To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.
IN.AP.Anatomy & Physiology (AP)
Anatomy & Physiology (AP)
AP.1. Levels of Organization in the Human Body: Cellular
AP.1.1. Investigate the forms of cellular transport within and across cell membranes. Explain how passive and active transport move materials through the body and into/out of cells. Describe the how simple diffusion differs from facilitated diffusion. Describe ho
AP.1.2. Develop a model which describes the stages of somatic cell division (mitosis), how it contributes to maintaining homeostasis, and why cellular differentiation is vital to development.
AP.1.3. Explore the homeostatic range to sustaining human life, the principal mechanism involved, and predict the consequences of what happens when homeostasis is not maintained.
AP.1.5. Explore the vital ways that proteins contribute to the structure, metabolism, and defense of the body, as well as, the importance of shape to their function.
AP.10.3. Compare and contrast the structural and functional difference between the different blood vessel types. Model what vasoconstriction and vasodilation are and how they impact homeostasis.
AP.10.4. Use a diagram and/or a model to illustrate the external and internal structures and layers of the heart, the vessels entering and leaving the heart, and the one-way blood flow through the heart.
AP.10.6. Investigate how the cardiovascular system and other body systems respond to changes in blood volume as well as changes in physical activity which allow the body to maintain homeostasis.
AP.11. Transport in the Human Body: The Lymphatic System and Immune Mechanisms
AP.11.1. Identify the primary structural components of the lymphatic system and their functions. Analyze the relationship with activities of bone marrow, thymus gland, and overall importance in maintaining homeostasis.
AP.11.2. Investigate the difference between innate and acquired immunity. Examine how cellular and non-cellular components work collectively to defend the body against foreign pathogens and how they contribute to maintaining homeostasis.
AP.12.2. Investigate the enzymes of the gastrointestinal tract and accessory organs in relation to the processing, digesting, and absorbing of the three major biomolecules.
AP.13.4. Describe how the body monitors changes in blood pH and carbon dioxide using specialized receptors and how the respiratory system adjusts in order to maintain homeostasis.
AP.14.3. Develop a model of the nephron which explores its structural components and the functional processes of filtration, secretion, and reabsorption, which are essential to maintaining homeostasis.
AP.14.5. Investigate how the kidneys respond to excess water intake and to dehydration, as well as the role of antidiuretic hormone (ADH) and sodium in the regulation of water absorption and excretion.
AP.15.5. Investigate and develop a model of early development which traces the changes of a fertilized cell (zygote) through the blastocyst level of development and the then gastrulation process resulting in the rise of the three primary germ layers.
AP.2. Levels of Organization in the Human Body: Tissue and Organs
AP.2.1. Analyze how each hierarchical level of life contributes to complexity of anatomy and physiological functions (e.g. cells, tissues, etc.). Investigate the relationships among various tissue types as well as the molecular and cellular composition of these t
AP.2.3. Identify the body cavities, their membranes, and the organs within each cavity. Investigate the major organ systems and describe their basic functional importance.
AP.4.3. Identify and describe the structure of the major types of joints and how these structural components influence functional mobility and stability.
AP.5.6. Distinguish between isotonic and isometric contractions of skeletal muscle. Examine muscular hypertrophy and atrophy and discuss causes of these processes.
AP.6.3. Compare and contrast the actions, origins, and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system and their associated neurotransmitters.
AP.6.4. Identify and model how action potentials are generated, the ions and channel protein involved, and the basic structural and functional aspects which allow for synaptic connection.
AP.7.2. Explore the anatomy of the eye, it's functional layers, the fovea and its function. Investigate how the eye accommodates for near and distance vision as well as how the eye adapts to changes in light.
AP.8. Integration and Coordination in the Human Body: The Endocrine System
AP.8.1. Investigate the structure and function of the endocrine system and develop models showing how changes in prominent hormone levels impact homeostasis throughout the body systems.
AP.8.4. Investigate the hormones of the hypothalamus-pituitary complex, the function of these hormones in controlling the thyroid, gonads, and adrenal cortex; and the feedback signals that control them. Evaluate how the HP complex, the sympathetic nervous system,
AP.9.1. Analyze and model the functions of blood which are fundamental to maintaining homeostasis; including hemostasis; nutrient, gas, and waste exchange; and inflammatory response.
B.1.1. Compare and contrast the shape and function of the essential biological macromolecules (i.e. carbohydrates, lipids, proteins, and nucleic acids), as well as, how chemical elements (i.e. carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur) can combi
B.1.2. Analyze how the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and development, and heredity) and understand that the majority of these processes involve proteins that act a
B.1.3. Develop and use models that illustrate how a cell membrane regulates the uptake of materials essential for growth and survival while removing or preventing harmful waste materials from accumulating through the processes of active and passive transport.
B.1.4. Develop and use models to illustrate how specialized structures within cells (i.e. nuclei, ribosomes, Golgi, endoplasmic reticulum) interact to produce, modify, and transport proteins.
B.1.5. Develop and use a model to illustrate the hierarchical organization of interacting systems (cell, tissue, organ, organ system) that provide specific functions within multicellular organisms.
B.2.2. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
B.2.3. Use mathematical and/or computational representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
B.2.4. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
B.3.1. Use mathematical and/or computational representation to explain why the carrying capacity ecosystems can support is limited by the available energy, water, oxygen, and minerals and by the ability of ecosystems to recycle the remains of dead organisms.
B.3.2. Design, evaluate, and refine a model which shows how human activities and natural phenomena can change the flow of matter and energy in an ecosystem and how those changes impact the environment and biodiversity of populations in ecosystems of different sc
B.3.3. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, and identify the impact of changing conditions or introducing non-native species i
B.4.1. Develop and revise a model that clarifies the relationship between DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
B.4.2. Construct an explanation for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
B.4.3. Construct a model to explain that the unique shape and function of each protein is determined by the sequence of its amino acids, and thus is determined by the sequence of the DNA that codes for this protein.
B.4.5. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and (3) mutations caused by environmental factors.
B.5.1. Evaluate anatomical and molecular evidence to provide an explanation of how organisms are classified and named based on their evolutionary relationships into taxonomic categories.
B.5.2. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence including both anatomical and molecular evidence.
B.5.3. Apply concepts of statistics and probability to support a claim that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
B.5.4. Evaluate evidence to explain the role of natural selection as an evolutionary mechanism that leads to the adaptation of species, and to support claims that changes in environmental conditions may result in: (1) increases in the number of individuals of so
B.5.5. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual
B.5.6. Analyze and interpret data for patterns in the fossil record and molecular data that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in
C.2.3. Write the full and noble gas electron configuration of an element, determine its valence electrons, and relate this to its position on the periodic table.
C.3.5. Use laboratory observations and data to compare and contrast ionic, covalent, network, metallic, polar, and non-polar substances with respect to constituent particles, strength of bonds, melting, and boiling points and conductivity; provide examples of ea
C.4.1. Describe, classify, and give examples of various kinds of reactions: synthesis (i.e., combination), decomposition, single displacement, double displacement, acid/base, and combustion.
C.4.4. Apply the mole concept to determine the mass, moles, number of particles, or volume of a gas at STP, in any given sample, for an element or compound.
C.6.3. Classify chemical reactions and phase changes as exothermic or endothermic based on enthalpy values. Use a graphical representation to illustrate the energy changes involved.
C.6.4. Perform calculations involving heat flow, temperature changes, and phase changes by using known values of specific heat, phase change constants, or both.
C.7.3. Describe the concentration of solutes in a solution in terms of molarity. Perform calculations using molarity, mass, and volume. Prepare a sample of given molarity provided a known solute.
Env.1.1. Understand and explain that ecosystems have cyclic fluctuations, such as seasonal changes or changes in population, as a result of migration, birth, and mortality.
Env.1.2. Understand and explain that human beings are part of Earth’s ecosystems and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.
Env.1.3. Recognize and describe the difference between systems in equilibrium and systems in disequilibrium. Describe how steady state is achieved through negative and positive feedback loops.
Env.1.6. Describe the difference between weather and climate. Locate, identify, and describe the major Earth biomes. Explain how biomes are determined by climate (temperature and precipitation patterns) that support specific kinds of plants.
Env.1.7. Identify tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs.
Env.2.1. Describe how matter cycles through sources and sinks and how energy is transferred. Explain how matter and energy move between and within components of an environmental system.
Env.2.10. Understand and describe how nuclear reactions release energy without the combustion products of burning fuels, but that the radioactivity of fuels and by-products poses other risks which may last for thousands of years. Understand and assess the uses of n
Env.2.2. Identify the different forms of energy and understand that energy may be converted from one form to another, but cannot be created or destroyed.
Env.2.4. Recognize and describe the different sources of energy, including fossil fuels, nuclear, and alternative sources of energy provided by water, wind, geothermal, biomass/biofuels, and the sun.
Env.2.6. Understand and describe how layers of energy-rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Recognize that by burning these fossil fuels, people are passing stored energy back in
Env.2.8. Cite examples of how all fuels, renewable and nonrenewable, have advantages and disadvantages that society must question when considering the trade-offs among them, such as how energy use contributes to the rising standard of living in the industrially de
Env.3.4. Identify natural Earth hazards, such as earthquakes and hurricanes, and identify the regions in which they occur as well as the short-term and long-term effects on the environment and on people.
Env.5.2. Explain how the great diversity of species increases the chance that at least some living organisms will survive in the event of major global changes.
Env.5.5. Identify the indirect and direct threats to biodiversity (e.g. habitat loss and destruction, invasion by exotic species, commercial over fishing and hunting, pollution, climate change, and bioaccumulation and biomagnification of toxins).
Env.8.2. Understand and describe the concept of integrated natural resource management and the values of managing natural resources as an ecological unit.
ES.1.1. Construct an explanation detailing how space can be studied by observing all frequencies of the electromagnetic radiation with differentiated telescopes and observational tools.
ES.1.2. Describe the expanding universe theory, also known as the "Big Bang Theory," based on observed astronomical evidence including: The Doppler Effect, red shift, Hubble's Law, and the cosmic microwave background.
ES.1.3. Create a diagram, flowchart, or written explanation that details the cooling of energy into protons and early elements, and early elements into superstars and galaxies. Explain the role of gravitational attraction in the formation of stars and galaxies fr
ES.1.4. Differentiate between the life cycles of stars of different masses found on the Hertzsprung-Russell Diagram. Differentiate between low, medium (including our sun), and high mass stars by what elements can be produced, and therefore whether or not they can
ES.1.5. Illustrate the hierarchical relationship and scales of stars, planetary systems including multiple-star systems, star clusters, galaxies, and galactic groups in the universe.
ES.2.1. Construct a flowchart with diagrams and descriptions outlining the nebular theory of solar system formation. Include the formation of one or more stars, planetesimals, protoplanets, Jovian and terrestrial planets, and other objects including satellites an
ES.2.2. Describe the characteristics of the various kinds of objects in the solar system including planets, satellites, comets, asteroids, and protoplanets. Recognize that planets have been identified orbiting stars other than the sun, or exist outside of solar s
ES.2.3. Develop a model illustrating the layers and life span of the sun. Explain how nuclear fusion in the core produces elements and energy, which are both retained through convection and released to space, including Earth, through radiation. Additionally, elem
ES.2.4. Use mathematical and/or computational representations to demonstrate the motions of the various kinds of objects in our solar system including planets, satellites, comets, and asteroids. Explain that Kepler’s Laws determine the orbits of those objects and
ES.2.5. Explain how scientific theory changes over time with the introduction of new information and observational data. Use works from ancient Greeks such as Ptolemy, and other astronomers including Copernicus, Brahe, Kepler, and Galileo to demonstrate the effec
ES.3.1. Create flowcharts that show the exchange of carbon and oxygen between the lithosphere, hydrosphere, biosphere, and atmosphere, including carbon dioxide and methane. Explain how human activities such as farming and industry, temperature change in oceans, a
ES.3.2. Create diagrams and flowcharts that show the cycling between the lithosphere, hydrosphere, biosphere, and atmosphere for nitrogen. Complete the same for phosphorus, excluding the atmosphere. Explain how human activities can alter the amounts of both phosp
ES.3.3. Analyze and explain how events on one side of the world can alter temperature and precipitation around the globe. Analyze and explain the possible effects of natural and human-driven processes on our atmosphere and climate.
ES.3.4. Evaluate the use of sustainable versus nonrenewable resources. Explain the consequences of overuse and continued increased consumption of limited resources. Analyze and evaluate the benefits of researching, designing, and developing sustainable resources
ES.4.1. Create a model that shows the composition, distribution, and circulation of gases in Earth's atmosphere. Show how carbon and oxygen cycles affect the composition through gas exchange with organisms, oceans, the solid earth, and industry.
ES.4.2. Create models to demonstrate the circulation, retention, and reflection of heat in regards to the atmosphere, solid land, and bodies of water including lakes and oceans. Demonstrate the effects of cities, various terrain, cloud cover, sea ice, and open wa
ES.4.3. Create a presentation that demonstrates the process of the water cycle on both local and global scales. Illustrate the process of water cycling both from the solid earth to the atmosphere and around the solid earth. Examine the interaction of ground water
ES.4.4. Create a model to demonstrate how the Coriolis Effect influences the global circulation of the atmosphere. Explain how changes in the circulation of the atmosphere and oceans can create events such as El Niño and La Niña.
ES.4.5. Chart and explain the changes in weather as it relates to humidity, air pressure, and temperature. Explain how these factors result in local wind patterns and cloud cover. Explain the origin, life cycle, and behavior of weather systems, especially severe
ES.4.6. Differentiate between weather and climate. Examine long term, natural climate change and periods of glaciation as influenced by Milankovitch Cycles due to the gravity of other solar system bodies (obliquity and precession of axis and eccentricity of orbit
ES.4.7. Create diagrams or models to demonstrate the effect of the gravitational pull of the sun and moon on Earth's oceans. Explain the difference between daily (high and low) tides and monthly (spring and neap) tides. Explain how monthly tides relate to the rev
ES.5.1. Construct a lab to analyze minerals based on their physical and chemical properties. Explain how rocks may contain many minerals, one mineral, or no minerals, and minerals can be made of either single elements (such as gold) or compounds (such as silicate
ES.5.2. Create a rock cycle flowchart or diagram that demonstrates the processes involved in the formation, breakdown, and reformation of igneous, sedimentary, and metamorphic rock. Show how each type can melt and reform igneous rock, undergo the various metamorp
ES.5.3. Construct a model that demonstrates the difference between weathering, erosion, transportation of material, deposition, and new soil and sedimentary rock formation. Differentiate between types of physical and chemical weathering.
ES.5.4. Differentiate between relative and absolute geological time. Detail how sedimentary rock can be dated based on relative-age dating and positioning, while igneous formations can be radiometrically dated. Differentiate between radiocarbon dating used for or
ES.5.5. Create a timeline detailing the processes that have occurred in Indiana to create mostly sedimentary bedrock. Explain how changing sea levels, climate, and glaciation have shaped Indiana geology.
ES.5.6. Create models or diagrams to show how plate movement and sea level changes have changed continental land masses over time. Include the creation and destruction of inland seas, sedimentary rock formations including evaporites and biochemical formations, an
E.S.6.4. Create a timeline to show the development of modern tectonic plate theory. Identify and explain how the evidence from the theory of continental drift, seafloor spreading, and paleomagnetism built upon each other to support tectonic plate theory.
E.S.6.5. Create models that demonstrate different types of orogeny resulting from plate tectonics. Show how the interactions between oceanic and continental plates create different geological features (such as volcanic island arcs or high altitude plateaus) depend
E.S.6.6. Create models and differentiate between shield, composite, and cinder cone volcanoes. Explain how volcanoes form, how the chemical composition of lava affects the type of volcanoes formed, and how the location (such as hot spots or along continental or oc
E.S.6.7. Use models, diagrams, and captions to explain how tectonic motion creates earthquakes and tsunamis. Using resources such as indianamap.org, analyze how close the school is to known faults and liquefaction potential. Differentiate between intraplate fault
E.S.6.8. Create an action plan detailing what to do in an emergency if an earthquake occurred near the school or home. Detail what should be kept in an earthquake preparation kit, how to prepare homes for earthquake safety, and what actions should be taken during
ES.6.1. Construct a diagram or model that identifies and describes the physical and chemical properties of the crust, mantle, outer core, and inner core of Earth.
ES.6.2. Explain how Earth's fluid outer core creates the magnetosphere and how this helps protect both humans and technology (such as satellites) from solar winds.
ES.6.3. Construct a diagram and explanation showing the convection of Earth's mantle and its impact on the movements of tectonic plates. Explain how the decay of radioactive isotopes and residual energy from Earth's original formation provide the heat to fuel thi
ICP.1.1. Develop graphical, mathematical, and pictorial representations (such as a motion map) that describe the relationship between the clock reading (time) and position of an object moving at a constant velocity and apply those representations to qualitatively
ICP.1.2. Describe the slope of the graphical representation of position vs. clock reading (time) in terms of the velocity of the object moving in one dimension.
ICP.1.3. Distinguish between the terms “distance” and “displacement,” and determine the value of either given a graphical or mathematical representation of position vs. clock reading (time).
ICP.1.4. Distinguish between the terms “speed,” “velocity,” “average speed,” and “average velocity” and determine the value of any of these measurements given either a graphical or mathematical representation.
ICP.10.5. Explain the potential applications and possible consequences as the result of nuclear processes such as the generation of energy at nuclear power plants, including the potential damage that radioactivity can cause to biological tissues.
ICP.2.1. Develop graphical, mathematical, and pictorial representations (such as a motion map) that describe the relationship between the clock reading (time) and velocity of an object moving at a constant acceleration and apply those representations to qualitativ
ICP.2.2. Describe the differences between average velocity and instantaneous velocity and be able to determine either quantity given a graph of position vs clock reading (time).
ICP.3.1. Develop pictorial and graphical representations which show that a single external applied force changes the velocity of an object, and that when no force acts, the velocity of an object remains constant.
ICP.3.3. Distinguish between forces acting on a body and forces exerted by the body. Categorize forces as contact forces, friction, or action at a distance (field) forces.
ICP.3.4. Develop pictorial and graphical representations which show that a non-zero net force on an object results in an acceleration of the object and that the acceleration of an object of constant mass is proportional to the total force acting on it, and inverse
ICP.3.5. Qualitatively describe and quantitatively determine the magnitude and direction of forces from observing the motion of an object of known mass.
ICP.3.6. Qualitatively describe and quantitatively determine the acceleration of an object of known mass from observing the forces acting on that object.
ICP.4.1. Define energy as a quantity that can be represented as being within a system that is distinct from the remainder of the universe and is measured in Joules.
ICP.4.2. Identify forms of energy present in a system (kinetic, gravitational, elastic, etc.), and pictorially represent the distribution of energies, such as using pie or bar charts.
ICP.5.3. At the particle level, describe the relationship between temperature and the average kinetic energy of particles in the system and describe how a thermometer measures the temperature of a system.
ICP.5.4. Distinguish “temperature” from “thermal energy,” compare and contrast the Fahrenheit, Celsius, and Kelvin temperature scales, and convert temperatures between them.
ICP.5.5. Evaluate graphical or pictorial representations that describe the relationship among the volume, temperature, and number of molecules and the pressure exerted by the system to qualitatively and quantitatively describe how changing any of those variables a
ICP.5.6. Describe and demonstrate how the kinetic theory can be extended to describe the properties of liquids and solids by introducing attractive forces between the particles.
ICP.5.7. Analyze a heating / cooling curve to describe how adding or removing thermal energy from a system changes the temperature or state of an object and be able to identify the melting and freezing temperatures of the system.
ICP.5.8. Collect and use experimental data to determine the number of items in a sample without actually counting them and qualitatively relate this to Avogadro's hypothesis.
ICP.6.1. Distinguish between elements, mixtures, and compounds based on their composition and bonds and be able to construct or sketch particle models to represent them.
ICP.6.2. Develop graphical and mathematical representations to show that mixtures can be made in any proportion and separated based on the properties of the components of the mixture and apply those representations to quantitatively determine the ratio of componen
ICP.6.3. Cite the evidence that supports the idea that some pure substances are combined of elements in a definite ratio, as for example seen in electrolysis of water.
ICP.6.5. Given a periodic table, understand and describe the significance of column location for the elements by calculation of molar ratios of known compounds.
ICP.8.1. Describe electrical current in terms of the motion of electrons within a device and relate the rate of motion of the electrons to the amount of current measured.
ICP.8.2. Describe the relationship among voltage, current, and resistance for an electrical system consisting of a single voltage source and a single device.
ICP.8.3. Describe on a macroscopic scale how any distribution of magnetic materials (e.g. iron filings, ferrofluid, etc.) aligns with the magnetic field created by a simple magnet.
ICP.9.1. Develop qualitative particle models of mechanical waves and explain the relationship of the particles and their interactions in transverse and longitudinal waves, as well as, how waves appear in nature as in water waves and tsunamis, ground waves in earth
ICP.9.4. Describe how interacting waves produce different phenomena than singular waves in a medium (e.g. periodic changes in volume of sound or resonance).
ICP.9.5. Describe and provide examples of how modern technologies use mechanical or electromagnetic waves and their interactions to transmit information.
PI.1.1. Develop graphical, mathematical, and pictorial representations (e.g. a motion map) that describe the relationship between the clock reading (time) and position of an object moving at a uniform rate and apply those representations to qualitatively and quan
PI.1.3. Rank the velocities of objects in a system based on the slope of a position vs. clock reading (time) graphical representation. Recognize that the magnitude of the slope representing a negative velocity can be greater than the magnitude of the slope repres
PI.1.4. Describe the differences between the terms “distance,” “displacement,” “speed,” “velocity,” “average speed,” and “average velocity” and be able to calculate any of those values given an object moving at a single constant velocity or with different constan
PI.2.1. Develop graphical, mathematical, and pictorial representations (e.g. a motion map) that describe the relationship between the clock reading (time) and velocity of an object moving at a uniformly changing rate and apply those representations to qualitative
PI.2.3. Rank the accelerations of objects in a system based on the slope of a velocity vs. clock reading (time) graphical representation. Recognize that the magnitude of the slope representing a negative acceleration can be greater than the magnitude of the slope
PI.2.4. Given a graphical representation of the position, velocity, or acceleration vs. clock reading (time), be able to identify or sketch the shape of the other two graphs.
PI.2.5. Qualitatively and quantitatively apply the models of constant velocity and constant acceleration to determine the position or velocity of an object moving in free fall near the surface of the Earth.
PI.3.1. Understand Newton’s first law of motion and describe the motion of an object in the absence of a net external force according to Newton’s first law.
PI.3.2. Develop graphical and mathematical representations that describe the relationship among the inertial mass of an object, the total force applied, and the acceleration of an object in one dimension where one or more forces is applied to the object and apply
PI.3.7. Explain that the equivalence of the inertial and gravitational masses leads to the observation that acceleration in free fall is independent of an object’s mass.
PI.4.1. Evaluate the translational kinetic, gravitational potential, and elastic potential energies in simple situations using the mathematical definitions of these quantities and mathematically relate the initial and final values of the translational kinetic, gr
PI.4.2. Identify the forms of energy present in a scenario and recognize that the potential energy associated with a system of objects and is not stored in the object itself.
PI.4.3. Conceptually define “work” as the process of transferring of energy into or out of a system when an object is moved under the application of an external force and operationally define “work” as the area under a force vs. change in position curve.
PI.4.4. For a force exerted in one or two dimensions, mathematically determine the amount of work done on a system by an unbalanced force over a change in position in one dimension.
PI.4.5. Understand and apply the principle of conservation of energy to determine the total mechanical energy stored in a closed system and mathematically show that the total mechanical energy of the system remains constant as long as no dissipative (i.e. non-con
PI.4.6. Develop and apply pictorial, mathematical or graphical representations to qualitatively and quantitatively predict changes in the mechanical energy (e.g. translational kinetic, gravitational, or elastic potential) of a system due to changes in position or
PI.5.1. For an object moving at constant rate, define linear momentum as the product of an object’s mass and its velocity and be able to quantitatively determine the linear momentum of a single object.
PI.5.2. Operationally define “impulse” as the area under a force vs. change in clock reading (time) curve and be able to determine the change in linear momentum of a system acted on by an external force. Predict the change in linear momentum of an object from the
PI.5.3. Demonstrate that when two objects interact through a collision or separation that both the force experienced by each object and change in linear momentum of each object are equal and opposite, and as the mass of an object increases, the change in velocity
PI.5.4. Determine the individual and total linear momentum for a two-body system before and after an interaction (e.g. collision or separation) between the two objects and show that the total linear momentum of the system remains constant when no external force i
PI.5.5. Classify an interaction (e.g. collision or separation) between two objects as elastic or inelastic based on the change in linear kinetic energy of the system.
PI.6.1. Develop graphical and mathematical representations that describe the relationship between the amount of stretch of a spring and the restoring force and apply those representations to qualitatively and quantitatively describe how changing the stretch or co
PI.6.2. Describe the slope of the graphical representation of restoring force vs. change in length of an elastic material in terms of the elastic constant of the material, specifically for an ideal spring.
PI.6.3. Develop graphical and mathematical representations which describe the relationship between the mass, elastic constant, and period of a simple horizontal mass-spring system and apply those representations to qualitatively and quantitatively describe how ch
PI.7.2. Understand that a mechanical wave requires a medium to transfer energy, unlike an electromagnetic wave, and that only the energy is transferred by the mechanical wave, not the mass of the medium.
PI.7.3. Develop graphical and mathematical representations that describe the relationship between the frequency of a mechanical wave and the wavelength of the wave and apply those representations to qualitatively and quantitatively describe how changing the frequ
PI.7.4. Describe the slope of the graphical representation of wavelength vs. the inverse of the frequency in terms of the speed of the mechanical wave.
PI.7.5. Apply the mechanical wave model to sound waves and qualitatively and quantitatively determine how the relative motion of a source and observer affects the frequency of a wave as described by the Doppler Effect.
PI.7.7. Qualitatively describe the phenomena of both resonance frequencies and beat frequencies that arise from the interference of sound waves of slightly different frequency and define the beat frequency as the difference between the frequencies of two individu
PI.8.1. Develop graphical, mathematical, and pictorial representations that describe the relationship between length, cross-sectional area, and resistivity of an ohmic device and apply those representations to qualitatively and quantitatively describe how changin
PI.8.2. Describe the slope of the graphical representation of resistance vs. the ratio of length to cross-sectional area in terms of the resistivity of the material.
PI.8.3. Develop graphical and mathematical representations that describe the relationship between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device according to Ohm’s Law and apply those represent
PI.8.5. Qualitatively and quantitatively describe how changing the voltage or resistance of a simple series (i.e. loop) circuit affects the voltage, current, and power measurements of individual resistive devices and for the entire circuit.
PI.8.6. Qualitatively and quantitatively describe how changing the voltage or resistance of a simple parallel (i.e. ladder) circuit affects the voltage, current, and power measurements of individual resistive devices and for the entire circuit.
PI.8.9. Use a description or schematic diagram of an electrical circuit to calculate unknown values of current, voltage, or resistance in various components or branches of the circuit according to Ohm’s Law, Kirchhoff’s junction rule, and Kirchhoff’s loop rule.
PII.1.1. For a system consisting of a single object with a net external force applied, qualitatively and quantitatively predict changes in its linear momentum using the impulse-momentum theorem and in its translational kinetic energy using the work-energy theorem.
PII.1.2. For a system consisting of a two objects with no net external forces applied, qualitatively and quantitatively analyze a two dimensional interaction (i.e. collision or separation) to show that the total linear momentum of the system remains constant.
PII.1.3. For a system consisting of two objects moving in two dimensions with no net external forces applied, apply the principles of conservation of linear momentum and of mechanical energy to quantitatively predict changes in the linear momentum, velocity, and k
PII.2.1. Develop graphical and mathematical representations that describe the relationship among the temperature, thermal energy, and thermal energy transfer (i.e. heat) in the kinetic molecular theory and apply those representations to qualitatively and quantitat
PII.2.2. Describe the process of the transfer of thermal energy (i.e. heat) that occurs during the heating cycle of a substance from solid to gas and relate the changes in molecular motion to temperature changes that are observed.
PII.2.4. Develop graphical and mathematical representations that describe the relationship among the volume, temperature, and number of molecules of an ideal gas in a closed system and the pressure exerted by the system and apply those representations to qualitati
PII.2.5. Describe the slope of the graphical representation of pressure vs. the product of: the number of particles, temperature of the gas, and inverse of the volume of the gas in terms of the ideal gas constant.
PII.2.6. Using PV graphs, qualitatively and quantitatively determine how changes in the pressure, volume, or temperature of an ideal gas allow the gas to do work and classify the work as either done on or done by the gas.
PII.3.1. For a static, incompressible fluid, develop and apply graphical and mathematical representations that describe the relationship between the density and the pressure exerted at various positions in the fluid, and apply those representations to qualitativel
PII.4.1. Describe the methods of charging an object (i.e. contact, induction, and polarization) and apply the principle of conservation of charge to determine the charges on each object after charge is transferred between two objects by contact.
PII.4.2. For a single isolated charge, develop and apply graphical and mathematical representations that describe the relationship between the amount of charge, the distance from the charge and the strength of the electric field created by the charge and apply tho
PII.4.4. For a single isolated charge, develop graphical and mathematical representations that describe the relationship between the amount of charge, the distance from the charge and the electric potential created by the charge and apply those representations to
PII.4.5. Map electric fields and equipotential lines, showing the electric field lines are perpendicular to the equipotential lines, and draw conclusions about the motion of a charged particle either between or along equipotential lines due the electric field.
PII.4.7. Apply conservation of energy to determine changes in the electric potential energy, translational kinetic energy, and speed of a single charged object (i.e. a point particle) placed in a uniform electric field.
PII.5.2. Develop graphical and mathematical representations that describe the relationship between the between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device according to Ohm’s Law. Apply those
PII.5.4. Define and describe a device as ohmic or non-ohmic based on the relationship between the current passing through the device and the voltage across the device based on the shape of the curve of a current vs. voltage or voltage vs. current graphical represe
PII.5.5. Explain and analyze simple arrangements of electrical components in series and parallel DC circuits in terms of current, resistance, voltage and power. Use Ohm’s and Kirchhoff’s laws to analyze DC circuits.
PII.6.4. Determine the magnitude of the magnetic force acting on a charged particle moving through a uniform magnetic field and apply the right hand rule to determine the direction of either the magnetic force or the magnetic field.
PII.7.3. Apply Ohm’s Law, Faraday’s Law, and Lenz’s Law to determine the amount and direction of current induced by a changing magnetic flux in a loop of wire or simple loop circuit.
PII.8.1. Develop graphical, mathematical, and pictorial representations (e.g. ray diagrams) that describe the relationships between the focal length, the image distance and the object distance for planar, converging, and diverging mirrors and apply those represent
PII.8.2. Develop graphical, mathematical, and pictorial representations (e.g. ray diagrams) that describe the relationship between the angles of incidence and refraction of monochromatic light passed between two different media and apply those representations to q
PII.8.3. Develop graphical, mathematical, and pictorial representations (e.g. ray diagrams) that describe the relationships between the focal length, the image distance, and the object distance for both converging and diverging lenses and apply those representatio
PII.8.4. Describe an image as real or virtual for both a curved mirror and lens system based on the position of the image relative to the optical device.
PII.9.2. Explain how electromagnetic waves interact with matter both as particles (i.e. photons) and as waves and be able to apply the most appropriate model to any particular scenario.
PII.9.6. Develop graphical and mathematical representations that describe the relationship between the angle between two polarizing filters and the intensity of light passed through the filters from an unpolarized light source and apply those representations to qu