| Science
Enduring Knowledge - Understandings
Students will understand that
" objects are made of one or more materials and investigating the properties of those materials helps in sorting and describing them.
" tools such as thermometers, magnifiers, rulers and balances can give more information about objects than can be obtained by just making observations.
" things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.
" water can be a liquid, solid, or gas and can go back and forth from one form to another.
" in science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean.
" energy makes things move, grow or work. Everything that changes uses energy to make those changes happen. Sometimes evidence of these changes can be seen, but not always. (Energy Transformations)
" some changes are so slow or so fast that they are hard to see.
" things change in some ways and stay the same in some ways. (Biological Change)
Grade Skills and Concepts
Students will
" use senses to observe and describe properties of material objects (color, size, shape, texture, flexibility, magnetism)
" use appropriate tools (e.g., balance, metric ruler, thermometer, graduated cylinder) to measure and record length, width, volume, temperature and mass of material objects and to answer questions about objects and materials
Physical Science
Kentucky Department of Education
Program of Studies . Science . High School 512
Big Idea: Structure and Transformation of Matter (Physical Science)
A basic understanding of matter is essential to the conceptual development of other big ideas in science.
By high school, students will be dealing with evidence from both direct and indirect observations
(microscopic level and smaller) to consider theories related to change and conservation of matter. The
use of models (and an understanding of their scales and limitations) is an effective means of learning
about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining
differences in matter.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
High School Enduring Knowledge . Understandings
Students will understand that
. the configuration of atoms in a molecule determines the moleculefs properties. Shapes are
particularly important in how molecules interact with others.
. an enormous variety of biological, chemical and physical phenomena can be explained by
changes in the arrangement and motion of atoms and molecules.
. when elements are listed in order by their number of protons, the same sequence of properties
appears over and over again in the list. The structure of the periodic table reflects this sequence
of properties, which is caused by the repeating pattern of outermost electrons.
. not all atoms of an element are truly identical. Some may vary in their number of neutrons
(isotopes) or electrons (ions). These variations result in properties which are different than the
more common forms of that element.
. Changes of state occur when enough energy is added to or removed from the atoms/molecules
of a substance to change their average energy of vibration. Most solids expand as they are
heated, and if sufficient energy is added the atoms/molecules lose their rigid structure and
become free to move past each other as a liquid. In gases the energy of vibration is enough that
individual atoms/molecules are free to move independently.
. elements are able to form an almost limitless variety of chemical compounds by the sharing or
exchange of their electrons. The rate at which these combinations occur is influenced by a
number of variables. The compounds produced may vary tremendously in their physical and
chemical properties.
. chemical reactions have a variety of essential real-world applications, such as oxidation and
various metabolic processes.
. a system may stay the same because nothing is happening or because things are happening but
exactly counterbalance one another.
. accurate record-keeping, openness and replication are essential for maintaining credibility with
other scientists and society.
Kentucky Department of Education
Program of Studies . Science . High School 513
Big Idea: Structure and Transformation of Matter (Physical Science) .
Continued
High School Skills and Concepts
Students will
. classify samples of matter from everyday life as being elements, compounds, or mixtures
. Investigate the kinetic molecular theory of matter
. construct and/or interpret diagrams that illustrate ionic and covalent bonding
. predict compound formation and bond type as either ionic or covalent
. identify and test variables that affect reaction rates
. use evidence/data from chemical reactions to predict the effects of changes in variables
(concentration, temperature, properties of reactants, surface area and catalysts)
. explore the relationships among temperature, particle number, pressure and volume in the
Universal Gas Law
. explain the organizational structure (design) and communicate the usefulness of the Periodic
Table to determine potential combinations of elements
. investigate the role of intermolecular or intramolecular interactions on the physical properties
(solubility, density, polarity, boiling/melting points) of compounds
. relate the chemical behavior of an element, including bonding, to its location on the periodic table
. relate the structure of water to its function as the universal solvent
. design and conduct experiments to determine the conductivity of various materials
. create and/or interpret graphs and equations to depict and analyze patterns of change
. explore real-life applications of a variety of chemical reactions (e.g., acids and bases, oxidation,
rusting, tarnishing) and communicate findings/present evidence in an authentic form (transactive
writing, public speaking, multimedia presentations)
. generate investigable questions and conduct experiments or non-experimental research to
address them, using evidence to defend conclusions
Kentucky Department of Education
Program of Studies . Science . High School 514
Big Idea: Motion and Forces (Physical Science)
Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the
same basic rules. At the middle level, qualitative descriptions of the relationship between forces and
motion will provide the foundation for quantitative applications of Newtonfs Laws. These ideas are more
fully developed at the high school level along with the use of models to support evidence of motion in
abstract or invisible phenomena such as electromagnetism.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
High School Enduring Knowledge . Understandings
Students will understand that
. representing and describing motion in a variety of ways provides data that can be used to
construct explanations and make predictions about real-life phenomena.
. the usefulness of a model can be tested by comparing its predictions to actual observations in the
real world. But a close match does not necessarily mean that the model is the only gtrueh model
or the only one that would work.
. all motion is relative to whatever frame of reference is chosen, for there is no motionless frame
from which to judge all motion.
. the strength of the gravitational force between objects is proportional to the masses and weakens
rapidly with increasing distance between them.
. electricity and magnetism are two inseparable aspects of the same force (electromagnetism).
Moving electrical charges produce magnetic forces and moving magnetic fields produce electrical
forces. Electrical current is due to the motion of charge and has a specific direction.
. electromagnetic forces acting within and between atoms are vastly stronger than the gravitational
forces acting between the atoms. At the atomic level, electric forces between oppositely charged
electrons and protons hold atoms and molecules together and thus are involved in all chemical
reactions. On a larger scale, these forces hold solid and liquid materials together and act between
objects when they are in contact.as in sticking or sliding friction.
. the forces that hold the nucleus of an atom together are much stronger than the electromagnetic
force. That is why such great amounts of energy are released from the nuclear reactions in the
sun and other stars.
Kentucky Department of Education
Program of Studies . Science . High School 515
Big Idea: Motion and Forces (Physical Science) . Continued
High School Skills and Concepts
Students will
. design and conduct investigations involving the motion of objects and report the results in a
variety of ways
. investigate Newtonfs Laws of Motion and Gravitation. Experimentally test inertia and gravitational
acceleration
. experimentally test conservation of momentum. Use tables, charts and graphs in making
arguments and claims in oral and written presentations
. create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate
scales or by failing to specify the axes clearly
. develop investigable questions that guide explorations of the interrelationship between electricity
and magnetism
. investigate the attraction and repulsion of electrical charges to predict the behavior of charged
objects
. create conceptual and mathematical models of motion and test them against real-life phenomena
. explain why the strength of the nuclear force is responsible for the great energy release involved
in nuclear reactions
. predict which forces would be predominant in a given system and explain
Kentucky Department of Education
Program of Studies . Science . High School 518
Big Idea: Unity and Diversity (Biological Science)
All matter is comprised of the same basic elements, goes through the same kinds of energy
transformations, and uses the same kinds of forces to move. Living organisms are no exception. At the
high school level, an in-depth study of the specialization and chemical changes occurring at the cellular
level builds upon the foundational ideas developed earlier to investigate deoxyribonucleic acid (DNA) and
effects of alterations in DNA for an individual organism as well as for a species. Emphasis at every level
should be placed upon the understanding that while every living thing is composed of similar small
constituents that combine in predictable ways, it is the subtle variations within these small building blocks
that account for both the likenesses and differences in form and function that create the diversity of life.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
High School Enduring Knowledge . Understandings
Students will understand that
. the many body cells in an individual can be very different from one another even though they are
all descended from a single cell and thus have essentially identical genetic instructions. Different
parts of the instructions are used in different types of cells.
. within every cell are specialized parts for the transport of materials, energy transfer, protein
building, waste disposal, information feedback and even movement. In addition, most cells in
multi-cellular organisms perform specialized functions that others do not.
. DNA, composed of 4 nucleic acids, serves as the blueprint for the production of a variety of
proteins. These dynamic and complicated proteins facilitate practically every function/process that
occurs within the cell.
. the information passed from parents to offspring is coded in DNA molecules. The sorting and
recombination of genes through sexual reproduction results in a great variety of gene
combinations that can be used to make predictions about the potential traits of offspring.
. some new gene combinations make little difference, some can produce offspring with new and
perhaps enhanced capabilities, while some may reduce the ability of the offspring to survive.
. the degree of kinship between organisms or species can be estimated from the similarity of their
DNA sequences, which often closely matches their classification based on anatomical similarities.
. in all organisms and viruses, the instructions for specifying the characteristics are carried in
nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic
information that underlies heredity is both encoded in genes and replicated.
Kentucky Department of Education
Program of Studies . Science . High School 519
Big Idea: Unity and Diversity (Biological Science) . Continued
High School Skills and Concepts
Students will
. analyze the parts within a cell responsible for particular processes and create analogous models
for those processes
. identify a variety of specialized cell types and describe how these differentiated cells contribute to
the function of an individual organism as a whole
. investigate the role of genes/chromosomes in the passing of information from one generation to
another (heredity)
. graphically represent (e.g., pedigrees, punnet squares) and predict the outcomes of a variety of
genetic combinations
. investigate the roles of genetic mutation and variability in contributing to the survival of offspring
. describe the structure of DNA and explain its role in protein synthesis, cell replication and
reproduction
. describe and classify a variety of chemical reactions required for cell functions
. describe the processes by which cells maintain their internal environments within acceptable limits
. compare internal, external and metabolic characteristics of organisms in order to classify them
into groups using taxonomic nomenclature to describe and justify these classifications
. compare the structures and functions of viruses to cells and describe the role of viruses in
causing a variety of diseases or conditions (e.g., AIDS, common cold, smallpox, warts)
. identify and investigate areas of current research/innovation in biological science. Make
inferences/predictions of the effects of this research on society and/or the environment and
support or defend these predictions with scientific data
Kentucky Department of Education
Program of Studies . Science . High School 520
Big Idea: Biological Change (Biological Science)
The only thing certain is that everything changes. At the high school level, students evaluate the role
natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific
explanation for three main sets of observable facts about life on Earth: the enormous number of different
life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within
that diversity, and the sequence of changes in fossils found in successive layers of rock that have been
formed over more than a billion years.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
2.6 Students understand how living and nonliving things change over time and the factors that
influence the changes.
High School Enduring Knowledge . Understandings
Students will understand that
. the survival of any given species is not assured. There are a variety of factors (e.g. reproductive
success, mutation, availability of resources, competition) that may determine if a species
flourishes, declines, or eventually becomes extinct.
. the Earthfs present-day species developed from earlier, distinctly different species through a
process of natural selection. All living things share a common genetic heritage.
. some organisms have greater adaptive capabilities than others, giving them a greater chance of
survival under changing environmental conditions. These adaptations may be patterns of
behavior as well as physical characteristics.
. the endangerment/ and/or extinction of a species cannot be slowed or prevented without
sufficient data to model the interactions of the factors involved.
. in science the term theory is reserved to describe only those ideas that have been well tested
through scientific investigation. Scientific theories are judged by how well they fit with other
theories, the range of observations they explain, how well they explain observations and their
usefulness in predicting new findings. Scientific theories usually grow slowly through contributions
from many investigators.
High School Skills and Concepts
Students will
. identify evidence of change in species using fossils, DNA sequences, anatomical similarities,
physiological similarities and embryology
. explain the role of natural selection in speciation, adaptation, diversity and phylogeny
. compare variations, tolerances and adaptations (behavioral and physiological) of plants and
animals in different biomes
. generate possible solutions to real-world problems of endangered and extinct species and predict
the impact of a variety of change
. predict the likelihood of survival for a variety of existing species based upon predicted changes in
environmental conditions (e.g., global warming, continental drift) and propose methods to prevent
the extinction of species with insufficient ability to adapt
. distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim
. investigate the historical development and revision of a variety of accepted scientific laws,
theories and claims
Kentucky Department of Education
Program of Studies . Science . High School 521
Big Idea: Energy Transformations (Unifying Concepts)
Energy transformations are inherent in almost every system in the universe.from tangible examples at
the elementary level, such as heat production in simple Earth and physical systems to more abstract
ideas beginning at middle school, such as those transformations involved in the growth, dying and decay
of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer
will aid in conceptualization, especially as students move from the macroscopic level of observation and
evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and
high school levels). Students in high school expand their understanding of constancy through the study of
a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics
connect ideas about matter with energy transformations within all living, physical and Earth systems.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
Earth / Space Science
Big Idea: The Earth and the Universe (Earth/Space Science)
The Earth system is in a constant state of change. These changes affect life on Earth in many ways. At
the high school level, most of the emphasis is on why these changes occur. An understanding of systems
and their interacting components will enable students to evaluate supporting theories of Earth changes.
The use of models and observance of patterns to explain common phenomena is essential to building a
conceptual foundation and supporting ideas with evidence at all levels. Patterns play an important role as
students seek to develop a conceptual understanding of gravity in their world and in the universe. High
school is the time to bring all of the ideas together to look at the universe as a whole. Students will use
evidence to evaluate and analyze theories related to the origin of the universe and all components of the
universe.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
High School Enduring Knowledge Understandings
Students will understand that
gravity played an essential role in the formation of the universe and is one of the fundamental
forces that controls the function of the universe and the systems within it.
current estimates of the ages of the Earth (4.6 billion years) and the universe (10+ billion years)
are based on a variety of measurement techniques that have unique strengths and limitations.
The same evidence that establishes the extreme age of the universe also indicates its vastness.
stars have cycles of birth and death, and the lives of large stars end in explosions that provide the
elements to create new stars and planets. All living things on Earth are also formed from this
recycled matter.
the speed of light is dwarfed by the vastness of the universe, resulting in the human view of the
sky being essentially a look back in time as we view light that was emitted long in the past and
has been traveling across the cosmos to reach Earth.
the shape and location of the continents have been gradually changing for millions of years
because density differences inside the mantle result in convection currents. These changes, as
well as more rapid ones (e.g. earthquakes, volcanoes, tsunamis) can impact living organisms.
mathematical models and computer simulations are used in studying evidence from many
sources to form a scientific account of the universe.
scientists rely on increasingly sophisticated methods of measurement in order to investigate a
variety of phenomena that were previously immeasurable.
curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated
into the way science is carried out.
Big Idea: The Earth and the Universe (Earth/Space Science) -Continued
High School Skills and Concepts
Students will
compare methods used to measure the ages of geologic features
research the historical rise in acceptance of the theory of Plate Tectonics and the
geological/biological consequences of plate movement
analyze the supporting evidence for the nebular theory of formation of the solar system
analyze the supporting evidence for the Big Bang theory of formation of the universe
explain the role of gravity in the formation and function of the universe
investigate, describe and document patterns of interaction of matter and gravity
describe the life cycle of stars and the products/consequences of their deaths
explain how technological solutions permit the study of phenomena too faint, small, distant or
slow to be directly measured
employ scientific notation to communicate and compare astronomical phenomena
explore real-life implications of current findings in Earth/space research and communicate
findings in an authentic form, exemplifying the traits of curiosity, honesty, openness and
skepticism
Biological Science
Big Idea: Unity and Diversity (Biological Science)
All matter is comprised of the same basic elements, goes through the same kinds of energy
transformations, and uses the same kinds of forces to move. Living organisms are no exception. At the
high school level, an in-depth study of the specialization and chemical changes occurring at the cellular
level builds upon the foundational ideas developed earlier to investigate deoxyribonucleic acid (DNA) and
effects of alterations in DNA for an individual organism as well as for a species. Emphasis at every level
should be placed upon the understanding that while every living thing is composed of similar small
constituents that combine in predictable ways, it is the subtle variations within these small building blocks
that account for both the likenesses and differences in form and function that create the diversity of life.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
High School Enduring Knowledge Understandings
Students will understand that
the many body cells in an individual can be very different from one another even though they are
all descended from a single cell and thus have essentially identical genetic instructions. Different
parts of the instructions are used in different types of cells.
within every cell are specialized parts for the transport of materials, energy transfer, protein
building, waste disposal, information feedback and even movement. In addition, most cells in
multi-cellular organisms perform specialized functions that others do not.
DNA, composed of 4 nucleic acids, serves as the blueprint for the production of a variety of
proteins. These dynamic and complicated proteins facilitate practically every function/process that
occurs within the cell.
the information passed from parents to offspring is coded in DNA molecules. The sorting and
recombination of genes through sexual reproduction results in a great variety of gene
combinations that can be used to make predictions about the potential traits of offspring.
some new gene combinations make little difference, some can produce offspring with new and
perhaps enhanced capabilities, while some may reduce the ability of the offspring to survive.
the degree of kinship between organisms or species can be estimated from the similarity of their
DNA sequences, which often closely matches their classification based on anatomical similarities.
in all organisms and viruses, the instructions for specifying the characteristics are carried in
nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic
information that underlies heredity is both encoded in genes and replicated.
Big Idea: Unity and Diversity (Biological Science) Continued
High School Skills and Concepts
Students will
analyze the parts within a cell responsible for particular processes and create analogous models
for those processes
identify a variety of specialized cell types and describe how these differentiated cells contribute to
the function of an individual organism as a whole
investigate the role of genes/chromosomes in the passing of information from one generation to
another (heredity)
graphically represent (e.g., pedigrees, punnet squares) and predict the outcomes of a variety of
genetic combinations
investigate the roles of genetic mutation and variability in contributing to the survival of offspring
describe the structure of DNA and explain its role in protein synthesis, cell replication and
reproduction
describe and classify a variety of chemical reactions required for cell functions
describe the processes by which cells maintain their internal environments within acceptable limits
compare internal, external and metabolic characteristics of organisms in order to classify them
into groups using taxonomic nomenclature to describe and justify these classifications
compare the structures and functions of viruses to cells and describe the role of viruses in
causing a variety of diseases or conditions (e.g., AIDS, common cold, smallpox, warts)
identify and investigate areas of current research/innovation in biological science. Make
inferences/predictions of the effects of this research on society and/or the environment and
support or defend these predictions with scientific data
Big Idea: Biological Change (Biological Science)
The only thing certain is that everything changes. At the high school level, students evaluate the role
natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific
explanation for three main sets of observable facts about life on Earth: the enormous number of different
life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within
that diversity, and the sequence of changes in fossils found in successive layers of rock that have been
formed over more than a billion years.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
2.6 Students understand how living and nonliving things change over time and the factors that
influence the changes.
High School Enduring Knowledge Understandings
Students will understand that
the survival of any given species is not assured. There are a variety of factors (e.g. reproductive
success, mutation, availability of resources, competition) that may determine if a species
flourishes, declines, or eventually becomes extinct.
the Earths present-day species developed from earlier, distinctly different species through a
process of natural selection. All living things share a common genetic heritage.
some organisms have greater adaptive capabilities than others, giving them a greater chance of
survival under changing environmental conditions. These adaptations may be patterns of
behavior as well as physical characteristics.
the endangerment/ and/or extinction of a species cannot be slowed or prevented without
sufficient data to model the interactions of the factors involved.
in science the term theory is reserved to describe only those ideas that have been well tested
through scientific investigation. Scientific theories are judged by how well they fit with other
theories, the range of observations they explain, how well they explain observations and their
usefulness in predicting new findings. Scientific theories usually grow slowly through contributions
from many investigators.
High School Skills and Concepts
Students will
identify evidence of change in species using fossils, DNA sequences, anatomical similarities,
physiological similarities and embryology
explain the role of natural selection in speciation, adaptation, diversity and phylogeny
compare variations, tolerances and adaptations (behavioral and physiological) of plants and
animals in different biomes
generate possible solutions to real-world problems of endangered and extinct species and predict
the impact of a variety of change
predict the likelihood of survival for a variety of existing species based upon predicted changes in
environmental conditions (e.g., global warming, continental drift) and propose methods to prevent
the extinction of species with insufficient ability to adapt
distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim
investigate the historical development and revision of a variety of accepted scientific laws,
theories and claims
Unifying Ideas
Big Idea: Energy Transformations (Unifying Concepts)
Energy transformations are inherent in almost every system in the universefrom tangible examples at
the elementary level, such as heat production in simple Earth and physical systems to more abstract
ideas beginning at middle school, such as those transformations involved in the growth, dying and decay
of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer
will aid in conceptualization, especially as students move from the macroscopic level of observation and
evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and
high school levels). Students in high school expand their understanding of constancy through the study of
a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics
connect ideas about matter with energy transformations within all living, physical and Earth systems.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
2.5 Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
Big Idea: Energy Transformations (Unifying Concepts) Continued
High School Enduring Knowledge Understandings
Students will understand that
transformations that occur within the nuclei of atoms release vastly greater energy than those that
involve only electrons, and result in the emission of radiation and/or transformation of elements.
while the total amount of energy in the universe is constant, the amount that is available for useful
transformations is always decreasing. Systems within the universe will cease to function once the
energy differential becomes zero.
waves, including electromagnetic radiation, are an important form of energy transfer. Waves are
governed by rules that can be investigated and used to predict/explain their behavior.
many elements and compounds are involved in continuous cyclic processes where they are
stored by and/or flow between organisms and the environment. These processes require a
continuous supply of energy to occur.
radiant energy from the sun is stored in a chemical form in plants as a result of photosynthesis.
This energy transformation allows plants to use simple molecules, such as carbon dioxide and
water, to assemble the complex molecules needed to increase their mass.
energy stored in food is released by a series of internal chemical reactions that reorganize the
molecules into a form useable by the organism.
a variety of carbon compounds are essential to the processes that occur in all organisms.
heat is a manifestation of the random motion and vibrations of atoms or molecules within a
substance. Interactions between or among atoms or molecules naturally move toward states of
higher disorder.
many different sources of energy are used for a variety of purposes, including powering machines
designed to do useful work. Regardless of function or energy source, the useful energy output of
any machine is always less than the total energy input.
all Earth systems/processes require either an internal or external source of energy to function.
Changes to any component, or to the quantity or type of energy input, may influence all
components of the system.
weather and climate are the direct or indirect result of transfer of solar energy, and changes in
one part of the system may influence all of the others. The complexity of the system and the
number of variables involved requires very complex mathematical models in order to make
accurate predictions.
technological problems often create a demand for new scientific knowledge, and new
technologies make it possible for scientists to conduct their research more effectively or to
conduct new lines of research. The availability of new technology often sparks scientific
advances.
technology affects society because it solves practical problems and serves human needs.
Science affects society by stimulating thought or satisfying curiosity, or by influencing views of the
world, or by providing knowledge necessary for new technological advances.
Big Idea: Energy Transformations (Unifying Concepts) Continued
High School Skills and Concepts
Students will
classify and describe nuclear reactions and their products
investigate the forces inside the nucleus and evaluate the risk/benefits of nuclear energy
apply the law of conservation of energy and explore heat flow in real-life phenomena
investigate waves, the rules describing wave behavior and energy transfer via waves in real life
phenomena (e.g., nuclear medicine, industrial applications)
investigate the flow of matter and energy between organisms and the environment and model the
cyclic nature of this process
explain the metabolic process of photosynthesis and describe the molecules it assembles to store
solar energy
describe the metabolic processes that allow energy stored in food to be made available to the
organism
explore the composition and function of the carbon compounds involved in metabolism
apply the concept of entropy to molecular interactions and to interactions within the universe
analyze a variety of energy sources, their potential uses and their relative costs/benefits
investigate the relationship of energy input vs. useful energy output in mechanical systems
model and explain the relationships and energy flow existing in various Earth systems
use weather data to model the complex interactions responsible for weather and climate
describe how science and technology interact. Research and investigate the impact of technology
on society and how technological advances have driven scientific research
Big Idea: Interdependence (Unifying Concepts)
It is not difficult for students to grasp the general notion that species depend on one another and on the
environment for survival. But their awareness must be supported by knowledge of the kinds of
relationships that exist among organisms, the kinds of physical conditions that organisms must cope with,
the kinds of environments created by the interaction of organisms with one another and their physical
surroundings, and the complexity of such systems At the high school level, the concept of an ecosystem
should bring coherence to the complex array of relationships among organisms and environments that
students have encountered. Students growing understanding of systems in general will reinforce the
concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such
as population size, number and kinds of species, productivity and the effect of human intervention.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife
problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect
each other.
2.4 Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be observed.
High School Enduring Knowledge Understandings
Students will understand that
human beings are part of the Earths ecosystems. Human activities can, deliberately or
inadvertently, alter the equilibrium in ecosystems.
unique among organisms, humans have the capability to impact other species on a global scale
both directly (e.g. selective breeding, genetic engineering, foreign species introductions) and
indirectly (e.g. habitat crowding, pollution, climate change).
the appearance of new species always impacts the environment. In some cases this impact can
have global and profound significance (e.g. when ancient bacteria transformed the atmosphere to
an oxygen-rich environment).
every ecosystem contains natural checks and balances, both biotic and abiotic, that serve to limit
the size and range of the populations contained within it.
human creativity, inventiveness and ingenuity have brought new risks as well as improvements to
human existence. People control technology and are ultimately responsible for its effects.
science/technology occasionally provides the means to do questionable things. Decisions about
doing these things require exercising a sense of responsibility. Just because something can be
done does not mean it should be done.
the critical assumptions behind any line of reasoning must be made explicit, so that the validity of
the position being taken can be judged.
Big Idea: Interdependence (Unifying Concepts) Continued
High School Skills and Concepts
Students will
explore ways to eradicate or lessen environmental problems caused by human interaction (e.g.,
examine programs for habitat restoration or wildlife protection, automotive/industrial emissions
standards)
investigate changes in ecosystems and propose potential solutions to problems by documenting
and communicating solutions to others through multi-media presentations
analyze and describe the effects of events (e.g., fires, hurricanes, deforestation, mining,
population growth and municipal development) on environments from a variety of perspectives.
Use data to propose ways of lessening impacts perceived as negative
examine existing models of global population growth and the factors affecting population change
(e.g., geography, diseases, natural events, birth/death rates). Propose and defend solutions to
identified problems of population change
analyze examples of environmental changes resulting from the introduction, removal, or
reintroductions of indigenous or non-indigenous species to an ecosystem. Use information to
predict future impacts of similar changes in other ecosystems
analyze and synthesize research, for questions about, theories and related technologies that
have advanced our understanding of interdependence
explore the causes, consequences and possible solutions to persistent, contemporary and
emerging global issues relating to environmental quality
Investigate controversial scientific proposals (e.g., human cloning, genetic modification of crops,
nuclear waste storage), use scientific evidence/data to support or defend a position and debate
the ethical merits of implementing the proposed actions
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