Hawaii Content & Performance Standards - Science

Transcription

1 Hawaii Content & Performance Standards Physics Strand Physics Standard 1: Scientific Investigation - Discover, invent, and investigate using the skills necessary to engage in the scientific process Topic - Scientific Inquiry Benchmark SC.PH Describe how a testable hypothesis may need to be revised to guide a scientific investigation SE/TE: 4-8, The student: Describes a testable hypothesis and how it might be revised based on data from physics investigations and primary sources (e.g., results, class data, information from a reputable source). SE/TE: 4-8, Benchmark SC.PH Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data SE/TE: 1, 19, 38, 51, 57, 75, 91, 103, 113, 125, 128, 133, 147, 154, 175, 183, 194, 209, 215, 236, 259, 277, 303, 308, 328, 357, 381, 405, 434, 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661, 675, 699, 709, 728, 753, , 806, 830, 857, 882 The student: Prepares a physics lab report documenting the procedure(s) and the safe and appropriate use of tools (e.g., computer probes, meter sticks, timers) and techniques (e.g., repeated trials, statistics, significant figures, spreadsheets, databases) to organize, analyze, and validate data. SE/TE: 1, 19, 38, 51, 57, 75, 91, 103, 113, 125, 128, 133, 147, 154, 175, 183, 194, 209, 215, 236, 259, 277, 303, 308, 328, 357, 381, 405, 434, 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661, 675, 699, 709, 728, 753, , 806, 830, 857, 882 Benchmark SC.PH Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data SE/TE: 4, 13-15, 35, 46, 55, 87, 89, 117, , , 238, 257, 297, 325, 489, 491, 539, 568, 670, 703, 725, , 773, 827, 867,

2 The student: Prepares a physics lab report that draws logical conclusions, including error analysis, and formulates explanations and arguments from the results of investigations. SE/TE: 1, 19, 38, 51, 57, 75, 91, 103, 113, 125, 128, 133, 147, 154, 175, 183, 194, 209, 215, 236, 259, 277, 303, 308, 328, 357, 381, 405, 434, 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661, 675, 699, 709, 728, 753, , 806, 830, 857, 882 Benchmark SC.PH Determine the connection(s) among hypotheses, scientific evidence, and conclusions SE/TE: 4-5, 7, 261, 544, 683, 696, 822 The student: Prepares a physics lab report that supports or refutes a hypothesis based on an analysis of experimental data. SE/TE: 541, 830 Benchmark SC.PH Communicate the components of a scientific investigation, using appropriate techniques SE/TE: 1, 19, 38, 51, 57, 75, 91, 103, 113, 125, 128, 133, 147, 154, 175, 183, 194, 209, 215, 236, 259, 277, 303, 308, 328, 357, 381, 405, 434, 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661, 675, 699, 709, 728, 753, , 806, 830, 857, 882 The student: Presents the question, testable hypothesis, experimental design, analysis of data, and conclusions to the physics class using appropriate methods of communication (e.g., PowerPoint, essay, oral presentation, poster board, lab report, research paper). SE/TE: 1, 19, 38, 51, 57, 75, 91, 103, 113, 125, 128, 133, 147, 154, 175, 183, 194, 209, 215, 236, 259, 277, 303, 308, 328, 357, 381, 405, 434, 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661, 675, 699, 709, 728, 753, , 806, 830, 857, 882 Benchmark SC.PH Engage in and explain the importance of peer review in science SE/TE: 3-7, 14-15, 20 2

3 The student: Examines a peer's physics investigation for logic and validity based on evidence. Explains the importance of peer review to the process of scientific inquiry. SE/TE: 3-7, 14-15, 20, 697 Topic - Scientific Knowledge Benchmark SC.PH Revise, as needed, conclusions and explanations based on new evidence SE/TE: 4, 7, 13-14, 571 The student: Based on new evidence from valid sources, revises conclusion and explanations as needed. SE/TE: 4, 7, 13-14, 571 Benchmark SC.PH Describe the importance of ethics and integrity in scientific investigation SE/TE: 3-5, 9, 107, 279, 469, 635 The student: Identifies and describes the importance of ethical experimentation, citation, and conclusions (e.g., ethics provides guidelines concerning appropriate methods of experimentation; ethics/integrity reduces bias and ensures fair credit of authorship). SE/TE: 3-5, 9, 107, 279, 469, 635 Benchmark SC.PH Explain how scientific explanations must meet a set of established criteria to be considered valid SE/TE: 3-7, 14 The student: Describes how a published study meets the criteria of scientific explanations (e.g., they must be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, abide by the rules of evidence, be open to questions and modifications, be based on historical and current scientific knowledge, and make a commitment to making the knowledge public) in order to draw conclusions about the study's validity. SE/TE: 253, 262, 545, 572 3

4 Topic - Using Mathematics Benchmark SC.PH Use quadratic equations and simple trigonometric, exponential, and logarithmic functions to solve problems SE/TE: 647, , 804, 812, The student: Solves problems involving simple trigonometric functions to solve physics problems. Opportunities to address this standard can be found on the following page: SE/TE: 126 Standard 2: Nature of Science - Understand that science, technology, and society are interrelated Topic - Science, Technology, and Society Benchmark SC.PH Explain how scientific advancements and emerging technologies have influenced society SE/TE: 2-3, 9-10, 15-16, 105, 128, 156, 164, 169, 181, 186, 199, 207, 262, 268, , 291 The student: Describes a current scientific advancement or emerging technology (e.g., related to transportation or communication) and lists its key features and uses, and its possible impact on society. SE/TE: 9-10, 105, 128, 156, 164, 169, 181, 199, 207, 262, 268, , 291 Benchmark SC.PH Compare the risks and benefits of potential solutions to technological issues SE/TE: 105, 128, 156, 164, 169, 181, 199, 207, 262, 268, , 291 The student: Compares risks and benefits (e.g., in terms of the impact on populations, resources, health, disease, environment) of alternative solutions to a specific current technological issue (e.g., food irradiation). SE/TE: 105, 128, 156, 164, 169, 181, 199, 207, 262, 268, , 291 4

5 Standard 3: Matter and Energy Conservation - Understand the nature of momentum and energy transformations Topic Matter Benchmark SC.PH Measure or determine physical quantities such as density and mass of samples SE/TE: The student: Calculates the density of a given sample of material, after measuring its mass and volume. SE/TE: , 697, 907 Benchmark SC.PH Differentiate among mass, weight, and inertia SE/TE: 42-43, 53 The student: Compares the mass, weight, and inertia of a given object with varying values for gravitational force, such as an object that is on the earth and the moon. SE/TE: 43 Topic - Energy and Momentum Benchmark SC.PH Differentiate between energy and momentum both quantitatively and conceptually, and recognize that both are conserved SE/TE: 82-89, , 104, , 139, 151, 156, 187, 218, 262, 397, 852, 865, 890, 904 The student: Compares the energy and momentum of objects, given their velocity and mass. SE/TE: 76-78, 88-89, 97, Benchmark SC.PH Describe ways that energy can be transformed from one form to another (e.g., potential energy to kinetic energy) SE/TE: 95, , 104, , 110, 112, 140, 165, , 188, 218, 277, 458, 720, 911 The student: Explains the transformation of the potential energy of a given object to kinetic energy. SE/TE: , 104, , 112, 140, 160, 423 5

6 Benchmark SC.PH Use the equations for changes in kinetic energy (KE = 1/2 mv2) and gravitational potential energy (PE = mgh) to calculate changes in energy SE/TE: 95-99, 108, The student: Calculates the change of energy of an object with given mass, velocity, and height, using the equations for kinetic and potential energy. SE/TE: 95-99, 100, 108, Benchmark SC.PH Differentiate between different energy manifestations (e.g., kinetic [KE = 1/2 mv2], gravitational potential [PE = mgh], thermal, chemical, nuclear, electromagnetic, or mechanical) SE/TE: 10, 91, 94-97, 104, , 112, 134, , 150, , 277, , , 424, 501, 505 The student: Compares the relative magnitudes and sources of different forms of energy manifestations, such as nuclear energy and chemical energy. SE/TE: 94-97, , 277, , Topic - Conservation Laws Benchmark SC.PH Use the conservation of energy law to solve problems involving an energy transformation SE/TE: , 104, 109, 139, 151, 852 The student: Calculates the final velocity of a given object, given its initial velocity, mass, height, final height, and the amount of work done to it by external forces. SE/TE: 22-24, 50-51, 54-56,, Benchmark SC.PH Use the conservation of energy and momentum laws to predict both quantitatively and qualitatively the results of interactions of objects within simple systems SE/TE: 82-89, , 104, , 139, 151, 156, 187, 218, 262, 397, 852, 865, 890, 904 6

7 The student: Solve problems by diagramming the initial and final directions and velocities of two objects involved in inelastic collisions, using the conservation of energy law and conservation of momentum law. SE/TE: 84-85, 88 Benchmark SC.PH Describe circumstances under which each conservation law (i.e., energy, momentum, mass) may be used SE/TE: 82-89, , 104, , 139, , , 397, 401, 852, 865, 890, 904 The student: Explains when it is appropriate to use conservation laws. SE/TE: 82-89, , 104, , 139, , , 397, 401, 852, 865, 890, 904 Standard 4: Force and Motion - Understand the relationship between force, mass, and motion of objects Topic Motion Benchmark SC.PH Solve problems using the universal law of gravity SE/TE: , The student: Determines the force of gravitational attraction between two objects given their masses and distance apart. SE/TE: , 129, 131 Benchmark SC.PH Solve two-dimensional trajectory problems SE/TE: , The student: Calculates the horizontal range, the time to reach the maximum height, and the components of the final velocity of a projectile given its initial velocity, angle, and height. SE/TE: Benchmark SC.PH Solve two-dimensional problems involving balanced forces (i.e., statics) SE/TE: 27, 29-32,

8 The student: Use the equations of force and motion to solve a two dimensional problem in which the sum of all forces upon a given object is zero. SE/TE: 27, 29-32, Benchmark SC.PH Analyze motion in terms of position, time, velocity and acceleration, both quantitatively and qualitatively SE/TE: 19-37, 38-56, The student: Predicts and describes the motion of a given object. SE/TE: 75, 85 Benchmark SC.PH Describe the nature of centripetal force and centripetal acceleration (e.g., the formula a = v2/r), and use these ideas to predict the motion of an object SE/TE: 127, 183, 903 The student: Explains centripetal acceleration and predicts the acceleration of a given object, using the equation a = v2/r. SE/TE: 127, 183, 903 Topic - Relationship between force, mass, and motion Benchmark SC.PH Use Newton s Laws (e.g., F = ma) together with the kinematic equations to predict the motion of an object SE/TE: 25-26, 34, 45-46, 48-49, 53-55, The student: Determines the displacement of an object, given its initial and final velocities, direction of motion, and acceleration, using the kinematic equations. SE/TE: 37, 98, 111 Benchmark SC.PH Resolve two dimensional vectors into their components, and use the resultant vectors to solve problems involving force and motion, both graphically and quantitatively SE/TE: 125,

9 The student: Uses two dimensional vectors to solve a problem involving force and motion, both graphically and quantitatively. SE/TE: 27, 29, 61, 68, 73, Standard 5: Heat and Thermodynamics - Understand the laws of thermodynamics, and their applications Topic - Heat and Temperature Benchmark SC.PH Explain that heat flow and work are two forms of energy transfer between systems SE/TE: , , , The student: Describes the heat flow between two closed systems in terms of energy transfer. SE/TE: 139, , Benchmark SC.PH Differentiate between heat, specific heat, and temperature SE/TE: , , , The student: Compares heat to specific heat and temperature in two different simple systems (e.g. heating water and boiling water). SE/TE: , 151 Topic - Laws of Thermodynamics Benchmark SC.PH Explain the laws of thermodynamics, and describe some practical applications SE/TE: , , 492, 494, 498, , 670, 688, , 804 The student: Describes the three laws of thermodynamics, and gives a practical application of each of the laws. SE/TE: , , 492, 494, 498, , 670, 688, , 804 9

10 Topic - Heat Engines Benchmark SC.PH Calculate heat flow, work, and efficiency in an ideal heat engine, and understand that real heat engines lose some heat to surroundings SE/TE: , The student: Determines the heat flow, work and efficiency of an ideal heat engine quantitatively. SE/TE: , Benchmark SC.PH Use the first law of thermodynamics to describe the work cycle of a heat engine SE/TE: 139, , 153 The student: Applies the first law of thermodynamics, using the formula U = Q - W as well as conceptual understanding, to explain the work cycle of a given heat engine. SE/TE: 139, , 153 Benchmark SC.PH Explain how the law of conservation of energy applies to work in a heat engine SE/TE: , 104 The student: Describes the forms of energy that are put into and produced by a given heat engine, and explains that they are equal in accordance with the law of conservation of energy. Opportunities to address this standard can be found on the following page: SE/TE: 104 Standard 6: Waves - Understand the nature of waves, including the characteristic properties of the electromagnetic spectrum, optics, and sound waves Topic - Mechanical Waves Benchmark SC.PH Analyze transverse and longitudinal waves in mechanical (e.g., springs, wave tanks) and non-mechanical media (e.g., seismic waves, sound waves) SE/TE: 198, , ,

11 The student: Compares transverse and longitudinal waves produced by various mechanical media, to waves such as sound or seismic waves. SE/TE: 198, , , Topic Calculations Benchmark SC.PH Solve problems involving wavelength, frequency, amplitude, speed, absorption, reflection, and refraction SE/TE: 204, , The student: Calculates the wavelength of a wave, given its frequency and speed. SE/TE: 197, 211 Topic Optics Benchmark SC.PH Use the concepts of wave motion to predict qualitatively and quantitatively the various properties of a simple optical system SE/TE: 241, , 861 The student: Draws an accurate ray diagram of a given simple optical system. SE/TE: 239, 241, 257 Topic - The Electromagnetic spectrum Benchmark SC.PH Describe the range of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared radiation) SE/TE: , , 227, 233, , 501, The student: Explains the range of wavelengths that exist on the electromagnetic spectrum. SE/TE: , , 227, 233, , 501,

12 Standard 7: Electric and Magnetic Phenomena - Understand the nature and applications of electricity and magnetism Topic - Electrical and Magnetic Fields Benchmark SC.PH Describe the relationships among charged particles, electrical current, electrical potential, electric fields, and magnetic fields SE/TE: , , The student: Explains and gives examples of the relationships among charged particles, electrical current, electrical potential, electric fields, and magnetic fields. SE/TE: , , , Benchmark SC.PH Demonstrate and explain how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil SE/TE: , 180, The student: Describes how the right hand rule works. SE/TE: , 180, Benchmark SC.PH Explain how currents are induced in conductors by changing magnetic fields SE/TE: , , 216 The student: Describes how magnetic fields induce currents. SE/TE: , 216 Benchmark SC.PH Describe how electric and magnetic fields contain energy and act as vector force fields SE/TE: 178 The student: Represents a magnetic field using a diagram. SE/TE: , 180,

13 Benchmark SC.PH Calculate the force on a charged particle in an electric field using the formula F=qE, where E is the electric field at the position of the particle SE/TE: , 190 The student: Determines the force on a charged particle in a given electric field. SE/TE: , 190 Benchmark SC.PH Calculate the magnitude of the force on a moving particle with charge q in a magnetic field, using the formula F = qvbsina, where v and B are the magnitudes of vectors v and B and a is the angle between v and B SE/TE: , 190 The student: Uses the formula F = qvbsina to determine the magnitude of force on a moving particle in a magnetic field. SE/TE: , 190 Topic - Electrical Circuits Benchmark SC.PH Analyze simple arrangements of components (e.g., resistors, capacitors, transistors) in series or parallel circuits, both quantitatively and qualitatively SE/TE: , The student: Diagrams a simple circuit containing resistors, transistors, or capacitors, showing the direction and value of current at all points in the circuit. SE/TE: Benchmark SC.PH Predict the current, voltage, and power in simple direct current electric circuits SE/TE: , , ,

14 The student: Analyzes a simple direct current circuit, showing the values of power, voltage drops, and current at all points in the circuit. SE/TE: , , , Topic - Coulomb's Law Benchmark SC.PH Solve problems involving the forces between two electric charges (Coulomb's Law) SE/TE: 157, 170, , 334, 339 The student: Calculates the forces between two electric charges using Coulomb's Law. SE/TE: 157, 170, , 334, 339 Standard 8: Modern Physics - Understand the general concepts related to the theory of special relativity, and the constituent particles that make up atoms Topic Relativity Benchmark SC.PH Explain the general concepts related to the theory of relativity (e.g., nothing can travel faster than the speed of light in a vacuum) SE/TE: 189, 262, 291 The student: Describes the general concepts related to the theory of relativity SE/TE: 189, 262, 291 Topic - Newton's laws Benchmark SC.PH Explain that Newton's Laws are not exact but give a very good approximation unless an object is moving close to the speed of light or is small enough SE/TE: 254 The student: Describes under what circumstances Newton's laws of motion can and cannot be used. SE/TE:

15 Topic - Quantum physics Benchmark SC.PH Describe the constituent particles that make up matter, and the scale at which quantum effects become important SE/TE: 156, , 263, , , , , 283, 286 The student: Explains the scale at which quantum effects are apparent. SE/TE: , 271 Hawaii Content & Performance Standards - Physical Science Strand - The Scientific Process Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process Topic - Scientific Inquiry Benchmark SC.PS Describe how a testable hypothesis may need to be revised to guide a scientific investigation SE/TE: 4-8, The student: Describes a testable hypothesis and how it might be revised based on data from physical science investigations and primary sources (e.g., results, class data, information from a reputable source). SE/TE: 4-8, Benchmark SC.PS Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data SE/TE: 1, 19, 38, 57, 68, 75, 83, 91, 113, 133, 154, 175, 183, 194, 215, 236, 259, 277 The student: Prepares a physical science lab report documenting the procedure(s) and the safe and appropriate use of tools (e.g., computer probes, meters, timers) and techniques (e.g., repeated trials, statistics, significant figures, spreadsheets, databases) to organize, analyze, and validate data. SE/TE: 1, 19, 38, 57, 68, 75, 83, 91, 113, 133, 154, 175, 183, 194, 215, 236, 259,

16 Benchmark SC.PS Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data SE/TE: 4, 13-14, 35, 87, 89, , 190, 192, 234, 257, 297 The student: Prepares a physical science lab report that draws logical conclusions and formulates explanations and arguments from the results of investigations. SE/TE: 1, 19, 38, 57, 68, 75, 83, 91, 113, 133, 154, 175, 183, 194, 215, 236, 259, 277 Benchmark SC.PS Determine the connection(s) among hypotheses, scientific evidence, and conclusions SE/TE: 4-5, 7, 261, 544, 683, 696, 822 The student: Prepares a physical science lab report that supports or refutes a hypothesis based on an analysis of experimental data. SE/TE: 541, 830 Benchmark SC.PS Communicate the components of a scientific investigation, using appropriate techniques SE/TE: 1, 19, 38, 57, 68, 75, 83, 91, 113, 133, 154, 175, 183, 194, 215, 236, 259, 277 The student: Presents the question, testable hypothesis, experimental design, analysis of data, and conclusions to the physical science class using appropriate methods of communication (e.g., PowerPoint, essay, oral presentation, poster board, lab report, research paper). SE/TE: 1, 19, 38, 57, 68, 75, 83, 91, 113, 133, 154, 175, 183, 194, 215, 236, 259, 277 Benchmark SC.PS Engage in and explain the importance of peer review in science SE/TE: 3-7, 14-15, 20 16

17 The student: Examines a peer's physical science investigation for logic and validity based on evidence. Explains the importance of peer review to the process of scientific inquiry. SE/TE: 11-14, 20, 35, , 697 Topic - Scientific Knowledge Benchmark SC.PS Revise, as needed, conclusions and explanations based on new evidence SE/TE: 4, 7, 13-14, 571 The student: Reflects on new physical science evidence from other valid sources and revises conclusion and explanations as needed. Includes recommendations for improving the investigation. SE/TE: 4, 7, Benchmark SC.PS Describe the importance of ethics and integrity in scientific investigation SE/TE: 3-9, 107, 279 The student: Identifies and describes physical science examples of ethical and unethical experimentation, citation, and conclusions (e.g., provides guidelines concerning the appropriate treatment of living things and the environment; credits sources; reduces bias; sometimes adds constraints). SE/TE: 107 Benchmark SC.PS Explain how scientific explanations must meet a set of established criteria to be considered valid SE/TE: 3-7, 14 The student: Describes how a published study meets the criteria of scientific explanations (e.g., they must be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, abide by the rules of evidence, be open to questions and modifications, be based on historical and current scientific knowledge, and make a commitment to making the knowledge public) in order to draw conclusions about the study's validity. SE/TE: 253, 262, 545,

18 Strand - The Scientific Process Standard 2: The Scientific Process: NATURE OF SCIENCE: Understand that science, technology, and society are interrelated Topic - Science, Technology, and Society Benchmark SC.PS Explain how scientific advancements and emerging technologies have influenced society SE/TE: 9-10, 15-16, 105, 128, 156, 164, 175, 181, 199, 207, 268, 279, 281, 429, 520, 711 The student: Describes a current scientific advancement or emerging technology, lists its key features and uses, and its possible impact on society (e.g., transportation, communication). SE/TE: , 291, 429 Benchmark SC.PS Compare the risks and benefits of potential solutions to technological issues SE/TE: 9, 169, , 291, 305 The student: Compares risks and benefits (e.g., in terms of the impact on populations, resources, health, disease, environment) of alternative solutions to a specific current technological issue (e.g., alternative energy). SE/TE: 9, 169, , 291, 305 Strand - Physical, Earth, and Space Sciences Standard 6: Physical, Earth and Space Science: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including waves) and energy transformations, and their significance in understanding the structure of the universe Topic - Energy and its Transformation Benchmark SC.PS Describe endothermic and exothermic chemical reactions SE/TE: , The student: Gives examples of endothermic and exothermic reactions (e.g., cold pack and hot pack). SE/TE: ,

19 Benchmark SC.PS Explain how the law of conservation of energy is applied to various systems SE/TE: , 104, 109, 139, The student: Explains how the law of conservation of energy describes the dynamics of various systems (e.g., work, thermal, electrical, potential and kinetic energy). SE/TE: , 104, 109, 139, Benchmark SC.PS Describe different examples of the concept of entropy SE/TE: , , The student: Describes different examples of the flow of energy coming from an energy source, demonstrating that while the total energy of the universe remains constant, matter tends to become steadily less ordered as various energy transfers occur. SE/TE: , , Benchmark SC.PS Explain that changes in thermal energy can lead to a phase change of matter SE/TE: , , The student: Describes that thermal energy exists in the random motion of atoms and molecules (e.g., the greater the temperature, the greater the atomic or molecular motion) and explains why temperature remains constant during phase changes. SE/TE: 135, 150, 309 Topic Waves Benchmark SC.PS Compare transverse and longitudinal waves and their properties SE/TE: 198, , 211, The student: Compares the properties of transverse waves with those of longitudinal waves and discusses how these properties can model different wave phenomenon such as sound, mechanical, and electromagnetic waves (e.g., radio waves, visual light). SE/TE: 198, , 211,

20 Benchmark SC.PS Explain and provide examples of electromagnetic radiation and sound using a wave model SE/TE: 147, , , 233, 235, The student: Applies the principles of wave behavior to explain observed phenomena involving electromagnetic radiation and sound (e.g., why students talking in a classroom sound louder than in an open field). SE/TE: , , Topic - Nature of Matter Benchmark SC.PS Explain how elements are arranged in the periodic table and describe trends among elemental properties SE/TE: , 272, , 335, 420, 426 The student: Explains the arrangement of elements on the periodic table and the repeating patterns that occur in the periodic table among elements with similar properties. SE/TE: , 272, , 335, 420, 426 Benchmark SC.PS Describe interactions among molecules SE/TE: , 321, The student: Explains interactions among molecules (e.g., electrical forces, van der Waals forces, hydrogen bonds) and their relationship to the physical properties of compounds. SE/TE: , 321, 334, , , 703, 726 Benchmark SC.PS Describe the factors that affect the rate of chemical reactions SE/TE: , The student: Describes the effects of temperature, concentration, physical state, and catalysts on the rate of a chemical reaction. SE/TE: ,

21 Benchmark SC.PS Explain how atoms bond using valence electrons SE/TE: , , 335, , , , 452 The student: Explains how valence electrons are shared or exchanged during chemical bond formation. SE/TE: , , 335, , Benchmark SC.PS Describe a variety of chemical reactions SE/TE: , 430 The student: Uses chemical formulas and balanced equations to describe a variety of chemical reactions (e.g., synthesis, decomposition, replacement). SE/TE: 321, , , Topic - Energy and its Transformation Benchmark SC.PS Describe nuclear reactions and how they produce energy SE/TE: , , 400 The student: Describes ways energy is produced by nuclear reactions (e.g., decay, fusion and fission). SE/TE: , , 400 Strand - Physical, Earth, and Space Sciences Standard 7: Physical, Earth, and Space Sciences: FORCE AND MOTION: Understand the relationship between force, mass, and motion of objects; and know the major natural forces: gravitational, electric, and magnetic Topic - Forces and Motion Benchmark SC.PS Apply the laws of motion to determine the effects of forces on the linear motion of objects SE/TE: 25-33, 34-37, 45-52, 53-56, 59-70,

22 The student: Illustrates Newton's laws of motion by analyzing and solving simple problems related to force and motion. SE/TE: 25-33, 34-37, 45-52, 53-56, 59-70, Benchmark SC.PS Use vectors to explain force and motion SE/TE: 22, 27, The student: Solves force and motion vector problems graphically. SE/TE: 22, 27, Topic - Forces of the Universe Benchmark SC.PS Explain the relationship among the gravitational force, the mass of the objects, and the distance between objects SE/TE: , The student: Describes what happens to the magnitude of the gravitational force as distance between and/or masses of the objects change. SE/TE: , Benchmark SC.PS Explain the magnetic and electric forces in the universe SE/TE: , , 858, 875 The student: Describes the magnetic and electric forces in the universe. SE/TE: , , 858,

23 Hawaii Content & Performance Standards Chemistry Standard 1: Scientific Investigation - Discover, invent, and investigate using the skills necessary to engage in the scientific process Topic - Scientific Inquiry Benchmark SC.CH Describe how a testable hypothesis may need to be revised to guide a scientific investigation SE/TE: 4-8, The student: Describes a testable hypothesis and how it might be revised based on data from chemistry investigations and primary sources (e.g., results, class data, information from a reputable source). SE/TE: 4-8, Benchmark SC.CH Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data SE/TE: 303, 328, 357, 381, 405, 434 The student: Prepares a chemistry lab report documenting the procedure(s) and the safe and appropriate use of tools (e.g., computer probes, meters, timers) and techniques (e.g., repeated trials, statistics, significant figures, spreadsheets, databases) to organize, analyze, and validate data. SE/TE: 303, 328, 357, 381, 405, 434 Benchmark SC.CH Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data SE/TE: 325 The student: Prepares a chemistry lab report that draws logical conclusions and formulates explanations and arguments from the results of investigations. SE/TE: 303, 328, 357, 381, 405, 434 Benchmark SC.CH Determine the connection(s) among hypotheses, scientific evidence, and conclusions SE/TE: 4-5, 7, 261, 544, 683, 696,

24 The student: Prepares a chemistry lab report that supports or refutes a hypothesis based on an analysis of experimental data. SE/TE: 303, 328, 357, 381, 405, 434 Benchmark SC.CH Communicate the components of a scientific investigation, using appropriate techniques SE/TE: 303, 328, 357, 381, 405, 434 The student: Presents the question, testable hypothesis, experimental design, analysis of data, and conclusions to the chemistry class using appropriate methods of communication (e.g., PowerPoint, essay, oral presentation, poster board, lab report, research paper). SE/TE: 303, 328, 357, 381, 405, 434 Benchmark SC.CH Engage in and explain the importance of peer review in science SE/TE: 3-7, 14-15, 20 The student: Examines a peer s chemistry investigation for logic and validity based on evidence. Explains the importance of peer review to the process of scientific inquiry. SE/TE: 3-7, 14-15, 20, 697 Topic - Scientific knowledge Benchmark SC.CH Revise, as needed, conclusions and explanations based on new evidence SE/TE: 4, 7, 13-14, 571 The student: Revises conclusions and explanations based on new chemical evidence from valid sources. SE/TE: 303, 328, 357, 381, 405,

25 Benchmark SC.CH Describe the importance of ethics and integrity in scientific investigation Opportunities to address this standard can be found on the following page: SE/TE: 469 The student: Identifies and describes the importance of ethical and unethical experimentation, citation, and conclusions (e.g., ethics provides guidelines concerning the appropriate treatment of chemicals in the environment; ethics/integrity reduces bias and ensures fair credit of authorship). Opportunities to address this standard can be found on the following page: SE/TE: 469 Benchmark SC.CH Explain how scientific explanations must meet a set of established criteria to be considered valid SE/TE: 3-7, 14 The student: Describes how a published study meets the criteria of scientific explanations (e.g., they must be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, abide by the rules of evidence, be open to questions and modifications, be based on historical and current scientific knowledge, and make a commitment to making the knowledge public) in order to draw conclusions about the study's validity. SE/TE: 253, 262, 545, 572 Standard 2: Nature of Science - Understand that science, technology, and society are interrelated Topic - Science, Technology, and Society Benchmark SC.CH Explain how scientific advancements and emerging technologies have influenced society SE/TE: 319, 375, 429 The student: Describes a current scientific advancement or emerging technology (e.g., related to transportation or communication) and lists its key features and uses, and its possible impact on society. SE/TE: 319, 375, 429 Benchmark SC.CH Compare the risks and benefits of potential solutions to technological issues SE/TE: 319, 375,

26 The student: Compares risks and benefits (e.g., in terms of the impact on populations, resources, health, disease, environment) of alternative solutions to a specific current technological issue (e.g., pesticides). SE/TE: 319, 375, 429 Topic - Acids and Bases Benchmark SC.CH Explain the properties of acids, bases, and salt solutions SE/TE: , The student: Describes the properties of acids, bases, and salt solutions (e.g., conductivity, reaction with indicator like litmus paper, ph of solution formed by a given salt). SE/TE: , Standard 3: Properties of Matter - Understand different states of matter Topic - Acids and Bases Benchmark SC.CH Use the ph scale to characterize acid and base solutions SE/TE: 405, , The student: Uses the ph scale to determine the acidity or basicity of a solution. SE/TE: 405, , Benchmark SC.CH Calculate the ph from the hydrogen-ion concentration SE/TE: 415, 432 The student: Computes the ph of a solution given its hydrogen-ion concentration. SE/TE: 415, 432 Benchmark SC.CH Explain that buffers stabilize ph in acid-base reactions SE/TE:

27 The student: Describes various buffer systems (e.g., blood) that stabilize ph. SE/TE: Topic - Gases and their Properties Benchmark SC.CH Apply gas laws to relationships between pressure, volume, and temperature of any amount of an ideal gas or any mixture of ideal gases using PV = nrt SE/TE: The student: Uses gas laws (e.g. Charles', Boyles', Avogadro's, Dalton's) to solve problems involving relationships between pressure, volume, temperature, and amount of an ideal gas or a mixture of ideal gases using PV = nrt. SE/TE: Benchmark SC.CH Explain the diffusion of gases using the Kinetic Molecular Theory of Matter SE/TE: 134, 150 The student: Describes the diffusion of gases within a closed system (e.g. effect of mass, effect of concentration) using the Kinetic Molecular Theory of matter. SE/TE: 134, 150 Topic Temperature Benchmark SC.CH Convert between Celsius and Kelvin temperature scales SE/TE: , 902 The student: Calculates the degrees Celsius given a temperature in Kelvin. SE/TE: ,

28 Standard 4: Atomic Structure and Bonding - Understand properties of the periodic table, atoms, and bond formation Topic - Periodic Table Benchmark SC.CH Explain how columns in the periodic table represent elements with common properties and identify metals, semimetals, nonmetals, and halogens SE/TE: , , The student: Describes how the elements within a column of the periodic table share metallic nature, valence electrons, and a common oxidation state. SE/TE: , , Benchmark SC.CH Identify the essential characteristics of alkali metals, alkaline earth metals, and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms SE/TE: , , The student: Explains that characteristics of alkali metals, alkaline earth metals, and transition metals reflect the overall trends in ionization energy, electronegativity, atomic radius, and ionic radius within the periodic table. SE/TE: , , Benchmark SC.CH Use the periodic table to determine the number of valence electrons of an element SE/TE: , , 353 The student: Uses the periodic table to determine the number of valence electrons in sodium, oxygen, copper, iron, and gold). SE/TE: , , 353 Topic - Nature of Matter Benchmark SC.CH Explain that the nucleus of the atom is much smaller than the atom, but contains most of its mass (e.g. protons and neutrons have almost two thousand times more mass than an electron) SE/TE: 156, 259, 263, 267, 270, 273,

29 The student: Describes the components of an atom in terms of size, mass, and relative distance. SE/TE: 156, 259, 263, 267, 270, 273, 275 Benchmark SC.CH Explain that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck s relationship (E=hv) SE/TE: The student: Describes that spectral lines are the result of transitions of electrons between energy levels, that these lines correspond to photons, and calculates either the frequency or the energy of the photons using Planck s relationship (E=hv). SE/TE: Benchmark SC.CH Explain that atoms combine to form molecules by sharing the outermost electrons to form covalent, or metallic bonds or by transferring electrons to form ionic bonds SE/TE: 329, , The student: Describes covalent, ionic, or metallic bonds in terms of valence electrons and gives an example of each type of bond. SE/TE: 329, , Benchmark SC.CH Describe why the chemical bonds between atoms in molecules, such as H2, CH4, NH3, C2H4, N2, Cl2, and many large biological molecules are covalent SE/TE: , , 467 The student: Diagrams the chemical bonds between atoms in molecules, such as H2, CH4, NH3, C2H4, N2, Cl2. SE/TE: , 342, 347, 354, 368, 372, , Benchmark SC.CH Explain the movement and properties of atoms and molecules in liquids SE/TE: 134,

30 The student: Describe that liquids flow based on the properties of the atoms or molecules within them. SE/TE: 307 Benchmark SC.CH Describe how electronegativity and ionization energy relate to bond formation SE/TE: , 351, The student: Explains how to tell the difference between a polar-covalent vs. non-polar bond based on the properties of electronegativity and ionization energy. SE/TE: , Benchmark SC.CH Identify and explain physical properties of substances (e.g. melting points, boiling points, and volatility) based on the strength of molecular attractions SE/TE: , 351, The student: Explains that the strength of intermolecular attractions (e.g. dispersion forces, dipole-dipole interactions, hydrogen bonding) for a given substance determine its melting point, boiling point, and volatility). SE/TE: , 351, Standard 5: Chemical Reactions - Understand the nature of chemical interactions and solutions Topic - Molar Definition Benchmark SC.CH Explain how the quantity of one mole is set (e.g. defining one mole of carbon 12 atoms to have a mass of exactly 12 grams) and describe its properties (e.g. one mole is 6.02 x 1023 particles (atoms or molecules)) SE/TE: , 377, The student: Explains why one mole is 6.02 x 1023 particles of a substance. SE/TE: ,

31 Topic - Molar Conversion Benchmark SC.CH Calculate the number of moles needed to produce a given gas, volume, mass, and/or number of moles of a product given a chemical equation Opportunities to address this standard can be found on the following page: SE/TE: 367 The student: Computes how many moles are needed to produce a certain amount of product in terms of volume, mass, and moles, from a given chemical equation. Opportunities to address this standard can be found on the following page: SE/TE: 367 Benchmark SC.CH Determine the molar mass of a molecule from its chemical formula and a table of atomic masses and convert the mass of a molecular substance to moles, number of particles, or volume of gas at a standard temperature and pressure Opportunities to address this standard can be found on the following page: SE/TE: 367 The student: Calculates the molar mass of a molecule given its chemical formula and a periodic table and use the molar mass to convert a given amount of the substance to moles, number of particles, or volume of gas at a standard temperature and pressure. Opportunities to address this standard can be found on the following page: SE/TE: 367 Topic - Conservation of Matter and Stoichiometry Benchmark SC.CH Write balanced equations to describe chemical reactions SE/TE: , 397, The student: Writes and balances chemical equations to represent synthesis, decomposition, single replacement, and double replacement reactions. SE/TE: , 397, Benchmark SC.CH Determine the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses SE/TE: ,

32 The student: Calculates the mass of reactant required or the mass of product produced from the mass of one of the reactants or products in a given chemical equation. SE/TE: , Benchmark SC.CH Balance reactions that involve oxidation and reduction SE/TE: 420, 432 The student: Balances the overall oxidation and reduction reaction in photosynthesis. SE/TE: Benchmark SC.CH Use laboratory investigations to demonstrate the principle of conservation of mass SE/TE: , 401 The student: Uses a laboratory investigation to verify that mass is conserved in a chemical reaction. SE/TE: , 401 Topic Solutions Benchmark SC.CH Distinguish between pure substances and mixtures based on physical properties (e.g. boiling point, melting point, and density) SE/TE: , 377, 380 The student: Classifies a group of unknown substances as pure or mixtures based on boiling points, melting points, and density. SE/TE: , 377, 380 Benchmark SC.CH Calculate the concentration of a solute in terms of molarity, parts per million, grams per liter, and percent composition SE/TE: ,

33 The student: Computes the concentration of a solute in terms of molarity from parts per million. SE/TE: Standard 6: Chemical Thermodynamics - Understand and apply the laws of thermodynamics Topic - Energy and its Transformation Benchmark SC.CH Explain that chemical processes either absorb (endothermic) or release (exothermic) thermal energy SE/TE: , 400, , 498 The student: Describes that the transfer of thermal energy is involved in all chemical reactions. SE/TE: , 400, , 498 Benchmark SC.CH Use known values of specific heat and latent heat of phase change to solve problems involving heat flow and temperature SE/TE: , The student: Uses known values of specific heat to solve problems involving heat flow and temperature change of various substances (e.g. water, aluminum, steel) and uses known values of latent heat of phase change to solve problems involving heat flow and phase change between states of matter. SE/TE: , Standard 7: Chemical Reaction Rates - Understand the nature of how reaction rates are affected Topic - Chemical Changes Benchmark SC.CH Describe how reaction rates are quantitatively affected by changes of concentration and qualitatively affected by changes of temperature and surface area. SE/TE: , The student: Explains how reaction rates are quantitatively affected by changes of concentration (e.g. rate laws, reaction order) and qualitatively affected by changes of temperature and surface area. SE/TE: ,

34 Benchmark SC.CH Describe how a catalyst increases reaction rates SE/TE: , The student: Explains how an enzyme increases the rate of a reaction within the human body. SE/TE: , Benchmark SC.CH Explain the concept of dynamic equilibrium SE/TE: The student: Describes that equilibrium is an ongoing process as opposed to a one time occurrence. SE/TE: Standard 8: Nuclear Reactions and Energy - Understand the properties of nuclear energy Topic - Energy Release Benchmark SC.CH Describe how the energy release per gram of material is much larger in nuclear fission or fusion reactions than in chemical reactions and how the change in mass (calculated by E=mc2) is small but significant in nuclear reactions SE/TE: 295 The student: Explains how nuclear reactions convert a very small amount of mass into a large amount of energy using E=mc2. SE/TE: 277, , 294, 297, 300 Benchmark SC.CH Determine the amount of radioactive substance remaining after an integral number of half-lives have passed SE/TE: , 298 The student: Calculates the amount of radioactive substance remaining after an integral number of halflives have passed. SE/TE: ,

35 Hawaii Content & Performance Standards Biology Strand - The Scientific Process Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process Topic - Scientific Inquiry Benchmark SC.BS Describe how a testable hypothesis may need to be revised to guide a scientific investigation SE/TE: 4-8, The student: Describes a testable hypothesis and revises it based on data from biological science investigations and primary sources (e.g., results, class data, information from a reputable source). SE/TE: 4-8, Benchmark SC.BS Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data SE/TE: 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661 The student: Prepares a biological science lab report documenting the procedure(s) and the safe and appropriate use of tools (e.g., computer probes, meters, timers) and techniques (e.g., repeated trials, statistics, significant figures, spreadsheets, databases) to organize, analyze, and validate data. SE/TE: 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661 Benchmark SC.BS Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data SE/TE: 489, 491, 539, 568, 670 The student: Prepares a biological science lab report that draws logical conclusions and formulates explanations and arguments from the results of investigations. SE/TE: 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647,

36 Benchmark SC.BS Determine the connection(s) among hypotheses, scientific evidence, and conclusions SE/TE: 4-5, 7, 261, 544, 683, 696, 822 The student: Prepares a biological science lab report that supports or refutes a hypothesis based on an analysis of experimental data. SE/TE: 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661 Benchmark SC.BS Communicate the components of a scientific investigation, using appropriate techniques SE/TE: 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661 The student: Presents the question, testable hypothesis, experimental design, analysis of data, and conclusions to the biological science class using appropriate methods of communication (e.g., PowerPoint, essay, oral presentation, poster board, lab report, research paper). SE/TE: 473, 486, 491, 508, 523, 526, 536, 541, 549, 570, 595, 623, 647, 661 Benchmark SC.BS Engage in and explain the importance of peer review in science SE/TE: 3-7, 14-15, 20 The student: Examines a peer's biological science investigation for logic and validity based on evidence. Explains the importance of peer review to the process of scientific inquiry. SE/TE: 3-7, 14-15, 20, 697 Topic - Scientific Knowledge Benchmark SC.BS Revise, as needed, conclusions and explanations based on new evidence SE/TE: 4, 7, 13-14,