GENERAL. Performance Objective Critical Attributes Benchmarks/Assessment. Can the student describe the formation of stars and planets?

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1 Earth's Place in the Universe SCIENCE 9-12 Curriculum Standard One: The student will demonstrate an understanding of how astronomy and planetary exploration reveal the solar system's structure, scale, and change over time. *1A. The student will know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. *1B. The student will know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago. *1C. The student will know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. *1D. The student will know the evidence indicating that planets are much closer to Earth than the stars are. Can the student describe the formation of stars and planets? Can the student write a clear explanation of the role of mass in the formation of stars and planets? Can the student describe the major components of the Big Bang Theory? Can the student describe the differences between the early Earth and Earth today? Can the student identify evidences that stars are much further from Earth than planets? The student will identify the role of temperature and pressure in the development of the sun. The student knows the definition of fusion. The student will identify the rocky and gaseous planets. The student will explain how fusion forms heavier elements. The student will write a paragraph contrasting the early Earth with Earth today. The student will list several pieces of evidence that stars are very much further from Earth than planets are. 1

2 Earth's Place in the Universe SCIENCE 9-12 *1E. The student will know the sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. *1F. The student will know the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinction of life on Earth. 1G. The student will know the evidence for the existence of planets orbiting other stars. Can the student describe our sun and the source of its energy? Can the student explain how an asteroid impact effects a planet or moon? Can the student site evidence of planets orbiting other stars? The student will write a nuclear equation of the fusion of hydrogen. The student will list properties of a typical star. The student will write a paper describing the possible changes to Earth if a meteor were to hit it. The student will list evidence of other solar systems and explain how evidence supports a theory of planets orbiting stars. 2

3 Earth's Place in the Universe SCIENCE 9-12 Curriculum Standard Two: The student will demonstrate an understanding of how Earth-based and space-based astronomy reveal the structure, scale, and changes in stars, galaxies, and the universe over time. *2A. The student will know the solar system is located in the disc-shaped Milky Way galaxy, which spans 100,000 light years. *2B. The student will know galaxies are made of billions of stars and comprise most of the visible mass of the universe. *2C. The student will know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars. Can the student describe the location of our solar system within the Milky Way Galaxy? Can the student describe the make up of the visible universe? Can the student describe the evidence supporting nuclear fusion in stars as the source of all elements with atomic numbers over three? Given a diagram of the Milky Way Galaxy, the student will be able to give the location of our solar system. The student will be able to write a paragraph that describes the make up of the visible universe. The student will write a chemical equation showing the fusion of elements to form iron. *2D. The student will know that stars differ in their life cycles. Can the student diagram the life cycle of a main sequence star? The student will diagram the life cycle of our sun. 3

4 Earth's Place in the Universe SCIENCE E. The student will know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion. 2F. The student will know how the redshift from distant galaxies and the cosmic background radiation provide evidence for the "big-bang" model that suggests that the universe has been expanding for billion years. Can the student explain the basis for a star's placement on an H-R Diagram? Can the student explain the Doppler effect as it affects the apparent wavelength of light? The student will identify, using color and brightness, the placement of stars on the H-R Diagram. The student will explain the relationship between the energy and gravitational forces in stars. The student will diagram the electromagnetic spectrum. The student can match the direction of relative movement to a red or blue shift. 4

5 Dynamic Earth Processes SCIENCE 9-12 Curriculum Standard Three: The student will demonstrate an understanding of how plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth's surface. *3A. The student will know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. *3B. The student will know the principle structures that form at the three different kinds of plate boundaries. Can the student explain the relationship between seafloor topography and plate tectonics? Can the student describe the structures that form at the three plate boundaries? The student will build a model of seafloor spreading. The student will describe how convection currents drive plate motion. The student will be able to support orally the theory of plate tectonics with seafloor spreading, continental drift, and Pangea. The student will identify plate motion at convergent, divergent, and transform plate boundaries. *3C. The student will know how to explain the types of rocks based on the conditions in which they formed, including plate tectonic processes. Can the student describe the rock cycle with its associated processes? 5 The student will define orally igneous, sedimentary, and metamorphic rocks. The student will illustrate the path of a rock through the rock cycle. Given a rock, the student will classify it as one of the three main rock types. Given a rock, the student will distinguish between intrusive and extrusive igneous rocks.

6 Dynamic Earth Processes SCIENCE 9-12 Given a rock, the student will distinguish between clastic, chemical, and organic sedimentary rock. Given a rock, the student will identify foliated and non-foliated metamorphic rock. *3D. The student will know why and how earthquakes occur and the scales used to measure their intensity and magnitude. Can the student explain how earthquakes occur and the tools used to measure them? The student will describe Earth movement caused by each type of seismic wave (primary, secondary, and surface). The student will compare and contrast the Richter and Modified Mercalli scales by determining where a given earthquake fits on each scale. The student will answer the question: An earthquake of 5.5 on the Richter scale is how many times stronger than one that measures 4.5? The student will describe fault geometry and the forces that cause it. The student will differentiate between focus and epicenter. The student will calculate earthquake epicenter by using seismic waves, arrival times, and compass mapping. 6

7 Dynamic Earth Processes SCIENCE 9-12 *3E. The student will know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. *3F. The student will know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction. Can the student compare and contrast the two types of volcanoes, including the type of rock and gases produced? Can the student explain the difference between hotspots and subduction? The student will identify the two major types of volcanoes based on shape, the types of lava, explosiveness and SiO 2 content. The student will predict and label on a map where volcanoes will occur based on plate position. 7

8 Energy in Earth s System SCIENCE 9-12 Curriculum Standard Four: The student will demonstrate an understanding of how energy enters Earth s system primarily as solar radiation and eventually escapes as heat. *4A. The student will know the fate of incoming solar radiation in terms of reflection and absorption. *4B. The student will know the different atmospheric gases that absorb Earth's thermal radiation and the mechanism and significance of the greenhouse effect. 4C. The student will know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each. Can the student understand the fate of incoming solar radiation in terms of reflection and absorption? Can the student understand the different atmospheric gases that absorb Earth's thermal radiation, and the mechanism and significance of the greenhouse effect? Can the student describe greenhouse conditions on Earth, Mars, and Venus? The student will diagram reflection and absorption in terms of solar radiation. The student will diagram how the greenhouse effect occurs. The student will write an essay explaining how the greenhouse effect is created, why it is necessary, how humans add to the greenhouse effect, and possible solutions. The student will use a Venn diagram to compare greenhouse gases on three planets: Earth, Mars, and Venus. 8

9 Energy in Earth s System SCIENCE 9-12 Curriculum Standard Five: The student will demonstrate an understanding of how heating Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. *5A. The student will know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. *5B. The student will know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. *5C. The student will know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents. Can the student describe the uneven heating of Earth's surface and atmosphere by the sun driving convection within atmosphere and oceans, producing winds and ocean currents? Can the student explain the relationship between Earth's rotation, ocean currents, and air pressure? Can the student describe the physical properties of ocean water and how it results in the layered structure of the oceans? Can the student explain how horizontal and vertical ocean currents occur? The student will explain why and diagram how air heats up faster over land than over water and that convection currents are the result of this uneven heating. The student will explain the relationship between Earth's rotation, ocean currents, and air pressure. The student will list the physical properties of ocean water. The student will diagram the horizontal and vertical ocean currents. 9

10 Structure and Composition of the Atmosphere SCIENCE 9-12 Curriculum Standard Six: The student will demonstrate an understanding of how life has changed Earth's atmosphere, and changes in the atmosphere affect conditions for life. *6A. The student will be able to describe the structure and composition of Earth s atmosphere and its layers. *6B. The student will know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. Can the student identify the major component gases of the atmosphere including N, CO 2, and H 2 O? Can the student locate the ozone layer? Can the student explain how natural and human activities affect the ozone layer? The student will identify, describe, and diagram the layers of Earth. The student will list the major gas components of the atmosphere. The student will locate the ozone layer on a diagram of the atmosphere. The student will predict the effect of natural and human activities on the ozone layer. 10

11 California Geology SCIENCE 9-12 Curriculum Standard Seven: The student will demonstrate an understanding of how the geology of California underlies the state's wealth of natural resources, as well as its natural hazards. *7A. The student will know the resources of major economic importance in California. *7B. The student will know the principle natural hazards in different California regions and the geologic basis of those hazards. *7C. The student will know the importance of water to society, the origins of California's fresh water, and the relationship between supply and need. 7D. The student will know how to analyze geologic maps of California and know how to use the map's information to identify evidence of geologic events of the past and predict geologic changes in the future. Can the student list the resources of major economic importance in California? Can the student identify the hazards found in various regions of California? Can the student describe water sources available in California? Can the student interpret information provided on geologic maps? Given a list of resources, the student will identify those of California. The student will identify, on a map of California, the areas at major risk from fire, flooding, earthquake, and volcanic activity. The student will identify surface, ground water, and oceans as water sources in appropriate regions. The student will answer a series of questions based on data found on a geologic map. 11

12 Chemistry SCIENCE 9-12 Curriculum Standard Eight: The student will demonstrate an understanding of how the periodic table displays the elements in increasing atomic number and explains the physical and chemical properties of the elements. *8A. The student will know how to use the periodic table to determine the atomic number, atomic mass, number of protons, electrons, and neutrons for any element. *8B. The student will know how to use the periodic table to identify metals, metalloids, non-metals, and transition metals. *8C. The student will know how to use the periodic table to determine the number of electrons available for bonding. *8D. The student will know the nucleus of the atom is much smaller than the atom, yet contains most of its mass. Can the student use the periodic table to determine the atomic number, atomic mass, number of protons, electrons, and neutrons? Can the student, while using the periodic table, predict and identify the properties and characteristics of elements (i.e., metals vs. non-metals)? Can the student determine the number of electrons used for bonding? Can the student explain or, in a diagram, show how mass and size relate to the atom and nucleus? The student will use the periodic table to determine the atomic number, atomic mass, number of protons, electrons, and neutrons for a given element and write it down. Using the periodic table, the student will predict and identify the properties and characteristics of elements (i.e., metals vs. non-metals). The student will find the number of bonding electrons for a set of elements based on location in a period. The student will use a diagram or model to explain where the mass of an atom is located. 12

13 Chemistry SCIENCE 9-12 Curriculum Standard Nine: The student will demonstrate an understanding of ionic and covalent compounds and how chemical equations represent their interactions. *9A. The student will know ionic compounds are composed of positive and negative ions. *9B. The student will know covalent compounds are composed of two non-metals. *9C. The student will know how to balance chemical equations. *9D. The student will identify the five types of chemical equations. Can the student recognize an ionic compound? Can the student name an ionic compound? Can the student write the correct formula for an ionic compound? Can the student recognize a covalent compound? Can the student balance chemical equations? Can the student recognize the five basic reaction types based on the chemical equation? Using the periodic table, the student will identify which element will be positive and which will be negative ionic compounds. Using oxidation numbers, the student will predict the ratios in which elements will combine and write the chemical formulas. Using the element s position on the periodic table, the student will distinguish between ionic and covalent compounds and make a list of each. Given a set of chemical equations, the student will add coefficients to balance the equations. Given a set of chemical equations, the student will label each by type. 13

14 Chemistry SCIENCE 9-12 Curriculum Standard Ten: The student will demonstrate an understanding of acids and bases. *10A. The student will know the characteristics of acids and bases. *10B. The student will know how to use the ph scale to characterize acid and base solutions. Can the student list the characteristics of acids and bases? Can the student identify acid and base solutions based on their ph? The student will list five characteristics of an acid. The student will list five characteristics of a base. The student will use litmus and/or hydrion paper to characterize household solutions as acids and bases. 14

15 Chemistry SCIENCE 9-12 Curriculum Standard Eleven: The student will demonstrate an understanding of homogeneous and heterogeneous mixtures and their properties. *11A. The student will know the differences between a homogeneous mixture (solution) and a heterogeneous mixture. *11B. The student will know the definitions of solute and solvent. *11C. The student will know how to express the solubility of a solute in terms of grams per milliliter. *11D. The student will know how to describe the dissolving process of ionic compounds in H 2 O (polar compound). *11E. The student will know how temperature, pressure, and surface area affect the dissolving process. Can the student identify the difference between solutions and mixtures? Can the student define solute and solvent? Can the student demonstrate an understanding of solubility data? Can the student describe the solution process for ionic compounds in water? Can the student explain how temperature, pressure, and surface area affect the formation of solutions? The student will identify solutions and mixtures and give samples of each. Given a description of a solution, the student will identify the solute and solvent. The student will rank solutes from most soluble to least soluble at a given temperature based on solubility data. The student will use diagrams to explain and illustrate the formation of an ionic solution. The student will explain how changes in temperature, pressure, and surface area affect solutions. 15

16 Physics SCIENCE 9-12 Curriculum Standard Twelve: The student will demonstrate an understanding of how Newton s Laws predict the motion of everyday objects. *12A. The student will know how to solve problems involving constant speed. *12B. The student will know how to determine the acceleration of an object. *12C. The student will know that when forces are balanced, no acceleration occurs; thus no object continues to move at a constant speed or stays at rest (Newton s First Law). *12D. The student will know how to apply the law F=ma to solve onedimensional motion problems that involve constant forces (Newton s Second Law). *12E. The student will know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction (Newton s Third Law). Can the student solve for the unknown variable in the equation d=vt? Can the student solve for acceleration using this equation? v f - v i a = t Can the student determine whether on not an object will accelerate? Can the student apply Newton s Second Law to an object? Can the student identify the forces acting on two objects that interact? The student will solve for the unknown variable given the other two. The student will calculate the acceleration of an object. The student will calculate the net force on an object. Given the forces on an object, the student will state the changes (if any) of the objects motion. The student will calculate the unknown variable given the other two in the equation F=ma. On a diagram of two objects interacting, the student will list the magnitude of the action/reaction forces. 16

17 Physics SCIENCE 9-12 Curriculum Standard Thirteen: The student will demonstrate an understanding that the laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. *13A. The student will know how to calculate kinetic energy by using the formula E = (1/2)mv 2. *13B. The student will know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) = mgh (h is the change in the elevation). *13C. The student will know how to solve problems involving conservation of energy in simple systems, such as falling objects. Can the student calculate the kinetic energy of an object? Can the student calculate the change in potential energy using upe = mguh? Can the student identify which energy increases and which decreases in a simple system? Can the student calculate the changes in each energy in a simple system? Given the mass and velocity of an object, the student will calculate kinetic energy. Given the mass and change in height, the student will calculate the change in potential energy. Given a diagram of a roller coaster with mass, speed, and heights, the student will identify maximum and minimum KE and PE and calculate the values of KE and PE at various points on the track. 17

18 Physics SCIENCE 9-12 *13D. The student will know how to calculate momentum as the product mv. *13E. The student will know momentum is a separately conserved quantity different from energy. *13F. The student will know an unbalanced force on an object produces a change in its momentum. Can the student calculate the momentum of an object? Can the student distinguish between momentum, an energy and state, which is conserved during a collision between two objects? Can the student identify a situation where a net force changes the velocity and hence the momentum of an object? The student will calculate the momentum of an object using the equation: p = mv Given a picture of two objects colliding, the student will identify which parameters (energy or momentum) is conserved. Given a picture of a situation with the forces identified, the student will state whether or not there is a change in momentum. 18

19 Physics SCIENCE 9-12 Curriculum Standard Fourteen: The student will demonstrate an understanding that waves have characteristic properties that do not depend on the type of wave. *14A. The student will know waves carry energy from one place to another. *14B. The student will know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on Earth (seismic waves). *14C. The student will know how to solve problems involving wavelength, frequency, and wave speed. Can the student describe what waves transfer? Given a diagram of a wave or by looking at an actual wave in a medium, can the student identify the type of wave? Can the student calculate the unknown variable, given the other two variables in the equation? v = fλ Given an example of a wave (light, sound, earthquake, etc.), the student will identify what is transferred (energy) and what type of energy is transferred. Given a diagram or an actual wave, the student will state the type of wave. The student will solve for the unknown variable in the equation v = fλ. 19

20 Physics SCIENCE 9-12 Curriculum Standard Fifteen: The student will demonstrate an understanding of how the scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. *15A. The student will select and use appropriate tools and technology (such as, computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. *15B. The student will identify and communicate sources of unavoidable experimental error. *15C. The student will identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. *15D. The student will formulate explanations by using logic and evidence. Can the student perform a lab where he/she collects and analyzes data? Can the student identify the sources of error in a lab? Can the student explain inconsistent results? Can the student come to a conclusion based on evidence collected during a lab? The student will use appropriate tools to collect data and analyze results. The student will cite sources of error in a lab. The student will cite why results from a lab are inconsistent with reality. The student will write a conclusion based on evidence gathered during a lab. 20

21 Investigation and Experimentation SCIENCE 9-12 *15E. The student will distinguish between hypothesis and theory as scientific terms. *15F. The student will recognize the usefulness and limitations of models and theories as scientific representations of reality. *15G. The student will read and interpret topographic maps. *15H. The student will analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). *15I. The student will recognize the issues of statistical variability and the need for controlled tests. *15J. The student will recognize the cumulative nature of scientific evidence. Can the student define hypothesis and theory and place them in correct sequence in the scientific process? Can the student identify or explain the value and short falls of a model or theory? Can the student predict slope and stream flow? Can the student, given a set of illustrations, place them in a logical sequence? Can the student identify or explain the control in an experiment or test? Can the student explain the role of research in science? The student will define hypothesis and explain its position relative to available evidence. The student will identify the role of evidence in forming a theory. The student will explain strengths and weaknesses of a model. The student will calculate the average slope based on a topographic map. The student will sequence a set of diagrams or illustrations. The student will identify the control in an experiment. The student will list sources that could be used to obtain information relevant to a specific problem situation. 21

22 Investigation and Experimentation SCIENCE 9-12 *15K. The student will analyze situations and solve problems that require combining and applying concepts from more than one area of science. *15L. The student will investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. *15M. The student will know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). Can the student combine concepts to complete a project? Can the student write a position paper that sites relevant data from current references? Can the student identify obviously poor observations and/or when observations do not agree with the theory? Given a project, the student will combine concepts and use analysis to complete a project. Given a topic and access to reference material, the student will write a position paper. Given a theory, the student will identify observations that do not agree with the theory. 22

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