Program of Studies
SC.H.STM: Structure and Transformation of Matter (Physical Science)
SC.H.STM.U: Enduring Knowledge ? Understandings
SC.H.STM.U.3: when elements are listed in order by their number of protons, the same sequence of properties appears over and over again in the list. The structure of the periodic table reflects this sequence of properties, which is caused by the repeating pattern of outermost electrons.
SC.H.STM.U.4: not all atoms of an element are truly identical. Some may vary in their number of neutrons (isotopes) or electrons (ions). These variations result in properties which are different than the more common forms of that element.
SC.H.STM.U.5: Changes of state occur when enough energy is added to or removed from the atoms/molecules of a substance to change their average energy of vibration. Most solids expand as they are heated, and if sufficient energy is added the atoms/molecules lose their rigid structure and become free to move past each other as a liquid. In gases the energy of vibration is enough that individual atoms/molecules are free to move independently.
SC.H.STM.U.6: elements are able to form an almost limitless variety of chemical compounds by the sharing or exchange of their electrons. The rate at which these combinations occur is influenced by a number of variables. The compounds produced may vary tremendously in their physical and chemical properties.
SC.H.STM.U.8: a system may stay the same because nothing is happening or because things are happening but exactly counterbalance one another.
SC.H.STM.S: Skills and Concepts
SC.H.STM.S.2: Investigate the kinetic molecular theory of matter
SC.H.STM.S.3: construct and/or interpret diagrams that illustrate ionic and covalent bonding
SC.H.STM.S.4: predict compound formation and bond type as either ionic or covalent
SC.H.STM.S.5: identify and test variables that affect reaction rates
SC.H.STM.S.7: explore the relationships among temperature, particle number, pressure and volume in the Universal Gas Law
SC.H.STM.S.8: explain the organizational structure (design) and communicate the usefulness of the Periodic Table to determine potential combinations of elements
SC.H.STM.S.10: relate the chemical behavior of an element, including bonding, to its location on the periodic table
SC.H.STM.S.13: create and/or interpret graphs and equations to depict and analyze patterns of change
SC.H.MF: Motion and Forces (Physical Science)
SC.H.MF.U: Enduring Knowledge ? Understandings
SC.H.MF.U.1: representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena.
SC.H.MF.U.4: the strength of the gravitational force between objects is proportional to the masses and weakens rapidly with increasing distance between them.
SC.H.MF.U.5: electricity and magnetism are two inseparable aspects of the same force (electromagnetism). Moving electrical charges produce magnetic forces and moving magnetic fields produce electrical forces. Electrical current is due to the motion of charge and has a specific direction.
SC.H.MF.S: Skills and Concepts
SC.H.MF.S.2: investigate Newton?s Laws of Motion and Gravitation. Experimentally test inertia and gravitational acceleration
SC.H.MF.S.3: experimentally test conservation of momentum. Use tables, charts and graphs in making arguments and claims in oral and written presentations
SC.H.MF.S.5: develop investigable questions that guide explorations of the interrelationship between electricity and magnetism
SC.H.EU: The Earth and the Universe (Earth/Space Science)
SC.H.EU.U: Enduring Knowledge ? Understandings
SC.H.EU.U.1: gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it.
SC.H.UD: Unity and Diversity (Biological Science)
SC.H.UD.U: Enduring Knowledge ? Understandings
SC.H.UD.U.2: within every cell are specialized parts for the transport of materials, energy transfer, protein building, waste disposal, information feedback and even movement. In addition, most cells in multi-cellular organisms perform specialized functions that others do not.
SC.H.UD.U.3: DNA, composed of 4 nucleic acids, serves as the blueprint for the production of a variety of proteins. These dynamic and complicated proteins facilitate practically every function/process that occurs within the cell.
SC.H.UD.U.4: the information passed from parents to offspring is coded in DNA molecules. The sorting and recombination of genes through sexual reproduction results in a great variety of gene combinations that can be used to make predictions about the potential traits of offspring.
SC.H.UD.U.5: some new gene combinations make little difference, some can produce offspring with new and perhaps enhanced capabilities, while some may reduce the ability of the offspring to survive.
SC.H.UD.U.7: in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both encoded in genes and replicated.
SC.H.UD.S: Skills and Concepts
SC.H.UD.S.1: analyze the parts within a cell responsible for particular processes and create analogous models for those processes
SC.H.UD.S.3: investigate the role of genes/chromosomes in the passing of information from one generation to another (heredity)
SC.H.UD.S.4: graphically represent (e.g., pedigrees, punnet squares) and predict the outcomes of a variety of genetic combinations
SC.H.UD.S.5: investigate the roles of genetic mutation and variability in contributing to the survival of offspring
SC.H.UD.S.6: describe the structure of DNA and explain its role in protein synthesis, cell replication and reproduction
SC.H.UD.S.8: describe the processes by which cells maintain their internal environments within acceptable limits
SC.H.UD.S.10: compare the structures and functions of viruses to cells and describe the role of viruses in causing a variety of diseases or conditions (e.g., AIDS, common cold, smallpox, warts)
SC.H.BC: Biological Change (Biological Science)
SC.H.BC.U: Enduring Knowledge ? Understandings
SC.H.BC.U.1: the survival of any given species is not assured. There are a variety of factors (e.g. reproductive success, mutation, availability of resources, competition) that may determine if a species flourishes, declines, or eventually becomes extinct.
SC.H.BC.U.2: the Earth?s present-day species developed from earlier, distinctly different species through a process of natural selection. All living things share a common genetic heritage.
SC.H.BC.S: Skills and Concepts
SC.H.BC.S.1: identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities and embryology
SC.H.BC.S.2: explain the role of natural selection in speciation, adaptation, diversity and phylogeny
SC.H.BC.S.5: predict the likelihood of survival for a variety of existing species based upon predicted changes in environmental conditions (e.g., global warming, continental drift) and propose methods to prevent the extinction of species with insufficient ability to adapt
SC.H.ET: Energy Transformations (Unifying Concepts)
SC.H.ET.U: Enduring Knowledge ? Understandings
SC.H.ET.U.5: radiant energy from the sun is stored in a chemical form in plants as a result of photosynthesis. This energy transformation allows plants to use simple molecules, such as carbon dioxide and water, to assemble the complex molecules needed to increase their mass.
SC.H.ET.U.11: weather and climate are the direct or indirect result of transfer of solar energy, and changes in one part of the system may influence all of the others. The complexity of the system and the number of variables involved requires very complex mathematical models in order to make accurate predictions.
SC.H.ET.U.13: technology affects society because it solves practical problems and serves human needs. Science affects society by stimulating thought or satisfying curiosity, or by influencing views of the world, or by providing knowledge necessary for new technological advances.
SC.H.ET.S: Skills and Concepts
SC.H.ET.S.5: investigate the flow of matter and energy between organisms and the environment and model the cyclic nature of this process
SC.H.ET.S.6: explain the metabolic process of photosynthesis and describe the molecules it assembles to store solar energy
SC.H.ET.S.12: model and explain the relationships and energy flow existing in various Earth systems
SC.H.ET.S.14: describe how science and technology interact. Research and investigate the impact of technology on society and how technological advances have driven scientific research
SC.H.I: Interdependence (Unifying Concepts)
SC.H.I.U: Enduring Knowledge ? Understandings
SC.H.I.U.1: human beings are part of the Earth?s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.
SC.H.I.U.2: unique among organisms, humans have the capability to impact other species on a global scale both directly (e.g. selective breeding, genetic engineering, foreign species introductions) and indirectly (e.g. habitat crowding, pollution, climate change).
SC.H.I.U.4: every ecosystem contains natural checks and balances, both biotic and abiotic, that serve to limit the size and range of the populations contained within it.
SC.H.I.S: Skills and Concepts
SC.H.I.S.1: explore ways to eradicate or lessen environmental problems caused by human interaction (e.g., examine programs for habitat restoration or wildlife protection, automotive/industrial emissions standards)
SC.H.I.S.2: investigate changes in ecosystems and propose potential solutions to problems by documenting and communicating solutions to others through multi-media presentations
Correlation last revised: 1/20/2017