High School Science
Priority Expectations Document
A Collaboration to Encourage “State of the Art” Practice
in Science Education, in an Era of
High Stakes Accountability
Based on the MDE Science Companion Document
Physics
Chemistry
Biology
Earth Science
ISD/ESA Collaborative Priority Expectation Partners
Allegan AESA
Alpena-Montmorency-Alcona ESD
Bay-Arenac ISD
Branch ISD
Calhoun ISD
Charlevoix-Emmet ISD
Cheboygan-Otsego-Presque Isle
ESD
Clare-Gladwin RESD
Clinton County RESA
C.O.O.R. ISD
Eaton ISD
Genesee ISD
Gratiott Isabella RESD
Huron ISD
Ingham ISD
Ionia County ISD
Iosco RESA
Kalamazoo RESA
Kent ISD
Lewis Cass ISD
Livingston ISD
Macomb ISD
Manistee ISD
Mason-Lake ISD
Mecosta-Osceola ISD
Midland County ESA
Montcalm Area ISD
Muskegon Area ISD
Newaygo County RESA
Oakland Schools
Oceana ISD
Ottawa Area ISD
Saginaw ISD
Shiawassee RESD
St. Joseph ISD
Traverse Bay ISD
Van Buren ISD
Washtenaw ISD
Wayne RESA
Wexford-Missaukee ISD
ISD/RESA/RESD Collaborative • High School Science Expectations Introduction | i
Table of Contents
Overview of the Science Priority Expectations Document
Physics Priority Expectations
iv
8
The Big Ideas in the Physics Units............................................................................................................................................ 9
Energy Transformations.................................................................................................................................................... 10
Motion.................................................................................................................................................................................... 12
Dynamics............................................................................................................................................................................... 14
Momentum........................................................................................................................................................................... 16
Periodic Motion................................................................................................................................................................... 18
Gravity.................................................................................................................................................................................... 20
Mechanical Energy............................................................................................................................................................. 22
Mechanical Waves.............................................................................................................................................................. 24
Electromagnetic Waves, Visible Light, and Optics.................................................................................................... 26
Electric Forces...................................................................................................................................................................... 28
Electric Current.................................................................................................................................................................... 30
Nuclear Physics.................................................................................................................................................................... 32
Chemistry Priority Expectations
38
The Big Ideas in the Chemistry Units........................................................................................................................... 39
Atomic Theory..................................................................................................................................................................... 40
Periodic Table....................................................................................................................................................................... 42
Quantum Mechanics......................................................................................................................................................... 44
Introduction to Bonding.................................................................................................................................................. 46
Nomenclature & Formula Stoichiometry.................................................................................................................... 48
Equations & Stoichiometry.............................................................................................................................................. 50
States of Matter................................................................................................................................................................... 52
Advanced Bonding Concepts......................................................................................................................................... 54
Thermochemistry & Solutions........................................................................................................................................ 56
Acid/Base............................................................................................................................................................................... 58
Redox/Equilibrium............................................................................................................................................................. 60
Thermodynamics................................................................................................................................................................ 62
ii
| ISD/RESA/RESD Collaborative • High School Science Priority Expectations Introduction
Biology Priority Expectations
64
The Big Ideas in the Biology Units................................................................................................................................. 65
Chemistry & Biochemistry............................................................................................................................................... 66
Cells—Structure & Function............................................................................................................................................ 68
Cell Energetics..................................................................................................................................................................... 70
Comparative Structure & Function of Living Things............................................................................................... 72
Human Systems.................................................................................................................................................................. 74
Homeostasis & Health....................................................................................................................................................... 76
Matter & Energy in Ecosystems...................................................................................................................................... 78
Population Ecology & Human Impacts on Ecosystems.......................................................................................... 80
Cell Division.......................................................................................................................................................................... 82
DNA/RNA & Protein Synthesis........................................................................................................................................ 84
Mendelian & Molecular Genetics (includes Biotechnology)................................................................................. 86
Evolution............................................................................................................................................................................... 88
Earth Science Priority Expectations
92
The Big Ideas in the Earth Science Units..................................................................................................................... 93
Organizing Principles of Earth Science........................................................................................................................ 94
Rock Forming Processes................................................................................................................................................... 96
Earthquakes and Earth’s Interior.................................................................................................................................... 98
Plate Tectonics & Volcanoes.......................................................................................................................................... 100
Discerning Earth’s History.............................................................................................................................................. 102
Severe Weather................................................................................................................................................................. 104
Oceans & Climates............................................................................................................................................................ 106
Climate Change................................................................................................................................................................. 108
Hydrogeology.................................................................................................................................................................... 112
Resources & Environment Challenges....................................................................................................................... 114
Cosmology & Earth’s Place in the Universe.............................................................................................................. 116
The Sun & Other Stars..................................................................................................................................................... 118
ISD/RESA/RESD Collaborative • High School Science Expectations Introduction | iii
Overview of the Science Priority Expectations Document
Why another document about Michigan
What principles guided the design of the
science standards?
priority expectations document?
In recent years, Michigan educators of all subjects have
been grappling with the challenges of revising district programs in response to new state standards and assessment
designs. Despite clear and well supported recommendations to identify and focus deeply on fewer core concepts
in science, Michigan’s new standards are numerous and
vast in breadth. As a consequence, the imposing enormity
of the content expectation obscures critical interrelationships among important core concepts. It promotes an erroneous impression that science literacy is about mastery
of a dizzying array of facts and proficiency in discrete skills
disconnected from science content. There are exemplary
educators, proficient in highly effective instructional practices who are dismayed that they face the difficult trade-off
between covering all science content expectations in the
standards and teaching in a manner that is known to be
effective and inspiring. Also, the incentives that result from
common interpretations of our accountability systems
(Michigan Merit Exam (MME) and high school graduation
requirements) have locked the very aims of our science
programs in an outdated mode: emphasizing vast content
coverage.
In keeping with research, national leadership in science education and modern, high quality curriculum design these
documents are meant to encourage a deep treatment of a
limited number of important big ideas and core concepts,
explored in a manner that promotes an understanding of
the nature of science and the proficiencies that are central
to the scientific enterprise. It built in large part on the structure of the science companion documents because they are
widely disseminated and utilized. To emphasize the critical
interrelationships and intended prominence of big ideas,
core concepts and student inquiry the actual list of priority expectations are located at the bottom of each unit.
The prominent and close positioning of the big ideas, core
concepts and student inquiry is meant to bring a teacher’s
focus to the intrinsic interrelationship of these elements of
our standards. The graphic organizer ties them together in
a single display. This approach provides an intellectual organizational structure (or framing) of the standards which
provides invaluable guidance in how ideas are related and
how to integrate the practices of science with the overriding big ideas and important core concepts.
In order to best assure quality educational programming,
numerous districts and ISD’s had independently embarked
upon efforts to identify the content expectations that are
recognized as most important, and therefore deserving
of an enhanced focus. Despite the fact that purposes varied to some degree, it was recognized that a collaborative
endeavor would be greatly preferable to several efforts that
inevitably would produce different lists of expectations to
emphasize. Therefore, a statewide ISD collaboration was
initiated and has committed to producing this document.
The effort has been encouraged by Michigan’s state Superintendent Flanagan who also echoed the sentiments of the
ISD collaboration in a June 2009 memo by saying that the
high school content expectations…
“…should not be viewed as a list of items that must be checked
off one by one. With only so many instructional hours available each year, we know that there is no way for schools to
cover in depth every HSCE, nor should districts make that attempt.”
The criteria to select the priority expectations were developed to serve these principles.
Which HSCE’s should be priorities? Those that:
• best point to central ideas of the discipline
(big ideas and core concepts)
• lend themselves to rich student investigations
• readily connect to critical societal concerns
Which HSCE’s should not be priorities?
Those that are:
• redundant with other, better worded HSCE’s
• arbitrarily, specific tasks (i.e., reads like a NAEP
expectation)
• not strongly connected to core concepts
• overly esoteric, as though part of a bachelor of
science program in a science major
iv | ISD/RESA/RESD Collaborative • High School Science Priority Expectations Introduction
These criteria served the process well and interestingly
revealed that many decisions were made on the basis of
redundancy where one selected expectation sufficiently
captured the essence of others or where the expectation
was an application of an understanding or concept. Additionally, in depth study of the recommended priority expectations will result in an understanding of the non priority expectations related to that unit.
How should the new high school priority expectations document be used?
1.To assure quality, ‘state-of-the-art’ science curriculum and instruction
By focusing on fewer, more important science concepts
teachers can afford more time to teach in a manner known
to be effective and meaningful for students. Curriculum
built to provide students well-structured opportunities to
investigate scientific questions and embark on problemsolving endeavors puts core knowledge to use and develops proficiencies central to science. These proficiencies
happen to largely overlap with the College Readiness Standards of the ACT and most iterations of currently touted 21st
Century Skills necessary for individual success in a globally
competitive economy.
New insights on learning call for the integration of writing,
collaborative discourse and structured activities that reveal
frameworks of knowledge and self reflection on thinking.
With a limited focus on more important content as suggested in this document, science teachers will be able to
utilize the strategies critical for promoting student success
and enthusiasm for science.
2.To define course graduation credit in a deliberate
and informed way
Properly interpreted, Michigan’s high school graduation
requirements do not have to thwart ‘state-of-the-art’ instructional practice in science. While legislation directs
districts to base high school credit on proficiencies of the
high school content expectations, school districts retain
the prerogative to make choices on what central ideas in
our standards are emphasized and which ones ought to
be de-emphasized. Also, districts still possess the authority to determine how proficiency is defined and what proficiencies warrant the granting of credit. Courses defined
around proficiencies related to fewer, more important core
concepts and skills will more likely meet the aims of their
design. Such a basis for district decisions will be a great im-
provement over what can be capricious reasons, (such as a
surprisingly early arrival of the end of a year).
3.To improve the reliability of assessments
The best way to give teachers, students and parents more
accurate and actionable feedback is to bear down on a limited set of important core concepts and proficiencies with
a number of assessment items of varying difficulty and
type. This document can make this possible by providing
a foundation for refining the focus of district, building and
classroom assessments. Assessments that target the most
critical outcomes of a strong science program will encourage instructional decisions that support those aims. Rather
than targeting each and every high school content expectation, assessments can focus on those that serve the core
concepts and student proficiencies that best support the
big idea of each unit.
4. To better prepare students for the MME
By far, most points earned on the MME come from the ACT
portion. For an individual student, the ACT score is in fact
more personally important than the MME score as a whole.
Because the ACT is based on College Readiness Standards,
students who score well are highly proficient at interpreting scientific data, parsing and evaluating scientific experiments and arguments and reading and interpreting
advanced text that describes scientific investigations. The
education that prepares students for these challenges is
one that involves them both directly and reflectively in
scientific investigations. That is exactly the kind of science
programming these documents are trying to encourage.
By focusing on the fewer more important scientific concepts and big ideas, classroom time can be dedicated to
the writing, discussion, analysis and reflection necessary to
develop these advanced skills. By suggesting that students
engage these ideas through investigation and experimentation these documents encourage a practice that will enable students to draw from more relevant and personal experiences when demonstrating their competencies on the
ACT portion of the MME.
ISD/RESA/RESD Collaborative • High School Science Expectations Introduction | v
Title
The units and their titles are
those of the MDE Companion.
Unit
5
Discerning Earth’s History
Big Picture Graphic:
This area depicts the unit
content as a concept map with
reference to the disciplinary
processes and patterns of
reasoning used in science.
discerning
Earth’s history
IS ABOUT
the application of
age-dating
techniques
TO INFER
sequences of
geologic events
APPLYING
relative age
dating
principles
USING
APPLYING
index fossils to
establish
stratigraphic
correlations
Big Idea
The application of age dating techniques provides evidence for
a 4.6 billion year old Earth and allows for the interpretation of
Earth history and biological evolution, which has been the basis
of the design and refinement of the geologic time scale.
radiometric age
dating methods
for absolute ages
Gradual and catastrophic change has occurred over the
vastness of geologic time (and our lifespans).
•
Relative age dating techniques are used to discern
sequencing of geologic events.
•
Isotopic age dating techniques are used to deduce absolute ages of materials and place them within earth history.
the geologic
time scale
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1g Critique reasoning based on evidence
Students use relative and absolute age dating
techniques to construct a well reasoned geologic
history of an area.
Core Concept
•
CONSTRUCTING
E1.2i
Explain progressions of ideas
Students explain how the invention and improvement
of technology in addition to emerging geologic data
aids in the continual refinement of the geologic time
scale.
E1.2k
Analyze how science and society interact
Students relate the effects of the discovery that
Earth is ancient to the science of biology and major
Inquiry, Reflection
elements of society.
Big Idea and Core Concept:
This area describes the central,
big ideas and core
concepts of
96 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
the unit. They should be learned
in depth as the focus of instruction and assessment.
and
Social Implications:
This area identifies the HSCE’s
from Standard 1 that are well
served by the content of the unit.
It includes some excellent suggestions of ways to engage students in the practices of science
as they relate to the unit content.
The inquiry HSCE’s should be part
of the instructional design in all of
the units.
vi | ISD/RESA/RESD Collaborative • High School Science Priority Expectations Introduction
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.3B
Describe the process of radioactive decay and explain how radioactive elements are used to
date the rocks that contain them.
E5.3C
Relate major events in the history of the Earth to the geologic time scale, including formation
of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and
Permian extinctions, and Pleistocene ice age.
E5.3D
Describe how index fossils can be used to determine time sequence.
E5.3e
Determine the approximate age of a sample, when given the half-life of a radioactive substance (in
graph or tabular form) along with the ratio of daughter to parent substances present in the sample.
E5.3f
Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot.
E5.3g
Identify a sequence of geologic events using relative-age dating principles.
Content Expectations:
All of the content expectations of
the MDE Companion Document
are listed in this area. The “Priority
Expectations” are identified by
bolding the text. These should be
the focus of instruction and assessment, as depicted by the “Big
Ideas” and “Core Concepts.”
Unit
5
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
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97
ISD/RESA/RESD Collaborative • High School Science Expectations Introduction | vii
Physics Priority Expectations
describing motion
energy
transformations
forces and motion
mechanical
energy
momentum
periodic
motion
gravity
Note about the sequence and organization of
units in this document:
The sequence of units in this document is based on the
Physics HSCE Companion Document. It has been slightly
revised in several ways, to strengthen the overall sequence.
The two units in the companion document that addressed
motion of objects were combined into one, and a separate
unit on gravity was created. The unit on energy transformations, which was placed in the companion document
toward the end, was moved to the beginning as an overall introduction, since energy considerations appear everywhere in physics. And the last unit in the companion
document, called “Energy and Society,” was streamlined to
address the overview of nuclear physics, with other HSCEs
about energy transformations moved to appropriate units.
The purpose of this document is to help you organize your
curriculum based on the big ideas and core concepts of
each unit. We hope you find these suggestions helpful.
8
mechanical
waves
electric forces
nuclear physics
electromagnetic
waves
electric
circuits
Within each unit, Content Expectations are identified as
“Priority Expectations” or as supplements to the priority
expectations—meaning extensions or applications. The extensions and applications are clustered under the priority
expectations, to show how ideas fit together within units.
Some of the HSCEs have been slightly reworded, to enhance the clarity of their meaning. A list of reworded HSCEs
with their original wording is provided at the end of this
document.
In the future, we hope to provide web resources to allow
teachers to expand on the “Inquiry, Reflection and Social
Implications” examples provided here, as well as the “Instructional Examples” provided in the Companion Document.
Scientific Inquiry, Scientific Reflection and
Social Implications
The section in each unit on Inquiry, Reflection and Social
Implications uses abbreviations for those HSCEs. The complete list can be found at the end of the document.
| ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
The Big Ideas in the Physics Units
Energy Transformations
Unit 1
Energy is transferred between objects during interactions and frequently transformed from one type
to another in mechanical, electrical and natural systems. The total amount of energy remains constant
in closed systems.
Motion (including Two Dimensional)
Unit 2
The motion of an object may be represented using motion diagrams, tables and graphs, and mathematical functions. Solving problems about motion is facilitated by using functions.
Dynamics
Unit 3
When two objects interact with each other, by direct contact or at a distance, all three of Newton’s Laws
describe and explain that interaction.
Momentum
Unit 4
A moving object has a quantity of motion (momentum) that depends on its velocity and mass. In interactions between objects, the total momentum of the objects does not change.
Periodic Motion
Unit 5
Periodic motion describes objects that oscillate back and forth or move in a circle. These motions are
quantified by their period or frequency.
Gravity
Unit 6
Unit 7
Unit 8
Gravity is one of four fundamental forces of nature, the attractive force between any two masses.
It explains why objects fall to the Earth and why planets and satellites stay in their orbits.
Mechanical Energy
The amount of energy transferred when an object is moved is equal to the work done on the object.
Mechanical Waves
Mechanical waves are vibrations in a medium that move from source to receiver, conveying energy.
Electromagnetic Waves, Visible Light and Optics
Unit 9
Electromagnetic waves transfer energy and information from place to place without a material medium, and visible light is a form of electromagnetic radiation. All electromagnetic waves move at the
speed of light in a vacuum.
Electric Forces
Unit 10
Unit 11
All objects are composed of electrical charges. The electric and magnetic forces are the result of the
strength and motion of charges. Most interactions in everyday life (other than gravity) are the result of
electric and magnetic forces.
Electric Current
Electric current is used to transfer energy and to do work.
Nuclear Physics
Unit 12
Radioactive decay is the spontaneous transmutation of one nucleus into another with the release of
high energy particles. Nuclear fission and nuclear fusion create new elements and release high energy
particles and massive amounts of radiation.
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 9
Unit
1
Energy Transformations
Energy
transformations
INVOLVE
energy transters
into and out of
system
OCCUR BETWEEN
ARE GOVERNED BY
law of
conservation
of energy
various forms
of energy
Big Idea
Energy is transferred between objects during interactions and frequently transformed from one type to
another in mechanical, electrical and natural systems. The total
amount of energy remains constant in closed systems.
Core Concepts
•
Friction in mechanical systems limits the amount of energy that can be converted to useful work.
•
In most energy transfers, some energy is inadvertently
transformed into heat which warms the surroundings.
Inquiry, Reflection and
Social Implications:
P1.1AGenerate questions for investigations
P1.1DRelate patterns in data to theories
P1.1EGive evidence to support conclusions
Students can generate questions such as “Where did
the energy go?” using various phenomena that illustrate energy transfer, like dropping a ball or swinging a pendulum and noticing that they don’t return
to their starting point, or shaking a jar of sand with
a thermometer inserted; they can then identify patterns in data and describe reasons to support their
conclusions.
P1.1f
Predict results of changes in variables
Students can predict what would happen if variables are changed in investigations using various
physics simulations such as “Energy Skate Park” at
http://phet.colorado.edu.
10 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.3A
Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks
on cliffs, energy in food). (i.e. Give examples of KE, GPE, CPE, EPE.)
P4.1A
Account for and represent energy into and out of systems using energy transfer diagrams.
P4.3C
Explain why all mechanical systems require an external energy source to maintain their
motion.
P4.2f
Identify and label the energy inputs, transformations, and outputs, using qualitative or
quantitative representations, in simple technological systems (e.g., toaster, motor, hair dryer) to show
energy conservation. (application)
P4.11a
Calculate the energy lost to surroundings when water in a home water heater is heated from room
temperature to the temperature necessary to use in a dishwasher, given the efficiency of the home
hot water heater. (application)
P4.11b
Calculate the final temperature of two liquids after they are combined, given their initial
temperatures and masses (same or different materials). (application)
P4.2A
Account for and represent energy transfer and transformation in complex processes
(interactions).
P4.10A
Describe the energy transformations when electrical energy is produced and transferred to homes
and businesses. (application)
P4.10B
Identify common household devices that transform electrical energy to other forms of energy, and
describe the type of energy transformation. (application)
P4.2B
Name devices that transform specific types of energy into other types (e.g., a device that transforms
electricity into motion). (application)
P4.2C
Explain energy conservation in common systems (e.g., light incident on a leaf, mechanical energy in
a collision).
P4.2D
Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
(application)
Unit
1
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 11
Unit
2
Motion
Motion
can be
DESCRIBED BY
position over
time, velocity,
acceleration
REPRESENTED BY
motion diagrams,
tables and
graphs, funcations
Big Idea
The motion of an object may be represented using motion
diagrams, tables and graphs, and mathematical functions.
Solving problems about motion is facilitated by using
functions.
Core Concepts
•
DEPENDS ON
Motion is relative to whatever frame of reference is
chosen.
frame of
reference
Inquiry, Reflection and
Social Implications:
P1.1C Conduct scientific investigations
P1.1DRelate patterns in data to theories
P1.1f
Predict results of changes in variables
Students can measure, graph, and analyze motion
using photogates, motion detectors, etc. They can
predict how a motion graph might change if, for
example, velocity changes in a certain way, and test
their predictions.
P1.2C Access information from multiple sources
A great video for illustrating frames of reference is “Virtual Insanity” by Jamiroquai, available on
YouTube.
12 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P2.1A
Calculate the average speed of an object using the change of position and elapsed time.
P2.1B
Represent the velocities for linear and circular motion using motion diagrams
(arrows on strobe pictures).
P2.1C
Create line graphs using measured values of position and elapsed time.
P2.1D
Describe and analyze the motion that a position-time graph represents, given the graph.
P2.1g
Solve problems involving average speed and constant acceleration in one dimension.
P2.2A
Distinguish between the variables of distance, displacement, speed, velocity,
and acceleration.
P2.2B
Use the change of speed and elapsed time to calculate the average acceleration for
linear motion.
P2.2C
Describe and analyze the motion that a velocity-time graph represents, given the graph.
P2.2e
Use the area under a velocity-time graph to calculate the distance traveled and the slope to
calculate the acceleration.
P2.2g
Apply the independence of the vertical and horizontal initial velocities to solve projectile
motion problems.
P2.3a
Describe and compare the motion of an object using different reference frames.
Unit
2
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 13
Unit
3
Dynamics
Newton’s laws
govern
interactions
FIRST LAW
an object in
motion stays
in motion...
SECOND LAW
When two objects interact with each other, by direct contact or
at a distance, all three of Newton’s Laws describe and explain
that interaction.
•
Law 1: Unbalanced forces cause changes in motion
(speed and/or direction).
•
Law 2: The size of the change is directly proportional to
the force and inversely proportional to the mass of the
object.
•
Law 3: Whenever one object exerts a force on another,
a force equal in magnitude and opposite in direction is
exerted back on it.
equal and
opposite reaction
F=ma
Big Idea
Core Concepts
THIRD LAW
Inquiry, Reflection and
Social Implications:
P1.1AGenerate questions for investigations
P1.1h Design and conduct investigations;
draw conclusions
P1.1DRelate patterns in data to theories
Students can use simple equipment like model cars
and rubber bands to develop the relationship between force, mass and acceleration. They can pose
and answer the question “How does changing the
force affect the acceleration?” They develop ways of
measuring acceleration.
P1.1f Predict results of changes in variables
Students can use dynamics experiments, such as
rolling a ball down a ramp and off a table, to make
predictions about how changes in variables will affect motion.
P1.2f Critique solutions to problems
P1.2g Identify tradeoffs in designs
The West Point Bridge Designer software (free—
Google it) helps students visualize multiple forces.
It stimulates good discussions of constraints and
tradeoffs in design decisions.
14 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.2A
Identify the magnitude and direction of everyday forces (e.g., wind, tension in ropes, pushes
and pulls, weight).
P3.1A
Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.1d
Identify the basic forces in everyday interactions.
P3.2C
Calculate the net force acting on an object.
P3.2d
Calculate all the forces on an object on an inclined plane and describe the object’s motion based on
the forces using free-body diagrams. (application)
P3.4B
Identify forces acting on objects moving with constant velocity (e.g., cars on a highway).
P3.3A
Identify the action and reaction force from examples of forces in everyday situations
(e.g., book on a table, walking across the floor, pushing open a door).
P3.4A
Predict the change in motion of an object acted on by several forces.
P3.4C
Solve problems involving force, mass, and acceleration in linear motion
(Newton’s second law).
P3.4e
Solve problems involving force, mass, and acceleration in two-dimensional projectile motion
restricted to an initial horizontal velocity with no initial vertical velocity (e.g., a ball rolling off
a table).
Unit
3
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 15
Unit
4
Momentum
Collisions
between
objects
CONSERVE
IMPART
an object in
motion stays
in motion...
F=ma
Big Idea
A moving object has a quantity of motion (momentum) that
depends on its velocity and mass. In interactions between
objects, the total momentum of the objects does not change.
Core Concept
•
EQUAL TO
equal and
opposite reaction
Inquiry, Reflection and
Social Implications:
P1.1AGenerate questions for investigations
P1.1EGive evidence to support conclusions
P1.1f Predict results of changes in variables
P1.1g Critique reasoning based on evidence
Students can investigate P3.4g in many ways:
A small force over a long time can produce the same
change in momentum as a large force over a short time.
(This can be derived from Newton’s Second Law.
•
•
•
•
•
P1.2i
Drop a tennis ball and basketball together,
tennis ball resting on top of basketball, and
observe how the tennis ball rebounds
Compare an egg thrown into a sheet vs.
thrown into a wall
Play catch with water balloons
Jump off a table with straight vs. bent knees
Bungee jump vs. string jump with a force meter
attached to the top of the cord
Explain progressions of ideas
An understanding of momentum is the basis for
understanding advanced scientific research such as
collisions in particle accelerators. Students can begin
to see how a simple understanding of momentum
can be applied in more complex ways to more complex phenomena.
16 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.4f
Calculate the changes in velocity of a thrown or hit object during and after the time it is acted on
by the force. (application)
P3.4g
Explain how the time of impact can affect the net force
(e.g., air bags in cars, catching a ball).
P3.5a
Apply conservation of momentum to solve simple collision problems.
P3.3b
Predict how the change in velocity of a small mass compares to the change in velocity of a
large mass when the objects interact (e.g., collide).
P3.3c
Explain the recoil of a projectile launcher in terms of forces and masses. (application)
P3.3d
Analyze why seat belts may be more important in autos than in buses. (application)
Unit
4
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 17
Unit
5
Periodic Motion
Periodic
Motion
may be constant
throughout period
acceleration
points inward
bicycle wheel or
Earth in orbit
SPEED
SPEED
TYPE
TYPE
REPRESENTED BY
period: time to
complete one cycle
Big Idea
Periodic motion describes objects that oscillate back and forth
or move in a circle. These motions are quantified by their period
or frequency.
Core Concept
•
changes
throughout period
Centripetal force is the force holding an object in circular
motion; it points radially inward. The force we perceive
when riding on an object moving in circular motion that
pushes us outward is called centrifugal force, a fictitious
force that results from our accelerated frame of reference.
In fact, it is a result of our inertia, which tends to move us
forward in a straight line, tangential to the circular motion.
wing or other
pendulum
net force on
object determines
acceleration
Inquiry, Reflection and
Social Implications:
P1.1AGenerate questions for investigations
P1.1DRelate patterns in data to theories
P1.1f Predict results of changes in variables
P1.1h Design and conduct investigations;
draw conclusions
Students can experience and investigate acceleration in circular motion on amusement park and
playground rides, generating questions, collecting
data, predicting results of changes in variables and
designing tests of their predictions, relating patterns in data to concepts of acceleration in circular
motion. They can do the same as they investigate
motion of pendulums and weighted springs. Accurate measurement techniques need to be devised
to minimize measurement error.
P1.1g Critique reasoning based on evidence
P1.2f
Critique solutions to problems
Use the Projectile Motion simulator at http://phet.
colorado.edu to let students investigate changes in
speed and direction and critique the reasoning behind these concepts based on their evidence. This
is good practice for the citizenship duty of applying
evidence and reason to social policy decisions.
18 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P2.1E
Describe and classify various motions in a plane as one dimensional, two dimensional,
circular, or periodic. (definition of terms)
P2.1h
Identify the changes in speed and direction in everyday examples of circular
(rotation and revolution), periodic, and projectile motions.
P2.1F
Distinguish between rotation and revolution and describe and contrast the two speeds of an
object like the Earth. (application)
P2.2D
Explain how uniform circular motion involves acceleration without a change in speed.
P2.2f
Describe the relationship between changes in position, velocity, and acceleration during
periodic motion.
P3.4D
Identify the force(s) acting on objects moving with uniform circular motion
(e.g., a car on a circular track, satellites in orbit). (Links to Unit 6, Gravity)
Unit
5
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 19
Unit
6
Gravity
gravity
IS
attractive force
between two
masses
OBEYS
inverse square
law
Big Idea
Gravity is one of four fundamental forces of nature, the attractive force between any two masses. It explains why objects fall
to the Earth and why planets and satellites stay in their orbits.
Core Concept
•
EXPLAINS
The force of gravity is directly proportional to the product
of the masses of the two bodies and inversely proportional to the square of the distance between them.
FELT AS
circular and
elliptical orbits
weigth of object
on Earth
Inquiry, Reflection and
Social Implications:
P1.1DRelate patterns in data to theories
P1.1EGive evidence to support conclusions
P1.1f Predict results of changes in variables
P1.1g Critique reasoning based on evidence
Using the Gravity Force Lab at
http://phet.colorado.edu, students can make predictions about what will happen if the masses and/
or distance between objects are changed, relating
patterns in the data to the universal law of gravitation. In class discussions, they can give evidence to
support their conclusions and critique reasoning
based on the evidence.
P1.2i
Explain progressions of ideas
The theory of gravity and solar system explorations
are two excellent case studies for looking at the
progression of ideas that lead to current scientific
knowledge.
20 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.1A
Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.6B
Predict how the gravitational force between objects changes when the distance between
them changes.
P3.6A
Explain earth-moon interactions (orbital motion) in terms of forces. (application)
P3.6C
Explain how your weight on Earth could be different from your weight on another planet.
(application)
P3.6d
Calculate the force, masses, or distance between two bodies, given any three of these quantities, by applying the Law of Universal Gravitation, given the value of G.
P3.6e
Draw arrows (vectors) to represent how the direction and magnitude of a force changes on
an object in an elliptical orbit. (application)
Unit
6
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 21
Unit
7
Mechanical Energy
Engergy transfer
in interactions
VARIOUS SITUATIONS
Work in sliding
an object on
the ground: W=Fd
Work in moving
an object uphill
W=mgh
Big Idea
The amount of energy transferred when an object is moved is
equal to the work done on the object.
Core Concept
•
In mechanical systems, W = F d, where d is in the same
direction as F. This is a convenient equation when the
object is moved against the force of friction, with no
acceleration. When the object moves freely, the work done
is equal to its change in KE.
Work in accelerating
an object
W=1/2mv2
Inquiry, Reflection and
Social Implications:
P1.1AGenerate questions for investigations
P1.1DRelate patterns in data to theories
P1.1f Predict results of changes in variables
Energy Skate Park at http://phet.colorado.edu is
good for simulating transformations of GPE to KE.
Students can generate questions to investigate,
identify patterns in data and analyze them using
their knowledge of how to calculate GPE and KE,
and make and test predictions. Turn on the pie chart,
and set friction >0, to investigation transformations
to heat.
22 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.1c
Contrast the everyday meaning of “work” with the more precise scientific meaning. (reworded)
P4.1d
Calculate the amount of work done on an object that is moved from one position to another.
P3.2A
Compare work done in different situations. (application)
P4.1B
Explain instances of energy transfer by waves and objects in everyday activities
(e.g. why it hurts when you are hit by a baseball).
P4.1e
Using the formula for work, derive a formula for change in potential energy of an object lifted a
distance h. (application)
P4.3B
Describe the transformation between potential and kinetic energy in simple mechanical
systems (e.g., pendulums, roller coasters, ski lifts).
P4.3e
Calculate the changes in kinetic and potential energy in simple mechanical systems
e.g., pendulums, roller coasters, ski lifts, using the formulas for kinetic energy and
potential energy.
P4.3d
Calculate the amount of kinetic energy of everyday examples of moving objects. (revised slightly)
(application)
P4.2e
Explain the energy transformation as an object (e.g., skydiver) falls at a steady velocity.
(application related to Unit 1)
P4.3f
Calculate the impact speed (ignoring air resistance) of an object dropped from a specific
height or the maximum height reached by an object (ignoring air resistance), given the initial
vertical velocity.
Unit
7
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 23
Unit
8
Mechanical Waves
mechanical
waves
EXAMPLES
water waves,
earthquakes,
sound
TRANSFER
AS CHARACTERIZED BY
energy,
not matter
PROPAGATE
frequency and
wavelength, which are
inversely proportional
Big Idea
Mechanical waves are vibrations in a medium that move from
source to receiver, conveying energy.
Core Concept
•
Sound waves are compression waves (longitudinal),
while water waves are transverse waves.
•
Waves can be described by their frequency or wavelength,
which are inversely proportional, and by their speed and
amplitude.
•
Waves created by a point source travel outward in all
directions, decreasing in intensity with the square of the
distance from the source.
•
Waves can interfere constructively or destructively.
through a medium,
unlike EM waves
RESULTING
IN
interference
patterns
Inquiry, Reflection and
Social Implications:
P1.1f
Predict results of changes in variables
P1.2C Access information from multiple sources
Students can use Slinkies to study both transverse
and compression waves and interference patterns,
changing variables and predicting results. There are
good wave simulations at http://phet.colorado.
edu, including Waves on a String and Wave Interference. The Tacoma Narrows Bridge Collapse video
dramatically illustrates resonance (http://www.youtube.com/watch?v=3mclp9QmCGs).
24 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.1B
Explain instances of energy transfer by waves and objects in everyday activities
(e.g., why the ground gets warm during the day, how you hear a distant sound).
P4.4A
Describe specific mechanical waves (e.g., on a demonstration spring, on the ocean) in terms
of wavelength, amplitude, frequency, and speed.
P4.4B
Identify everyday examples of transverse and compression (longitudinal) waves. (application)
P4.4C
Compare and contrast transverse and compression (longitudinal) waves in terms of
wavelength, amplitude, and frequency. (application)
P4.4d
Demonstrate that frequency and wavelength of a wave are inversely proportional in a given
medium.
P4.4e
Calculate the amount of energy transferred by transverse or compression waves of different
amplitudes and frequencies (e.g., seismic waves). (extension)
P4.5A
Identify everyday examples of energy transfer by waves and their sources. (application)
P4.5B
Explain why an object (e.g., fishing bobber) does not move forward as a wave passes under it. (application)
P4.5C
Provide evidence to support the claim that waves transfer energy, not matter.
(slightly revised) (application)
P4.5D
Explain how waves propagate from vibrating sources and why the intensity decreases with
the square of the distance from a point source.
P4.5E
Explain why everyone in a classroom can hear one person speaking, but why an amplification
system is often used in the rear of a large concert auditorium. (application)
P4.8c
Describe how two wave pulses (e.g. propagated from opposite ends of a demonstration
spring) interact as they meet.
P4.8d
List and analyze everyday examples that demonstrate the interference characteristics of waves
(e.g., dead spots in an auditorium, whispering galleries, colors in a CD, beetle wings).
(application)
Unit
8
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 25
Unit
9
Electromagnetic Waves,
Visible Light, and Optics
electromagnetic
waves
CHARACTERISTICS
frequency,
wavelength,
speed of light
radio, microwave
—transmission
Big Idea
Electromagnetic waves transfer energy and information from
place to place without a material medium, and visible light is
a form of electromagnetic radiation. All electromagnetic waves
move at the speed of light in a vacuum.
Core Concept
•
Light waves reflect, scatter, refract and interfere with each
other in ways similar to mechanical waves.
•
Our perception of color is a result of the color of light
incident on an object and the colors that are reflected and
absorbed by the object.
TYPES AND USES
visible light,
infrared—optics
x-rays—medical uses;
safety concerns
Inquiry, Reflection and
Social Implications:
P1.1AGenerate questions for investigations
P1.1DRelate patterns in data to theories
P1.1f Predict results of changes in variables
Students can generate questions, test predictions,
identify patterns and relate them to theoretical
models using optics experiments. For example, a laser can be used with various transparent materials to
collect data on refraction and test Snell’s law.
P1.2j
Predict effects of technology
Simple communications devices can be constructed
in the lab, such as a modulated laser and electronic
eye used to transmit voice. This kind of design and
building process can give students insight into the
use of scientific principles to anticipate effects of
technological design decisions.
26 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.6A
Identify the different regions on the electromagnetic spectrum and compare them
in terms of wavelength, frequency, and energy (recognizing that all EM waves
travels at the same speed in a vacuum).
P4.6B
Explain why radio waves can travel through space, but sound waves cannot. (application)
P4.6C
Explain why there is a time delay between the time we send a radio message to astronauts
on the moon and when they receive it. (application)
P4.6D
Explain why we see a distant event before we hear it (e.g., lightning before thunder,
exploding fireworks before the boom). (application)
P4.6e
Explain why antennas are needed for radio, television, and cell phone transmission and
reception. (application)
P4.6f
Explain how radio waves are modified to send information in radio and television programs, radiocontrol cars, cell phone conversations, and GPS systems. (extension)
P4.6g
Explain how different electromagnetic signals (e.g., radio station broadcasts or cell phone
conversations) can take place without interfering with each other. (extension)
P4.6h
Explain the relationship between the frequency of an electromagnetic wave and its
technological uses. (extension)
P4.9B
Explain how various materials reflect, absorb, or transmit light in different ways.
P4.9C
Explain how scattering accounts for atmospheric phenomena
(e.g. blue sky, red sun at sunset).
P4.8A
Draw ray diagrams to indicate how light reflects off objects or refracts through
transparent media.
P4.8B
Predict the path of reflected light from flat, curved, or rough surfaces (e.g., flat and curved
mirrors, painted walls, paper). (application)
P4.8e
Given an angle of incidence and indices of refraction of two materials, calculate the path of a
light ray incident on the boundary (Snell’s Law).
P4.8f
Explain how Snell’s Law is used to design lenses (e.g., eye glasses, microscopes, telescopes,
binoculars). (application)
P4.9A
Identify the principle involved when you see a transparent object (e.g. a piece of glass) in a clear
liquid. (application)
Unit
9
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 27
Unit
10
Electric Forces
electric forces
exist between
charged objects
MAGNITUDE
as with gravity,
electric forces obey
inverse square law
INTERACTIONS
as with magnetic poles,
like charges repel and
unlike charges attract
charge can be
induced on an
object
Big Idea
All objects are composed of electrical charges. The electric and
magnetic forces are the result of the strength and motion of
charges. Most interactions in everyday life (other than gravity)
are the result of electric and magnetic forces.
Core Concept
•
Electric and magnetic forces obey the same inverse square
law that governs gravitational interactions.
•
Positive electric charges are carried by protons, while
negative electric charges are carried by electrons.
Electrostatic charge on an object, both positive and
negative, is the result of the addition or removal of
electrons only.
some objects can
acquire an excess
electric charge
example: balloon
rubbed on a wall
Inquiry, Reflection and
Social Implications:
P1.1B Evaluate conclusions
P1.1EGive evidence to support conclusions
Students can investigate static electric charges
and the forces between them using a van de Graaf
generator, hair, pith balls, electroscopes, balloons,
acetate and vinyl strips, etc. Students can use their
observations to construct a model of forces on electric charges.
P1.2g Identify tradeoffs in designs
Students can understand and critique technological solutions to problems involving electric charges,
such as the need for computer technicians to ground
themselves when working with electrically sensitive
computer parts.
28 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.1A
Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.1b
Explain why scientists can ignore the gravitational force when measuring the net force
between two electrons. (application)
P3.1c
Provide examples that illustrate the importance of the electric force in everyday life.
(application)
P3.7A
Predict how the electric force between charged objects varies when the distance
between them and/or the magnitude of charges change. (Coulomb’s Law)
P3.7B
Explain how an object acquires an excess static charge (e.g. how your hair is affected by pulling off a wool cap, touching a Van de Graaff generator, combing it in the winter, etc.)
P3.7e
Explain why an attractive force results from bringing a charged object near a neutral object.
(electrostatic induction)
P3.7c
Draw the redistribution of electric charges on a neutral object when a charged object is brought
near.
P3.7d
Identify examples of induced static charges.
P3.7f
Determine the new electric force on charged objects after they touch and are then
separated. (conservation of charge)
Unit
10
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 29
Unit
11
Electric Current
electric
circuits
ARE EXPLAINED BY
flow of electric
charges in
closed circuits
ARE MEASURED BY
ARE USED TO
electric current,
voltage and
resistance
Big Idea
Electric current is used to transfer energy and to do work.
Core Concept
•
Electric current is a flow of electric charges; the quantity
of electric current (I) is the rate of flow of electric charges.
Voltage (V) is the electrical force that drives a current; it is
always measured between two points in a circuit. Electrical resistance (R) is a measure of an object’s opposition to
a steady current. I = V/R
•
Electric power (measured in watts) is the rate at which
electric energy is transferred through a circuit. Power
equals current x voltage.
transfer
energy
energy = power x time
power = current x voltage
Inquiry, Reflection and
Social Implications:
P1.1h Design and conduct investigations; draw conclusions
Students can build simple series and parallel circuits
to investigate the relationships between voltage,
current and resistance. These investigations can
begin qualitatively, using light bulbs to estimate
quantities, then they can become more quantitative,
using meters for more precise measurements (“…using appropriate tools and techniques.”) “Black box”
experiments with circuits are also useful for testing
their understanding.
P1.1f
P1.1g
P1.2f
P1.2g
Predict results of changes in variables
Critique reasoning based on evidence
Critique solutions to problems
Identify tradeoffs in designs
Building simple electromagnets demonstrates concepts while allowing students to investigate factors related to the magnet’s strength. Students can
also build simple electric motors to understand the
design solutions behind this ubiquitous technology.
30 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.7g
Explain current flow in an electric circuit. (shortened)
P4.10e
Explain energy transfer in a circuit, using an electrical charge model.
P4.10C
Identify complete circuits, open circuits, and short circuits and explain the reasons for the
classification. (shortened)
P4.10h
Explain how circuit breakers and fuses protect household appliances. (application)
P4.10D
Discriminate between voltage, resistance, and current as they apply to an electric circuit.
P4.10g
Compare the currents, voltages, and power in parallel and series circuits.
P4.10f
Calculate the amount of work done when a charge moves through a potential difference, V.
(application)
P4.10j
Explain the difference between electric power and electric energy (as used in bills from an
electric company).
P4.10i
Compare the energy used in one day by common household appliances
(e.g., refrigerator, lamps, hair dryer, toaster, televisions, music players). (application)
P3.8b
Explain how the interaction of electric and magnetic forces is the basis for electric
motors, generators, and the production of electromagnetic waves.
Unit
11
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 31
Unit
12
Nuclear Physics
nuclear processes
infolve changes
in the nuclei
of atoms
RADIOACTIVE DECAY
used in medical
treatments and
research, etc.
radioactive isotopes
spontaneously
decay to lighter
elements
heavy nuclei like
uranium split into
lighter nuclei
Big Idea
Radioactive decay is the spontaneous transmutation of one
nucleus into another with the release of high energy particles.
Nuclear fission and nuclear fusion create new elements and release high energy particles and massive amounts of radiation.
Core Concept
•
NUCLEAR FUSION
NUCLEAR FISSION
Einstein’s equation E=mc2 governs the amount of energy
released in nuclear reactions.
source of energy
in nuclear
power plants
two light nuclei
like hydrogen
combine to form
heavier nuclei
source of sun’s energy;
possible long-term
energy solution
Inquiry, Reflection and
Social Implications:
P1.2A
P1.2B
P1.2f
Determine scientifically answerable questions
Apply science to social issues
Critique solutions to problems
Students can discuss important social questions like
Are the risks worth the benefits—of nuclear energy,
irradiated foods, radiation medicine, etc.
P1.2C Access information from multiple sources
P1.2g Identify tradeoffs in designs
Students can discuss the many scientific trade-offs
involved in nuclear power, including waste disposal.
P1.2E Be aware of careers in science
Students can learn about careers in the nuclear medicine, power and research fields.
P1.2j Predict effects of technology
P1.2k Analyze how science and society interact
Students can research and discuss historical, political
and social perspectives on nuclear warfare, as well as
the development of theories of nuclear fission and
fusion.
32 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.12A
Describe peaceful technological applications of nuclear fission and radioactive decay.
P4.12B
Describe possible problems caused by exposure to prolonged radioactive decay.
P4.12C
Explain how stars, including our Sun, produce huge amounts of energy (e.g., visible, infrared, or
ultraviolet light).
P4.12d
Identify the source of energy in fission and fusion nuclear reactions.
Unit
12
Also see the Chemistry HSCEs under Nuclear Stability (C2.5x) and Mass Defect (C3.5x)
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 33
P1.1 Scientific Inquiry
Science is a way of understanding nature. Scientific research may begin by generating new scientific questions that can
be answered through replicable scientific investigations that are logically developed and conducted systematically.
Scientific conclusions and explanations result from careful analysis of empirical evidence and the use of logical reasoning. Some questions in science are addressed through indirect rather than direct observation, evaluating the consistency
of new evidence with results predicted by models of natural processes. Results from investigations are communicated in
reports that are scrutinized through a peer review process.
P1.1A
Generate new questions that can be investigated in the laboratory or field.
P1.1B
Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic
of experimental design, and/or the dependence on underlying assumptions.
P1.1C
Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument
that measures the desired quantity–length, volume, weight, time interval, temperature–with the appropriate level of precision).
P1.1D
Identify patterns in data and relate them to theoretical models.
P1.1E
Describe a reason for a given conclusion using evidence from an investigation.
P1.1f
Predict what would happen if the variables, methods, or timing of an investigation were changed.
P1.1g
Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or
explanation.
P1.1h
Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from
data presented in charts or tables.
P1.1i
Distinguish between scientific explanations that are regarded as current scientific consensus and the
emerging questions that active researchers investigate.
34 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
P1.2 Scientific Reflection and Social Implications
The integrity of the scientific process depends on scientists and citizens understanding and respecting the “Nature of Science.” Openness to new ideas, skepticism, and honesty are attributes required for good scientific practice. Scientists must
use logical reasoning during investigation design, analysis, conclusion, and communication. Science can produce critical
insights on societal problems from a personal and local scale to a global scale. Science both aids in the development of
technology and provides tools for assessing the costs, risks, and benefits of technological systems. Scientific conclusions
and arguments play a role in personal choice and public policy decisions. New technology and scientific discoveries have
had a major influence in shaping human history. Science and technology continue to offer diverse and significant career
opportunities.
P1.2A
Critique whether or not specific questions can be answered through scientific investigations.
P1.2B
Identify and critique arguments about personal or societal issues based on scientific evidence.
P1.2C
Develop an understanding of a scientific concept by accessing information from multiple sources.
Evaluate the scientific accuracy and significance of the information.
P1.2D
Evaluate scientific explanations in a peer review process or discussion format.
P1.2E
Evaluate the future career and occupational prospects of science fields.
P1.2f
Critique solutions to problems, given criteria and scientific constraints.
P1.2g
Identify scientific tradeoffs in design decisions and choose among alternative solutions.
P1.2h
Describe the distinctions between scientific theories, laws, hypotheses, and observations.
P1.2i
Explain the progression of ideas and explanations that lead to science theories that are part of the
current scientific consensus or core knowledge.
P1.2j
Apply science principles or scientific data to anticipate effects of technological design decisions.
P1.2k
Analyze how science and society interact from a historical, political, economic, or social perspective.
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 35
Changes from Companion Document:
• P4.10A and P4.10B moved to Unit 1 from Unit 10
• P4.3C moved to Unit 1 from Unit 6
• P4.1B moved from Unit 12 to both Unit 7 and Unit 8
• P3.1A added to Unit 9 (not the “direct contact” part)—also appears in Unit 3
• P3.7g and P3.8b moved from Unit 9 to Unit 10
• P4.11b (Unit 1) — Original wording: Calculate the final temperature of two liquids (same or different materials) at the
same or different temperatures and masses that are combined. Slightly edited: Calculate the final temperature of two
liquids after they are combined, given their initial temperatures and masses (same or different materials).
• P4.2C (Unit 1) — Original wording: Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision). Slightly revised: Explain energy conservation in
common systems (e.g., light incident on a leaf, mechanical energy in a collision).
• P2.2D (Unit 5) — State that Explain how uniform circular motion involves acceleration without a change in speed.
• P3.6d (Unit 6) — Calculate the force, masses, or distance between two bodies (added), given any three of these quantities,
by applying the Law of Universal Gravitation, given the value of G.
• P4.1c (Unit 7) — Original wording: Explain why work has a more precise scientific meaning than the meaning of work in
everyday language. Changed to: Contrast the everyday meaning of “work” with the more precise scientific meaning.
• P4.3d (Unit 7) — Original wording: Rank the amount of kinetic energy from highest to lowest of everyday examples of
moving objects. Changed to: Calculate the amount of kinetic energy of everyday examples of moving objects.
• P4.6A (Unit 9) — Identify the different regions on the electromagnetic spectrum and compare them in terms of wavelength, frequency, and energy. Added at end: (recognizing that all EM waves travels at the same speed in a vacuum).
Rationale: This was not mentioned anywhere in the HSCEs.
• P4.5C (Unit 7) Original wording: Provide evidence to support the claim that sound is energy transferred by a wave, not
energy transferred by particles. Changed to: Provide evidence to support the claim that waves transfer energy, not matter.
• P4.8c (Unit 7) middle phrase put in parentheses
• P4.9C (Unit 8) — Original wording: Explain why the image of the Sun appears reddish at sunrise and sunset. This HSCE
was generalized, with examples added in parentheses — New version: Explain how scattering accounts for atmospheric phenomena (e.g. blue sky, red sun at sunset).
• P3.7B (Unit 9) — Original wording: Explain why acquiring a large excess static charge (e.g., pulling off a wool cap,
touching a Van de Graaff generator, combing) affects your hair. This HSCE was generalized, with examples placed in
parentheses: Explain how an object acquires an excess static charge (e.g. how your hair is affected by pulling off a wool
cap, touching a Van de Graaff generator, combing it in the winter, etc.)
• P3.7g (Unit 10) — Shortened: Propose a mechanism based on electric forces to Explain current flow in an electric circuit.
• P4.10C (Unit 11) — Shortened: Given diagrams of many different possible connections of electric circuit elements, Identify
complete circuits, open circuits, and short circuits and explain the reasons for the classification.
• Some Big Ideas were reworded.
36 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 37
Chemistry Priority Expectations
advanced
bonding
(intermolecular forces)
INFLUENCES
periodic
table
ALONG WITH TEMPERATURE AND PRESSURE DETERMINES
bonding
IS GRAPHICALLY REPRESENTED BY
atomic theory
states of matter
PREDICTS
SYSTEMATICALLY DETERMINES
DESCRIBES ENERGY CHANGES IN
nomenclature
and formulas
thermochemistry
and solutions
ARE USED TO REPRESENT
DESCRIBES LOCATION AND BEHAVIOR OF ELECTRONS
DESCRIBES ENERGY CHANGES IN
equations and
stoichiometry
(represents chemical
reactions and law of
conservation of mass)
quantum
mechanics
ARE CLASSIFIED AS
acid/base
(H+ concentration)
38 | ISD/RESA/RESD Collaborative • High School Physics Chemistry Expectations
redox
(electron transer)
equilibrium
(reversible reactions)
The Big Ideas in the Chemistry Units
Atomic Theory
Unit 1
Physical, chemical and nuclear changes are explained using the location and properties of subatomic
particles.
Periodic Table
Unit 2
The periodic table organizes all known elements and provides useful information for making predictions in chemistry.
Quantum Mechanics
Unit 3
Quantum theory provides a foundation for the atomic model and the understanding of electron behavior and arrangement.
Introduction to Bonding
Unit 4
Unit 5
There are attractions between atoms that increase their stability. (You may consider teaching unit 4 in
conjunction with Unit 8.)
Nomenclature and Formula Stoichiometry
Elements form compounds in predictable ratios that can be named systematically.
Equations and Stoichiometry
Unit 6
Chemical reactions are described by balanced chemical equations which obey the Law of Conservation
of Mass.
States of Matter
Unit 7
States of matter can be explained by attraction between particles under various conditions of temperature and pressure.
Advanced Bonding Concepts
Unit 8
Unit 9
Many physical properties of substances can be determined by knowing the type of intermolecular forces that exists between particles.
Thermochemistry and Solutions
The flow of energy, measured by temperature, influences the behavior of matter.
Acid/base
Unit 10
Hydrogen ion concentration determines pH of the solution which allows its classification as either
acidic, basic, or neutral.
Redox/equilibrium
Unit 11
Electron transfers as described by redox reactions impacts humans in both positive and negative ways.
In a closed system, reversible reactions achieve equilibrium which is dependent on pressure, temperature and concentration conditions.
Thermodynamics
Unit 12
The spontaneity of a reaction is determined by the change in Gibbs Free Energy which is dependent on
temperature and the changes in enthalpy and entropy.
*(A thorough treatment of Unit 9 is sufficient. No content expectations in unit 12 are priority expectations)
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 39
Unit
1
Atomic Theory
atomic
theory
IS ABOUT
subatomic
particles
DESCRIBED BY
models that
have changed
protons,
neutrons, and
electrons
INCLUDE
ARE LOCATED
in and around
the nucleus
Big Idea
Physical, chemical and nuclear changes are explained using the
location and properties of subatomic particles.
Core Concepts
•
Atoms are made up of protons, neutrons, and electrons.
These particles are defined by charge, mass, and location
in the atom.
•
Atoms, ions and isotopes are differentiated by their
numbers of protons, neutrons and electrons
DESCRIBED BY
ARE USED TO
relative mass
and charge
ARE USED TO
atoms, ions
and isotopes
mass number,
atomic number
and charge
Inquiry, Reflection and
Social Implications:
Note: Teachers may want to use observations of physical and
chemical changes through demonstrations or labs to help students understand the necessity to study atomic structure, i.e.,
macroscopic to microscopic.
C1.2i
Explain progression of ideas
Students can explore the changing models of the atom
to gain a better understanding of the development of
the current model and the dynamic nature of science
C1.2 DUse peer review to evaluate explanations
Students may construct a model or visual representation of an unknown object (within a black box) based
upon their data and present/defend their findings to
their peers
C1.1EGive evidence to support conclusions
Students can investigate an unknown
40 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
1
NOTE: C2.5a, C3.5a and C4.7b are considered to be engaging topics that set the stage for the unit topic of
Atomic Theory.
C2.5a
Determine the age of materials using the ratio of stable and unstable isotopes of a particular type.
C3.5a
Explain why matter is not conserved in nuclear reactions.
C4.7b
Compare the density of pure water to that of a sugar solution.
C4.8A
Identify the location, relative mass, and charge for electrons, protons, and neutrons.
C4.8B
Describe the atom as mostly empty space with an extremely small, dense nucleus consisting of
the protons and neutrons and an electron cloud surrounding the nucleus.
C4.8C
Recognize that protons repel each other and that a strong force needs to be present to keep
the nucleus intact.
C4.8D
Give the number of electrons and protons present if the fluoride ion has a -1 charge.
C4.10A
List the number of protons, neutrons, and electrons for any given ion or isotope.
C4.10B
Recognize that an element always contains the same number of protons.
C4.10e
Write the symbol for an isotope, XAZ, where Z is the atomic number, A is the mass number, and
X is the symbol for the element.
C5.2C
Draw pictures to distinguish the relationships between atoms in physical and chemical changes.
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 41
Unit
2
Periodic Table
The Periodic
Table
CLASSIFIES
metals, nonmetals,
and metalloids
elements,
according to
similar properties
GROUPS
PREDICTS
trend in ionization
energy, atomic
radius and
electronegativity
Big Idea
The periodic table organizes all known elements and provides
useful information for making predictions in chemistry.
Core Concepts
•
In the periodic table, elements are arranged in order of
increasing number of protons.
•
Vertical groups in the periodic table have similar physical
and chemical properties due to the same outer electron
configurations (valence electrons).
•
IS USED TO
By understanding valence electrons, the periodic table
can be used to predict chemical bonding
IS ORGANIZED BY
determine
compound forumulas
and bond type
protons and
valence electrons
Inquiry, Reflection and
Social Implications:
C1.2i
Explain progressions of ideas
Students may explore the historical development and
changes in the periodic table
C1.1DRelate patterns in data to theories
Students can observe and graph trends in the periodic
table that can be used to make predictions in chemistry
C1.1 g Critique reasoning based upon evidence
Using a model, students can determine mass and percent abundance of isotopes to determine the average
atomic mass
42 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
2
C4.9A
Identify elements with similar chemical and physical properties using the periodic table.
C4.9b
Identify metals, non-metals, and metalloids using the periodic table.
C4.9c
Predict general trends in atomic radius, first ionization energy, and electronegativity of the
elements using the periodic table.
C4.10c
Calculate the average atomic mass of an element given the percent abundance and mass of the
individual isotopes.
C4.10d
Predict which isotope will have the greatest abundance given the possible isotopes for an element
and the average atomic mass in the periodic table.
C5.2g
Calculate the number of atoms present in a given mass of element.
C5.5A
Predict if the bonding between two atoms of different elements will be primarily ionic or
covalent.
C5.5B
Predict the formula for binary compounds of main group elements.
C5.5c
Draw Lewis structures for simple compounds.
C5.5d
Compare the relative melting point, electrical and thermal conductivity, and hardness for ionic,
metallic, and covalent compounds.
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 43
Unit
3
Quantum Mechanics
quantum
mechanics
IS ABOUT
electrons
BEHAVIOR AND ARRANGEMENT
provide foundation
for quantum theory
electron
clouds
ARE LOCATED IN
ARE ORGANIZED INTO
CAN MOVE BETWEEN
energy levels,
sublevels, and
orbitals
an excited state
and ground state
involving energy
transfer
C1.2i
Core Concepts
•
Electrons are arranged in main energy levels with sublevels that specify particular shapes and geometry
•
Evidence for the movement of electrons between different
energy levels can be observed through absorption and
emission spectra
CAN BE USED TO
from one
substance to another
during chemical
changes
explain neon
lights and fireworks
Inquiry, Reflection and
Social Implications:
Big Idea
Quantum theory provides a foundation for the atomic model
and the understanding of electron behavior and arrangement.
ARE ABLE TO MOVE
Explain progressions of ideas
Students may explain the evolution of atomic theory.
For example students can compare atomic models
prior to Rutherford with the Bohr model and electron
cloud.
C1.1EGive evidence to support conclusions
Students can use flame test or emission spectra evidence to relate emissions to quantum theory
C1.1i
Distinguish between consensus and on-going
research
Students may examine new research in the field of
quantum theory
44 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C2.4a
Describe energy changes in flame tests of common elements in terms of the (characteristic)
electron transitions.
C2.4b
Contrast the mechanism of energy changes and the appearance of absorption and emission
spectra.
C2.4c
Explain why an atom can absorb only certain wavelengths of light.
C2.4d
Compare various wavelengths of light (visible and nonvisible) in terms of frequency and
relative energy.
C4.8e
Write the complete electron configuration of elements in the first four rows of the periodic
table.
C4.8f
Write kernel structures for main group elements.
C4.8g
Predict oxidation states and bonding capacity for main group elements using their electron
structure.
C4.8h
Describe the shape and orientation of s and p orbitals.
C4.8i
Describe the fact that the electron location cannot be exactly determined at any given time.
Unit
3
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 45
Unit
4
Introduction to Bonding*
bonding
IS ABOUT
forces of
attraction
BETWEEN
atoms as
ionic and
covalent bonds
compounds as
intermolecular
forces
BETWEEN
PREDICTED FROM
ARE OVERCOME
the Periodic
Table of Elements
Big Idea
There are attractions between atoms that increase their stability. *(You may consider teaching Unit 4 in conjunction with
Unit 8)
Core Concept
•
A chemical bond is the electrostatic attraction between
two or more atoms. Chemical potential energy is stored in
chemical bonds
•
Chemical reactions involve breaking bonds in reactants
(endothermic) and forming new bonds in the products
(exothermic).
•
The forces of attraction that occur between molecules
(called intermolecular forces) are influenced by molecular
polarity. Molecular polarity is dependent on bond polarity
(polar or nonpolar) and the shape of the molecule.
STORE
using energy
potential
energy as a
chemical bond
Inquiry, Reflection and
Social Implications:
C1.1AGenerate questions for investigations
C1.2 A Determine scientifically answerable questions
Students may observe a chemical reaction, generate
questions that can be investigated and critique those
questions to determine if they can be investigated
46 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C2.1a
Explain the changes in potential energy (due to electrostatic interactions) as a chemical bond
forms and use this to explain why bond breaking always requires energy.
C2.1b
Describe energy changes associated with chemical reactions in terms of bonds broken and
formed (including intermolecular forces).
C3.2b
Describe the relative strength of single, double, and triple covalent bonds between nitrogen
atoms
C3.3c
Explain why it is necessary for a molecule to absorb energy in order to break a chemical
bond.
C4.4a
Explain why at room temperature different compounds can exist in different phases.
C4.4b
Identify if a molecule is polar or nonpolar given a structural formula for the compound.
C5.8A
Draw structural formulas for up to ten carbon chains of simple hydrocarbons.
C5.8B
Draw isomers for simple hydrocarbons.
C5.8C
Recognize that proteins, starches, and other large biological molecules are polymers.
Unit
4
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 47
Unit
5
Nomenclature & Formula Stoichiometry
Nomenclature
and Forumula
Stoichiometry
ARE ABOUT
chemical
compounds
COMPOSED OF
two or more
elements
chemically bonded
ionic or
covalent
CLASSIFIED AS
REPRESENTED
EXIST IN
chemical
names and formulas
Big Idea
Elements form compounds in predictable ratios that can be
named systematically.
Core Concept
•
All molecular and ionic compounds have unique names
and formulas that are determined systematically.
•
The mole is the standard unit for counting atomic and molecular particles. Molar mass and Avogadro’s number are
used when converting masses of compounds or elements
into either moles or representative particles.
CAN BE
predictable ratios
that can be
quantified
quantitatively
measured in
terms of particles
or moles
Inquiry, Reflection and
Social Implications:
C1.1DRelate patterns in data to theories
Students can determine the chemical formulas and
names of ionic compounds
C1.1B Evaluate conclusions (sources of error)
Students may determine the percent composition
of a substance and calculate percent error
48 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C4.1a
Calculate the percent by weight of each element in a compound based on the compound
formula.
C4.1b
Calculate the empirical formula of a compound based on the percent by weight of each
element in the compound.
C4.1c
Use the empirical formula and molecular weight of a compound to determine the molecular
formula.
C4.2A
Name simple binary compounds using their formulae.
C4.2B
Given the name, write the formula of simple binary compounds.
C4.2c
Given a formula, name the compound.
C4.2d
Given the name, write the formula of ionic and molecular compounds.
C4.2e
Given the formula for a simple hydrocarbon, draw and name the isomers.
C4.6a
Calculate the number of moles of any compound or element given the mass of the substance.
C4.6b
Calculate the number of particles of any compound or element given the mass of the
substance.
Unit
5
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 49
Unit
6
Equations & Stoichiometry
stoichiometry
IS ABOUT
balanced
chemical
equations
ALLOW THE CALCULATION OF
particles, masses
and moles of
reactant and
products
OBEY
the Law of
Conservation of
Mass
CAN BE DESCRIBED AS
endothermic
and exothermic
Big Idea
Chemical reactions are described by balanced chemical equations which obey the Law of Conservation of Mass.
Core Concept
•
Chemical changes result in the formation of new
substances and can be classified based upon the
molecular and submolecular changes that occur.
•
During chemical changes, the number of atoms in the
reactants is the same as the number of atoms in the
products.
•
A balanced chemical equation enables the calculation of
reaction quantities.
PREDICTED USING
DESCRIBE
specific reactants
chemical
and physical
changes
Inquiry, Reflection and
Social Implications:
C1.2g Identify tradeoffs in design decisions
C1.2j
Predict effects of technology
Students may examine how stoichiometry is used in
industry
C1.1E Give evidence to support conclusions
Students should predict the products of chemical
reactions
50 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C3.4A
Use the terms endothermic and exothermic correctly to describe chemical reactions in the
laboratory.
C3.4c
Write chemical equations including the heat term as a part of equation or using ΔH notation.
C5.2A
Balance simple chemical equations applying the conservation of matter.
C5.2B
Distinguish between chemical and physical changes in terms of the properties of the
reactants and products.
C5.2d
Calculate the mass of a particular compound formed from the masses of starting
materials.
C5.2e
Identify the limiting reagent when given the masses of more than one reactant.
C5.2f
Predict volumes of product gases using initial volumes of gases at the same temperature and pressure.
C5.6b
Predict single replacement reactions.
Unit
6
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 51
Unit
7
States of Matter
states of matter
IS ABOUT
solids, liquids
and gases
EXPLAINED BY
attraction
between
particles
DETERMINED BY
energy of
particles
HAVE CHARACTERISTIC
DISTINGUISED BY
particle
movement and
attraction
UNDERGO
properties
changes of
state
IN GASES IS AFFECTED BY
pressure, temperature
and volume
conditions
Big Idea
States of matter can be explained by attraction between particles under various conditions of temperature and pressure.
Core Concept
•
The atoms, molecules and ions that compose matter are in
constant motion (kinetic energy). As the average kinetic
energy of a substance increases, the temperature also
increases .
•
The properties of solids, liquids, and gases can be
explained by the attractions that occur between particles,
as affected by kinetic energy.
•
Particle movement and attraction in gases is affected by
pressure, temperature and volume conditions.
Inquiry, Reflection and
Social Implications:
C1.1f
Predict results of changes in variables
Students should observe the relationships between
pressure, volume, and temperature of gases
52 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C2.2A
Describe conduction in terms of molecules bumping into each other to transfer energy.
Explain why there is better conduction in solids and liquids than gases.
C2.2B
Describe the various states of matter in terms of the motion and arrangement of the
molecules (atoms) making up the substance.
C2.2c:
Explain changes in pressure, volume, and temperature for gases using the kinetic
molecular model.
C2.2f
Compare the average kinetic energy of the molecules in a metal object and a wood object at room
temperature.
C3.3A
Describe how heat is conducted in a solid.
C3.3B
Describe melting on a molecular level.
C4.3A
Recognize that substances that are solid at room temperature have stronger attractive forces
than liquids at room temperature, which have stronger attractive forces than gases at room
temperature.
C4.3B
Recognize that solids have a more ordered, regular arrangement of their particles than liquids and that liquids are more ordered than gases.
C4.5a
Provide macroscopic examples, atomic and molecular explanations, and mathematical
representations (graphs and equations) for the pressure-volume relationship in gases.
C4.5b
Provide macroscopic examples, atomic and molecular explanations, and mathematical
representations (graphs and equations) for the pressure-temperature relationship in gases.
C4.5c
Provide macroscopic examples, atomic and molecular explanations, and mathematical
representations (graphs and equations) for the temperature-volume relationship in gases.
Unit
7
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 53
Unit
8
Advanced Bonding Concepts
advanced
bonding
IS ABOUT
intermolecular
forces
INCLUDE
dispersion,
dipole, and
hydrogen bonding
AFFECTS
state of matter
under standard
conditions
Big Idea
Many physical properties of substances can be determined by
knowing the type of intermolecular forces that exists between
particles.
Core Concept
•
Solids are classified as metallic, ionic, covalent or network
covalent based on the forces of attraction that occur
between particles
•
For changes of state to occur, a sufficient amount of energy is required to break the forces of attraction between
particles (intermolecular forces)
IMPACTS
STRENGTH OF ATTRACTION IS INFLUENCED BY
various physical
properties including
melting point and
boiling point
changes in
kinetic energy
Inquiry, Reflection and
Social Implications:
C1.1C Conduct scientific investigations
Students can perform various types of
chromatography and explain results using solubility
C1.1AGenerate questions for investigations
Students can observe the surface tension of
different materials and generate questions for
differences
54 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C4.3c
Compare the relative strengths of forces between molecules based on the melting point and
boiling point of the substances.
C4.3d
Compare the strength of the forces of attraction between molecules of different elements.
(For example, at room temperature, chlorine is a gas and iodine is a solid.)
C4.3e
Predict whether the forces of attraction in a solid are primarily metallic, covalent, network covalent,
or ionic based upon the elements’ location on the periodic table.
C4.3f
Identify the elements necessary for hydrogen bonding (N, O, F).
C4.3g
Given the structural formula of a compound, indicate all the intermolecular forces
present (dispersion, dipolar, hydrogen bonding).
C4.3h
Explain properties of various solids such as malleability, conductivity, and melting point in terms of
the solid’s structure and bonding.
C4.3i
Explain why ionic solids have higher melting points than covalent solids. (For example, NaF has a
melting point of 995°C while water has a melting point of 0° C.)
C5.4c
Explain why both the melting point and boiling points for water are significantly higher than
other small molecules of comparable mass (e.g., ammonia and methane).
C5.4d
Explain why freezing is an exothermic change of state.
C5.4e
Compare the melting point of covalent compounds based on the strength of IMFs
(intermolecular forces).
Unit
8
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 55
Unit
9
Thermochemistry & Solutions
thermochemistry
and solutions
ARE ABOUT
energy
IS ABSORBED OR RELEASED
during
phase changes
IS ABSORBED OR RELEASED WHEN
IS TRANSFERRED AND MEASURED
bonds break
and form during
chemical change
between the system
and its surroundings
or from one substance
to another
Big Idea
The flow of energy, measured by temperature, influences the
behavior of matter.
Core Concept
•
All chemical and physical changes involve energy transfer.
•
The amount of heat transferred in a chemical/physical
change can be predicted (calculated) using a balanced
chemical equation. It can also be measured quantitatively
through experimental means and graphically represented.
Inquiry, Reflection and
Social Implications:
C1.2f
Critique solutions to problems
Students may examine the thermochemistry of
commercially available products
C1.1C Conduct scientific investigations
C1.1B Evaluate conclusions (measurement error)
Students may perform coffee cup calorimetry
56 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C2.1c
Compare qualitatively the energy changes associated with melting various types of solids in terms
of the types of forces between the particles in the solid.
C2.2d
Explain convection and the difference in transfer of thermal energy for solids, liquids, and gases
using evidence that molecules are in constant motion.
C3.1c
Calculate the ΔH for a chemical reaction using simple coffee cup calorimeter.
C3.1d
Calculate the amount of heat produced for a given mass of reactant from a balanced chemical equation.
C3.4g
Explain why gases are less soluble in warm water than cold water.
C4.7a
Investigate the difference in the boiling point or freezing point of pure water and a salt
solution.
C5.4A
Compare the energy required to raise the temperature of one gram of aluminum and one
gram of water the same number of degrees.
C5.4B
Measure, plot, and interpret the graph of the temperature versus time of an ice-water
mixture, under slow heating, through melting and boiling.
C5.5e
Relate the melting point, hardness, and electrical and thermal conductivity of a substance to its
structure.
Unit
9
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 57
Unit
10
Acid/Base
acids and
bases
HAVE
recognizable
formulas
HAVE
HAVE CHARACTERISTIC
environmental
impact
Big Idea
Hydrogen ion concentration determines pH of the solution
which allows its classification as either acidic, basic, or neutral.
Core Concept
•
Acids and bases are important classes of chemicals that
affect the hydrogen ion concentration in a solution.
•
The amount of the hydrogen ion concentration in a
solution is the measure of pH. Determining the pH of a
solution can be used to distinguish the solution as acidic,
basic or neutral.
COMBINE DURING
properties and
pH ranges
neutralization
reactions
Inquiry, Reflection and
Social Implications:
C1.2A Determine scientifically answerable questions
Students may observe changes in pH of substances
C1.2f
Critique solutions to problems
Students can examine solutions to the acid rain
problem on the environment
C1.2k Analyze how science and society interact
Students discuss the application of neon lights,
fireworks, etc. in terms of atomic theory (quantum)
C1.2B Apply science to social issues
C1.2k Analyze how science and society interact
Students could analyze acid rain data and its effect
on the environment
58 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C5.7A
Recognize formulas for common inorganic acids, carboxylic acids, and bases formed from
families I and II.
C5.7B
Predict products of an acid-based neutralization.
C5.7C
Describe tests that can be used to distinguish an acid from a base.
C5.7D
Classify various solutions as acidic or basic, given their pH.
C5.7E
Explain why lakes with limestone or calcium carbonate experience less adverse effects from acid
rain than lakes with granite beds.
C5.7f
Write balanced chemical equations for reactions between acids and bases and perform
calculations with balanced equations.
C5.7g
Calculate the pH from the hydronium ion or hydroxide ion concentration.
C5.7h
Explain why sulfur oxides and nitrogen oxides contribute to acid rain.
Unit
10
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 59
Unit
11
Redox/Equilibrium
ARE INFLUENCED BY
temperature,
concentration,
and pressure
redox
equilibrium
IS ABOUT
IS ABOUT
reversible
reactions
electron
transfer
Electron transfers as described by redox reactions impacts
humans in both positive and negative ways.
In a closed system, reversible reactions achieve equilibrium
which is dependent on pressure, temperature and concentration conditions.
Core Concept
•
Most chemical reactions reach a state of dynamic
equilibrium where the rates of the forward and reverse
reactions are equal. This equilibrium, once established,
can be altered by changing the conditions of the system.
Chemical reactions that involve electron transfer are
known as oxidation/reduction (redox). The loss of
electrons in a reaction is termed oxidation. Reduction is
defined as gaining of electrons.
IS FOUNDATION FOR
corrosion
of metals
equilibrium in
a closed system
Big Idea
•
CAUSES
REACH
electrochemical
cells
Inquiry, Reflection and
Social Implications:
C1.2g Identify tradeoffs in design decisions
C1.2j
Predict effects of technology
Students can explore the use of redox reactions in
society
C1.2k Analyze how science and society interact
Students may discuss the application of the
breathalyzer on society
C1.2E Be aware of careers in science
Students can discuss the importance of material
science and corrosion technology in future careers
C1.1f
Predict results of changes in variables
Students may describe the shift in equilibrium as
different variable change.
60 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C5.3a
Describe equilibrium shifts in a chemical system caused by changing conditions
(Le Châtelier’s Principle).
C5.3b
Predict shifts in a chemical system caused by changing conditions (Le Châtelier’s Principle).
C5.3c
Predict the extent reactants are converted to products using the value of the equilibrium constant.
C5.6a
Balance half-reactions and describe them as oxidations or reductions.
C5.6c
Explain oxidation occurring when two different metals are in contact.
C5.6d
Calculate the voltage for spontaneous redox reactions from the standard reduction potentials.
C5.6e
Identify the reactions occurring at the anode and cathode in an electrochemical cell.
Unit
11
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 61
Unit
12
Thermodynamics*
thermodynamics
IS ABOUT
Gibb’s Free
Engergy
IS DEPENDENT ON
temerpature and
changes in enthalpy
and entropy
Big Idea
The spontaneity of a reaction is determined by the change in
Gibbs Free Energy which is dependent on temperature and the
changes in enthalpy and entropy.
CAN PREDICT
reaction
spontaneity
Inquiry, Reflection and
Social Implications:
*(A thorough treatment of Unit 9 is sufficient. No content expectations in Unit 12 are priority expectations)
Core Concept
62 | ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
C2.2e
Compare the entropy of solids, liquids, and gases.
C2.3a
Explain how the rate of a given chemical reaction is dependent on the temperature and the activation energy.
C2.3b
Draw and analyze a diagram to show the activation energy for an exothermic reaction that is very
slow at room temperature.
C3.1a
Calculate the ΔH for a given reaction using Hess’s Law.
C3.1b
Draw enthalpy diagrams for exothermic and endothermic reactions.
C3.2a
Describe the energy changes in photosynthesis and in the combustion of sugar in terms of bond
breaking and bond making.
C3.4B
Explain why chemical reactions will either release or absorb energy.
C3.4d
Draw enthalpy diagrams for reactants and products in endothermic and exothermic reactions.
C3.4e
Predict if a chemical reaction is spontaneous given the enthalpy (ΔH) and entropy (ΔS) changes for
the reaction using Gibb’s Free Energy, ΔG = ΔH - TΔS (Note: mathematical computation of ΔG is not
required.)
C3.4f
Explain why some endothermic reactions are spontaneous at room temperature.
Unit
12
ISD/RESA/RESD Collaborative • High School Chemistry Priority Expectations | 63
Biology Priority Expectations
Unit 10
RNA
Unit 11
Genetics
genetic
continuity and
reproduction
Unit 7
Ecosystems
Unit 9
Cell Division
interactions and
interdependence
Unit 8
Population Ecology and
Human Impacts
PASSING OF GENETIC INFORMATION
SYSTEMS AND THE ENVIRONMENT
growth,
development and
differentiation
INFLUENCED BY A PLAN AND THE ENVIRONMENT
Unit 5
Human Systems
BIOLOGY
CHANGE THROUGH TIME
COMPLEX AND HIGHLY ORGANIZED
Unit 4
evolution
SYSTEMS ARE STABLE
Comparative Structure
and Function
energy, matter,
and organization
Unit 12
Evolution
Unit 3
Cell Energetics
equilibrium
Unit 2
Cell Structure and
Function
Unit 6
Homeostasis
and Health
Unit 1
Biochemistry
Unifying Principles of Biology
(Biology Teachers Handbook, NSTA Press)
1. Evolution
4. Growth, Development and Differentiation
2. Equilibrium
5. Genetic Continuity and Reproduction
3. Energy, Matter and Organization
6. Interactions and Interdependence
64 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
The Big Ideas in the Biology Units
Unit 1
Unit 2
Unit 3
Unit 4
Chemistry and Biochemistry
Living things are energy rich complex chemical structures.
Cells – Structure and Function
Cells are the unit of structure and function of all living things.
Cell Energetics
Organisms store, transfer and transform the energy needed to live.
Comparative Structure and Function of Living Things
Organisms have specialized structures to carry out life functions.
Human Systems
Unit 5
Unit 6
Unit 7
The functions of the human body rely upon multiple body systems whose functions are
interdependent.
Homeostasis and Health
Organisms maintain an internal balance while the external environment changes.
Matter and Energy in Ecosystems
Matter and energy are transformed as they are transferred through an ecosystem.
Population Ecology and Human Impacts on Ecosystems
Unit 8
Ecosystems are characterized by both stability and change on which human populations can have an
impact.
Cell Division
Unit 9
Unit 10
Unit 11
Through cell division, mitosis explains growth and specialization while meiosis explains genetic
continuity.
DNA/RNA and Protein Synthesis
DNA carries the coded recipes for building proteins.
Mendelian and Molecular Genetics (includes Biotechnology)
All cells contain a complete set of genes for the organism but not all genes are expressed in each cell.
Evolution
Unit 12
Evolution provides a scientific explanation for the history of life on Earth.
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 65
Unit
1
Chemistry & Biochemistry
biochemistry
IS ABOUT
the energy-rich,
complex chemical
structures of things
RELATING
four types of
macromolecules to
biochemical structure
of organisms
CORRELATING
DETERMINED BY CALCULATING
macromolecular
structure to
function
Big Idea
Living things are energy rich complex chemical structures.
Core Concepts
•
Living systems are made up of four major types of organic
molecules: carbohydrates, lipids, proteins and nucleic
acids.
•
Organisms are made up of different arrangements of
these molecules, giving all life a biochemical framework.
•
Carbohydrates and lipids contain many C-H bonds that
store energy.
energy is
stored in
compounds
Inquiry, Reflection and
Social Implications:
B1.1CGenerate questions for investigations
B1.1EGive evidence to support conclusions
Students measure stored energhy in foods using a
calorimeter and use evidence from food labels to
reach conclusions about the chemical make-up of
foods and diet.
B1.2B Apply science to social issues
B1.2C Access information from multiple sources
Students study the problems of obesity based on
scientific evidence and relate information on nutrient intake to weight gain and loss. Students relate
information on nutrient deficiencies to their role in
defining dietary needs.
66 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
1
B2.2A
Explain how carbon can join to other carbon atoms in chains and rings to form large and complex
molecules.
B2.2B
Recognize the six most common elements in organic molecules
(C, H, N, O, P, S).
B2.2C
Describe the composition of the four major categories of organic molecules
(carbohydrates, lipids, proteins, and nucleic acids).
B2.2D
Explain the general structure and primary functions of the major complex organic molecules
that compose living organisms.
B2.2E
Describe how dehydration and hydrolysis relate to organic molecules.
B2.2f
Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein
hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones).
B2.4f
Recognize and describe that both living and nonliving things are composed of compounds,
which are themselves made up of elements joined by energy-containing bonds, such as those
in ATP.
B2.5A
Recognize and explain that macromolecules such as lipids contain high energy bonds
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 67
Unit
2
Cells—Structure & Function
cell structure
and function
IS ABOUT
cells
COMPARING
viruses and
bacterial, plant
and animal cells
MODELING
cell structure
Big Idea
Cells are the unit of structure and function of all living things.
Core Concepts
•
•
All cells have important similarities, but significant
differences in cell structure/function allow for life’s
great diversity.
Cells combine to form more complex structures.
RELATING
organelle
function to
cell function
COMPRISE
organisms
in a variety
of ways
Inquiry, Reflection and
Social Implications:
B1.1E.Give evidence to support conclusions
Students observe cell structure to help determine
cell function.
B1.2E Be aware of careers in science
B1.2h Distinguish between theories, hypotheses and
observations
B1.2i Explain progressions of ideas
• Students research the progression of discoveries
that led to the cell theory and explain why it is a
scientific theory and not a hypothesis or law.
• Students evaluate the future career opportunities
in cellular biology.
68 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B2.4g
Explain that some structures in the modern eukaryotic cell developed from early prokaryotes,
such as mitochondria, and in plants, chloroplasts.
B2.4h
Describe the structures of viruses and bacteria.
B2.4i
Recognize that while viruses lack cellular structure, they have the genetic material to invade living
cells.
B2.5g
Compare and contrast plant and animal cells.
B2.5h
Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active
transport).
B2.5i
Relate cell parts/organelles to their function.
Unit
2
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 69
Unit
3
Cell Energetics
cell energetics
IS ABOUT
energy
conversions
STARTING WITH
TRANSFORMED BY
photosynthesis
cellular
repiration
Big Idea
Organisms store, transfer and transform the energy needed
to live.
Core Concepts
•
Photosynthesis converts the sun’s energy into the chemical potential energy of food.
•
Cell respiration converts the chemical potential energy
stored in food to the chemical potential energy stored
in ATP.
•
ATP supplies the energy to do cell work.
CONVERTED TO
ATP for
cell usage
Inquiry, Reflection and
Social Implications:
B1.1C Conduct scientific investigations
B 1.1EGive evidence to support conclusions
B1.1f Predict results of changes in variables
Students conduct scientific investigations using Elodea to compare cellular respiration rates in changing conditions. Students also predict how oxygen
production would change if plants were exposed to
different levels of light.
B1.2k Analyze how science and society interact.
Students analyze how changing levels of oxygen
and carbon dioxide impact our lives.
70 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B2.4e
Explain how cellular respiration is important for the production of ATP
(build on aerobic vs. anaerobic).
B2.5D
Describe how individual cells break down energy-rich molecules to provide energy for cell functions.
B2.5e
Explain the interrelated nature of photosynthesis and cellular respiration in terms of ATP
synthesis and degradation.
B2.5f
Relate plant structures and functions to the process of photosynthesis and respiration.
B3.1B
Illustrate and describe the energy conversions that occur during photosynthesis and respiration. (Also repeated in Unit 8—Ecology)
Unit
3
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 71
Unit
4
Comparative Structure &
Function of Living Things
comparative
structure and
function of
living things
IS ABOUT
biological
specialization
PRODUCES
interdependency
of cells
OBSERVED BY
RESULTS IN
integration of
systems in an
organism
Big Idea
Organisms have specialized structures to carry out life
functions.
Core Concept
•
The same or similar functions are accomplished through
different structures in different organisms.
•
Systems work together physiologically to support the
needs of the entire organism and the cells of which it is
composed.
efficient life
functions
Inquiry, Reflection and
Social Implications:
B1.1C Conduct scientific investigations
B1.1EGive evidence to support conclusions
Students do comparative scientific investigations
of basic life functions (respiration, excretion, food
getting, locomotion) as accomplished in different
species.
B1.2C Access information from multiple sources
Develop an understanding of how a given organism
is dependent upon all body systems.
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Content Expectations
(Priority Expectations are highlighted in gray.)
B2.4B
Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals,
obtaining oxygen for respiration.
B2.4C
Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).
B2.5B
Explain how major systems and processes work together in animals and plants,
including relationships between organelles, cells, tissues, organs, organ systems, and organisms. Relate these to molecular functions.
Unit
4
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 73
Unit
5
Human Systems
human
systems
ARE ABOUT
interdependence
RESULTS FROM
specialization
RESULTS IN
PRODUCING
systems
working together
Big Idea
The functions of the human body rely upon multiple body
systems whose functions are interdependent.
healthy bodies
Inquiry, Reflection and
Social Implications:
B1.1AGenerate questions for investigations
B1.1C Conduct scientific investigations
Core Concept
•
Human systems work together to maintain the short and
long term health of the organism.
B1.1DRelate patterns in data to theories
Students generate questions, conduct scientific
investigations and identify patterns about how
the respiratory, muscular, and circulatory systems
interact during exercise (running in place, reaction
time, body fitness).
B1.2j Predict effects of technology
Students relate technological design of exercise
equipment to human systems.
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Content Expectations
(Priority Expectations are highlighted in gray.)
B2.1e
Predict what would happen if the cells from one part of a developing embryo were transplanted to
another part of the embryo.
B2.3d
Identify the general functions of the major systems of the human body
(digestion, respiration, reproduction, circulation, excretion, protection from disease, and
movement, control, and coordination) and describe ways that these systems interact with
one another.
B2.3g
Compare the structure and function of a human body system or subsystem to a nonliving system
(e.g., human joints to hinges, enzymes and substrate to interlocking puzzle pieces).
Unit
5
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 75
Unit
6
Homeostasis & Health
homeostasis
and health
ARE ABOUT
maintaining
internal balance
AS A DYNAMIC PROCESS
homeostasis
CONTROLLED BY
RESULTS IN
regulating
mechanisms
Big Idea
Organisms maintain an internal balance while the external
environment changes.
Core Concept
•
Body systems function together to maintain homeostasis
as conditions inside and outside the body change.
•
Regulatory mechanisms are responsible for many of the
homeostatic control systems in living organisms.
•
Human body systems work together to maintain human
health.
healthy organism
Inquiry, Reflection and
Social Implications:
B1.1C Conduct scientific investigations
B1.1h Design and conduct investigations;
draw conclusions
Students conduct scientific investigations relating exercise to pulse and repiratory rates and draw
conclusions from recorded data in charts or tables.
B1.2C Access information from multiple sources
B1.2DUse peer review to evaluate explanations
• Students develop an understanding of the link
between obesity and diabetes by accessing
information from multiple sources.
• In a peer review format, students evaluate a variety of diseases and explain the homeostatic imbalance.
76 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B2.3A
Describe how cells function in a narrow range of physical conditions, such as temperature and pH
(acidity) to perform life functions.
B2.3B
Describe how the maintenance of a relatively stable internal environment is required for the
continuation of life.
B2.3C
Explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents.
B2.3e
Describe how human body systems maintain relatively constant internal conditions
(temperature, acidity, and blood sugar).
B2.3f
Explain how human organ systems help maintain human health.
B2.6a
Explain that the regulatory and behavioral responses of an organism to external stimuli occur in
order to maintain both short– and long–term equilibrium.
Unit
6
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 77
Unit
7
Matter & Energy in Ecosystems
matter and
energy in
ecosystems
IS ABOUT
transfer and
transformation
COMPARING
photosynthesis
MODELING
RELATING
respiration
Big Idea
Matter and energy are transformed as they are transferred
through an ecosystem.
food webs
COMPRISE
an organism’s
growth and repair
Inquiry, Reflection and
Social Implications:
B1.1AGenerate questions for investigations
B1.1C Conduct scientific investigations
Core Concept
•
Photosynthesis is the process of trapping solar energy
in matter that is then transferred and transformed
throughout an ecosystem.
•
Respiration is the core process for energy release in an
ecosystem.
•
Through the transfer of matter, living organisms obtain
materials for growth and repair, from living and non-living
organisms.
B1.1f
Predict results of changes in variables
• Students generate new questions about food
webs that can be investigated in the lab and conduct scientific investigations by constructing a
microcosm (terrariums, aquariums, and bottle biology) to model sustainable ecosystems.
• Students use snails and elodea in sealed test tubes
to predict what would happen when variables are
changed.
B1.2C Access information from multiple sources
B1.2i
Explain progressions of ideas
• Students watch the “Private Universe” series “From
Thin Air” to develop an understanding of the science concept of “where wood comes from”.
• Students explain the progression of ideas and
explanations, regarding plant growth, from Von
Helmont to current understandings.
78 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B2.1A
Explain how cells transform energy (ultimately obtained from the sun) from one form to another
through the processes of photosynthesis and respiration. Identify the reactants and products in
the general reaction of photosynthesis.
B2.1B
Compare and contrast the transformations of matter and energy during photosynthesis and
respiration.
B2.5C
Describe how energy is transferred and transformed from the Sun to energy-rich molecules during
photosynthesis.
B3.1A
Describe how organisms acquire energy directly or indirectly from sunlight.
B3.1B
Illustrate and describe the energy conversions that occur during photosynthesis and respiration.
(Repeat from Unit 3)
B3.1C
Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. (Repeat from Unit 3)
B3.1D
Explain how living organisms gain and use mass through the processes of
photosynthesis and respiration.
B3.1e
Write the chemical equation for photosynthesis and cellular respiration and explain in words what
they mean.
B3.2A
Identify how energy is stored in an ecosystem.
B3.2B
Describe energy transfer through an ecosystem, accounting for energy lost to the
environment as heat.
B3.2C
Draw the flow of energy through an ecosystem. Predict changes in the food web when one or
more organisms are removed.
B3.3A
Use a food web to identify and distinguish producers, consumers, and decomposers and
explain the transfer of energy through trophic levels.
B3.3b
Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in
processing matter crucial for sustaining life.
Unit
7
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 79
Unit
8
Population Ecology &
Human Impacts on Ecosystems
population
ecology
IS ABOUT
stability and
change in
ecosystems
OBSERVED IN
dynamic population
equalibrium
INFLUENCED
IMPACTED BY
abiotic and
biotic factors
Big Idea
Ecosystems are characterized by both stability and change on
which human populations can have an impact.
habitat destruction
and invasive species
Inquiry, Reflection and
Social Implications:
B1.1C Conduct scientific investigations
B1.1DRelate patterns in data to theories
Core Concept
•
•
•
Ecosystems usually establish equilibrium between their
biotic inhabitants and abiotic factors. These relationships
typically are stable for long periods of time.
Unless population growth is disrupted, the growth will
follow a predictable pattern.
Humans impact populations through habitat destruction,
invasive species, greenhouse effect, and global warming.
B1.1EGive evidence to support conclusions
• Students describe reasons for given conclusions
about water quality using evidence from macroinvertebrate stream studies.
• Students conduct population studies of protists
in classroom microcosms.
• Students identify patterns in data and relate them
to theoretical models using the “Oh Deer” activity
from Project Wild.
B1.2B Apply science to social issues
Students identify and critique arguments about personal or societal issues based on scientific evidence
related to global warming, habitat destruction, invasive species and species extinction.
80 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B3.4A
Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the
damaged ecosystem is likely to recover in stages of succession that eventually result in a
system similar to the original one.
B3.4C
Examine the negative impact of human activities.
B3.4d
Describe the greenhouse effect and list possible causes.
B3.4e
List the possible causes and consequences of global warming.
B3.5A
Graph changes in population growth, given a data table.
B3.5B
Explain the influences that affect population growth.
B3.5C
Predict the consequences of an invading organism on the survival of other organisms.
B3.5e
Recognize that and describe how the physical or chemical environment may influence the rate,
extent, and nature of population dynamics within ecosystems.
B3.5f
Graph an example of exponential growth. Then show the population leveling off at the
carrying capacity of the environment.
B3.5g
Propose how moving an organism to a new environment may influence its ability to survive and
predict the possible impact of this type of transfer.
Unit
8
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 81
Unit
9
Cell Division
cell division
IS ABOUT
mitosis and
meiosis
PRODUCING
growth and
specializaiton
(mitosis)
Big Idea
Through cell division, mitosis explains growth and specialization while meiosis explains genetic continuity.
Core Concept
•
•
The process of mitosis produces new cells needed for
growth of an organism and these cells differentiate into
specific cells with specialized functions.
Meiosis ensures genetic continuity, by producing sex cells
for sexual reproduction, which passes on genes to the
next generation.
PRODUCING
gamete production
(meiosis)
Inquiry, Reflection and
Social Implications:
B1.1C Conduct scientific investigations
Students conduct investigations to determine the
duration and sequence of each mitotic stage in onion root tip cells. Students also use pollen grains to
compare meiosis to mitosis.
B1.2C Access information from multiple sources
Students develop an understanding of genetic
continuity by accessing scientific information from
multiple sources.
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Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
9
B2.1C
Explain cell division, growth, and development as a consequence of an increase in
cell number, cell size, and/or cell products.
B2.1d
Describe how, through cell division, cells can become specialized for specific function.
B3.5d
Describe different reproductive strategies employed by various organisms and explain their advantages and disadvantages.
B4.2A
Show that when mutations occur in sex cells, they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can be passed on to descendant cells only (non-inherited mutations).
B4.3A
Compare and contrast the processes of cell division (mitosis and meiosis), particularly as
those processes relate to production of new cells and to passing on genetic information
between generations.
B4.3B
Explain why only mutations occurring in gametes (sex cells) can be passed on to offspring.
B4.3C
Explain how it might be possible to identify genetic defects from just a karyotype of a few cells.
B4.3d
Explain that the sorting and recombination of genes in sexual reproduction result in a great
variety of possible gene combinations from the offspring of two parents.
B4.3e
Recognize that genetic variation can occur from such processes as crossing over, jumping genes,
and deletion and duplication of genes.
B4.3f
Predict how mutations may be transferred to progeny.
B4.4b
Explain that gene mutation in a cell can result in uncontrolled cell division called cancer. Also know
that exposure of cells to certain chemicals and radiation increases mutations and thus increases the
chance of cancer.
B4.3g
Explain that cellular differentiation results from gene expression and/or environmental influence
(e.g., metamorphosis, nutrition).
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 83
Unit
10
DNA/RNA & Protein Synthesis
protein synthesis
IS ABOUT
DNA coded
instructions
PASSED ON BY
replication
WRITTEN IN
TRANSCRIBED TO
triplet base coding
Big Idea
DNA carries the coded recipes for building proteins.
TRANSLATED BY
mRNA
ERRORS RESULT IN
tRNA
mutation
Inquiry, Reflection and
Social Implications:
B1.1C Conduct scientific investigations
Core Concept
B1.1DRelate patterns in data to theories
B1.1EGive evidence to support conclusions
•
The central dogma of biology states that DNA codes for
proteins. Proteins determine the capabilities of the cell
and the structure of the cell.
•
The processes by which proteins are made from DNA are
transcription and translation with RNA being the message
carrier.
• Students identify patterns of amino acid sequence in a protein molecule and determine the
DNA codon sequence that produced it.
•
DNA must replicate itself faithfully in order to pass all
genetic information on to descendent cells, including sex
cells.
• Students view the evidence supporting the triplet code.
B1.1g Critique reasoning based on evidence
• Students conduct investigations using appropriate tools to extract DNA from human cheek cells.
B1.2i Explain progressions of ideas
Students explain the progression of ideas that led to
the discovery of DNA triplet codes.
84 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B4.1B
Explain that the information passed from parents to offspring is transmitted by means of genes
that are coded in DNA molecules. These genes contain the information for the production of proteins.
B4.2B
Recognize that every species has its own characteristic DNA sequence.
B4.2C
Describe the structure and function of DNA.
B4.2D
Predict the consequences that changes in the DNA composition of particular genes may have
on an organism (e.g., sickle cell anemia, other).
B4.2E
Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals.
B4.2f
Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.
B4.2g
Describe the processes of replication, transcription, and translation and how they relate to
each other in molecular biology.
B4.4c
Explain how mutations in the DNA sequence of a gene may be silent or result in phenotypic
change in an organism and in its offspring.
Unit
10
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 85
Unit
11
Mendelian & Molecular Genetics
(includes Biotechnology)
Mendelian
genetics
IS ABOUT
inherited traits
PASSED DOWN AS
genotype
OBSERVED AS
phenotype
GOVERNED BY
ANALYZED BY
dominance,
segregation,
indepenedent
assortment
Big Idea
All cells contain a complete set of genes for the organism but
not all genes are expressed in each cell.
ALTERED BY
Punnet Square,
statistics
mutation
Inquiry, Reflection and
Social Implications:
B1.1DRelate patterns in data to theory
B1.1EGive evidence to support conclusions
Core Concept
•
Each cell of an organism contains all of the genes of the
organism but not all genes are used in all cells.
•
Traits are gene expressions which may be produced by a
single gene pair or more than one gene pair.
•
Mutations in the DNA code may lead to advantageous or
disadvantageous or no noticeable effect.
B1.1g Critique reasoning based on evidence
Students use Mendel’s pea plants to predict -phenotype, genotype, traits-dominance-recessive-codominant. Using a human karyotype, students identify the sex of the sample, identify the homologous
chromosome pairs.Using a Drosophila karyotype,
students demonstrate Mendel’s Laws of Segregation
and Independent Assortment
86 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B4.1A
Draw and label a homologous chromosome pair with heterozygous alleles highlighting a particular
gene location.
B4.1c
Differentiate between dominant, recessive, co-dominant, polygenic, and sex-linked traits.
B4.1d
Explain the genetic basis for Mendel’s laws of segregation and independent assortment.
B4.1e
Determine the genotype and phenotype of monohybrid crosses using a Punnett Square.
B4.2h
Recognize that genetic engineering techniques provide great potential and responsibilities.
B4.4a
Describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize
that an altered gene may be passed on to every cell that develops from it and that the resulting features may help, harm, or have little or no effect on the offspring’s success in its environment.
Unit
11
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 87
Unit
12
Evolution
evolution
IS ABOUT
changes through
time
AS EVIDENCED BY
common
characteristics
of all organisms
AS MEASURED BY
OBSERVED THROUGH
variation within
species
natural selection
Core Concept
•
The millions of different species of plants, animals, and
microorganisms that live on earth today are related by
descent from common ancestors.
•
Evolution of species is ,in part, the result of the process of
natural selection.
•
Genetic variation is preserved or eliminated from a
population through natural selection.
survival of
the fittest
Inquiry, Reflection and
Social Implications:
Big Idea
Evolution provides a scientific explanation for the history of life
on Earth.
RESULTING IN
B1.1EGive evidence to support conclusions
B1.2C Conduct scientific investigations
Students investigate fossil evidence to provide evidence for a given conclusion.
Students develop an understanding of natural selection by accessing information from multiple sources
and evaluate the scientific accuracy and significance
of the information.
B1.2i
Explain progressions of ideas
Students explain the progression of ideas and explanations that lead to the theory of natural selection, a part of the current scientific consensus or core
knowledge.
88 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
B2.4A
Explain that living things can be classified based on structural, embryological, and molecular (relatedness of DNA sequence) evidence.
B2.4d
Analyze the relationships among organisms based on their shared physical, biochemical, genetic,
and cellular characteristics and functional processes.
B3.4B
Recognize and describe that a great diversity of species increases the chance that at least some living organisms will survive in the face of cataclysmic changes in the environment.
B5.1A
Summarize the major concepts of natural selection (differential survival and reproduction of
chance inherited variants, depending on environmental conditions).
B5.1B
Describe how natural selection provides a mechanism for evolution.
B5.1c
Summarize the relationships between present-day organisms and those that inhabited the
Earth in the past (e.g., use fossil record, embryonic stages, homologous structures, chemical
basis).
B5.1d
Explain how a new species or variety originates through the evolutionary process of natural selection.
B5.1e
Explain how natural selection leads to organisms that are well suited for the environment (differential survival and reproduction of chance inherited variants, depending upon environmental
conditions).
B5.1f
Explain, using examples, how the fossil record, comparative anatomy, and other evidence supports
the theory of evolution.
B5.1g
Illustrate how genetic variation is preserved or eliminated from a population through natural selection (evolution) resulting in biodiversity.
B5.2a
Describe species as reproductively distinct groups of organisms that can be classified based on
morphological, behavioral, and molecular structures.
B5.2b
Explain that the degree of kinship between organisms or species can be estimated from similarity
of their DNA and protein sequences.
Unit
12
Continued, next page
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 89
Content Expectations
(Priority Expectations are highlighted in gray.)
B5.2c
Trace the relationship between environmental changes and changes in the gene pool, such as
genetic drift and isolation of subpopulations.
B5.3A
Explain how natural selection acts on individuals, but it is populations that evolve. Relate
genetic mutations and genetic variety produced by sexual reproduction to diversity within a
given population.
B5.3B
Describe the role of geographic isolation in speciation.
B5.3C
Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.
B5.3d
Explain how evolution through natural selection can result in changes in biodiversity.
B5.3e
Explain how changes at the gene level are the foundation for changes in populations and eventually the formation of a new species.
B5.3f
Demonstrate and explain how biotechnology can improve a population and species.
90 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations
ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 91
Earth Science Priority Expectations
Unit 1
Organizing Principles
of Earth Science
earth is a system
Unit 2
Rock Forming
Processes
Unit 12
The Sun and
Other Stars
Unit 3
solid earth
earth in space
Unit 11
Cosmology and Earth’s
Place in the Universe
Earthquakes and
Earth’s Interior
Unit 4
Plate Tectonics
and Volcanoes
EARTH
SCIENCE
Unit 5
Discerning
Earth’s History
human
connections
Unit 10
Resources and
Environmental
Challenges
fluid earth
Unit 9
Hydrogeology
Unit 6
Severe Weather
Unit 8
Climate Change
Unit 7
Oceans and
Climate
92 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
The Big Ideas in the Earth Science Units
Organizing Principles of Earth Science
Unit 1
Unit 2
Processes, events and features on Earth result from transfer of energy and matter through the interconnected
Earth systems.
Rock Forming Processes
Rock types and formations are studied to discern and interpret Earth processes and Earth history.
Earthquakes and Earth’s Interior
Unit 3
The accepted model of Earth’s interior is based largely on the behavior of seismic waves, which are recorded by a
worldwide network of seismometers.
Plate Tectonics and Volcanoes
Unit 4
Plate tectonics is the central organizing theory of earth’s geology and explains earthquakes, volcanoes, ocean bathymetry and geomorphology.
Discerning Earth’s History
Unit 5
The application of age dating techniques provides evidence for a 4.6 billion year old Earth and allows for the
interpretation of Earth history and biological evolution, which has been the basis of the design and refinement
of the geologic time scale.
Severe Weather
Unit 6
Protecting human and sensitive ecosystems from severe weather requires an understanding of the various
conditions of storm formation and the application of technology for the prediction and monitoring of events.
Oceans and Climate
Unit 7
Earth’s regional climates are governed by the transference of thermal energy and matter (mainly water) between
the ocean and atmosphere.
Climate Change
Unit 8
Predicting and mitigating the potential impact of global climate change requires an understanding of the
mechanisms of Earth’s climate, study of past climates, measurements of current interactions of Earth’s systems
and the construction and use of climate change models.
Hydrogeology
Unit 9
Finding solutions to problems related to water resources requires an understanding of the dynamics and
interconnectedness of the components of the hydrosphere and the impact created by human activity.
Resources and Environment Challenges
Unit 10
Protecting the human interests of health, safety and resources depends upon an understanding of natural
hazards and human impact on Earth systems.
Cosmology and Earth’s Place in the Universe
Unit 11
Unit 12
Extraterrestrial energy and materials influence Earth’s systems and the position and motion of the Earth within
an evolving solar system, galaxy, and universe.
The Sun and Other Stars
Solar energy originates by nuclear fusion in the sun and has profound effects on Earth systems.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 93
Unit
1
Organizing Principles of Earth Science
disciplines of geology,
meterology, climatology,
and biology
environmental
challenges and
resource management
CONDUCTED
THROUGH THE
implications of data
on models
ADDRESSING
QUESTIONS
IN THE
AREAS OF
EVALUATING THE
inquiry in the
earth sciences
TO TEST
HYPOTHESES
AROUND
POTENTIAL
IMPACT TO
ANALYZING THE
movement of matter
and energy through
the fluid and solid
Earth
SUCH AS
INVESTIGATIONS OF
ecology, water
resources and
air quality
coral reef degradation,
mining, or
climate change
Big Idea
Processes, events and features on Earth result from transfer of
energy and matter through the interconnected Earth systems.
Core Concepts
•
Earth Science is an umbrella term for several academic
disciplines such as: geology, hydrogeology, oceanography,
meteorology, climatology and (in some circles) astronomy.
•
Investigations in Earth science use an Earth systems
perspective, indirect measures and scientific modeling.
•
Plate tectonics is the central organizing theory of geology.
•
As a historical science, change over immense time at
variable rates is a central concept.
Inquiry, Reflection and
Social Implications:
E1.1C Conduct scientific investigations
E1.1DRelate patterns in data to theories
• Students interpret patterns and trends in Earth
Science data and construct explanations that
apply concepts central to the Earth systems
perspective.
•
Students build and use scientific models that answer questions or reveal phenomena related to
Earth systems.
E1.1B Evaluate conclusions
E1.2B Apply science to social issues
Students defend positions on current societal challenges based on evidence produced from investigations in the Earth Sciences.
E1.1B Evaluate conclusions
E1.2D Use peer review to evaluate explanations
Students evaluate the validity of scientific claims that
are produced by other students or outside entities
based on evidence and reasoning.
94 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
1
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth
systems.
E2.3A
Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas),
carbonic acid (water), and animals (life within Earth systems) and how those forms can be
beneficial or harmful to humans.
E2.3c
Explain how the nitrogen cycle is part of the Earth system.
E2.3d
Explain how carbon moves through the Earth system (including the geosphere) and how it may
benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society.
E3.3B
Explain why tectonic plates move using the concept of heat flowing through mantle convection,
coupled with the cooling and sinking of aging ocean plates that result from their increased density.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 95
Unit
2
Rock Forming Processes
rock forming
processes
IS ABOUT
how common rocks
can be used to
discern Earth history
REQUIRING
a basic understanding
of rock forming
minerals
WHICH ARE
USED TO
STUDIED
THROUGH
BEST
UNDERSTOOD
IN A
USING
observations of
texture and
composition
identify
and classify
common rocks
WHICH
REFLECT
geologic processes
such as those depicted
by the rock cycle
Rock types and formations are studied to discern and interpret
Earth processes and Earth history.
Core Concepts
•
All rock forming processes are influenced by plate
tectonics and many are influenced by climate.
•
Rock types are indicative of conditions and processes of
the past which result from plate tectonic history.
•
The rock cycle is a generalized depiction of the
relationship of rock types to Earth processes and implies
the immensity of geologic time.
plate tectonic
context
in time and space
of specific geologic
events
rock classification
systems
Big Idea
AND
INDICATIVE
Inquiry, Reflection and
Social Implications:
E 1.1B Evaluate conclusions
E 1.1C Conduct scientific investigations
• Students explain similarities and differences
between closely related rock types.
•
Students make inferences of possible earth
processes from observable features in rocks.
96 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
2
E3.1A
Discriminate between igneous, metamorphic, and sedimentary rocks and describe the
processes that change one kind of rock into another.
E3.1B
Explain the relationship between the rock cycle and plate tectonics theory in regard to the
origins of igneous, sedimentary, and metamorphic rocks.
E3.1c
Explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d
Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is
extrusive or intrusive.
E3.1e
Explain how the texture (foliated, non-foliated) of metamorphic rock can indicate whether it has
experienced regional or contact metamorphism.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 97
Unit
3
Earthquakes and Earth’s Interior
earthquakes and
Earth’s interior
IS ABOUT
the divisions of
Earth’s interior
THEORIZED AS
crust, mantle,
inner- and outercore
P- and S- wave
arrival locations
and times
USING ANALYSES OF
TO BUILD
a model of earth
structure and
internal dynamics
Big Idea
The accepted model of Earth’s interior is based largely on the
behavior of seismic waves, which are recorded by a worldwide
network of seismometers.
Core Concepts
•
The transfer of heat from the deep interior towards the
surface of the earth is theorized to cause slow movement
of Earth’s tectonic plates.
•
Earth’s interior is divided into concentric layers, differentiated by composition and temperature.
CONSISTENT WITH
SUPPORTING
EXPLANATIONS OF
the character of
ocean/continental
crust
SUPPORTED BY THE
plate motion driven
by mantle
convection
distribution
and composition
of volcanic rocks
Inquiry, Reflection and
Social Implications:
E1.1D
Relate patterns in data to theories
E1.1g Critique reasoning based on evidence
• Students apply a basic knowledge of wave theory
and the physical properties of materials to questions about cause and locations of earthquakes.
•
Students use seismic records to construct a model
of Earth’s interior and compare this to a theoretical
model base on the assumption that it is a homogeneous sphere.
98 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
3
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction, convection,
and radiation.
E3.2A
Describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where
the magnetic field of the Earth is generated.
E3.2B
Explain how scientists infer that the Earth has internal layers with discernable properties
using patterns of primary (P) and secondary (S) seismic wave arrivals.
E3.2C
Describe the differences between oceanic and continental crust (including density, age,
composition).
E3.2d
Explain the uncertainties associated with models of the interior of the Earth and how these models
are validated.
E3.3B
Explain why tectonic plates move using the concept of heat flowing through mantle convection,
coupled with the cooling and sinking of aging ocean plates that result from their increased density.
E3.4B
Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C
Describe the effects of earthquakes and volcanic eruptions on humans.
E3.4f
Explain why fences are offset after an earthquake using the elastic rebound theory.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 99
Unit
4
Plate Tectonics & Volcanoes
plate tectonics
and volcanoes
IS ABOUT
plate tectonic
theory
CORRELATING
earthquake sizes,
depth and distrubtion
to plate boundaries
volcanic forms and
rock chemistry to
plate boundary types
CORRELATING
CALCULATING
average rate
of plate motions
Big Idea
Plate tectonics is the central organizing theory of earth’s geology and explains earthquakes, volcanoes, ocean bathymetry
and geomorphology.
Core Concept
•
Plate motions result in potentially catastrophic events
(earthquakes, volcanoes, tsunamis, mass wasting) that
affect humanity.
•
Earthquakes are the result of abrupt movements in the
Earth’s crust. They generate energy in the form of body
and surface seismic waves.
•
The intensity of volcanic eruptions is controlled by the
chemistry and properties of the magma.
RELATING
ANALYZING HOW
rock formation
processes of the rock
cycles to plate
tectonic settings
EVALUATING STRATEGIES TO
processes of the
solid Earth impact
other Earth systems
reduce risk
to human life
and structures
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1DRelate patterns in data to theories
E 1.1g Critique reasoning based on evidence
E1.2DUse peer review to evaluate explanations
Students analyze, describe and interpret the distribution patterns and characteristics of geologic features
and data in the context of plate tectonic theory.
E1.2h Distinguish between theories, laws, hypotheses
and observations
E1.2i
Explain progressions of ideas
Students relate developments in technology to key
discoveries in plate tectonics from the early twentieth
century through present day investigations that use
GPS and LIDAR.
100 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.2A
Describe the Earth’s principal sources of internal and external energy (e.g., radioactive decay,
gravity, solar energy).
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction, convection,
and radiation.
E3.1B
Explain the relationship between the rock cycle and plate tectonics theory in regard to the
origins of igneous, sedimentary, and metamorphic rocks.
E3.3A
Explain how plate tectonics accounts for the features and processes (sea floor spreading,
mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that
occur on or near the Earth’s surface.
E3.3B
Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that results from their increased
density.
E3.3C
Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating
rate, time, and distance.
E3.3d
Distinguish plate boundaries by the pattern of depth and magnitude of earthquakes.
E3.4A
Use the distribution of earthquakes and volcanoes to locate and determine the types of plate
boundaries.
E3.4B
Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C
Describe the effects of earthquakes and volcanic eruptions on humans.
E3.4d
Explain how the chemical composition of magmas relates to plate tectonics and affects the
geometry, structure, and explosivity of volcanoes.
E3.4e
Explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems.
Unit
4
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 101
Unit
5
Discerning Earth’s History
discerning
Earth’s history
IS ABOUT
the application of
age-dating
techniques
TO INFER
sequences of
geologic events
APPLYING
relative age
dating
principles
USING
APPLYING
index fossils to
establish
stratigraphic
correlations
radiometric age
dating methods
for absolute ages
E 1.1C Conduct scientific investigations
E 1.1g Critique reasoning based on evidence
Students use relative and absolute age dating
techniques to construct a well reasoned geologic
history of an area.
E1.2i
Explain progressions of ideas
Students explain how the invention and improvement
of technology in addition to emerging geologic data
aids in the continual refinement of the geologic time
scale.
Core Concept
•
Gradual and catastrophic change has occurred over the
vastness of geologic time (and our lifespans).
•
Relative age dating techniques are used to discern
sequencing of geologic events.
•
Isotopic age dating techniques are used to deduce absolute ages of materials and place them within earth history.
the geologic
time scale
Inquiry, Reflection and
Social Implications:
Big Idea
The application of age dating techniques provides evidence for
a 4.6 billion year old Earth and allows for the interpretation of
Earth history and biological evolution, which has been the basis
of the design and refinement of the geologic time scale.
CONSTRUCTING
E1.2k Analyze how science and society interact
Students relate the effects of the discovery that
Earth is ancient to the science of biology and major
elements of society.
102 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
5
E5.3B
Describe the process of radioactive decay and explain how radioactive elements are used to
date the rocks that contain them.
E5.3C
Relate major events in the history of the Earth to the geologic time scale, including formation
of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and
Permian extinctions, and Pleistocene ice age.
E5.3D
Describe how index fossils can be used to determine time sequence.
E5.3e
Determine the approximate age of a sample, when given the half-life of a radioactive substance (in
graph or tabular form) along with the ratio of daughter to parent substances present in the sample.
E5.3f
Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot.
E5.3g
Identify a sequence of geologic events using relative-age dating principles.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 103
Unit
6
Severe Weather
severe
weather
IS ABOUT
protecting human
interests from
severe weather
INCLUDING
flooding risks
and damaging winds
associated with storms
BY PREDICTING
the development
of weather fronts
Big Idea
Protecting human and sensitive ecosystems from severe weather requires an understanding of the various conditions of storm
formation and the application of technology for the prediction
and monitoring of events.
Core Concept
•
Tornadoes, blizzards, thunderstorms and floods occur due
to the dynamics of weather fronts.
•
Interactions of air masses with different qualities lead to
severe weather.
•
Adiabatic temperature change and humidity account for
cloud formation and other atmospheric phenomena.
•
Severe weather adversely impacts societal interests.
USING
APPLYING
satellite and
ground-based
instrumentation
principles of adiabatic
temperature changes
and cloud formation
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1DRelate patterns in data to theories
E 1.1g Critique reasoning based on evidence
• Using atmospheric data, students apply a basic
knowledge of gas laws, thermal chemistry and the
atmosphere to predict and explain cloud formation and fronts.
•
Students apply a basic knowledge of air masses
and fronts to predict common forms of severe
weather.
E1.2k Analyze how science and society interact
Students analyze and interpret satellite imagery and
weather data to evaluate risk of various locations to
impending severe weather.
104 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
6
E2.2A
Describe the Earth’s principal sources of internal and external energy (e.g., radioactive decay,
gravity, solar energy).
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction,
convection, and radiation.
E2.2D
Identify the main sources of energy to the climate system.
E4.3A
Describe the various conditions of formation associated with severe weather
(thunderstorms, hurricanes, floods, waves, and drought).
E4.3B
Describe the damage resulting from and the social impact of thunderstorms, tornadoes, hurricanes,
and floods.
E4.3C
Describe severe weather and flood safety and mitigation.
E4.3D
Describe the seasonal variations in severe weather.
E4.3E
Describe conditions associated with frontal boundaries that result in severe weather
(thunderstorms, tornadoes, and hurricanes).
E4.3F
Describe how mountains, frontal wedging (including dry lines), convection, and convergence
form clouds and precipitation.
E4.3g
Explain the process of adiabatic cooling and adiabatic temperature changes to the formation
of clouds.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 105
Unit
7
Oceans & Climates
oceans and
climates
IS ABOUT
global climatic
patterns
EXPLAINED THROUGH
energy transference
and transformation
in the fluid Earth
atmospheric
circulation and
prevailing winds that
drive ocean currents
DRIVING
IMPACTED
Earth’s spin and
the greenhouse
effect
Big Idea
Earth’s regional climates are governed by the transference of
thermal energy and matter (mainly water) between the ocean
and atmosphere.
Core Concept
•
The tilt of the earth relative to the sun and the earth’s rotation about the sun cause the seasons and the latitudinal
changes in climate.
•
Energy from the sun drives global atmospheric circulation,
a major influence on ocean currents.
•
ESTABLISHING
Global atmospheric circulation and ocean currents control
Earth’s regional climates.
SUCH AS
regional and global
climatic patterns
continental and
maritime climates
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1DRelate patterns in data to theories
E 1.1g Critique reasoning based on evidence
•
Student use an understanding of the characteristics of seasons and global atmospheric and ocean
currents to predict and explain regional climatic
patterns.
•
Students map and model global atmospheric
circulation using weather data.
•
Students map and model ocean circulation
using data on prevailing winds and seawater
density.
106 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
7
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction,
|convection, and radiation.
E2.2e
Explain how energy changes form through Earth systems.
E4.2A
Describe the major causes for the ocean’s surface and deep water currents, including the
prevailing winds, the Coriolis effect, unequal heating of the Earth, changes in water
temperature and salinity in high latitudes, and basin shape.
E4.2B
Explain how the interactions between the oceans and the atmosphere influence global
and regional climate. Include the major concepts of heat transfer by ocean currents,
thermohaline circulation, boundary currents, evaporation, precipitation, climatic zones,
and the ocean as a major CO2 reservoir.
E4.2c
Explain the dynamics (including ocean-atmosphere interactions) of the El Nino-Southern
Oscillation (ENSO) and its effect on continental climates.
E4.2d
Identify factors affecting seawater density and salinity and describe how density affects
oceanic layering and currents.
E4.2e
Explain the differences between maritime and continental climates with regard to oceanic currents.
E4.2f
Explain how the Coriolis effect controls oceanic circulation.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 107
Climate Change
Unit
8
climate
change
IS ABOUT
climate change
research
WHICH INVESTIGATES
changing biomes
and new weather
patterns
RESULTING
FROM
increasing average
atmostpheric global
temperature
IMPACTING
CORRELATED TO
increasing
concentrations of
greenhouse gasses
CAUSING
physical
characteristics of
oceans and aquatic
biomes
warming oceans
and melting
glaciers
108 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
PREDICTING
MODELED
USING
insights from
paleoclimatology
effects on
Earth systems
Unit
8
Inquiry, Reflection and
Social Implications:
Big Idea
Predicting and mitigating the potential impact of global climate change requires an understanding of the mechanisms of
Earth’s climate, study of past climates, measurements of current
interactions of Earth’s systems and the construction and use of
climate change models.
•
E 1.1B Evaluate conclusions
E 1.1C Conduct scientific investigations
E 1.1DRelate patterns in data to theories
E 1.1g Critique reasoning based on evidence
Core Concept
•
The natural heat trapping of several key greenhouse gases
cause Earth’s greenhouse effect which is essential to sustaining life as it has evolved on Earth.
Students research apparent local or regional environmental changes that may be a result of global
climate change.
•
Students analyze and interpret paleo-climatic data
using techniques that enable scientists to build
climate change models.
•
Students analyze and use historical climate data to
hypothesize trajectories into the future.
•
Industrialization has impacted Earth’s climatic system in
numerous ways including the addition of tremendous
quantities of carbon dioxide and other greenhouse gases
to the atmosphere.
•
The movement of matter through biogeochemical cycles
and the transference and transformation of energy within
and between Earth systems impact global climate.
•
Climate change models are central tools for making predictions and studying interactions of climatic variables.
•
Changes in ocean temperature and chemistry are having
impacts on marine biomes.
E1.2h Distinguish between theories, laws, hypotheses
and observations
E 1.1i
Distinguish between consensus and on-going research
Students use an Earth systems perspective to evaluate aspects of models that are used to predict climate
change and possible environmental impacts.
E1.2DUse peer review to evaluate explanations
E1.2k Analyze how science and society interact
Students evaluate potential societal responses to climate change in regard to their impact on Earth systems and effectiveness at slowing global warming.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 109
Unit 8
cont.
Content Expectations
(Priority Expectations are highlighted in gray.)
E2.1A
Explain why the Earth is essentially a closed system in terms of matter.
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.2e
Explain how energy changes form through Earth systems.
E2.2f
Explain how elements exist in different compounds and states as they move from one
reservoir to another.
E2.3A
Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas),
carbonic acid (water), and animals (life within Earth systems and how those forms can be
beneficial or harmful to humans.
E2.3d
Explain how carbon moves through the Earth system (including the geosphere) and how it
may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society.
E5.4A
Explain the natural mechanism of the greenhouse effect including comparisons of the major
greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone).
E5.4B
Describe natural mechanisms that could result in significant changes in climate
(e.g., major volcanic eruptions, changes in sunlight received by the Earth, meteorite impacts).
110 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Unit 8
cont.
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.4C
Analyze the empirical relationship between the emission of carbon dioxide, atmospheric
carbon dioxide levels and the average global temperature over the past 150 years.
E5.4D
Based on evidence of observable changes in recent history and climate change models,
explain the consequences of warmer oceans (including the results of increased evaporation,
shoreline and estuarine impacts, oceanic algae growth, and coral bleaching) and changing
climatic zones (including the adaptive capacity of the biosphere).
E5.4e
Based on evidence from historical climate research (e.g., fossils, varves, ice core data) and climate
change models, explain how the current melting of polar ice caps can impact the climate system.
E5.4f
Describe geological evidence that implies climates were significantly colder at times in the geologic
record (e.g., geomorphology, striations, and fossils).
E5.4g
Compare and contrast the heat trapping mechanisms of the major greenhouse gases
resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as
their abundance and heat trapping capacity.
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Unit
9
Hydrogeology
hydrogeology
IS ABOUT
quality and quantity
of surface and
ground water
CHARACTERIZED BY
the quantity,
distribution and
sustainability of
water resources
MODELED ON THE
interconnectedness
of the hydrosphere
INVESTIGATED THROUGH
CORRELATED TO
parameters of
water quality
Big Idea
Finding solutions to problems related to water resources requires an understanding of the dynamics and interconnectedness of the components of the hydrosphere and the impact created by human activity.
Core Concept
IMPACTED BY
land use practices
climate change
and human
activities
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1DRelate patterns in data to theories
E 1.1g Critique reasoning based on evidence
• Students analyze water quality data in relation
to elements of a watershed, including land use
patterns.
•
The amount of fresh drinkable water on is less than 3% of
the total water on Earth.
•
Students relate specific land use practices to the
impact on surface and ground water quality.
•
There is currently a global water crisis related to water
quantity and quality.
•
Students evaluate the sustainability of a important
aquifers.
•
Elements of the hydrosphere are interconnected.
•
Many important groundwater reservoirs around the globe
are not currently sustainable because recharge does not
equal or exceed output.
•
Population demographics and land use practices have
profound impact on water quantity and quality
E1.2B Apply science to social issues
E1.2DUse peer review to evaluate explanations
Students use an understanding of geohydrology
to propose and/or evaluate strategies to mitigate
against the serious and impending water crisis.
112 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.3b
Explain why small amounts of some chemical forms may be beneficial for life but are poisonous
in large quantities (e.g., dead zone in the Gulf of Mexico, Lake Nyos in Africa, fluoride in drinking
water).
E2.3.c
Explain how the nitrogen cycle is part of the Earth system.
E4.1A
Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative size as Earth’s freshwater reservoirs and the dynamics of
water movement (inputs and outputs, residence times, sustainability).
E4.1B
Explain the features and processes of groundwater systems and how the sustainability of
North American aquifers has changed in recent history (e.g., the past 100 years) qualitatively
using the concepts of recharge, residence time, inputs and outputs.
E4.1C
Explain how water quality in both groundwater and surface systems is impacted by land use
decisions.
Unit
9
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Unit
10
Resources & Environment Challenges
resources and
environment
changes
IS ABOUT
using Earth’s
natural resources
CATEGORIZED AS
renewable and
non-renewable
resources
causes and
solutions to pressing
environmental
challenges
RECOGNIZING
USING AN
Earth system
science perspective
Big Idea
Protecting the human interests of health, safety and resources
depends upon an understanding of natural hazards and human
impact on Earth systems.
Core Concept
•
•
Policy and investment decisions in resources and energy
for human consumption involve tradeoffs between many
factors such as cost, access to natural renewable or nonrenewable resources and environmental impact.
Addressing many of societies pressing resource and environmental challenges requires the utilization of an Earth
systems perspective.
ANALYZING
ANALYZING
trade-offs involved
in solutions to
resource needs
RELATING TO
trade-offs involved
in solutions to
environmental
challenges
patterns of
human resource
consumption
Inquiry, Reflection and
Social Implications:
E1.2B Apply science to social issues
E1.2DUse peer review to evaluate explanations
E1.2g Identify tradeoffs in designs
E1.2j
Predict effects of technology
E1.2k Analyze how science and society interact
•
Students use a deep understanding of the science
behind pressing environmental or resource issues
to propose and/or evaluate potential solutions.
•
Students compare and evaluate various solutions
for pressing environmental or resource issues
through a quantitative analysis of a variety of likely trade-offs.
114 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
10
E2.2B
Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and
nonrenewable (e.g., fossil fuels, nuclear [U-235]) sources of energy.
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E2.2e
Explain how energy changes form through Earth systems.
E2.2f
Explain how elements exist in different compounds and states as they move from one reservoir to
another.
E2.4A
Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.
E2.4B
Explain how the impact of human activities on the environment (e.g., deforestation, air pollution, coral reef destruction) can be understood through the analysis of interactions between the four Earth systems.
E2.4c
Explain ozone depletion in the stratosphere and methods to slow human activities to reduce ozone
depletion.
E2.4d
Describe the life cycle of a product, including the resources, production, packaging, transportation,
disposal, and pollution.
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Unit
11
Cosmology & Earth’s Place
in the Universe
cosmology and
Earth’s place
in the universe
IS ABOUT
the history of
the universe
BEGINNING WITH
the “Big Bang”
DESCRIBED FROM
evidence of
expansion and
evolution over time
REFLECTED IN
DISCERNING
age, using
microwave radiation
and modeling
the structure
of the Milky Way
galaxy
Big Idea
Extraterrestrial energy and materials influence Earth’s systems
and the position and motion of the Earth within an evolving
solar system, galaxy, and universe.
There are many billions of galaxies in the universe.
•
The Big Bang Theory accounts for the formation of the
universe.
•
The microwave cosmic background radiation is considered a remnant of the Big Bang.
•
The relative motion of objects in the Universe can be
deduced from cosmological redshift.
•
The chemical composition of our Sun, the solar system
and life can be traced to elements that were created by
stellar processes.
motion from
Doppler and
cosmological red
shifts
Inquiry, Reflection and
Social Implications:
E 1.1g Critique reasoning based on evidence
•
Students use and explain the evidence that supports the accepted model for the structure, size
and age of the universe.
•
Students compare the elemental compositions
and abundances of the stars, planets and life
to those commonly generated through stellar
nucleosynthesis.
Core Concept
•
DISCERNING
E 1.1i Distinguish between consensus and on-going
research
E1.2h Distinguish between theories, laws, hypotheses
and observations
E1.2i
Explain progressions of ideas
•
Students relate technological developments to
key discoveries in astronomy and identify potential questions that may be addressed by future research.
•
Students relate the major discoveries in astronomy (such as the heliocentric solar system) to the
impact they had on social and political structures.
116 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.1A
Describe the position and motion of our solar system in our galaxy and the overall scale,
structure, and age of the universe.
E5.1b
Describe how the Big Bang theory accounts for the formation of the universe.
E5.1c
Explain how observations of the cosmic background radiation have helped determine the
age of the universe.
E5.1d
Differentiate between the cosmological and Doppler red shift.
E5.3A
Explain how the solar system formed from a nebula of dust and gas in a spiral arm of the
Milky Way Galaxy about 4.6 Ga (billion years ago).
Unit
11
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Unit
12
The Sun & Other Stars
the Sun and
other stars
IS ABOUT
the nature and
evolution of stars
DRIVEN BY
nuclear fusion
energy and
elements
PRODUCING
OBSERVED THROUGH
changes in the
physical and chemical
properties of a star
Big Idea
Solar energy originates by nuclear fusion in the sun and has
profound effects on Earth systems.
CHARACTERIZED BY
DEPICTED AND
ANALYZED BY
star color and size
OBSERVABLE AS
its position on
H-R diagram
solar activities with
impacts on Earth
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1DRelate patterns in data to theories
Core Concept
•
Nuclear fusion involves matter changing into energy and
has led to the formation of all chemical elements.
•
There is a wide range of stars of different sizes, chemistries
and temperatures with varying life histories.
E 1.1g Critique reasoning based on evidence
•
Students analyze, interpret and model data on sun
spots and relate patterns to processes in the sun.
•
Students analyze, interpret and model data on
past solar activity to predict patterns in the future
and potential impacts on Earth.
•
Students graph and interpret astronomic variables
to characterize stars.
•
Students compare spectra of stars of various
masses and in different stages of evolution to understand typical pathways in stellar evolution.
118 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.2A
Identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B
Relate events on the Sun to phenomena such as auroras, disruption of radio and satellite
communications, and power disturbances.
E5.2C
Describe how nuclear fusion produces energy in the Sun.
E5.2D
Describe how nuclear fusion and other processes in stars have led to the formation of all the
other chemical elements.
E5.2e
Explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters
(distance).
E5.2f
Explain how you can infer the temperature, life span, and mass of a star from its color. Use
the H-R diagram to explain the life cycle of stars.
E5.2g
Explain how the balance between fusion and gravity controls the evolution of a star (equilibrium).
E5.2h
Compare the evolution paths of low, moderate and high mass stars using the H-R diagram.
Unit
12
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