & their weather

Compare and contrast high and low pressure systems and the weather produced by each.

Indicator 12.b.3 Essential Predict weather based on cloud type, temperature & barometric pressure

Predict weather based on cloud type, temperature, and barometric pressure.

Indicator 12.b.4 Essential Read and interpret a weather map containing fronts, isobars, isotherms

Read and interpret a weather map containing fronts, isobars, and isotherms.

Benchmark 12.c Essential

Page 47 of 53 Understand Severe Weather Occurrences

The student will investigate and understand severe weather occurrences, such as tornadoes, hurricanes, and major storms.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 12.c.1 Essential Distinguish between tornadoes and hurricanes

Distinguish between tornadoes and hurricanes.

Indicator 12.c.2 Essential Analyze the impact of satellite technology on weather prediction

Analyze the impact of satellite technology on weather prediction and the tracking of severe storms, including hurricanes, and evaluate the cost and benefits of this technology in terms of lives and property saved. Predict the impact on storm preparedness if there were no weather satellites.

Indicator 12.c.3 Extended Honors Differentiate between severe weather watches and warnings

Differentiate between severe weather watches and warnings and determine appropriate actions for each event.

Benchmark 12.d Essential Understand Weather Phenomena, Radiation, Conduction, and Convection

The student will investigate and understand weather phenomena and the factors that affect climate including radiation, conduction, and convection.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Earth and Space Systems

Indicator 12.d.1 Essential Compare and contrast the four methods of energy transfer

Compare and contrast the four methods of energy transfer: conduction, convection, radiation, and advection and discuss how unequal heating, aided by gravity, produces convection.

Indicator 12.d.2 Essential

Page 48 of 53 Label diagram: the interaction of Earth’s atmosphere & energy transfer

Label a diagram that demonstrates the interaction of Earth’s atmosphere and energy transfer (conduction, convection, and radiation).

Indicator 12.d.3 Essential Discuss pressure differences, Coriolis effect & global wind patterns

Discuss how pressure differences and the Coriolis effect influence global wind patterns.

Indicator 12.d.4 Essential Identify and describe the direction of local winds

Identify and describe the direction of local winds (land, sea breezes and jet stream).

Indicator 12.d.5 Essential Discuss how clouds affect incoming and outgoing solar energy

Discuss how clouds affect incoming and outgoing solar energy and how they influence the Earth’s weather systems.

Indicator 12.d.6 Essential Differentiate between cold & warm fronts, stationary fronts, etc

Differentiate between cold fronts, warm fronts, stationary fronts, occluded fronts and describe the weather associated with each type of front.

Indicator 12.d.7 Essential Understand that climate is measurable, predictable, describes patterns

Understand that climate is measurable, predictable and describes the typical weather patterns for a given location over a period of many years.

Indicator 12.d.8 Essential Discuss the variables that affect the climate of an area

Discuss the variables (i.e., altitude, latitude, mountains, cloud cover, and proximity to water) that affect the climate of an area.

Indicator 12.d.9 Essential Read and interpret climate graphs

Page 49 of 53 Read and interpret climate graphs.

Indicator 12.d.10 Essential Label diagram: global climate zones/surface movement of ocean currents

Label a diagram of global climate zones (polar, temperate and tropical) and the surface movement of ocean currents.

Indicator 12.d.11 Essential Compare the climate of a city to that of the surrounding countryside

Compare the climate of a city to that of the surrounding countryside and explain how urbanization causes differences.

Indicator 12.d.12 Extended Honors Identify and explain various atmospheric phenomena

Identify and explain various atmospheric phenomena such as sky/cloud coloration, rainbows, sun dogs, halos, rays, and aurora.

SCI.ES Standard 13 Essential UNDERSTAND CONCEPTS RELATED TO THE ORIGIN & EVOLUTION OF THE UNIVERSE

The student will investigate and understand scientific concepts related to the origin and evolution of the universe.

Essential Understandings:

The concepts developed in this standard include the following: ● The universe is vast in size and very old. ● The Big Bang theory is our best current model for the origin of the universe. The Big Bang theory states that the universe began in a very hot, dense state that expanded and eventually condensed into galaxies. ● The solar nebular theory is our best current idea for the origin of the solar system. The solar nebular theory explains that the planets formed through the condensing of the solar nebula. ● Stars have a finite lifetime and evolve over time. The mass of a star controls its evolution, lifespan, and ultimate fate. Stars form by condensation and gravitational compression of interstellar gas and dust. ● The Hertzsprung-Russell diagram illustrates the relationship between the absolute magnitude and the surface temperature of stars. As stars evolve, their position on the Hertzsprung-Russell diagram moves. ● Galaxies are collections of billions of stars. The basic types of galaxies are spiral, elliptical, and irregular. ● The solar system is located in the Milky Way galaxy. ● A light-year is the distance light travels in one year and is the most commonly used measurement for distance in astronomy. ● Much of our information about our galaxy and the universe comes from ground-based observations across the electromagnetic spectrum. Much information about other planets comes from ground-based observations from Earth, but also from landers and orbiting spacecraft.

Benchmark 13.a Essential

Page 50 of 53 Investigate and Understand Cosmology Including the Big Bang Theory

The student will investigate and understand cosmology including the Big Bang theory.

Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 13.a.1 Essential Explain the origin of the Universe as postulated by Big Bang Theory

Explain the origin of the Universe as postulated by the Big Bang Theory.

Indicator 13.a.2 Essential Recognize that not all the elements were created in the Big Bang

Recognize that not all the elements were created in the Big Bang and the reasons why more elements were not formed.

Indicator 13.a.3 Expected Discuss how changing technology is helping astronomers explore

Discuss how changing technology is helping astronomers explore and determine the characteristics of the universe.

Indicator 13.a.4 Extended Honors Use spectral shifts and magnitude to determine the Hubble Constant

Use spectral shifts and magnitude to determine the Hubble Constant and calculate the age of the universe.

Indicator 13.a.5 Extended Honors Compare & contrast the dominant theories on the universe's age & size

Compare and contrast the dominant theories on the age and size of the universe and the importance of the value of the Hubble constant.

Benchmark 13.b Expected Understand the Origin & Evolution of Stars, Star Systems, and Galaxies

The student will investigate and understand the origin and evolution of stars, star systems, and galaxies.

Page 51 of 53 Reporting Categories: Included: SCI.ES: 2010 Science SOL - Earth Science Test Blueprint/Cosmology, Origins, and Time

Indicator 13.b.1 Essential Explain how the force of gravitational attraction formed stars

Explain how the force of gravitational attraction resulted in the accretion of matter that led to stellar formation.

Indicator 13.b.2 Essential Explain the opposing forces that hold a star together

Explain the opposing nuclear and gravitational forces that hold a star together.

Indicator 13.b.3 Essential Construct an H-R Diagram and use to compare & contrast star features

Construct an H-R Diagram. Compare and contrast the composition, temperature, and luminosity of various stars from the diagram.

Indicator 13.b.4 Essential Use the H-R diagram to classify stars

Use the Hertzsprung-Russell diagram to classify stars as to their place on the main sequence or in beginning or end points in their life cycles.

Indicator 13.b.5 Essential Contrast the life span & energy output of a blue giant star to the sun

Contrast the life span and energy output of a blue giant star to that of the sun and relate this to the potential existence of life on planets in its orbit.

Indicator 13.b.6 Essential Analyze the various fusion products of high mass stars

Analyze the various fusion products of high mass stars over their lifetimes, and relate this to the presence and abundance of elements that make up our solar system and its contents, including living organisms.

Indicator 13.b.7 Essential Explain the various ways distances to stars are measured

Page 52 of 53 Explain the various ways distances to stars are measured.

Indicator 13.b.8 Essential Explain how the force of gravitational attraction formed galaxies

Explain how the force of gravitational attraction resulted in the accretion of matter that led to galactic formation.

Indicator 13.b.9 Essential Describe the Milky Way galaxy

Describe the Milky Way galaxy in terms of its size, shape, rotation, and the Sun’s location in it, and specify how scientists obtained this information.

Indicator 13.b.10 Essential Describe different types of galaxies and compare them to the Milky Way

Describe different types of galaxies and compare them to the Milky Way galaxy.

Indicator 13.b.11 Essential Explain the potential origin and role of ultra massive black holes

Explain the potential origin and role of ultra massive black holes in the center of galaxies.

Indicator 13.b.12 Essential Identify & explain the best current idea for the solar system's origin

Identify and explain the best current idea for the origin of the solar system (solar nebula theory).

Indicator 13.b.13 Essential Evaluate the probability of travel to nearby solar systems

Evaluate the probability of travel to nearby solar systems using current spacecraft speeds.

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential. Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs. Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors)

Page 53 of 53 Science Curriculum Oceanography Last Updated: 07/13/17 Oceanography explores geophysical and biological factors and covers topics such as the 08:53 AM geology and geography of ocean basins, physical properties of sea water, marine chemistry, marine biology, salinity and density circulation in the oceans, waves, and tides. The course is designed to be a survey of oceanography concepts. This course does not count as one of the science credits for the standard diploma. It can be used as the fourth credit for an advanced studies diploma, if the student has already taken three science courses from three different disciplines.

SCI.OCN Standard 1 Essential UNDERSTAND THAT THE EARTH HAS ONE BIG OCEAN WITH MANY FEATURES

The student will understand that the Earth has one big ocean with many features.

FCPS Notes:

Throughout the course, students will: ● discuss the interaction of physical and chemical parameters on marine life ● explain the relationship of biology, chemistry, physics, and geosystems to the study of the ocean, and understand how these interrelated disciplines shape the fabric of marine life ● recognize that marine biology occurs in a social, environmental, economic, and political context ● become aware of the current research being conducted in the field 1.b.5 The solid Earth is layered with a lithosphere, asthenosphere, mantle, and core.

1.b.8 Processes such as mountain building and plate movements take place over hundreds of millions of years.

1.c.1 Heating of the Earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean surface currents.

1.d.1 The sun, the Earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.

Essential Understandings:

● The ocean is the dominant physical feature on our planet Earth covering approximately 70% of the planet’s surface. ● An ocean basin’s size, shape, and features (such as islands, trenches, mid-ocean ridges, rift valleys) vary due to the movement of Earth’s lithospheric plates. ● Throughout the ocean there is one interconnected circulation system powered by wind, tides, the force of the earth’s rotation (Coriolis Effect), the Sun, and water density differences. ● Sea level is the average height of the ocean relative to the land, taking into account the differences caused by tides. Sea level changes as plate tectonics cause the volume of ocean basins and the height of the land to change. It changes as ice caps on land melt or grow. It also changes as sea water expands and contracts when ocean water warms and cools. ● Most of Earth’s water (97%) is in the ocean. Seawater has unique properties: it is saline, its freezing point is slightly lower than fresh water, its density is slightly higher, its electrical conductivity is much higher, and it is slightly basic. The salt in sea water comes from eroding land, volcanic emissions, reactions at the seafloor, and atmospheric deposition. ● The ocean is an integral part of the water cycle and is connected to all of the earth’s water reservoirs via evaporation and precipitation processes. ● The ocean is connected to major lakes, rivers, watersheds, and waterways because all major watersheds on Earth drain to the ocean. Rivers and streams transport nutrients, salts, sediments, and pollutants from watersheds to estuaries and to the ocean. ● Although the ocean is large, it is finite and resources are limited.

FCPS Specific

Page 1 of 20 Benchmark 1.a Essential Describe the Basic Shape of the Ocean Floor and its Boundaries

The student will describe the basic shape of the ocean floor and its boundaries.

Indicator 1.a.1 Essential Distinguish between the continental margin & deep sea basin

Distinguish between the continental margin and deep sea basin.

Indicator 1.a.2 Essential Describe and give the history and parameters of the oceans

Describe and give the history and parameters of the Atlantic, Pacific, Indian, Arctic, and Antarctic (Southern) Oceans.

Indicator 1.a.3 Essential Distinguish between a sea and an ocean

Distinguish between a sea and an ocean.

Benchmark 1.b Essential Identify Geologic Features; Relate Tectonic Activity to the Sea Floor

The student will identify major geologic features and discuss the relationship of plate tectonic activity to the sea floor features.

Indicator 1.b.1 Essential Identify features of the continental margin; explain their formation

Identify features of the continental margin including the shelf, break, slope, rise, and submarine canyons and explain the formation of these features.

Indicator 1.b.2 Essential Identify features of the deep sea plain

Identify features of the deep sea plain including abyssal plain, sea mount, guyot, atoll, trench, and mid-ocean ridge.

Indicator 1.b.3 Essential

Page 2 of 20 Label major oceans and their features on a bathymetric map

Label major oceans and their features on a bathymetric map of the sea-floor, including mid-ocean ridge, abyssal plain, trench, seamount, guyot, volcano, continental shelf, continental rise, and submarine canyon.

Indicator 1.b.4 Essential Describe differences between continental and oceanic crusts

Describe the differences in composition, density, and thickness between continental and oceanic crusts.

Indicator 1.b.5 Essential Differentiate types of island formations: hot spot, island arc, atoll

Differentiate island formations caused by a hot spot, island arc, and atoll.

Indicator 1.b.6 Essential Understand the outward transfer of Earth’s internal heat

Understand the outward transfer of Earth’s internal heat, which drives the convection circulation in the mantle that results in plate movement.

Indicator 1.b.7 Essential Define and identify several causes of tsunamis

Define and identify several causes of tsunamis.

Indicator 1.b.8 Essential Describe the evidence for plate tectonics

Describe the evidence for plate tectonics.

Indicator 1.b.9 Essential Cite evidence for seafloor spreading

Cite evidence for seafloor spreading.

Indicator 1.b.10 Essential Contrast divergent, convergent, and transform margins

Contrast divergent, convergent, and transform margins.

Page 3 of 20 Indicator 1.b.11 Essential Describe the inverse relationship between mid-ocean ridges & trenches

Describe the inverse relationship between mid-ocean ridges and trenches.

Benchmark 1.c Essential Describe Erosional and Depositional Features

The student will describe erosional and depositional features.

Indicator 1.c.1 Essential Relate the formation of winds and ocean currents to thermal energy

Relate the formation of winds and ocean currents to thermal energy from the sun.

Indicator 1.c.2 Essential Explain how density drives currents in the ocean; provide an example

Explain how density drives currents in the ocean and provide an example.

Indicator 1.c.3 Essential Define and explain the forces that affect tides

Define and explain the forces that affect tides - sun, moon, rotation of the Earth, coastline, and topography.

Benchmark 1.d Essential Describe the Chemistry of Sea Water and Relate it to Life in the Ocean

The student will describe the chemistry of sea water and relate the chemistry to life in the ocean.

Indicator 1.d.1 Essential Identify the major salts found in the ocean

Identify the major salts found in the ocean.

Page 4 of 20 Indicator 1.d.2 Essential Identify the physical properties of water based on polarity

Identify the physical properties of water based on polarity of the water molecule.

Indicator 1.d.3 Essential Understand that water is a solvent

Understand that water is a solvent.

Indicator 1.d.4 Essential Analyze relationship: pressure, temperature, salinity, water density

Analyze the relationship between pressure, temperature, salinity, and water density.

SCI.OCN Standard 2 Essential ANALYZE HOW THE OCEAN & LIFE IN THE OCEAN SHAPE THE FEATURES OF EARTH

The student will analyze how the ocean and life in the ocean shape the features of Earth.

FCPS Notes:

Throughout the course, students will: ● discuss the interaction of physical and chemical parameters on marine life ● explain the relationship of biology, chemistry, physics, and geosystems to the study of the ocean, and understand how these interrelated disciplines shape the fabric of marine life ● recognize that marine biology occurs in a social, economic, and political context ● become aware of the current research being conducted in the field 2.a.1 Carbon for example, occurs in the carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules that control the chemistry of life.

2.a.3 Constructive forces include crustal deformation, volcanic eruptions, and deposition of sediment, while destructive forces include weathering and erosion.

Essential Understandings:

● Many earth materials and geochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. ● Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. ● Erosion, the wearing away of rock, soil, and other biotic and abiotic Earth materials, occurs in coastal areas where wind, waves, and currents move sediments. ● Sand consists of tiny bits of animals, plants, rocks, and minerals. Most beach sand is eroded from land sources and carried to the coast by rivers, but sand is also eroded from coastal sources by surf. Sand is redistributed by waves and coastal currents seasonally. ● Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Page 5 of 20 Benchmark 2.a Essential Explain the Necessary Building Blocks of Life Found in the Oceans

The student will explain the necessary building blocks of life found in the oceans.

Indicator 2.a.1 Essential Explain the geochemical cycles: water, carbon, and phosphorus

Explain the geochemical cycles, including the water, carbon, and phosphorus cycles.

Indicator 2.a.2 Essential Analyze the role of the ocean as a carbon sink

Analyze the role of the ocean as a carbon sink, including its impacts on animal life, climate change, and water chemistry.

Indicator 2.a.3 Essential Understand that landforms are the result of a combination of forces

Understand that landforms are the result of a combination of both constructive, and destructive forces.

Indicator 2.a.4 Essential Distinguish between lithogenous and biogenous sediment

Distinguish between lithogenous and biogenous sediment.

Indicator 2.a.5 Essential Explain significance of acidification on carbonate-producing organisms

Explain the significance of ocean acidification from carbon dioxide as it affects carbonate-producing organisms.

Indicator 2.a.6 Essential Explain physical processes in ocean: migration, reproduction, etc.

Explain physical processes in the ocean such as waves, currents, and tides, and the significance of these processes as related to marine life such as migration, reproduction, evolution, and productivity.

Indicator 2.a.7 Essential

Page 6 of 20 Identify abiotic and biotic sediment

Identify abiotic and biotic sediment.

Indicator 2.a.8 Essential Explain precipitation: mineral nodules, oozes, and turbidites

Explain precipitation of mineral nodules, carbonate oozes, silicate oozes, and turbidites.

SCI.OCN Standard 3 Essential UNDERSTAND THAT THE OCEAN IS A MAJOR INFLUENCE ON WEATHER AND CLIMATE

The student will understand that the ocean is a major influence on weather and climate.

FCPS Notes:

Throughout the course, students will: ● discuss the interaction of physical and chemical parameters on marine life ● explain the relationship of biology, chemistry, physics, and geosystems to the study of the ocean, and understand how these interrelated disciplines shape the fabric of marine life ● recognize that marine biology occurs in a social, economic, and political context ● become aware of the current research being conducted in the field 3.a.4 Ice in the polar regions acts as a thermostat because of water’s high latent heat of fusion. Large amounts of heat are gained or lost seasonally by the conversion of ice to water, or water to ice without changing the temperature of the ocean’s surface water.

3.b.2 Oceans have major effect on climate because water holds a large amount of heat.

Essential Understandings:

● The ocean controls weather and climate by dominating the Earth's energy, water, and carbon systems. ● The ocean absorbs much of the solar radiation reaching Earth. The ocean loses heat by evaporation and drives atmospheric circulation. ● The El Niño Southern Oscillation causes important changes in global weather patterns because it changes the way heat is released to the atmosphere in the Pacific. ● Most rain that falls on land originally evaporated from the tropical ocean. ● The ocean dominates the earth's carbon cycle: ● Half of the primary productivity on Earth takes place in the sunlit layers of the ocean and the ocean absorbs roughly half of all carbon dioxide added to the atmosphere. ● The ocean has had, and will continue to have, a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water. ● Changes in the ocean's circulation have produced large, abrupt changes in climate during the last 50,000 years.

Benchmark 3.a Essential Understand the Relationship Between the Atmosphere and the Ocean

The student will understand the relationship between the atmosphere and the ocean.

Page 7 of 20 Indicator 3.a.1 Essential Understand that heat energy carried by the ocean influences climate

Understand that heat energy carried by the ocean currents has a strong influence on climate around the world.

Indicator 3.a.2 Essential Understand the impacts of upwelling and downwelling

Understand the impacts of upwelling and downwelling.

Indicator 3.a.3 Essential Recognize that there are oscillations in the ocean

Recognize that there are oscillations in the ocean.

Indicator 3.a.4 Essential Explain that ice in the polar regions acts as a thermostat

Explain that ice in the polar regions acts as a thermostat, including the role of the albedo effect on climate.

Benchmark 3.b Essential Distinguish Between Weather and Climate

The student will distinguish between weather and climate.

Indicator 3.b.1 Essential Research technology used to take weather measurements/make predictions

Research technology used to take weather measurements and make predictions.

Indicator 3.b.2 Essential Understand global atmospheric movement influences local weather

Understand that global patterns of atmospheric movement influence local weather.

Benchmark 3.c Essential

Page 8 of 20 Relate Extreme Weather Events to Oceanic Conditions

The student will relate extreme weather events, such as hurricanes, to oceanic conditions.

Indicator 3.c.1 Essential List several consequences of EL Niño (ENSO)

List several consequences of EL Niño (ENSO).

Indicator 3.c.2 Essential Explain the mechanism by which heat is transported from the tropics

Explain the mechanism by which heat is transported (radiation, conduction, evaporation) from the tropics to the higher latitudes.

SCI.OCN Standard 4 Essential UNDERSTAND THAT THE OCEAN MAKES EARTH HABITABLE

The student will understand that the ocean makes Earth habitable.

FCPS Notes:

Throughout the course, students will: ● discuss the interaction of physical and chemical parameters on marine life ● explain the relationship of biology, chemistry, physics, and geosystems to the study of the ocean, and understand how these interrelated disciplines shape the fabric of marine life ● recognize that marine biology occurs in a social, economic, and political context ● become aware of the current research being conducted in the field 4.a.8 Bacteria extend back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the earth’s atmosphere, which did not originally contain oxygen.

Essential Understandings:

● Most of the oxygen in the atmosphere originally came from the activities of photosynthetic organisms in the ocean. ● The first life is thought to have started in the ocean. The earliest evidence of life is found in the ocean.

Benchmark 4.a Essential Describe the Formation of Earth, How Atmosphere Formed, Oceans Evolved

The student will be able to describe the formation of the Earth, how the atmosphere formed, and how the oceans evolved.

Page 9 of 20 Indicator 4.a.1 Essential State the best current estimate of the age of the earth

State the best current estimate of the age of the earth.

Indicator 4.a.2 Essential Suggest crucial elements that allowed the formation of oceans on Earth

Suggest crucial elements that allowed the formation of the oceans on Earth.

Indicator 4.a.3 Essential Describe the sequence of events that led to the birth of world oceans

Describe the sequence of events that led to the birth of world oceans.

Indicator 4.a.4 Essential Explain why the salinity of water probably has not changed

Explain why the salinity of water probably has not changed.

Indicator 4.a.5 Essential Describe the likely sequence of chemical events that led to first cell

Describe the most likely sequence of chemical events that led to the first cell.

Indicator 4.a.6 Essential State the significance of the evolution of photosynthetic organisms

State the significance of the evolution of photosynthetic organisms.

Indicator 4.a.7 Essential Compare nitrogen and phosphorous cycles in seawater

Compare nitrogen and phosphorous cycles in seawater.

Indicator 4.a.8 Essential Describe the evidence for unicellular forms of life

Describe the evidence for unicellular forms of life.

Page 10 of 20 Benchmark 4.b Essential Analyze the Important Role of Bacteria in Today's Ocean

The student will analyze the important role of bacteria in today's ocean.

Indicator 4.b.1 Essential Identify three important roles of bacteria in the ocean

Identify three important roles of bacteria in the ocean.

Indicator 4.b.2 Essential Discuss the limit of the photic zone

Discuss the limit of the photic zone.

Indicator 4.b.3 Essential Classify microbes by size: nanoplankton, picoplankton, ultra-plankton

Classify microbes by size: nanoplankton, picoplankton, ultra-plankton.

Indicator 4.b.4 Essential Describe impact of bacteria in nutrient cycling, decomposition, anoxia

Describe the impact of bacteria in nutrient cycling, decomposition, and anoxia.

Indicator 4.b.5 Essential Discuss the causes of Red Tides and Harmful Algal Blooms

Discuss the causes of Red Tides and Harmful Algal Blooms (HABs).

SCI.OCN Standard 5 Essential UNDERSTAND THE OCEAN SUPPORTS A GREAT DIVERSITY OF LIFE AND ECOSYSTEMS

The student will understand that the ocean supports a great diversity of life and ecosystems.

Page 11 of 20 FCPS Notes:

Throughout the course, students will: ● discuss the interaction of physical and chemical parameters on marine life ● explain the relationship of biology, chemistry, physics, and geosystems to the study of the ocean, and understand how these interrelated disciplines shape the fabric of marine life ● recognize that marine biology occurs in a social, economic, and political context ● become aware of the current research being conducted in the field 5.a.4 Carrying capacity is the maximum number of individuals that can be supported in a given environment.

Essential Understandings:

● Most life in the ocean exists as microbes. Microbes are the most important primary producers in the ocean. Not only are they the most abundant life form in the ocean, they also have extremely fast growth rates and life cycles. ● Some major groups are found exclusively in the ocean. The diversity of major groups of organisms is much greater in the ocean than on land. ● Ocean biology provides many unique examples of life cycles, adaptations, and important relationships among organisms (such as symbiosis, predator-prey dynamics, and energy transfer) that do not occur on land. ● The ocean is three-dimensional, offering vast living space and diverse habitats from the surface through the water column to the seafloor. Most of the living space on Earth is in the ocean. ● Ocean habitats are defined by environmental factors. Due to interactions of abiotic factors such as salinity, temperature, oxygen, pH, light, nutrients, pressure, substrate, and circulation, ocean life is not evenly distributed temporally or spatially, (i.e., it is “patchy"). Some regions of the ocean support more diverse and abundant life than anywhere on Earth, while much of the ocean is considered a desert. ● There are deep ocean ecosystems that are independent of energy from sunlight and photosynthetic organisms. Hydrothermal vents, submarine hot springs, and methane cold seeps rely only on chemical energy and chemosynthetic organisms to support life. ● Tides, waves, and predation cause vertical zonation patterns along the shore, influencing the distribution and diversity of organisms. ● Estuaries provide important and productive nursery areas for many marine and aquatic species.

Benchmark 5.a Essential Describe Food Chains, Ecological Relationships, Organism Distribution

The student will describe food chains, basic ecological relationships, and the distribution of organisms in the marine environment.

Indicator 5.a.1 Essential Distinguish between planktonic, nektonic, and benthic life styles

Distinguish between planktonic, nektonic, and benthic life styles.

Indicator 5.a.2 Essential Identify zones on a diagram

Identify the following zones on a diagram: intertidal, neritic, oceanic, littoral, pelagic, and benthic.

Indicator 5.a.3 Essential Discuss the concept of trophic levels

Page 12 of 20 Discuss the concept of trophic levels; define primary, secondary, tertiary consumers, and decomposers.

Indicator 5.a.4 Essential Explain the importance of recovery rates to the growth of populations

Explain the importance of recovery rates to the growth of populations.

Indicator 5.a.5 Essential Distinguish photosynthesis, chemosynthesis, decomposition, respiration

Distinguish between photosynthesis, chemosynthesis, decomposition, and respiration.

Indicator 5.a.6 Essential Conduct a survey of aquatic populations in the field and in the lab

Conduct a survey of aquatic populations in the field and in the lab.

Benchmark 5.b Essential Discuss the Interaction of Seawater (Physical/Chemical) on Marine Life

The student will discuss the interaction of the physical and chemical parameters of seawater on marine life.

Indicator 5.b.1 Essential Describe the processes that result in oxygen depletion

Describe the physical and biological processes that result in oxygen depletion.

Indicator 5.b.2 Essential Describe how plankton provinces correspond: gyres, upwelling, currents

Describe how plankton provinces correspond to the major gyres, upwelling, and currents.

Benchmark 5.c Essential Identify the Features/Adaptations of Representative Marine Organisms

Page 13 of 20 The student will identify features and adaptations that characterize specific representative marine organisms.

Indicator 5.c.1 Essential Distinguish between zoo-/phytoplankton; holo-/meroplankton

Distinguish between zooplankton and phytoplankton; holoplankton and meroplankton.

Indicator 5.c.2 Essential Describe the adaptations of plankton for buoyancy

Describe the adaptations of plankton for buoyancy.

Indicator 5.c.3 Essential Discuss feeding strategies used by plankton

Discuss feeding strategies used by plankton: herbivores, carnivores, omnivores, planktivores, suspension feeding, and filter feeding.

Indicator 5.c.4 Essential Compare defense strategies of organisms

Compare defense strategies of organisms: size, transparency, schooling, diel vertical migration, color, countershading, and appendages.

Indicator 5.c.5 Essential Characterize marine invertebrate phyla: body structures, habitat, etc.

Characterize marine invertebrate phyla describing body structures, habitat, feeding, skeleton, locomotion, reproduction, and special adaptations.

Indicator 5.c.6 Essential Distinguish between the classes of cnidarians

Distinguish between the classes of cnidarians.

Indicator 5.c.7 Essential Distinguish between the classes of mollusks

Distinguish between the classes of mollusks.

Page 14 of 20 Indicator 5.c.8 Essential Explain similarities/differences in the five classes of echinoderms

Explain similarities and differences in the five classes of echinoderms.

Indicator 5.c.9 Essential Describe the major orders of crustaceans

Describe the major orders of crustaceans.

Indicator 5.c.10 Essential Distinguish between the agnatha, chondrichthyes, and osteichthyes

Distinguish between the agnatha, chondrichthyes, and osteichthyes by describing differences in gill structure, reproduction, scales, skeletal composition, buoyancy strategies, and mouth and fin placement.

Indicator 5.c.11 Essential Describe marine reptiles

Describe marine reptiles.

Indicator 5.c.12 Essential Describe birds common to coastal and pelagic regions

Describe birds common to coastal and pelagic regions.

Indicator 5.c.13 Essential Identify evolutionary changes necessary to survive in marine habitat

Identify special evolutionary changes necessary to survive in the marine habitat.

Indicator 5.c.14 Essential Identify mammalian characteristics

Identify mammalian characteristics.

Indicator 5.c.15 Essential

Page 15 of 20 Compare the sirenians, pinnepeds, and cetaceans

Compare the sirenians, pinnepeds, and cetaceans.

Indicator 5.c.16 Essential Distinguish between whales, dolphins, and porpoises

Distinguish between whales, dolphins, and porpoises by describing differences in fins, teeth, and nose shape.

Indicator 5.c.17 Essential Discuss the historic uses of baleen, blubber, whale oil, spermaceti

Discuss the historic uses of baleen, blubber, whale oil, and spermaceti.

SCI.OCN Standard 6 Essential UNDERSTAND THAT THE OCEAN AND HUMANS ARE INEXTRICABLY INTERCONNECTED

The student will understand that the ocean and humans are inextricably interconnected.

FCPS Notes:

Essential Understandings:

● The ocean affects every human life. It supplies freshwater (most rain comes from the ocean) and nearly all Earth’s oxygen. It moderates the earth’s climate, influences our weather, and affects human health. ● From the ocean we get foods, medicines, and mineral and energy resources. In addition, it provides jobs, supports our nation’s economy, serves as a highway for transportation of goods and people, and plays a role in national security. ● The ocean is a source of inspiration, recreation, rejuvenation and discovery. It is also an important element in the heritage of many cultures. ● Much of the world’s population lives in coastal areas.

Benchmark 6.a Essential Identify Major Marine Resources and How They Are Used

The student will identify major marine resources and how they are used.

Page 16 of 20 Indicator 6.a.1 Essential Understand Earth does not have infinite resources

Understand Earth does not have infinite resources.

Indicator 6.a.2 Essential Describe how oil and gas deposits are being explored

Describe how oil and gas deposits are being explored.

Indicator 6.a.3 Essential Consider that the ocean is a reservoir for excessive carbon, chemicals

Consider that the ocean is a reservoir for excessive carbon and chemicals.

Indicator 6.a.4 Essential Identify factors which determine the distribution of marine resources

Identify factors which determine the distribution of marine resources.

Indicator 6.a.5 Essential Recognize important products of aquaculture and mariculture

Recognize important products of aquaculture and mariculture.

Indicator 6.a.6 Essential Describe technologies for harnessing wave energy or tidal power

Describe technologies for harnessing wave energy or tidal power.

Benchmark 6.b Essential Discuss the Role of the Ocean in Recreation and Transportation

The student will discuss the role of the ocean in recreation and transportation.

Indicator 6.b.1 Essential Identify recreational uses of the marine environment

Page 17 of 20 Identify recreational uses of the marine environment.

Indicator 6.b.2 Essential Analyze the value of seaports

Analyze the value of seaports.

Benchmark 6.c Essential Analyze the Impact of Human Populations on the Marine Environment

The student will analyze the impact of human populations on the marine environment by explaining current conservation efforts and the effects and causes of man-made stresses.

Indicator 6.c.1 Essential Explain the concept of maximum sustainable catch

Explain the concept of maximum sustainable catch.

Indicator 6.c.2 Essential Evaluate the effects of overfishing on important commercial species

Evaluate the effects of overfishing on important commercial species and problems with regulating the fishing industry.

Indicator 6.c.3 Essential Describe medical benefits derived from marine organisms

Describe medical benefits derived from marine organisms.

Indicator 6.c.4 Essential Describe types of water pollution

Describe the following types of water pollution: plastics, petroleum, sewage, radioactive, heat, acids, mercury, and heavy metals.

Indicator 6.c.5 Essential Analyze the main ecological issues facing the Chesapeake Bay

Analyze the main ecological issues facing the Chesapeake Bay.

Page 18 of 20 Indicator 6.c.6 Essential Develop an understanding that humans have an impact on other species

Develop an understanding that humans have a major impact on other species.

SCI.OCN Standard 7 Essential UNDERSTAND THAT THE OCEAN IS LARGELY UNEXPLORED

The student will understand that the ocean is largely unexplored.

FCPS Notes:

Throughout the course, students will: ● discuss the interaction of physical and chemical parameters on marine life ● explain the relationship of biology, chemistry, physics, and geosystems to the study of the ocean, and understand how these interrelated disciplines shape the fabric of marine life ● recognize that marine biology occurs in a social, economic, and political context ● become aware of the current research being conducted in the field 7.a.1 Advances in oceanographic instrumentation facilitate the extension of the current levels of scientific understanding and introduction of new areas of research. Oceanographic technologies include: SONAR, SCUBA, R/V FLIP, Aquarius, Alvin, ROVs, AUVs, remote sensing, and satellite oceanography.

Essential Understandings:

● The ocean is the last and largest unexplored place on Earth--less than 5% of it has been explored. ● Understanding the ocean is more than a matter of curiosity. Exploration, inquiry, and study are required to better understand ocean systems and processes. ● Over the last 40 years, use of ocean resources has increased significantly, therefore, the future sustainability of ocean resources depends on our understanding of those resources and their potential and limitations. ● New technologies, sensors, and tools are expanding our ability to explore the ocean. ● Use of mathematical models is now an essential part of ocean sciences. Models help us understand the ocean's complexity and its interaction with Earth’s climate. They process observations and help describe the interactions among systems. ● Ocean exploration is truly interdisciplinary. It requires close collaboration among biologists, chemists, climatologists, computer programmers, engineers, geologists, meteorologists, and physicists, and new ways of thinking.

Benchmark 7.a Essential Discuss Past-to-Present Contributions as They Relate to Oceanography

The student will discuss past-to-present contributions as they relate to historical oceanography.

Indicator 7.a.1 Essential Analyze the importance of technological advances in instrumentation

Analyze the importance of technological advances in oceanographic instrumentation.

Page 19 of 20 Indicator 7.a.2 Essential Explain the role of the ocean in human history and exploration

Explain the role of the ocean in human history and exploration, including major oceanographic expeditions.

Indicator 7.a.3 Essential Understand the development of oceanography as a science

Understand the development of oceanography as a science.

Indicator 7.a.4 Essential Identify educational institutions; Investigate their current research

Identify at least two educational or research institutions founded in the U.S. during the 20th century and investigate their current research.

Page 20 of 20

Virginia Science Content Guidelines: Astronomy The goal of this course is to provide students with an introduction to the concepts of modern astronomy, the origin and history of the Universe, and the formation of the Earth and the solar system. The course gives a description of astronomical phenomena using the laws of physics. The course treats many standard topics including planets, stars, the Milky Way and other galaxies, black holes, and the origin of the universe. There should be descriptive and comparative studies as well as investigations. Teachers should work with local science organizations, including observatories and planetariums I. Scientific Inquiry The student demonstrate an understanding of scientific skills and process by. a) asking questions and defining problems • ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information • determine which questions can be investigated • make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated • define design problems that involves the development of a process or system with interacting components and criteria and constraints b) planning and carrying out investigations • individually and collaboratively plan and conduct observational and experimental investigations • plan and conduct investigations or test design solutions in a safe manner • select and use appropriate tools and technology, including telescopes, to collect, record, analyze, and evaluate data c) interpreting, analyzing, and evaluating data • record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms • use data in building and revising models, supporting explanation for phenomena, or testing solutions to problems • analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solution • analyze data graphically and use graphs to make predictions; • consider limitations of data analysis when analyzing and interpreting data • evaluate the impact of new data on a working explanation and/or model of a proposed process or system • analyze data to optimize a design d) constructing and critiquing conclusions and explanations • make quantitative and/or qualitative claims based on data • construct and revise explanations based on valid and reliable evidence obtained from a variety of sources • apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

• compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence • construct arguments or counterarguments based on data and evidence • differentiate between scientific hypothesis, theory, and law e) developing and using models • evaluate the merits and limitations of models, including cosmology models • identify and communicate components of a system orally, graphically, textually, and mathematically • develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data sets f) obtaining, evaluating, and communicating information • compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem. • gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source • communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that astronomy has had an important role from antiquity to the modern era. Key concepts include • constellations are historical groupings of stars that helped ancient astronomers order the night sky and navigate the oceans; • ancient astronomers understood the world using simple astronomical tools (including the astrolabe, charts, and trigonometric tools) and developed models of the Universe; • Renaissance era astronomers reexamined ancient models and developed new understandings of how the Universe is ordered; • engineering in the modern space age has developed new space exploration technology which has led to large advances in the understanding of astronomy and planetary sciences; and • technologies developed for space exploration are used in everyday life.

II. Physical Laws and Processes The student will investigate and understand that gravity governs the universe. Key concepts include • gravity keeps planets in orbits around the sun and governs the motion of the solar system; • gravity is a universal force between two objects (Newtonian gravity); • Kepler’s Laws of Planetary Motion describe planetary motion around the sun; and The student will investigate and understand that electromagnetic radiation is fundamental in understanding our universe. Key concepts include • light has specific properties; • spectral signatures are used for identification; • wave energy has general behaviors within the electromagnetic spectrum; and

• properties of electromagnetic radiation include wave shape and speed, reflection, refraction, diffraction, interference, polarization, Doppler effect, blackbody curves, and wave/particle duality. The student will investigate and understand that challenges face astronomers in studying electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. Key concepts include • astronomers use tools to study electromagnetic radiation • the properties of light and the vast distances in the cosmos are challenges in studying the universe; and • there are advantages and limitations to different types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation. The student will investigate and understand that energy transfers and energy transformations are significant in understanding the universe. Key concepts include • the structure of the atom • energy and matter are conserved; • nuclear fusion reactions and mass-energy equivalence relate to the life cycle of stars; • the energy produced by fusion relates to the luminosity of stars; • there are energy relationships between the mass, power output, and life span of stars; and • energy transfers and transformations are associated with the motion and interactions of celestial bodies (e.g. orbits, binary pulsars, meteors, black holes, and galaxy mergers).

III. The Structure and Evolution of the Universe

The student will investigate and understand that the universe has evolved. Key concepts include • Big Bang Theory is supported by evidence; and • Hubble’s Law, mass-energy density of the universe, and deuterium abundance support an open universe.

The student will investigate and understand that star evolve. Key concepts include • the life cycle of a star, gravity and mass are important in understanding the brightness, life span, and end-stages of stars; • astronomers use specific methods to find physical properties of stars including surface temperature, luminosity, chemical composition, size, mass, interstellar medium, motion, and distance; and • the stellar evolution of individual stars and the location of each on the Hertzsprung- Russell diagram, including protostars, main sequence stars, giants and supergiants, nova and supernova stars, variable stars, white dwarfs, neutron stars/pulsars, and black holes; • extrasolar planetary systems have been discovered and have comparative qualities to our solar system.

The student will investigate and understanding that galaxies have different features Key concepts include • our solar system is part of the Milky Way Galaxy; which has identifiable characteristics , including size, shape, rotation, and stellar distribution; • the Hubble Classification System of Galaxies includes elliptical galaxies, spiral galaxies, barred-spiral galaxies, and irregular galaxies; and • some galaxies do not conform to the original Hubble Classification System, including radio galaxies, Seyfert Galaxies, and quasars.

The student will investigate and understand that the physical characteristics of our sun can serve as a model of solar activities. Key concepts include • a typical star such as our Sun has identifiable layers and internal mechanisms; • there are surface features of a typical star; • space has weather and the that weather has an effect on Earth; and • there are research methods to analyze a typical star.

The student will investigate and understand that the solar system has structure and has evolved. Key concepts include • natural forces and the conservation of angular momentum apply to the objects in our Universe, including the formation of planets and satellites and the retention of an atmosphere; • the formation of the solar system is explained through, solar nebular theory, condensation theory, core accretion theory, and gravitational instability theory; • Earth’s physical properties, including density, composition, and position in space, can be compared to other planets’ physical properties; • terrestrial planets and the Jovian planets have general similarities and difference as well as unique features; and • minor members, including asteroids, comets, and meteors, share our solar system

IV. Patterns in the Sky

The student will investigate and understand that there are sun-Earth-moon relationships. Key concepts include • the Earth has a specific the orbital velocity, eccentricity tilt, rotation, and revolution; • the relationship between the sun and the earth causes the seasons • the moon has lunar phases, geological features of the moon and how they form, cause and effect of tides on Earth, and the formation of the moonumbra and penumbra, total eclipses, partial eclipses; and • annular eclipses.

The student will investigate and understand that the moon has yearly and daily patterns and moon phases. Key concepts include • Examining astronomical cycles in nature and apply them to the daily, monthly, and yearly cycles of Earth.

Science Curriculum Active Physics Last Updated: 09/08/16 Active Physics is a physical science for special population students with weak math skills. 01:13 PM This course has a strong emphasis on experimentation using computers and probeware. The six units of study include the physics of: sports, medicine, transportation, home, communication and predictions. The physics content is presented in a problem solving manner to strengthen science and math content knowledge and skills.

SCI.ACPH Standard 1 Essential ACHIEVE A SOLID BASELINE OF SCIENTIFIC KNOWLEDGE

The student will achieve a solid baseline of scientific knowledge in the physical sciences content strands to make determinations about how the world works.

FCPS Specific

Benchmark 1.1 Essential Definition of a System

The student will understand that scientists often define small portions of the Universe as systems. A system is an organized group of related objects that can have boundaries, components, inputs, outputs and feedback.

Indicator 1.1.1 Essential Identify the applicable components of a system to analyze

Identify the components of a system that apply when analyzing concepts and solving problems.

POS Correlation: PH.1.a

Indicator 1.1.2 Essential Differentiate between open and closed systems

Differentiate between open and closed systems.

POS Correlation: PH.1.a

Benchmark 1.2 Essential Conservation Laws

Page 1 of 30 The student will know that the energy, momentum, mass and charge of a closed, isolated system are constant and can never be destroyed.

Indicator 1.2.1 Essential Discuss and apply conservation of energy to real-world examples

Discuss and apply conservation of energy to real-world examples of energy transformations.

POS Correlation: PH.5.g; PH.8.a

Indicator 1.2.2 Essential Relate a change in momentum to an impulse exerted on an object

Relate a change in momentum to an impulse, and therefore a applied force, exerted on an object.

POS Correlation: PH.6.b

Indicator 1.2.3 Essential Illustrate conservation of momentum in collisions of one-dimension

Illustrate conservation of momentum in collisions of one-dimension.

POS Correlation: PH.6.a; PH.6.b

Indicator 1.2.4 Essential Apply kinetic and potential energies to real-world transformations

Apply kinetic and potential energies to real-world energy transformations.

POS Correlation: PH.8.a

Indicator 1.2.5 Extended Apply the 1st Law of Thermodynamics to analyze energy transformations

Apply the 1st Law of Thermodynamics to analyze the energy transformations in an open or closed system.

POS Correlation: PH.6.b; PH.8.b

Indicator 1.2.6 Extended Explain heat flow and entropy using the 2nd Law of Thermodynamics

Explain heat flow and entropy in terms of the 2nd Law of Thermodynamics.

POS Correlation: PH.8.a

Page 2 of 30 Indicator 1.2.7 Extended Apply conservation of charge to explain how objects become charged

Apply conservation of charge to explain how objects become electrically charged through friction, induction and direct contact.

POS Correlation: PH.6.c

Benchmark 1.3 Essential Linear Motion

The student will recognize that an object’s motion can be quantified. Predictions can be made about the object’s location based on these concepts.

Indicator 1.3.1 Essential Solve problems involving velocity, displacement and time

Solve problems involving velocity, displacement, and time using proper units.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.2 Essential Calculate velocity from experimental displacement and time data

Calculate velocity from experimental displacement and time data.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.3 Essential Measure displacement, time and velocity in proper SI units

Measure displacement, time and velocity in proper SI units.

POS Correlation: PH.1.a; PH.1.b; PH.1.c; PH.1.d; PH.1.g

Indicator 1.3.4 Essential Distinguish between distance and displacement

Distinguish between distance and displacement.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.5 Essential Distinguish between speed and velocity

Distinguish between speed and velocity.

Page 3 of 30 POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.6 Essential Compare velocities in real world applications

Compare velocities in real world applications and recognize “reasonable” values.

POS Correlation: PH.4.a

Indicator 1.3.7 Essential Distinguish between the terms velocity and acceleration

Distinguish between the terms velocity and acceleration.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.8 Essential Solve problems involving velocity, time, and acceleration

Solve problems involving velocity, time, and acceleration using SI units.

POS Correlation: PH.1.a; PH.2.d

Indicator 1.3.9 Essential Calculate acceleration from experimental data

Calculate acceleration from experimental data.

POS Correlation: PH.1.a; PH.1.b; PH.1.c; PH.1.d; PH.1.g

Indicator 1.3.10 Essential Identify the velocity of an object with zero acceleration

Identify that an object with zero acceleration moves with a constant velocity.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.11 Essential Distinguish between positive and negative accelerations

Distinguish between positive and negative accelerations.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.12 Essential Construct graphs of linear motion

Page 4 of 30 Construct graphs of linear motion to include distance vs. time, velocity vs. time and acceleration vs. time.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Indicator 1.3.13 Essential Identify differences in linear motion using graphs

Identify differences in linear motion utilizing distance vs. time, velocity vs. time and acceleration vs. time graphs.

POS Correlation: PH.5.a; PH.5.b; PH.5.c

Benchmark 1.4 Essential Forces and Their Effects

The student will recognize that a force is any push or pull. Applying a force on an object can have various results.

Indicator 1.4.1 Essential State Newton’s three laws of motion

State Newton’s three laws of motion.

POS Correlation: PH.5.d

Indicator 1.4.2 Essential Apply Newton’s First Law as it relates to the concept of inertia

Apply Newton’s First Law as it relates to the concept of inertia.

POS Correlation: PH.5.d

Indicator 1.4.3 Essential Solve problems using Newton's Second Law

Solve problems using Newton’s Second Law in terms of force, mass, and acceleration using proper SI units.

POS Correlation: PH.5.d

Indicator 1.4.4 Essential Demonstrate the velocity of an object with no net force acting on it

Demonstrate that an object with no net force acting on it moves at a constant velocity.

POS Correlation: PH.5.d

Page 5 of 30 Indicator 1.4.5 Essential Apply Newton’s Second Law to an object moving at constant velocity

Apply Newton’s Second Law to an object moving at constant velocity with zero acceleration.

POS Correlation: PH.5.d

Indicator 1.4.6 Essential Describe an object's motion in a real-world situation

Describe an object's motion in a real-world situation applying Newton's laws.

POS Correlation: PH.5.d

Indicator 1.4.7 Essential Illustrate that the sum of vector forces on an object = a net force

Illustrate that the sum of vector forces on an object results in a net force.

POS Correlation: PH.2.a; PH.2.e

Indicator 1.4.8 Essential Solve for frictional force on an object moving at constant velocity

Solve for the frictional force on an object moving at a constant velocity due to an outside force.

POS Correlation: PH.5.d

Indicator 1.4.9 Essential Demonstrate relationship between an object’s weight & frictional force

Demonstrate the relationship between an object’s weight and the frictional force exerted on the object.

POS Correlation: PH.5.d

Indicator 1.4.10 Essential Apply Newton’s 3rd Law to frictional forces between bodies in motion

Apply Newton’s Third Law as it relates to the frictional forces between bodies in relative motion.

POS Correlation: PH.5.d

Indicator 1.4.11 Essential Compare the forces of friction between surfaces of different materials

Compare the forces of friction between surfaces made up of different materials.

POS Correlation: PH.5.d

Page 6 of 30 Indicator 1.4.12 Essential Define centripetal force as it relates to circular motion

Define centripetal force as it relates to circular motion and identify it as a “true” force.

POS Correlation: PH.5.b

Indicator 1.4.13 Essential Apply Newton's laws of motion to an object in circular motion

Apply Newton’s laws of motion to an object engaged in circular motion as it relates to centripetal force.

POS Correlation: PH.5.b

Indicator 1.4.14 Essential Illustrate centripetal motion using force, acceleration, vectors

Illustrate centripetal motion using force, acceleration, and velocity vectors.

POS Correlation: PH.5.b

Indicator 1.4.15 Essential Experiment with objects moving in a circle; identify centripetal force

Experiment with objects moving in a circle and identify the centripetal force causing the circular motion.

POS Correlation: PH.5.b

Indicator 1.4.16 Essential Illustrate real-world examples of centripetal force

Illustrate real-world examples of centripetal force applied to an object.

POS Correlation: PH.5.b

Indicator 1.4.17 Essential Apply Newton’s First Law to contrast centrifugal and centripetal force

Apply Newton’s First Law and the concept of inertia to contrast centrifugal and centripetal force.

POS Correlation: PH.5.b; PH.5.d

Indicator 1.4.18 Extended Investigate fluid properties: density, pressure, buoyancy, etc.

Investigate the fluid properties of density, pressure, buoyancy, Pascal’s principle, fluids in motion, and Bernoulli’s principle.

Page 7 of 30 POS Correlation: PH.7.a; PH.7.b; PH.7.c; PH.7.d; PH.7.e; PH.7.f

Indicator 1.4.19 Extended Describe independence of horizontal & vertical motion; predict paths

Describe the independence of the horizontal and vertical motion of a projectile and apply these principals to predict the paths of projectiles.

POS Correlation: PH.5.c

Benchmark 1.5 Essential Gravity

The student will understand that gravitation is a universal, fundamental force that all objects exert on other objects.

Indicator 1.5.1 Essential Compare and contrast the terms mass and weight

Compare and contrast the terms mass and weight.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.2 Essential Describe acceleration due to gravity and its relationship to weight

Describe the acceleration due to gravity and its relationship to weight.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.3 Essential Solve problems using weight, acceleration due to gravity, and mass

Solve problems using weight, the acceleration due to gravity, and mass using proper SI units.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.4 Essential Relate Newton's Second Law to Fw = mg.

Relate Newton’s Second Law to Fw = mg.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.5 Essential

Page 8 of 30 Compare and contrast differing accelerations on mass, weight & motion

Compare and contrast the effect of differing gravitational accelerations on an object’s mass, weight, and motion.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.6 Essential Model the inverse square relationship of Law of Universal Gravitation

Model the inverse square relationship of Newton’s Law of Universal Gravitation.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.7 Essential Classify gravitation as an attractive force

Classify gravitation as an attractive force.

POS Correlation: PH.5.d; PH.5.e

Indicator 1.5.8 Essential Apply Newton's Law of Universal Gravitation to celestial bodies

Apply Newton’s Law of Universal Gravitation to different planets and other celestial bodies as it relates to the acceleration due to gravity on the surface of that body.

POS Correlation: PH.5.d; PH.5.e; PH.5.f

Indicator 1.5.9 Extended Explain the gravitational attractive force between two objects

Explain that gravitational attractive force between two objects is directly proportional to the product of the masses and inversely proportional to the square of the distance between them.

POS Correlation: PH.5.d; PH.12.a

Indicator 1.5.10 Extended Express the general and special theories of relativity

Express the general and special theories of relativity.

POS Correlation: PH.14.c; PH.14.e

Indicator 1.5.11 Extended Compare & contrast forces between charged objects of known mass

Compare and contrast the strength, inverse square nature and direction of electric forces to gravitational forces between charged objects of known mass.

POS Correlation: PH.12.a

Page 9 of 30 Benchmark 1.6 Essential Electric Current and Circuits

The student will explore the causes and nature of electron flow in various materials.

Indicator 1.6.1 Essential Describe the interactions of positive and negative charges

Describe the interactions of positive and negative charges to include attractive and repulsive forces (Coulomb's Law).

POS Correlation: PH.12.a

Indicator 1.6.2 Essential Demonstrate that voltage provides the energy that drives current

Demonstrate an understanding that voltage provides the energy that drives the current.

POS Correlation: PH.13.a

Indicator 1.6.3 Essential Explain the interaction between current/voltage/resistance using Ohm's

Explain the interaction between current, voltage, and resistance using Ohm’s law.

POS Correlation: PH.13.a

Indicator 1.6.4 Essential Analyze electric circuits to show the conservation of charge & energy

Analyze electric circuits to show that in any system of electrical charge, electrical movement, or electrical interaction, both charge and energy are conserved.

POS Correlation: PH.6.c; PH.13.b

Indicator 1.6.5 Essential Construct simple series and parallel circuits with batteries & bulbs

Construct simple series and parallel circuits using batteries and light bulbs.

POS Correlation: PH.13.b; PH.13.c

Indicator 1.6.6 Essential Compare and contrast the nature of series and parallel circuits

Page 10 of 30 Compare and contrast the nature of series and parallel circuits.

POS Correlation: PH.13.b

Indicator 1.6.7 Extended Explain the relationship between electric force, charge, and distance

Explain that the strength of an electric force is directly proportional to the product of the charges and inversely proportional to the square of the distance between them.

POS Correlation: PH.12.a

Indicator 1.6.8 Extended Compare & contrast the electric properties of insulators & conductors

Compare and contrast the electric properties of insulators and conductors.

POS Correlation: PH.12.a; PH.13.c

Indicator 1.6.9 Extended Combine electrical components to construct & draw diagrams of circuits

Combine various electrical components to construct and draw diagrams of electrical circuits.

POS Correlation: PH.13.b

Indicator 1.6.10 Extended Use Ohm's Law to measure and analyze current, voltage & power

Using Ohm’s Law, measure and analyze current, voltage, and power of the components in an electrical system.

POS Correlation: PH.6.c; PH.13.a; PH.13.c

Indicator 1.6.11 Extended Apply Ohm’s Law to analyze various electric circuits

Apply Ohm’s Law to analyze various electric circuits.

POS Correlation: PH.6.c; PH.13.a; PH.13.b

Indicator 1.6.12 Extended Calculate the effective resistance in series and parallel currents

Calculate the effective resistance for electrical components connected in series and parallel.

POS Correlation: PH.13.a; PH.13.b; PH.13.c

Indicator 1.6.13 Extended

Page 11 of 30 Describe practical applications of circuit design

Describe practical applications of circuit design, including household wiring and safety devices.

POS Correlation: PH.13.c

Benchmark 1.7 Extended Electromagnetic Force

The student will study that electricity and magnetism are two aspects of a single electromagnetic force.

Indicator 1.7.1 Extended Explain the result of moving electric charges and moving magnets

Explain that moving electric charges create magnetic forces and moving magnets create electric forces.

POS Correlation: PH.12.b

Indicator 1.7.2 Extended Create a model of magnetism to explain the location of magnetic fields

Create or analyze a model for magnetism to explain the existence of magnetic fields around permanent magnets and current carrying wires.

POS Correlation: PH.12.b

Indicator 1.7.3 Extended Explore the relationship between voltage & current by a changing field

Explore the relationship between voltage and current generated by a changing magnetic field.

POS Correlation: PH.12.b

Indicator 1.7.4 Extended Relate the behavior of fields to explain the operation of devices

Relate the behavior of electric and magnetic fields to explain the operation of motors, generators, transformers, or other modern technology device.

POS Correlation: PH.12.b

Benchmark 1.8 Essential Types of Energy

Page 12 of 30 The student will recognize that energy has many forms that can transform into each other.

Indicator 1.8.1 Essential Describe the relationship between work and energy

Describe the relationship between work and energy.

POS Correlation: PH.5.g

Indicator 1.8.2 Essential Apply the formula for kinetic energy to an object

Apply KE = ½ mv2 to determine the kinetic energy of an object.

POS Correlation: PH.6.a

Indicator 1.8.3 Essential Illustrate real-world applications of kinetic energy

Illustrate the application of kinetic energy to real-world applications.

POS Correlation: PH.6.a

Indicator 1.8.4 Essential Apply PE = mgh to determine an object's gravitational potential energy

Apply PE = mgh to determine the gravitational potential energy of an object.

POS Correlation: PH.6.a

Indicator 1.8.5 Essential Illustrate real-world applications of potential energy

Illustrate the application of potential energy to real-world applications.

POS Correlation: PH.6.a

Indicator 1.8.6 Essential Apply the definition of power to real-world examples

Apply the definition of power to real-world examples.

POS Correlation: PH.5.g

Indicator 1.8.7 Essential

Page 13 of 30 Distinguish between work and power

Distinguish between work and power.

POS Correlation: PH.5.g

Indicator 1.8.8 Extended Distinguish between various types of energy

Distinguish between various types of energy, including mechanical, thermal, electromagnetic, nuclear and chemical.

POS Correlation: PH.8.a

Indicator 1.8.9 Extended State Einstein's mass-energy equivalence.

State Einstein’s mass-energy equivalence.

POS Correlation: PH.14.c

Benchmark 1.9 Essential Waves: Nature and Behavior

The student will investigate the nature of waves and their interactions.

Indicator 1.9.1 Essential Compare and contrast mechanical waves and electromagnetic waves

Compare and contrast mechanical waves and electromagnetic waves in terms such as speed, interactions with media, shapes of waves and energy transport.

POS Correlation: PH.9.a

Indicator 1.9.2 Essential Compare and contrast the nature of longitudinal and transverse waves

Compare and contrast the nature of longitudinal and transverse waves.

POS Correlation: PH.9.a

Indicator 1.9.3 Essential Construct models to differentiate transverse & longitudinal waves

Construct simple models to differentiate between transverse and longitudinal waves in terms such energy transport, shape of wave, amplitude and frequency.

POS Correlation: PH.9.a

Page 14 of 30 Indicator 1.9.4 Essential Illustrate period, wavelength, and amplitude on a harmonic wave

Illustrate period, wavelength, and amplitude on a graphic representation of a harmonic wave.

POS Correlation: PH.9.a

Indicator 1.9.5 Essential Differentiate frequency & amplitude with a computer or oscilloscope

Differentiate between frequency (pitch) and amplitude (loudness) by capturing various sounds with a microphone attached to a computer or oscilloscope.

POS Correlation: PH.9.a; PH.9.c

Indicator 1.9.6 Essential Relate waveforms: changes in pitch/loudness to frequency/amplitude

Interpret waveforms to summarize the relationships between changes in pitch and loudness as they relate to frequency and amplitude.

POS Correlation: PH.9.a; PH.9.c

Indicator 1.9.7 Essential Explain the relationship between energy and frequency

Explain the relationship between energy and frequency in the electromagnetic spectrum.

POS Correlation: PH.10.a

Indicator 1.9.8 Essential Illustrate the electromagnetic spectrum; relate frequency and color

Illustrate the electromagnetic spectrum, and show the relationship between frequency and color in the visible light portion of the spectrum.

POS Correlation: PH.10.a

Indicator 1.9.9 Essential Compare real-world applications of electromagnetic waves

Compare real-world applications of electromagnetic waves of various frequencies.

POS Correlation: PH.10.b

Indicator 1.9.10 Essential

Page 15 of 30 Apply the ray model of light to show how light waves are reflected

Apply the ray model of light to illustrate how light waves are reflected when they encounter a barrier according to the law of reflection.

POS Correlation: PH.9.b

Indicator 1.9.11 Essential Apply the ray model of light to show & predict the angle of refraction

Apply the ray model of light to illustrate and qualitatively predict the angle of refraction when light travels between different media.

POS Correlation: PH.9.b

Indicator 1.9.12 Extended Use the wave model to explore interference of mechanical waves

Use the wave model to explore interference of mechanical waves.

POS Correlation: PH.9.a; PH.9.b

Indicator 1.9.13 Extended Explain the relationship among wavelength, wave speed, and frequency

Explain the relationship among wavelength, wave speed, and frequency.

POS Correlation: PH.9.a

Indicator 1.9.14 Extended Explain the Doppler Effect for moving wave sources

Explain the Doppler Effect for moving wave sources.

POS Correlation: PH.9.b

Indicator 1.9.15 Extended With lenses and mirrors, predict the location and nature of images

With lenses and mirrors, predict the location and nature of images using diagrams and optical equipment.

POS Correlation: PH.11.b; PH.11.c; PH.11.d

SCI.ACPH Standard 2 Essential APPLY SCIENCE KNOWLEDGE & PROCESSES TO MAKE DECISIONS & SOLVE PROBLEMS

Page 16 of 30 The student will apply science knowledge and processes to make informed decisions and to solve problems.

Benchmark 2.1 Essential Scientific Explanations

The student will strive for the best possible explanations about the natural world based on the use of empirical methods, logical arguments, and skepticism.

Indicator 2.1.1 Essential Propose and evaluate various explanations for scientific phenomena

Propose and evaluate various explanations for scientific phenomena.

POS Correlation: PH.4.a

Indicator 2.1.2 Expected Compare and contrast science and pseudoscience

Compare and contrast science and pseudoscience.

POS Correlation: PH.3.e

Benchmark 2.2 Extended Reasons for Investigations

The student will identify the various reasons scientists conduct investigations to include solving problems related to the natural world, explaining phenomena, testing prior conclusions, using new technologies, and making projections based on current theories.

Indicator 2.2.1 Extended Discuss the achievements of the space program

Discuss the achievements of the space program, including the advent of new technologies and the discoveries made by astronomical exploration.

POS Correlation: PH.3.d

Benchmark 2.3 Expected

Page 17 of 30 Real World Problems

The student will use scientific information to generate solutions to real world problems.

Indicator 2.3.1 Expected Use real world examples to evaluate energy transformations

Use real world examples such as amusement park rides, cars, and power plants to evaluate energy transformations.

POS Correlation: PH.8.b

Indicator 2.3.2 Expected Design, build, and test a device to solve a real world problem

Design, build, and test a device to solve a real world problem.

POS Correlation: PH.4.a

Benchmark 2.4 Essential Models

The student will understand how models help scientists and engineers understand how things work; models take many forms including physical objects, mental constructs, mathematical equations, graphical representations and computer simulations.

Indicator 2.4.1 Essential Use equations to model physical phenomena

Use equations to model physical phenomena.

POS Correlation: PH.2.a

Indicator 2.4.2 Essential Use graphical depictions to describe physical phenomena

Use graphical depictions to describe physical phenomena.

POS Correlation: PH.2.b

Indicator 2.4.3 Essential Generate and analyze a graph using a computer

Generate and analyze a graph using a computer.

Page 18 of 30 POS Correlation: PH.1.h

Indicator 2.4.4 Extended Use vectors to describe physical quantities and their interactions

Use vectors to describe physical quantities and their interactions.

POS Correlation: PH.2.e

Indicator 2.4.5 Extended Create a device to model a physical system

Create a device to model a physical system.

POS Correlation: PH.4.a

Benchmark 2.5 Essential Accessing Information

The student will access scientific information through a variety of media including the use of new technologies and identify key issues and problems.

Indicator 2.5.1 Essential Utilize scientific information from a variety of sources

Utilize scientific information from a variety of sources such as scientific journals, CD-ROMs, videos, computer databases, and the Internet.

POS Correlation: PH.4.b

Indicator 2.5.2 Expected Use texts and references to gather scientific information

Use texts and references to gather relevant, necessary scientific information to conduct research and solve problems.

POS Correlation: PH.4.b

Benchmark 2.6 Essential Mathematics

The student will understand that mathematics is essential in scientific inquiry and problem solving. This includes the use of equations, graphical representations and other models to pose questions, gather data, conduct investigations, construct explanations and communicate results.

Page 19 of 30 Indicator 2.6.1 Essential Calculate the slope of a linear relationship that includes units

Calculate the slope of a linear relationship that includes appropriate units.

POS Correlation: PH.2.c

Indicator 2.6.2 Essential Make predictions using interpolation, extrapolation & analysis of data

Make predictions using interpolation, extrapolation, and analysis of data.

POS Correlation: PH.2.d

Indicator 2.6.3 Essential Interpret various shapes of graphical curves

Interpret various shapes of graphical curves and identify them as linear or non-linear.

POS Correlation: N/A

Indicator 2.6.4 Essential Use a scientific calculator, computer, and probeware to analyze data

Use a scientific calculator, computer, and probeware to accurately determine solutions to problems and to analyze data.

POS Correlation: PH.1.f

Indicator 2.6.5 Expected Verify the results of calculations using order of magnitude estimates

Verify the results of calculations using order of magnitude estimates.

POS Correlation: PH.1.f

Indicator 2.6.6 Extended Use dimensional analysis in analyzing data and solving problems

Use dimensional analysis in analyzing data and solving problems.

POS Correlation: PH.1.g; PH.2.a

SCI.ACPH Standard 3 Essential

Page 20 of 30 COMMUNICATE SCIENTIFIC INFORMATION EFFECTIVELY

The student will communicate scientific information effectively in several formats through a variety of resources.

Benchmark 3.1 Essential Scientific Communication

The student will express scientific knowledge and ideas orally, in writing, and through the use of computers. Explanations must be logically consistent, abide by the rules of evidence, be open to questions and possible modification, and based on current scientific knowledge.

Indicator 3.1.1 Essential Create graphs, charts, and tables to communicate experimental results

Create graphs, charts, and tables to communicate experimental results.

POS Correlation: PH.1.c

Indicator 3.1.3 Extended Critique a scientific article using logical argumentation

Critique and summarize a scientific article using logical argumentation.

POS Correlation: PH.3.a

Indicator 3.1.2 Expected Design presentations that employ current media technologies

Design presentations that employ current media technologies.

POS Correlation: PH.1.h

Indicator 3.1.4 Extended Use the Internet to identify an important research subject in physics

Use the Internet or other sources to identify a current research subject in physics and explain why the research is important and how it is being conducted.

POS Correlation: PH.3.a

Benchmark 3.2 Expected

Page 21 of 30 Group Skills

The student will use speaking and listening skills to communicate clearly in group settings. Each student will actively and equally participate in group projects.

Indicator 3.2.1 Expected Synthesize various points of view through writing & revising

Synthesize various points of view from group members through the writing and revising of explanations.

POS Correlation: PH.1.c

Indicator 3.2.2 Expected Debate theories and ideas with peers in group discussions

Debate theories and ideas with peers in group discussions.

POS Correlation: PH.1.c

Indicator 3.2.3 Expected Collaborate with peers to design presentations

Collaborate with peers to design presentations.

POS Correlation: PH.1.c

Benchmark 3.3 Essential Defending Scientific Arguments

The student will defend scientific arguments using appropriate terminology. This includes the ability to communicate science accurately and effectively.

Indicator 3.3.1 Essential Express all quantities in SI units

Express all quantities in SI units.

POS Correlation: PH.1.d

Indicator 3.3.2 Essential Explain mathematical relationships using graphical analysis

Explain mathematical relationships between quantities using graphical analysis.

Page 22 of 30 POS Correlation: PH.2.b

Indicator 3.3.3 Essential Write a logical conclusion that is supported by experimental evidence

Write a logical conclusion that is supported by experimental evidence.

POS Correlation: PH.3.e

Indicator 3.3.4 Expected Provide a mathematical rationale for a conclusion

Provide a mathematical rationale for a conclusion.

POS Correlation: PH.2.a

Indicator 3.3.5 Extended Defend a theory or idea using sound logic based on data and principles

Defend a scientific theory or idea using sound logic based on documented scientific data and principles.

POS Correlation: PH.3.c

Indicator 3.3.6 Extended Write and present a formal lab report

Write and present a formal lab report that contains a hypothesis, methods and procedures, observations and data, and conclusions.

POS Correlation: PH.3.e

Indicator 3.3.7 Extended Share experimental results with peers for review, analysis, criticism

Share experimental results with peers for review, analysis, and criticism.

POS Correlation: PH.3.e

Benchmark 3.4 Essential Ethical Practices

The student will understand that scientists follow a code of ethics. This includes practicing peer review, truthfully reporting data, citing research sources, being aware of biases, and making the results of their work public.

Page 23 of 30 Indicator 3.4.1 Essential Cite sources used in conducting investigations

Cite sources used in conducting investigations.

POS Correlation: PH.3.d

Indicator 3.4.2 Extended Analyze and evaluate peer research proposals

Analyze and evaluate peer research proposals.

POS Correlation: PH.3.d

SCI.ACPH Standard 4 Essential DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS

The student will design and conduct a scientific investigation to test a hypothesis.

Benchmark 4.1 Expected Research and Plan

The student will research and develop questions and concepts that guide scientific investigations based on previous studies. This includes formulating and explaining a testable hypothesis by selecting the appropriate variables and controls.

Indicator 4.1.1 Expected Formulate and implement a procedure for testing hypotheses

Formulate and implement a procedure for testing hypotheses.

POS Correlation: PH.1.c

Indicator 4.1.2 Extended Analyze scientific sources to develop and refine research hypotheses

Analyze scientific sources to develop and refine research hypotheses.

POS Correlation: PH.3.a

Page 24 of 30 Benchmark 4.2 Essential Design Investigations

The student will select appropriate materials from a variety of technologies to conduct safe investigations and design a method using the materials to control the selected variables to collect sufficient relevant data.

Indicator 4.2.1 Essential Use lab equipment safely and appropriately

Use lab equipment safely and appropriately while conducting investigations.

POS Correlation: PH.1.e

Indicator 4.2.2 Essential Distinguish: dependent/independent variables, constants, and controls

Distinguish between dependent and independent variables, constants, and controls.

POS Correlation: PH.1.e

Indicator 4.2.3 Extended Review & revise procedures while conducting a scientific investigation

Review and revise procedures as necessary while conducting a scientific investigation.

POS Correlation: PH.3.d

Benchmark 4.3 Essential Gather Data

The student will gather qualitative and quantitative data to investigate problems, using appropriate units and recognizing instrumental limitations. Raw data should be organized and presented in a logical manner that aids in interpretation.

Indicator 4.3.1 Essential Perform a lab that uses technology to gather, analyze & display data

Perform a lab that uses technology (e.g., computer or graphing calculator) to gather, analyze, and display data.

POS Correlation: PH.1.h

Indicator 4.3.2 Expected Extract useful data for analysis from computer-collected data

Page 25 of 30 Discriminate computer-collected data by extracting useful data for analysis.

POS Correlation: PH.1.h

Indicator 4.3.3 Expected Demonstrate proficiency using probeware

Demonstrate proficiency using probeware for data collection, analysis and display.

POS Correlation: PH.1.b

Benchmark 4.4 Essential Analyze and Manipulate Data

The student will analyze and manipulate data utilizing appropriate technology to show relationships between the selected variables.

Indicator 4.4.1 Essential Analyze data to identify trends and relationships

Analyze data to identify trends and relationships.

POS Correlation: PH.1.c; PH.3.b

Indicator 4.4.2 Extended Analyze experimental errors both quantitatively and qualitatively

Analyze experimental errors both quantitatively and qualitatively.

POS Correlation: PH.1.e; PH.1.f

Indicator 4.4.3 Extended Manipulate simulation software to model scientific investigations

Manipulate simulation software to model scientific investigations.

POS Correlation: PH.1.h

Benchmark 4.5 Expected Evaluate

The student will develop scientific explanations which are logical, based on literature research, and open to criticism. This includes reporting methods and

Page 26 of 30 procedures, analyzing them for weaknesses identifying how their results can be used for further study and offering ideas for improvements to the design of the investigation.

Indicator 4.5.1 Expected Evaluate what constitutes a valid scientific investigation

Evaluate what constitutes a valid scientific investigation.

POS Correlation: PH.1.e; PH.1.f

Indicator 4.5.2 Extended Develop models to explain experimental results

Develop models to explain experimental results.

POS Correlation: PH.2.c

Indicator 4.5.3 Extended Evaluate limitations and propose additional research questions

Evaluate limitations and propose additional research questions related to a research topic.

POS Correlation: PH.3.a

SCI.ACPH Standard 5 Expected MAKE CONNECTIONS WITHIN SCIENCE DISCIPLINES AND WITH OTHER DISCIPLINES

Make connections within science disciplines and with other disciplines.

Benchmark 5.1 Expected Historical Perspective of Science

The student will investigate how scientific knowledge changes by evolving over time and almost always building on earlier knowledge. The student will understand how historical events and scientific knowledge influence the work of scientists and the progression of science.

Indicator 5.1.1 Expected Identify scientists' contributions to developing a model of universe

Page 27 of 30 Identify the contributions of scientists such as Copernicus, Brahe, Kepler, Galileo, Newton, Cavendish, Hawking, and Greene to the development of the model of the universe.

POS Correlation: PH.3.d

Indicator 5.1.2 Extended Identify scientists' contributions to study of electricity & magnetism

Identify the contributions of scientists such as Coulomb, Ampere, Volta, Ohm, Faraday, Franklin, and Maxwell to our understanding of electricity and magnetism.

POS Correlation: PH.4.b

Indicator 5.1.3 Extended Identify scientists' contributions to the study of quantum mechanics

Identify the contributions of scientists such as Heisenberg, Franck, Hertz, Pauli, DeBroglie, Planck, Compton, and Schrödinger to our understanding of quantum mechanics.

POS Correlation: PH.14.d

Indicator 5.1.4 Extended Identify scientists' contributions to the study of physics

Identify the contributions of scientists such as Becquerel, Curie, Soddy, Thompson, Rutherford, Chadwick, Einstein, Frisch and Feynman to the study of physics.

POS Correlation: PH.4.b

Benchmark 5.2 Expected Science and Technology

The student will develop an awareness of the interaction between science, technology, and their impact on society. The student will gain an appreciation of how the rapid advancement in technology has dramatically impacted the advancement of science and then learn to use many of these new technologies.

Indicator 5.2.1 Expected Evaluate the influence of physics principles in understanding problems

Evaluate the influence of physics principles and theories in understanding problems such as nuclear power, energy conservation, recycling, and global warming.

POS Correlation: PH.4.a

Indicator 5.2.2 Expected

Page 28 of 30 Distinguish between science and technology

Distinguish between science and technology.

POS Correlation: PH.4.b

Indicator 5.2.3 Expected Determine the physics principles behind various technologies

Determine the physics principles behind various technologies and the impact of those technologies on the advancement of science knowledge.

POS Correlation: PH.4.b

Indicator 5.2.4 Extended Evaluate the societal influences on research priorities

Evaluate the societal influences on research priorities.

POS Correlation: PH.4.b

Indicator 5.2.5 Extended Identify a problem that can be solved using new technologies

Identify a problem that can be solved using new technologies or new applications of current technology.

POS Correlation: PH.4.a

Benchmark 5.3 Expected Connections With Other Disciplines

The student will develop an awareness of the connections between science and mathematics, social science, and language arts. This includes will exploring how members of these disciplines ask different questions, using different methods of investigation, and accepting different types of evidence to support their explanations.

Indicator 5.3.1 Expected Explain how physics is applied in visual art, music or medicine

Explain how physics is applied in visual art, music or medicine.

POS Correlation: PH.4.b

Indicator 5.3.2 Extended Discuss the issues faced during the development of the atomic bomb

Page 29 of 30 Discuss the issues faced by engineers and scientists during the development of the atomic bomb.

POS Correlation: PH.14.f

Indicator 5.3.3 Extended Evaluate the impact of satellites on weather prediction, etc.

Evaluate the impact of satellites on remote sensing, weather prediction, military intelligence, and communications.

POS Correlation: PH.4.a

Benchmark 5.4 Expected Evolution of Science

The student will realize that all scientific ideas depend on experimental and observational confirmation. Therefore, all scientific knowledge is, in principle, subject to change as new evidence becomes available.

Indicator 5.4.1 Expected Distinguish between scientific law and scientific theory

Distinguish between scientific law and scientific theory.

POS Correlation: PH.3.d

Indicator 5.4.2 Expected Evaluate the impact of new scientific discoveries on existing theories

Evaluate the impact of new scientific discoveries on existing theories.

POS Correlation: PH.3.d; PH.10.b

Indicator 5.4.3 Extended Trace the development of physical science throughout history

Trace the development of physical science from ancient cultures through Newtonian motion to quantum mechanics.

POS Correlation: PH.3.d

Page 30 of 30