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§112.32.Aquatic Science, Beginning with School Year 2010-2011 (One Credit).
Aquatic Science, Beginning with School Year 2010-2011 (One Credit).
(c). Knowledge and skills.(10). Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to:(A). classify different aquatic organisms using tools such as dichotomous keys
(C). compare differences in adaptations of aquatic organisms to fresh water and marine environments
(11). Science concepts. The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to:(A). identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids
(B). evaluate the factors affecting aquatic population cyclesQuiz, Flash Cards, Worksheet, Game Oceans
(12). Science concepts. The student understands how human activities impact aquatic environments. The student is expected to:(A). predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystemQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
(B). analyze the cumulative impact of human population growth on an aquatic systemQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
(D). analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environmentsQuiz, Flash Cards, Worksheet, Game Oceans
(4). Science concepts. Students know that aquatic environments are the product of Earth systems interactions. The student is expected to:(A). identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic environmentsQuiz, Flash Cards, Worksheet, Game Oceans
(B). apply systems thinking to the examination of aquatic environments, including positive and negative feedback cyclesQuiz, Flash Cards, Worksheet, Game Oceans
(C). collect and evaluate global environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS)., Geographic Information System (GIS)., weather balloons, buoys, etc.Quiz, Flash Cards, Worksheet, Game Oceans Quiz, Flash Cards, Worksheet, Game Sound
(6). Science concepts. The student knows the role of cycles in an aquatic environment. The student is expected to:(A). identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers
(B). examine the interrelationships between aquatic systems and climate and weather, including El Niño and La Niña, currents, and hurricanesQuiz, Flash Cards, Worksheet, Game Oceans
(7). Science concepts. The student knows the origin and use of water in a watershed. The student is expected to:(A). identify sources and determine the amounts of water in a watershed, including rainfall, groundwater, and surface water
(B). identify factors that contribute to how water flows through a watershed
(C). identify water quantity and quality in a local watershed
(8). Science concepts. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to:(A). demonstrate basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancyQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans Quiz, Flash Cards, Worksheet, Game Rocks
(B). identify interrelationships between ocean currents, climates, and geologic featuresQuiz, Flash Cards, Worksheet, Game Oceans
(9). Science concepts. The student knows the types and components of aquatic ecosystems. The student is expected to:(A). differentiate among freshwater, brackish, and saltwater ecosystemsQuiz, Flash Cards, Worksheet, Game Oceans
(B). identify the major properties and components of different marine and freshwater life zonesQuiz, Flash Cards, Worksheet, Game Oceans
(C). identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in itQuiz, Flash Cards, Worksheet, Game Oceans
§112.34.Biology (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
Biology (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
(c). Knowledge and skills.(1). Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:(A). demonstrate safe practices during laboratory and field investigations
(B). demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials
(10). Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to:(B). describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants
(C). analyze the levels of organization in biological systems and relate the levels to each other and to the whole systemQuiz, Flash Cards, Worksheet, Game Cells
(11). Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:(A). summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems
(12). Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:(A). interpret relationships, including predation, parasitism, commensalism, mutualism, and competition, among organisms
(B). compare variations and adaptations of organisms in different ecosystemsQuiz, Flash Cards, Worksheet, Game Oceans
(C). analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids
(D). describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles
(E). describe how environmental change can impact ecosystem stability
(2). Scientific processes. The student uses scientific practices and equipment during laboratory and field investigations. The student is expected to:(E). plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology
(F). collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as data-collecting probes, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, balancesQuiz, Flash Cards, Worksheet, Game Cells
(3). Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:(A). analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the studentQuiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
(C). draw inferences based on data related to promotional materials for products and services
(D). evaluate the impact of scientific research on society and the environment
(E). evaluate models according to their limitations in representing biological objects or eventsQuiz, Flash Cards, Worksheet, Game Meiosis
(F). research and describe the history of biology and contributions of scientistsQuiz, Flash Cards, Worksheet, Game Cells
(4). Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to:(A). compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity
(B). investigate and explain cellular processes, including homeostasis and transport of molecules
(C). compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza
(5). Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:(A). describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organismsQuiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
(B). describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation
(C). recognize that disruptions of the cell cycle lead to diseases such as cancer
(6). Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics. The student is expected to:(A). identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNAQuiz, Flash Cards, Worksheet, Game Mitosis
(B). recognize that components that make up the genetic code are common to all organisms
(C). explain the purpose and process of transcription and translation using models of DNA and RNA
(D). recognize that gene expression is a regulated process
(E). identify and illustrate changes in DNA and evaluate the significance of these changes
(F). predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance
(G). recognize the significance of meiosis to sexual reproductionQuiz, Flash Cards, Worksheet, Game Meiosis
(7). Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:(A). analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental
(B). examine scientific explanations of abrupt appearance and stasis in the fossil record
(C). analyze and evaluate how natural selection produces change in populations, not individuals
(D). analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive succes
(E). analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species
(F). analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination
(8). Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to:(A). define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community
(B). categorize organisms using a hierarchical classification system based on similarities and differences shared among groups
(C). compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals
(9). Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:(A). compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids
(B). compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter
(C). identify and investigate the role of enzymes
§112.35.Chemistry (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
Chemistry (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
(c). Knowledge and skills.(1). Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:(B). know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Safety Data Sheets (SDS)
(10). Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:(A). describe the unique role of water in solutions in terms of polarity
(E). distinguish among types of solutions such as electrolytes and nonelectrolytes; unsaturated, saturated, and supersaturated solutions; and strong and weak acids and bases
(G). define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water
(11). Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:(A). describe energy and its forms, including kinetic, potential, chemical, and thermal energiesQuiz, Flash Cards, Worksheet, Game Gases Quiz, Flash Cards, Worksheet, Game Heat
(B). describe the law of conservation of energy and the processes of heat transfer in terms of calorimetryQuiz, Flash Cards, Worksheet, Game Heat
(C). classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysisQuiz, Flash Cards, Worksheet, Game Heat
(D). perform calculations involving heat, mass, temperature change, and specific heatQuiz, Flash Cards, Worksheet, Game Heat
(2). Scientific processes. The student uses scientific practices to solve investigative questions. The student is expected to:(A). know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section
(F). collect data and make measurements with accuracy and precision
(G). express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures
(H). organize, analyze, evaluate, make inferences, and predict trends from data
(I). communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports
(3). Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:(A). analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student
(D). evaluate the impact of research on scientific thought, society, and the environment
(F). describe the history of chemistry and contributions of scientists
(4). Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to:(A). differentiate between physical and chemical changes and properties
(B). identify extensive properties such as mass and volume and intensive properties such as density and melting pointQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
(C). compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume
(D). classify matter as pure substances or mixtures through investigation of their properties
(5). Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:(A). explain the use of chemical and physical properties in the historical development of the Periodic Table
(B). identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table
(C). interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table
(6). Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:(A). describe the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom
(B). describe the mathematical relationships between energy, frequency, and wavelength of light using the electromagnetic spectrum
(C). calculate average atomic mass of an element using isotopic composition
(D). express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures
(7). Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to:(A). name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules
(B). write the chemical formulas of ionic compounds containing representative elements, transition metals and common polyatomic ions, covalent compounds, and acids and bases
(C). construct electron dot formulas to illustrate ionic and covalent bonds
(D). describe metallic bonding and explain metallic properties such as thermal and electrical conductivity, malleability, and ductility
(8). Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to:(A). define and use the concept of a moleQuiz, Flash Cards, Worksheet, Game The Mole
(D). differentiate between empirical and molecular formulas
(E). write and balance chemical equations using the law of conservation of mass
(F). differentiate among double replacement reactions, including acid-base reactions and precipitation reactions, and oxidation-reduction reactions such as synthesis, decomposition, single replacement, and combustion reactions
(9). Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to:(A). describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law
(B). describe the postulates of kinetic molecular theory
§112.38.Integrated Physics and Chemistry (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
Integrated Physics and Chemistry (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
(c). Knowledge and skills.(1). Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:(A). demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles or chemical splash goggles, as appropriate, and fire extinguishers
(B). know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Safety Data Sheets (SDS)
(C). demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials
(2). Scientific processes. The student uses scientific practices during laboratory and field investigations. The student is expected to:(A). know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section
(C). collect data and make measurements with accuracy and precisionQuiz, Flash Cards, Worksheet, Game Sound
(D). organize, analyze, evaluate, make inferences, and predict trends from dataQuiz, Flash Cards, Worksheet, Game Sound
(E). communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reportsQuiz, Flash Cards, Worksheet, Game Sound
(3). Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to:(A). analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the studentQuiz, Flash Cards, Worksheet, Game Sound
(D). evaluate the impact of research on scientific thought, society, and the environment
(F). research and describe the history of physics and chemistry and contributions of scientists
(4). Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to:(A). describe and calculate an object's motion in terms of position, displacement, speed, and acceleration
(B). measure and graph distance and speed as a function of time
(C). investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects
(D). describe and calculate the relationship between force, mass, and acceleration using equipment such as dynamic carts, moving toys, vehicles, and falling objects
(E). explain the concept of conservation of momentum using action and reaction forces
(5). Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to:(A). recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pinsQuiz, Flash Cards, Worksheet, Game Heat
(B). recognize and demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteriesQuiz, Flash Cards, Worksheet, Game Heat
(C). demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces
(E). investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems
(F). evaluate the transfer of electrical energy in series and parallel circuits and conductive materials
(G). explore the characteristics and behaviors of energy transferred by waves, including acoustic, seismic, light, and waves on water, as they reflect, refract, diffract, interfere with one another, and are absorbed by materialsQuiz, Flash Cards, Worksheet, Game Sound
(H). analyze energy transformations of renewable and nonrenewable resources
(I). critique the advantages and disadvantages of various energy sources and their impact on society and the environment
(6). Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to:(A). examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms or molecules
(B). relate chemical properties of substances to the arrangement of their atoms
(C). analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivityQuiz, Flash Cards, Worksheet, Game Heat Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
(D). relate the placement of an element on the Periodic Table to its physical and chemical behavior, including bonding and classification
(E). relate the structure of water to its function as a solvent
(F). investigate the properties of water solutions and factors affecting solid solubility, including nature of solute, temperature, and concentration
(7). Science concepts. The student knows that changes in matter affect everyday life. The student is expected to:(A). investigate changes of state as it relates to the arrangement of particles of matter and energy transfer
(B). recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons
(D). classify energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks as exothermic or endothermic reactions
(E). describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy productionQuiz, Flash Cards, Worksheet, Game Sound
§112.39.Physics (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
Physics (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38, and 112.39 of this subchapter adopted in 2017 shall be implemented by school districts beginning with the 2018-2019 school year.
(c). Knowledge and skills.(1). Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipm(A). demonstrate safe practices during laboratory and field investigations
(B). demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials
(2). Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:(A). know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section
(E). demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex leQuiz, Flash Cards, Worksheet, Game Sound
(F). use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (Quiz, Flash Cards, Worksheet, Game Sound
(G). make measurements with accuracy and precision and record data using scientific notation and International System (SI) units
(H). organize, evaluate, and make inferences from data, including the use of tables, charts, and graphsQuiz, Flash Cards, Worksheet, Game Sound
(I). communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reportsQuiz, Flash Cards, Worksheet, Game Sound
(J). express relationships among physical variables quantitatively, including the use of graphs, charts, and equations
(3). Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:(A). analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the studentQuiz, Flash Cards, Worksheet, Game Sound
(C). explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society
(E). express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematicallyQuiz, Flash Cards, Worksheet, Game Sound
(4). Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:(A). generate and interpret graphs and charts describing different types of motion, including investigations using real-time technology such as motion detectors or photogates
(B). describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration
(C). analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples
(D). calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams
(5). Science concepts. The student knows the nature of forces in the physical world. The student is expected to:(A). describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces
(E). characterize materials as conductors or insulators based on their electric properties
(F). investigate and calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations
(6). Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:(A). investigate and calculate quantities using the work-energy theorem in various situations
(B). investigate examples of kinetic and potential energy and their transformationsQuiz, Flash Cards, Worksheet, Game Heat
(C). calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system
(D). demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension
(E). explain everyday examples that illustrate the four laws of thermodynamics and the processes of thermal energy transferQuiz, Flash Cards, Worksheet, Game Heat
(7). Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:(A). examine and describe oscillatory motion and wave propagation in various types of mediaQuiz, Flash Cards, Worksheet, Game Sound
(B). investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelengthQuiz, Flash Cards, Worksheet, Game Sound
(C). compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound wavesQuiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
(D). investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effectQuiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
(E). describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens
(8). Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to:(A). describe the photoelectric effect and the dual nature of light
(D). give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of ap