New Hampshire Science Curriculum Framework

The STANDARDS CORRELATION chart suggests which New Hampshire Science Curriculum Framework standards you can cover using PASSPORT TO THE UNIVERSE in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO THE UNIVERSE.

For additional New Hampshire Science Curriculum Framework standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM MARS 2001/2002

End of Grade Six,   End of Grade Ten

End of Grade Six (Elementary)

Proficiency Standards
Science as Inquiry

1a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

 

Students will be able to:

 

Solve problems using a variety of strategies

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Pose questions for scientific investigations and make predictions about the outcomes

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Design and conduct a scientific investigation exploring the relationship between two variables

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Use appropriate tools and techniques to gather, organize, and interpret data

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Compare and estimate very large/very small numbers

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Use appropriate measurement units

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Read bar graphs, line graphs, circle graphs, and tables

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Construct explanations, including the development of simple models, for observations made

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Work in small teams to investigate problems, but form own conclusions

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Discuss the relationship between evidence and explanations

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Recognize and analyze alternative explanations and procedures

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Communicate scientific procedures and explanations

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Make hypotheses and design simple experiments to test hypotheses made

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Recognize the variables in a situation and the importance of controlling them when conducting a scientific investigation

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Seek information for comparing past and present scientific ideas and theories


Science, Technology, and Society

2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

 

Students will be able to:

 

Use an assortment of measuring instruments, with a variety of scales, such as rulers, thermometers, graduated cylinders, balances, and timers

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Describe and practice appropriate techniques for using simple measuring devices

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Use technology to explore events in nature, e.g. telescopes, microscopes, computer probes

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2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

 

Students will be able to:

 

Explore nature with simple scientific tools, e.g. magnifying glasses, levers, pulleys, batteries and bulbs

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Use technology to capture information on film, tape, etc.

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2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

 

Students will be able to:

 

Record data using appropriate units

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Use a calculator to determine other important quantitative values from data, using proper units, e.g. speed, density, area, volume, etc.

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Compile and display classroom data on a computer

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Use technology to share data with classmates or other groups of students

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2d. Curriculum Standard: Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.

 

Students will be able to:

 

Construct simple projects from readily available materials found at home

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Choose appropriate common materials for mechanical construction of simple models

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Make safe electrical connections with various electrical components

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Assemble and/or take apart a device to identify how it works, e.g. simple motor, door bell, telephone, ice cream maker

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Create and/or reassemble technological models and identify how they work

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Compare and contrast old and new technology, e.g. antique and modern ice cream makers by making ice cream in each

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2e. Curriculum Standard: Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.

 

Students will be able to:

 

Describe and defend decisions that they have made involving themselves and their environment

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Identify and gather information needed to make a decision on a science- and/or technology-related issue

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Describe the possible consequences of various alternative decisions to a science- and/or technology-related issue

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2f. Curriculum Standard: Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

 

Students will be able to:

 

Demonstrate that knowledge makes it possible to make informed decisions

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Cite examples which show how society can affect the direction taken by science and technology

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Describe how science and technology affect career choices and the kinds of work people do

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Earth/Space Science
Physical Science

4a. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a unique member of our solar system, located in a galaxy, within the universe.

 

Students will be able to:

 

Compare and contrast important features of the Earth, Sun and Moon

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Observe and describe the motion of the sun, moon, and stars from the perspective of the Earth

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Explain how the brightness of a star as seen from Earth is related to its size, color, and distance from the Earth

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Use a telescope to magnify the appearance of some distant objects in the sky

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Explain how the Earth's relationship to the Sun causes night, day, and the seasons

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State the type of information which can be gathered by the use of scientific instruments such as telescopes, satellites, etc.

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Cite evidence that the Earth is very old

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5a. Curriculum Standard: Students will demonstrate an increasing ability to distinguish among materials by utilizing observable properties.

 

Students will be able to:

 

Distinguish between the general properties of a substance and the properties which are important for a specific use

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Classify substances according to observable properties and describe how certain properties determine the major uses of the substance

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Measure and compare properties, such as color, size, shape, texture, and hardness of a variety of substances

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5b. Curriculum Standard: Students will demonstrate an increasing ability to understand that matter is composed of dynamic interactive units or particles and that all the properties and changes in matter can be explained in terms of the forces involved in the interactions of these units.

 

Students will be able to:

 

Perform an experiment to demonstrate that matter exists in different states that are interchangeable, e.g. melting ice cubes, boiling water

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Perform an experiment to demonstrate common properties of gases, liquids, and solids

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Describe and record how treatments such as heating, wetting, bending, or combining with other materials affect substances

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Perform or describe experiments which illustrate the difference between physical and chemical changes in substances

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5c. Curriculum Standard: Students will demonstrate an increasing ability to understand the relationships among different types and forms of energy.

 

Students will be able to:

 

Recognize and give examples of the various forms of energy, e.g. heat, light, sound, electrical, mechanical, magnetic, chemical, and nuclear

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Show by examples how types of energy are used for specific purposes

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Observe and describe how one form of energy may be transformed into another

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Build or design a device to demonstrate energy transfer and apply the knowledge gained to how energy transfer impacts on the operation of devices found in the home, e.g. home heating systems, refrigerators

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Design a simple experiment or demonstration to show the difference between potential and kinetic energy

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Identify the relationship between the pitch of a sound and the frequency of the sound wave

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5e. Curriculum Standard: Students will demonstrate an increasing understanding of how an unbalanced force exerted on an object causes a change in the state of rest or motion of that object in the direction of the unbalanced force.

 

Students will be able to:

 

Observe and describe objects in motion, including vibration motion

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Define the force which causes an object to undergo a change in direction or speed

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Design a simple experiment which demonstrates the effect of gravitational force on an object

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Describe or conduct an investigation which illustrates that for every action there is an equal and opposite reaction

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5f. Curriculum Standard: Students will demonstrate an increasing understanding that energy can be transmitted by waves, using light and sound as examples.

 

Students will be able to:

 

Produce sounds by causing several types of objects to vibrate

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Relate the pitch of a sound to the rapidity of an object's vibration

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Use a prism to separate white light into the visible spectrum

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Identify ways in which light can be generated, e.g. heat, electricity, chemicals

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Distinguish among objects which are opaque, transparent, and translucent

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5g. Curriculum Standard: Students will demonstrate an increasing understanding that heat is the product of many natural processes.

 

Students will be able to:

 

Explore and identify sources of heat including chemical, mechanical, and absorption of radiation

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Identify the effect of heat on common substances

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Unifying Themes and Concepts

6a. Curriculum Standard: Students will demonstrate an increasing ability to recognize parts of any object or system, and understand how the parts interrelate in the operation of that object or system.

 

Students will be able to:

 

Identify and describe the essentials parts of any object or system

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Relate structure and function of parts of any object in a system to the system as a whole

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Describe the interrelationships among the parts of an object or system

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6b. Curriculum Standard: Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

 

Students will be able to:

 

Identify and describe several ways in which things may change

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Identify and describe several types of change

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Identify and describe how change can be prevented or enhanced

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Distinguish between important and unimportant changes in given situations

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6c. Curriculum Standard: Students will understand the meaning of models, their appropriate use and limitations, and how models can help them in understanding the natural world.

 

Students will be able to:

 

Define and describe various physical models and their uses, e.g. cell model, model cars

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Use graphs, geometric figures, number and time lines, and other devices to represent events and processes in the natural world

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Construct one or more physical models representative of objects or processes in the natural world, and explain how the elements of the model are representative of the real object, e.g. solar system, dinosaurs, telephone

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Recognize that a model is a representation of an object or process and is not identical to the object or process

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6d. Curriculum Standard: Students will increasingly quantify their interactions with phenomena in the natural world, use these results to understand differences of scale in objects and systems, and determine how changes in scale affect various properties of those objects and systems.

 

Students will be able to:

 

Measure properties of objects, to a reasonable degree of accuracy, using standard scientific instruments such as a ruler, balance, clock, and thermometer

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Calculate derived measurements of objects, such as area, volume, and density from direct measurements made in the laboratory

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Estimate the smallest and largest limits, or the range in size, of certain objects in quantitative terms

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Determine that increases in linear dimensions (length), have a large effect on area and volume

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End of Grade Ten (Secondary)

Proficiency Standards
Science as Inquiry

1a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

 

Students will be able to:

 

Formulate questions and use appropriate concepts to guide scientific investigations and to solve real world problems

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Use ratios as a means of comparing very large/very small numbers, e.g. building scale models

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Design and conduct a controlled scientific investigation

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Use technologies as tools in conducting investigations, e.g. microscopes, computer, calculator

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Construct and revise scientific explanations and models using logic and evidence

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Recognize and analyze alternative explanations and models for observed phenomena

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Select, communicate, and defend a scientific argument

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Compare and contrast how technology has shaped our lives both in the past and the present

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Select a science-related social problem and design a solution that reflects an understanding of basic science concepts and their application

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Demonstrate an understanding that science knowledge has, over time, accumulated most rapidly after acceptance of major new theories

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Explain how scientific knowledge is applied in the design and manufacture of products or technological processes, e.g. water purification systems, sewage treatment systems, microwave ovens, resistors

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Science, Technology, and Society

2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

 

Students will be able to:

 

Measure with both analog and digital electronic devices, e.g. voltmeter, oscilloscope, and pH meters

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Estimate the error in measurements they make and use procedures to minimize those errors

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Describe ways in which technology has improved measuring instruments and their accuracy

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2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

 

Students will be able to:

 

Explore nature with technology, e.g. microscopes, telescopes, computer probes, and spectroscopes

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Gather information that can only be obtained by using a technological tool, e.g. pH, voltage, amperage, blood pressure, etc.

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2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

 

Students will be able to:

 

Store data in an appropriate technological device

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Manipulate data on a database, e.g. rearranging, sorting, selecting, using a spread sheet

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Analyze data graphically with technological assistance, e.g. graphing calculator

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Communicate data through an electronic medium, e.g. camera, tape recorder, computer modem

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Quantitatively analyze experimental data

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2d. Curriculum Standard: Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.

 

Students will be able to:

 

Plan and conduct a scientific research project using technology

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Construct scientific models using common materials or standard laboratory equipment

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Create a model by locating and utilizing appropriate software programs

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2e. Curriculum Standard: Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.

 

Students will be able to:

 

Describe immediate and long-term consequences of various alternative solutions for science- and/or technology-related issues , e.g. natural catastrophes, interactions of populations, resources and environment, health and disease

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Defend a personal decision made on a science- and/or technology-related issue

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Determine how technology affects their lives and predict how it might affect their future

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2f. Curriculum Standard: Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

 

Students will be able to:

 

Illustrate, through example, that the knowledge produced through science and technology changes the way members of society think

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Demonstrate, by giving examples, the relationships between the maintenance and progress of society and scientific and technological advancement

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Earth/Space Science

4a. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a unique member of our solar system, located in a galaxy, within the universe.

 

Students will be able to:

 

Use a model to describe the location and motion of the Earth and its Moon in the solar system

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Identify the other planets in the solar system on a diagram or in the night sky, and describe their motions, as well as the motion of the planetary moons and comets

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Describe the characteristics of Earth and other planets in the solar system in terms of their ability to support life

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Describe the current scientific theory relating to the origin and geologic evolution of the Earth and the solar system

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Explain phases of the Moon in terms of relative positions of the Earth, Moon, and Sun

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Draw inferences from celestial and terrestrial observations relating frames of reference for time and Earth motion

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Physical Science

5a. Curriculum Standard: Students will demonstrate an increasing ability to distinguish among materials by utilizing observable properties.

 

Students will be able to:

 

Obtain reliable and valid quantitative data through careful and skilled use of measuring instruments, e.g. balances, graduated cylinders, computer probes

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Distinguish between qualitative and quantitative properties based upon observations of a substance

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5b. Curriculum Standard: Students will demonstrate an increasing ability to understand that matter is composed of dynamic interactive units or particles and that all the properties and changes in matter can be explained in terms of the forces involved in the interactions of these units.

 

Students will be able to:

 

Explain that the arrangement, configuration and/or motion of atoms, molecules, and ions of a particular substance determine the structure and, thus, the properties of that substance

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Recognize that groups of elements have similar properties because of their atomic structure and have been organized in a Periodic Table

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Identify and describe each state of matter, including plasma, in terms of the arrangement and motion of its particulate units

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Demonstrate that it takes time for substances to change or interact and that these rates are affected by such factors as temperature, pressure, and change of state, e.g. fermentation, decomposition, combustion

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5c. Curriculum Standard: Students will demonstrate an increasing ability to understand the relationships among different types and forms of energy.

 

Students will be able to:

 

Collect observations to show that transformations of energy involve the production of heat

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Describe or sketch how energy is released when the nuclei of some atoms undergo fission or fusion

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Experimentally perform the transformation of one energy form to another, e.g. by building a simple electric motor

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Explain quantitatively exchanges of energy within a system, e.g. hot metal in cold water

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Investigate and explain the range of energy released in different transformations , e.g. change of state, chemical reactions, and nuclear phenomena

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Use basic measurement to study increases and decreases in an energy system to determine conservation of energy

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Describe momentum and conduct an experiment to illustrate conservation of momentum

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5e. Curriculum Standard: Students will demonstrate an increasing understanding of how an unbalanced force exerted on an object causes a change in the state of rest or motion of that object in the direction of the unbalanced force.

 

Students will be able to:

 

Formulate questions, design an exploration, and collect data about objects in motion

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Demonstrate inertia as a property of an object which resists a change in motion and is directly related to its mass

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Observe, describe, and identify basic properties of waves (transverse and longitudinal)

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Demonstrate the relationships among change in motion, applied force, and mass of an object

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Identify friction as a force opposing motion

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Identify and experimentally explore forces acting at a distance (gravity/electromagnetism)

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5f. Curriculum Standard: Students will demonstrate an increasing understanding that energy can be transmitted by waves, using light and sound as examples.

 

Students will be able to:

 

Distinguish among amplitude, wavelength, and frequency of longitudinal and transverse waves

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Conduct investigations to demonstrate the properties of reflection, refraction and diffraction of light

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Demonstrate the differences in sound quality produced by simple musical instruments, e.g. whistle, vibrating string, tapping water glasses

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Identify and distinguish among the various forms of electromagnet radiation, e.g. visible light, microwaves, X-rays

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Determine the speed of a wave using wave length and frequency

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5g. Curriculum Standard: Students will demonstrate an increasing understanding that heat is the product of many natural processes.

 

Students will be able to:

 

Formulate a series of explorations that distinguish between heat and temperature

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Examine the relationship between the effects of heating and cooling and the motion of the molecules of the substance being heated or cooled

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Unifying Themes and Concepts

6a. Curriculum Standard: Students will demonstrate an increasing ability to recognize parts of any object or system, and understand how the parts interrelate in the operation of that object or system.

 

Students will be able to:

 

Demonstrate and describe how parts of a system influence each other, including feedback

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Demonstrate how systems include processes as well as parts, e.g. human body, telephone system, solar system

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Show how one system can be part of another system, and how systems influence each other

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Predict how certain changes in the system will/will not affect the operation of the system

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6b. Curriculum Standard: Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

 

Students will be able to:

 

Distinguish among cyclic (e.g. seasons), linear (e.g.distance/time) and irregular (e.g.weather) changes and give examples of each

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Identify and describe varying rates of change and measure selected rates

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Recognize one form of stability as opposing changes occurring at the same rate (dynamic equilibrium) and cite several examples of that type of stability, e.g. homeostasis, saturated solutions, vapor pressure of liquids

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Quantify certain changes and use a mathematical expression to determine past or future states of the system, e.g. gas laws, Newton's laws of motion

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6c. Curriculum Standard: Students will understand the meaning of models, their appropriate use and limitations, and how models can help them in understanding the natural world.

 

Students will be able to:

 

Distinguish among physical (e.g. DNA), mathematical ( e.g. D=RT), and conceptual (e.g. atom) models and give examples of each

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Use different models to represent the same object or process

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Use a computer and mathematical model to determine values of variables beyond the range of phenomena observed in the laboratory

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Compare and explain differences in values obtained using a mathematical model and those obtained in the laboratory

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Illustrate how models allow scientists to better understand the natural world

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6d. Curriculum Standard: Students will increasingly quantify their interactions with phenomena in the natural world, use these results to understand differences of scale in objects and systems, and determine how changes in scale affect various properties of those objects and systems.

 

Students will be able to:

 

Calculate from direct measurements, many of the derived measurements of objects such as density, velocity, inner and surface areas, volumes, perimeters, and changes in heat content

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Calculate averages and ranges of measurement values for certain properties or processes in a system

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Correlate the mathematical relationships among length, area, volume, surface area, mass, etc.

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Convert data collected from measurements into graphs and derive mathematical relationships from the data and graphs

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Determine the degree of error in any measurement given the accuracy of the instruments used

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Express relationships among measurements in the form of a ratio, proportion, or percentage when appropriate

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