High School: Grades 9-12

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1 Galactic Forces of Magnetism Green by Design Simplicity of Electricity Engineering for Earthquakes DNA and Genetics Chemicals of Innovation Standards Connections for Labs Physics of Roller Coasters High School: Grades 9-12 Next Generation Science Standards Engineering Design Design a solution to a complex real-world problem by breaking it down into smaller, more HS-ETS1-2 manageable problems that can be solved through engineering Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-3 Physical Science: Forces and Interactions HS-PS2-1 Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current HS-PS2-5 Physical Science: Energy Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy HS-PS3-3 Earth and Space Sciences: History of Earth HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks Develop a model to illustrate how Earth s internal and surface processes operate at different spatial HS-ESS2-1 and temporal scales to form continental and ocean-floor features Earth and Space Sciences: Earth's Systems HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection HS-ESS2-3 Earth and Space Sciences: Human Sustainability

2 HS-ESS3-1 Life Sciences Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity Construct an explanation based on evidence for how the structure of DNA determines the structure HS-LS1-1 of proteins which carry out the essential functions of life through systems of specialized cells Ask questions to clarify relationships about the role of DNA and chromosomes in coding the HS-LS3-1 instructions for characteristic traits passed from parents to offspring Apply concepts of statistics and probability to explain the variation and distribution of expressed HS-LS3-3 traits in a population Common Core Language Arts Speaking and Listening SL SL b SL c SL d SL SL b SL c Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional SL d information or research is required to deepen the investigation or complete the task California State Science Standards Physics

3 Motion and Forces Students know how to solve problems that involve constant speed and average 1.a speed Students know that when forces are balanced, no acceleration occurs; thus an 1.b object continues to move at a constant speed or stays at rest (Newton s first law) Students know how to apply the law F=ma to solve one-dimensional motion 1.c problems that involve constant forces (Newton s second law) Students know that when one object exerts a force on a second object, the second object always 1.d exerts a force of equal magnitude and in the opposite direction (Newton s third law) Students know the relationship between the universal law of gravitation and the 1.e effect of gravity on an object at the surface of Earth. Conservation of Energy and Momentum 2.a Students know how to calculate kinetic energy by using the formula E=(1/2)mv2 Students 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 2.b the elevation). Students know how to solve problems involving conservation of energy in simple 2.c systems, such as falling objects Electric and Magnetic Phenomenon Students know charged particles are sources of electric fields and are subject to the forces of the 5.e electric fields from other charges Students know magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic 5.f fields of other sources Students know how to determine the direction of a magnetic field produced by a 5.g current flowing in a straight wire or in a coil Students know changing magnetic fields produce electric fields, thereby inducing 5.h currents in nearby conductors Chemistry Atomic and Molecular Structure Students know how to relate the position of an element in the periodic table to its atomic number 1.a and atomic mass Students know how to use the periodic table to identify metals, semi-metals, non-metals, and 1.b halogens 1.e Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass Chemical Thermodynamics

4 Students know how to describe temperature and heat flow in terms of the motion 7.a of molecules (or atoms). Students know chemical processes can either release (exothermic) or absorb (endothermic) thermal 7.b energy. Reaction Rates Students know how reaction rates depend on such factors as concentration, temperature, and 8.b pressure 8.c Students know the role a catalyst plays in increasing the reaction rate Biology/Life Sciences Cell Biology Students know cells are enclosed within semipermeable membranes that regulate 1.a their interaction with their surroundings Genetics Students know how random chromosome segregation explains the probability 2.c that a particular allele will be in a gamete. Students know new combinations of alleles may be generated in a zygote through 2.d the fusion of male and female gametes (fertilization). Students know why approximately half of an individual s DNA sequence comes 2.e from each parent 2.f Students know the role of chromosomes in determining an individual s sex. Students know how to predict possible combinations of alleles in a zygote from 2.g the genetic makeup of the parents Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or 3.a X-linked, dominant or recessive). 3.b Students know the genetic basis for Mendel's laws of segregation and independent assortment Students know how to predict the probable mode of inheritance from a pedigree 3.c diagram showing phenotypes Earth Sciences Earth's Place in the Universe Students know the evidence from geological studies of Earth and other planets 1.c suggest that the early Earth was very different from Earth today Students know the solar system is located in an outer edge of the disc-shaped 2.a Milky Way galaxy, which spans 100,000 light years Students know galaxies are made of billions of stars and comprise most of the 2.b visible mass of the universe Dynamic Earth Processes Students know features of the ocean floor (magnetic patterns, age, and sea-floor 3.a topography) provide evidence of plate tectonics

5 Students know the principal structures that form at the three different kinds of 3.b plate boundaries Students know how to explain the properties of rocks based on the physical and 3.c chemical conditions in which they formed, including plate tectonic processes Students know why and how earthquakes occur and the scales used to measure 3.d their intensity and magnitude Students know the explanation for the location and properties of volcanoes that 3.f are due to hot spots and the explanation for those that are due to subduction Energy in the Earth System Students know the fate of incoming solar radiation in terms of solar reflection, absorption, and 4.b photosynthesis. Students know the different atmospheric gases that absorb the Earth s thermal 4.c radiation and the mechanism and significance of the greenhouse effect Students know how computer models are used to predict the effects of the increase in greenhouse 6.d gases on climate for the planet as a whole and for specific regions California Geology Students know the principal natural hazards in different California regions and 9.b the geologic basis of those hazards. Investigation and Experimentation Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, 1.a analyze relationships, and display data Identify possible reasons for inconsistent results, such as sources of error or 1.c uncontrolled conditions. 1.d Formulate explanations by using logic and evidence Solve scientific problems by using quadratic equations and simple trigonometric, 1.e exponential, and logarithmic functions 1.f Distinguish between hypothesis and theory as scientific terms.