Arkansas State Standards for Science: Grade 11
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
AR.1.AP. Anatomy and Physiology: Organization of the Human Body: Students shall explore the organizational structures of the body from the molecular to the organism level.
OHB.1.AP.1 Infer the relationship between anatomy and physiology
OHB.1.AP.2 Sequence the levels of organization of the human body
OHB.1.AP.3 Identify the major body systems
OHB.1.AP.4 Describe relative positions, body planes, body regions and body quadrants
OHB.1.AP.5 Identify the major body cavities and the subdivisions of each cavity
OHB.1.AP.6 Investigate homeostatic control mechanisms and their importance to health and diseases
OHB.1.AP.7 Predict the effect of positive and negative feedback mechanisms on homeostasis
OHB.1.AP.8 Identify the major characteristics of life: metabolism, responsiveness, movement, Growth, reproduction, differentiation
AR.2.AP. Anatomy and Physiology: Cellular Chemistry: Students shall understand the role of chemistry in body processes.
CC.2.AP.1 Distinguish between matter and energy
CC.2.AP.2 Explain the basic assumptions and conclusions of the atomic theory
CC.2.AP.3 Distinguish between compounds and mixtures
CC.2.AP.4 Explain the role of ionic, covalent, and hydrogen bonds in the human body
CC.2.AP.5 Write simple formulas and chemical word equations for the four basic types of reactions: synthesis, decomposition, single replacement, double replacement
CC.2.AP.6 Analyze the role of water in the human body
CC.2.AP.7 Explain the relationship among acids, bases, and salts
CC.2.AP.8 Relate the concept of pH to homeostasis
CC.2.AP.9 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids
CC.2.AP.10 Describe the characteristics and importance of enzymes
AR.3.AP. Anatomy and Physiology: Anatomy and Physiology of the Cell: Students shall understand that cells are the basic, structural, and functional units of life.
APC.3.AP.1 Explain the structure and function of the plasma membrane
APC.3.AP.2 Compare and contrast the different ways in which substances cross the plasma membrane: diffusion and osmosis, facilitated diffusion, active transport, filtration, endocytosis, exocytosis
APC.3.AP.3 Describe the structure and function of organelles and cell parts
APC.3.AP.4 Identify chemical substances produced by cells
APC.3.AP.5 Differentiate among replication, transcription, and translation
APC.3.AP.6 Differentiate between mitosis and meiosis
APC.3.AP.7 Explain the consequences of abnormal cell division
AR.4.AP. Anatomy and Physiology: Tissues: Students shall understand the histology of the human body
T.4.AP.1 Describe the structure, location, and function of each tissue category: epithelial, connective, nervous, muscle
AR.5.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the integumentary system.
BS.5.AP.1 Identify the components of the integumentary system
BS.5.AP.2 Discuss the physiological mechanisms of the skin
BS.5.AP.3 Identify the macroscopic and microscopic structure of the integumentary system
BS.5.AP.4 Describe disorders associated with the integumentary system
AR.6.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the skeletal system.
BS.6.AP.1 Identify the components the skeletal system
BS.6.AP.2 Discuss the physiological mechanisms of the skeletal system
BS.6.AP.3 Identify the macroscopic and microscopic structure of bone
BS.6.AP.4 Describe disorders associated with the skeletal system
AR.7.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the muscular system.
BS.7.AP.1 Identify the components the muscular system
BS.7.AP.2 Discuss the physiological mechanisms of the muscular system
BS.7.AP.3 Identify the macroscopic, microscopic, and molecular structure of muscle
BS.7.AP.4 Describe disorders associated with the muscular system
AR.8.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the nervous system.
BS.8.AP.1 Identify the components the nervous system
BS.8.AP.2 Discuss the physiological mechanisms of the nervous system
BS.8.AP.3 Identify the macroscopic, microscopic, and molecular structure of the nervous system
BS.8.AP.4 Describe disorders associated with the nervous system
AR.9.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the endocrine system.
BS.9.AP.1 Identify the components of the endocrine system
BS.9.AP.2 Discuss the physiological mechanisms of the endocrine system
BS.9.AP.3 Identify the macroscopic, microscopic, and molecular structure of the endocrine system
BS.9.AP.4 Describe disorders associated with the endocrine system
AR.10.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the cardiovascular system.
BS.10.AP.1 Identify the components of the cardiovascular system
BS.10.AP.2 Discuss the physiological mechanisms of the cardiovascular system
BS.10.AP.3 Identify the macroscopic, microscopic, and molecular structure of the cardiovascular system
BS.10.AP.4 Describe disorders associated with the cardiovascular system
AR.11.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the immune and lymphatic systems.
BS.11.AP.1 Identify the components of the immune and lymphatic systems
BS.11.AP.2 Discuss the physiological mechanisms of the immune and lymphatic systems
BS.11.AP.3 Identify the macroscopic, microscopic, and molecular structure of the immune and lymphatic systems
BS.11.AP.4 Describe disorders associated with the immune and lymphatic systems
AR.12.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the respiratory system.
BS.12.AP.1 Identify the components of the respiratory system
BS.12.AP.2 Discuss the physiological mechanisms of the respiratory system
BS.12.AP.3 Identify the macroscopic, microscopic, and molecular structure of the respiratory system
BS.12.AP.4 Describe disorders associated with the respiratory system
AR.13.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the digestive system.
BS.13.AP.1 Identify the components the digestive system
BS.13.AP.2 Discuss the physiological mechanisms of the digestive system
BS.13.AP.3 Identify the macroscopic, microscopic, and molecular structure of the digestive system
BS.13.AP.4 Describe disorders associated with the digestive system
AR.14.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the urinary system.
BS.14.AP.1 Identify the components the urinary system
BS.14.AP.2 Discuss the physiological mechanisms of the urinary system
BS.14.AP.3 Identify the macroscopic, microscopic, and molecular structure of the urinary system
BS.14.AP.4 Describe disorders associated with the urinary system
AR.15.AP. Anatomy and Physiology: Body Systems: Students shall describe the anatomy and physiology of the reproductive system
BS.15.AP.1 Describe the components and the organization of the reproductive system
BS.15.AP.2 Discuss the physiological mechanisms of the reproductive system
BS.15.AP.3 Identify the macroscopic, microscopic, and molecular structure of the reproductive system
BS.15.AP.4 Describe disorders associated with the reproductive system
AR.16.AP. Anatomy and Physiology: Nature of Science: Students shall demonstrate an understanding that science is a way of knowing.
NS.16.AP.1 Explain why science is limited to natural explanations of how the world works
NS.16.AP.2 Compare and contrast hypotheses, theories, and laws
NS.16.AP.3 Distinguish between a scientific theory and the term 'theory' used in general conversation
NS.16.AP.4 Summarize the guidelines of science: explanations are based on observations, evidence, and testing; hypotheses must be testable; understandings and/or conclusions may change with additional empirical data; scientific knowledge must have peer review and verification before acceptance
AR.17.AP. Anatomy and Physiology: Nature of Science: Students shall design and safely conduct scientific inquiry.
NS.17.AP.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.17.AP.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
NS.17.AP.3 Identify sources of bias that could affect experimental outcome
NS.17.AP.4 Gather and analyze data using appropriate summary statistics
NS.17.AP.5 Formulate valid conclusions without bias
NS.17.AP.6 Communicate experimental results using appropriate reports, figures, and tables
AR.18.AP. Anatomy and Physiology: Nature of Science: Students shall demonstrate an understanding of current life science theories.
NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review
NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology
NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases
NS.18.AP.4 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy)
NS.18.AP.5 Research current events and topics in human biology
AR.19.AP. Anatomy and Physiology: Nature of Science: Students shall use mathematics, science equipment, and technology as tools to communicate and solve life science problems.
NS.19.AP.1 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables
NS.19.AP.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
NS.19.AP.3 Utilize technology to communicate research findings
AR.20.AP. Anatomy and Physiology: Nature of Science: Students shall describe the connections between pure and applied science.
NS.20.AP.1 Compare and contrast human biology concepts in pure science and applied science
NS.20.AP.2 Discuss why scientists should work within ethical parameters
NS.20.AP.3 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
AR.21.AP. Anatomy and Physiology: Nature of Science: Students shall describe various health science careers and the training required for the selected career.
NS.21.AP.1 Research and evaluate health science careers using the following criteria: educational requirements; salary, availability of jobs, working conditions
AR.1.B. Biology: Molecules and Cells: Students shall demonstrate an understanding of the role of chemistry in life processes.
MC.1.B.1 Describe the structure and function of the major organic molecules found in living systems: carbohydrates, proteins, enzymes, lipids, nucleic acids
MC.1.B.2 Describe the relationship between an enzyme and its substrate molecule(s)
MC.1.B.3 Investigate the properties and importance of water and its significance for life: surface tension, adhesion, cohesion, polarity, pH
MC.1.B.4 Explain the role of energy in chemical reactions of living systems: activation energy, exergonic reactions, endergonic reactions
AR.2.B. Biology: Molecules and Cells: Students shall demonstrate an understanding of the structure and function of cells.
MC.2.B.1 Construct a hierarchy of life from cells to ecosystems
MC.2.B.2 Compare and contrast prokaryotes and eukaryotes
MC.2.B.3 Describe the role of sub-cellular structures in the life of a cell: organelles, ribosomes, cytoskeleton
MC.2.B.4 Relate the function of the plasma (cell) membrane to its structure
MC.2.B.5 Compare and contrast the structures of an animal cell to a plant cell
MC.2.B.6 Compare and contrast the functions of autotrophs and heterotrophs
MC.2.B.7 Compare and contrast active transport and passive transport mechanisms: diffusion, osmosis, endocytosis, exocytosis, phagocytosis, pinocytosis
MC.2.B.8 Describe the main events in the cell cycle, including the differences in plant and animal cell division: interphase, mitosis, cytokinesis
MC.2.B.9 List in order and describe the stages of mitosis: prophase, metaphase, anaphase, telophase.
MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number from one generation to the next
MC.2.B.11 Discuss homeostasis using thermoregulation as an example
AR.3.B. Biology: Molecules and Cells: Students shall demonstrate an understanding of how cells obtain and use energy (energetics).
MC.3.B.1 Compare and contrast the structure and function of mitochondria and chloroplasts
MC.3.B.2 Describe and model the conversion of stored energy in organic molecules into usable cellular energy (ATP): glycolysis, citric acid cycle, electron transport chain
MC.3.B.3 Compare and contrast aerobic and anaerobic respiration: lactic acid fermentation, alcoholic fermentation
MC.3.B.4 Describe and model the conversion of light energy to chemical energy by photosynthetic organisms: light dependent reactions, light independent reactions
MC.3.B.5 Compare and contrast cellular respiration and photosynthesis as energy conversion pathways
AR.4.B. Biology: Heredity and Evolution: Students shall demonstrate an understanding of heredity.
HE.4.B.1 Summarize the outcomes of Gregor Mendel's experimental procedures
HE.4.B.2 Differentiate among the laws and principles of inheritance: dominance, segregation, independent assortment
HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios
HE.4.B.4 Examine different modes of inheritance: sex linkage, codominance, crossing over, incomplete dominance, multiple alleles
HE.4.B.5 Analyze the historically significant work of prominent geneticists
HE.4.B.6 Evaluate karyotypes for abnormalities: monosomy, trisomy
AR.5.B. Biology: Heredity and Evolution: Students shall investigate the molecular basis of genetics.
HE.5.B.1 Model the components of a DNA nucleotide and an RNA nucleotide
HE.5.B.2 Describe the Watson-Crick double helix model of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine)
HE.5.B.3 Compare and contrast the structure and function of DNA and RNA
HE.5.B.4 Describe and model the processes of replication, transcription, and translation
HE.5.B.5 Compare and contrast the different types of mutation events, including point mutation, frameshift mutation, deletion, and inversion
HE.5.B.6 Identify effects of changes brought about by mutations: beneficial, harmful, neutral
AR.6.B. Biology: Heredity and Evolution: Students shall examine the development of the theory of biological evolution.
HE.6.B.1 Compare and contrast Lamarck's explanation of evolution with Darwin's theory of evolution by natural selection
HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across successive generations
HE.6.B.3 Analyze the effects of mutations and the resulting variations within a population in terms of natural selection
HE.6.B.4 Illustrate mass extinction events using a time line
HE.6.B.5 Evaluate evolution in terms of evidence as found in the following: fossil record, DNA analysis, artificial selection, morphology, embryology, viral evolution, geographic distribution of related species, antibiotic and pesticide resistance in various organisms
HE.6.B.6 Compare the processes of relative dating and radioactive dating to determine the age of fossils
HE.6.B.7 Interpret a Cladogram
AR.7.B. Biology: Classification and the Diversity of Life: Students shall demonstrate an understanding that organisms are diverse.
CDL.7.B.1 Differentiate among the different domains: Bacteria, Archaea, Eukarya
CDL.7.B.2 Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia
CDL.7.B.3 Identify the seven major taxonomic categories: kingdom, phylum, class, order, family, genus, species
CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys
CDL.7.B.5 Investigate Arkansas' biodiversity using appropriate tools and technology
CDL.7.B.6 Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things
CDL.7.B.7 Evaluate the medical and economic importance of viruses
CDL.7.B.8 Compare and contrast life cycles of familiar organisms: sexual reproduction, asexual reproduction, metamorphosis, alternation of generations
CDL.7.B.9 Classify bacteria according to their characteristics and adaptations
CDL.7.B.10 Evaluate the medical and economic importance of bacteria
CDL.7.B.11 Describe the characteristics used to classify protists: plant-like, animal-like, fungal-like
CDL.7.B.12 Evaluate the medical and economic importance of protists
CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms
CDL.7.B.14 Evaluate the medical and economic importance of fungi
CDL.7.B.15 Differentiate between vascular and nonvascular plants
CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms
CDL.7.B.17 Describe the structure and function of the major parts of a plant: roots, stems, leaves, flowers
CDL.7.B.18 Relate the structure of plant tissue to its function: epidermal, ground, vascular
CDL.7.B.19 Evaluate the medical and economic importance of plants
CDL.7.B.20 Identify the symmetry of organisms: radial, bilateral, asymmetrical
CDL.7.B.21 Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems
CDL.7.B.22 Compare and contrast the major vertebrate classes according to their nervous, respiratory, excretory, circulatory, digestive, reproductive and integumentary systems
AR.8.B. Biology: Ecology and Behavioral Relationships: Students shall demonstrate an understanding of ecological and behavioral relationships among organisms.
EBR.8.B.1 Cite examples of abiotic and biotic factors of ecosystems
EBR.8.B.2 Compare and contrast the characteristics of biomes
EBR.8.B.3 Diagram the carbon, nitrogen, phosphate, and water cycles in an ecosystem
EBR.8.B.4 Analyze an ecosystem's energy flow through food chains, food webs, and energy pyramids
EBR.8.B.5 Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter
EBR.8.B.6 Summarize the symbiotic ways in which individuals within a community interact with each other: commensalism, parasitism, mutualism
EBR.8.B.7 Compare and contrast primary succession with secondary succession
EBR.8.B.8 Identify the properties of each of the five levels of ecology: organism, population, community, ecosystem, biosphere
AR.9.B. Biology: Ecology and Behavioral Relationships: Students shall demonstrate an understanding of the ecological impact of global issues.
EBR.9.B.1 Analyze the effects of human population growth and technology on the environment/biosphere
EBR.9.B.2 Evaluate long range plans concerning resource use and by-product disposal in terms of their environmental, economic, and political impact
EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology, and public policy)
AR.10.B. Biology: Nature of Science: Students shall demonstrate an understanding that science is a way of knowing.
NS.10.B.1 Explain why science is limited to natural explanations of how the world works
NS.10.B.2 Compare and contrast hypotheses, theories, and laws
NS.10.B.3 Distinguish between a scientific theory and the term 'theory' used in general conversation
NS.10.B.4 Summarize the guidelines of science: explanations are based on observations, evidence, and testing; hypotheses must be testable; understandings and/or conclusions may change with additional empirical data; scientific knowledge must have peer review and verification before acceptance
AR.11.B. Biology: Nature of Science: Students shall design and safely conduct scientific inquiry.
NS.11.B.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.11.B.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
NS.11.B.3 Identify sources of bias that could affect experimental outcome
NS.11.B.4 Gather and analyze data using appropriate summary statistics
NS.11.B.5 Formulate valid conclusions without bias
NS.11.B.6 Communicate experimental results using appropriate reports, figures, and tables
AR.12.B. Biology: Nature of Science: Students shall demonstrate an understanding of current life science theories.
NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review
NS.12.B.2 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review
NS.12.B.3 Summarize biological evolution
NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology
NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases
NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy)
NS.12.B.7 Research current events and topics in biology
AR.13.B. Biology: Nature of Science: Students shall use mathematics, science equipment, and technology as tools to communicate and solve life science problems.
NS.13.B.1 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
NS.13.B.3 Utilize technology to communicate research findings
AR.14.B. Biology: Nature of Science: Students shall describe the connections between pure and applied science.
NS.14.B.1 Compare and contrast biological concepts in pure science and applied science
NS.14.B.2 Discuss why scientists should work within ethical parameters
NS.14.B.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact
NS.14.B.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
AR.15.B. Biology: Nature of Science: Students shall describe various life science careers and the training required for the selected career.
NS.15.B.1 Research and evaluate science careers using the following criteria: educational requirements, salary, availability of jobs, working conditions
AR.1.C. Chemistry: Atomic Theory: Students shall understand the historical development of the model of the atom.
AT.1.C.1. Summarize the discoveries of the subatomic particles: Rutherford's gold foil, Chadwick's discovery of the neutron, Thomson's cathode ray, Millikan's Oil Drop
AT.1.C.2 Explain the historical events that led to the development of the current atomic theory
AR.2.C. Chemistry: Atomic Theory: Students shall understand the structure of the atom.
AT.2.C.1 Analyze an atom's particle position, arrangement, and charge using: proton, neutron, electron
AT.2.C.2 Compare the magnitude and range of nuclear forces to magnetic forces and gravitational forces
AT.2.C.3 Draw and explain nuclear symbols and hyphen notations for isotopes
AT.2.C.4 Derive an average atomic mass
AT.2.C.5 Determine the arrangement of subatomic particles in the ion(s) of an atom
AR.3.C. Chemistry: Atomic Theory: Students shall understand how the arrangement of electrons in atoms relates to the quantum model.
AT.3.C.1 Correlate emissions of visible light with the arrangement of electrons in atoms: quantum, frequency, wavelength
AT.3.C.2 Apply the following rules or principles to model electron arrangement in atoms: Aufbau Principle (diagonal filling order), Hund's Rule, Pauli's Exclusion Principle
AT.3.C.3 Predict the placement of elements on the Periodic Table and their properties using electron configuration
AT.3.C.4 Demonstrate electron placement in atoms using the following notations: orbital notations, electron configuration notation, Lewis electron dot structures
AR.4.C. Chemistry: Periodicity: Students shall understand the significance of the Periodic Table and its historical development.
P.4.C.1 Compare and contrast the historical events leading to the evolution of the Periodic Table
P.4.C.2 Describe the arrangement of the Periodic Table based on electron filling orders: Groups, Periods
P.4.C.3 Interpret periodic trends: atomic radius, ionic radius, ionization energy, electron affinities, electronegativities
AR.5.C. Chemistry: Periodicity: Students shall name and write formulas for binary and ternary compounds.
P.5.C.1 Write formulas for binary and ternary compounds: IUPAC system, Greek prefixes, polyatomic ions
P.5.C.2 Name binary and ternary compounds
P.5.C.3 Predict the name and symbol for newly discovered elements using the IUPAC system
AR.6.C. Chemistry: Periodicity: Students shall explain the changes of matter using physical properties and chemical properties.
P.6.C.1 Compare and contrast matter based on uniformity of particles: pure substances, solutions, heterogeneous mixtures
P.6.C.2 Distinguish between extensive and intensive physical properties of matter
P.6.C.3 Separate homogeneous mixtures using physical processes: chromatography
P.6.C.4 Design experiments tracing the energy involved in physical changes and chemical changes
P.6.C.5 Predict the chemical properties of substances based on their electron configuration: active, inactive, inert
AR.7.C. Chemistry: Periodicity: Students shall use atomic mass or experimental data to calculate relationships between elements and compounds.
P.7.C.1 Demonstrate an understanding of the Law of Multiple Proportions
AR.8.C. Chemistry: Bonding: Students shall understand the process of ionic bonding.
B.8.C.1 Determine ion formation tendencies for groups on the Periodic Table: main group elements, transition elements
B.8.C.2 Derive formula units based on the charges of ions
B.8.C.3 Use the electronegativitiy chart to predict the bonding type of compounds: ionic, polar covalent, non-polar covalent
AR.9.C. Chemistry: Bonding: Students shall understand the process of covalent bonding.
B.9.C.1 Draw Lewis structures to show valence electrons for covalent bonding: lone pairs, shared pairs, hybridization, resonance
B.9.C.2 Determine the properties of covalent compounds based upon double and triple bonding
B.9.C.3 Predict the polarity and geometry of a molecule based upon shared electron pairs and lone electron pairs: VSEPR Model
B.9.C.4 Identify the strengths and effects of intermolecular forces (van der Waals): hydrogen bonding, dipole-dipole, dipole-induced dipole, dispersion forces (London)
AR.10.C. Chemistry: Bonding: Students shall understand the process of metallic bonding.
B.10.C.1 Explain the properties of metals due to delocalized electrons: molecular orbital model
AR.11.C. Chemistry: Bonding: Students shall relate the physical properties of solids to different types of bonding.
B.11.C.1 Distinguish between amorphous and crystalline solids
B.11.C.2 Compare and contrast the properties of crystalline solids: ionic, covalent network, covalent molecular, metallic
AR.12.C. Chemistry: Stoichiometry: Students shall understand the relationships between balanced chemical equations and mole relationships.
S.12.C.1 Balance chemical equations when all reactants and products are given
S.12.C.2 Use balanced reaction equations to obtain information about the amounts of reactants and products
S.12.C.3 Distinguish between limiting reactants and excess reactants in balanced reaction equations
S.12.C.4 Calculate stoichiometric quantities and use these to determine theoretical yields
AR.13.C. Chemistry: Stoichiometry: Students shall understand the mole concept and Avogadro's number.
S.13.C.1 Apply the mole concept to calculate the number of particles and the amount of substance: Avogadro's constant = 6.02 x E23
S.13.C.2 Determine the empirical and molecular formulas using the molar concept: molar mass, average atomic mass, molecular mass, formula mass
AR.14.C. Chemistry: Stoichiometry: Students shall predict products based upon the type of chemical reaction.
S.14.C.1 Given the products and reactants predict products for the following types of reactions: synthesis, decomposition, single displacement, double displacement, combustion
AR.15.C. Chemistry: Stoichiometry: Students shall understand the composition of solutions, their formation, and their strengths expressed in various units.
S.15.C.1 Distinguish between the terms solute, solvent, solution and concentration
S.15.C.2 Give examples for the nine solvent-solute pairs
S.15.C.3 Calculate the following concentration expressions involving the amount of solute and volume of solution: molarity (M), molality (m), percent composition, normality (N)
S.15.C.4 Given the quantity of a solution, determine the quantity of another species in the reaction
S.15.C.5 Define heat of solution
S.15.C.6 Identify the physical state for each substance in a reaction equation
AR.16.C. Chemistry: Gas Laws: Student shall understand the behavior of gas particles as it relates to the kinetic theory.
GL.16.C.1 Demonstrate the relationship of the kinetic theory as it applies to gas particles: molecular motion, elastic collisions, temperature, pressure, ideal gas
GL.16.C.2 Calculate the effects of pressure, temperature, and volume on the number of moles of gas particles in chemical reactions
AR.17.C. Chemistry: Gas Laws: Students shall understand the relationships between temperature, pressure, volume, and moles of a gas.
GL.17.C.1 Calculate the effects of pressure, temperature, and volume to gases: Avogadro's Law, Boyle's Law, Charles' Law, Combined Law, Dalton's Law of Partial Pressure, Graham's Law of Effusion, Guy-Lussac, Ideal Gas Law
AR.18.C. Chemistry: Gas Laws: Student shall apply the stoichiometric mass and volume relationships of gases in chemical reactions.
GL.18.C.1 Calculate volume/mass relationships in balanced chemical reaction equations
AR.19.C. Chemistry: Acids and Bases: Students shall understand the historical development of the acid/base theories.
AB.19.C.1 Compare and contrast the following acid/base theories: Arrhenius Theory, Bronsted-Lowry Theory, Lewis Theory
AR.20.C. Chemistry: Acids and Bases: Students shall demonstrate proficiency in acid, base, and salt nomenclature.
AB.20.C.1 Name and write formulas for acids, bases and salts: binary acids, ternary acids, ionic compounds
AR.21.C. Chemistry: Acids and Bases: Students shall apply rules of nomenclature to acids, bases, and salts.
AB.21.C.1 Compare and contrast acid and base properties
AB.21.C.2 Describe the role that dissociation plays in the determination of strong and weak acids or bases
AB.21.C.3 Use acid-base equilibrium constants to develop and explain: ionization constants, percent of ionization, common ion effect
AB.21.C.4 Explain the role of the pH scale as applied to acids and bases
AR.22.C. Chemistry: Acids and Bases: Students shall demonstrate an understanding of titration as a laboratory tool.
AB.22.C.1 Perform a titration to solve for the concentration of an acid or base
AB.22.C.2 Use indicators in neutralization reactions
AB.22.C.3 Investigate the role of buffers
AR.23.C. Chemistry: Kinetics and Energetics: Students shall understand enthalpy, entropy, and free energy and their relationship to chemical reactions.
KE.23.C.1 Define enthalpy and entropy and explain the relationship to exothermic and endothermic reactions
KE.23.C.2 Define free energy in terms of enthalpy and entropy: spontaneous reaction, increase in disorder, decrease in disorder
KE.23.C.3 Calculate entropy, enthalpy, and free energy changes in chemical reactions
KE.23.C.4 Define specific heat capacity and its relationship to calorimetric measurements
KE.23.C.5 Determine the heat of formation and the heat of reaction using enthalpy values and the Law of Conservation of Energy
KE.23.C.6 Explain the role of activation energy and collision theory in chemical reactions
AR.24.C. Chemistry: Equilibrium: Students shall understand the factors that affect reaction rate and their relationship to quantitative chemical equilibrium.
E.24.C.1 List and explain the factors which affect the rate of a reaction and the relationship of these factors to chemical equilibrium: reversible reactions, reaction rate, nature of reactants, concentration, temperature, catalysis
E.24.C.2 Solve problems developing an equilibrium constant or the concentration of a reactant or product
E.24.C.3 Explain the relationship of LeChatelier's Principle to equilibrium systems: temperature, pressure, concentration
E.24.C.4 Describe the application of equilibrium and kinetic concepts to the Haber Process: high concentration of hydrogen and nitrogen, removal of ammonia, precise temperature control, use of a contact catalyst, high pressure
AR.25.C. Chemistry: Oxidation-Reduction Reactions: Students shall understand oxidation-reduction reactions to develop skills in balancing redox equations.
ORR.25.C.1 Identify substances that are oxidized and substances that are reduced in a chemical reaction
ORR.25.C.2 Complete and balance redox reactions: assign oxidation numbers, identify the oxidizing agent and reducing agent, write net ionic equations
AR.26.C. Chemistry: Oxidation-Reduction Reaction: Students shall explain the role of oxidation-reduction reactions in the production of electricity in a voltaic cell.
ORR.26.C.1 Write equations for the reactions occurring at the cathode and anode in electrolytic conduction
ORR.26.C.2 Build a voltaic cell and measure cell potential: half-cells, salt bridge
ORR.26.C.3 Explain the process of obtaining electricity from a chemical voltaic cell: line notation: anode (oxidation); cathode (reduction)
ORR.26.C.4 Calculate electric potential of a cell using redox potentials and predict product
ORR.26.C.5 Use redox potentials to predict electrolysis products and the electric potential of a cell
AR.27.C. Chemistry: Organic Chemistry: Students shall differentiate between aliphatic, cyclic, and aromatic hydrocarbons.
OC.27.C.1 Examine the bonding and structural differences of organic compounds: alkanes, alkenes, alkynes, aromatic hydrocarbons, cyclic hydrocarbons
OC.27.C.2 Differentiate between the role and importance of aliphatic, cyclic, and aromatic hydrocarbons
OC.27.C.3 Compare and contrast isomers
AR.28.C. Chemistry: Organic Chemistry: Students shall describe the functional groups in organic chemistry.
OC.28.C.1 Describe the functional groups in organic chemistry: halohydrocarbons, alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, amides, amino acids, nitro compounds
OC.28.C.2 Name and write formulas for aliphatic, cyclic, and aromatic hydrocarbons
AR.29.C. Chemistry: Organic Chemistry: Students shall demonstrate an understanding of the role of organic compounds in living and non-living systems.
OC.29.C.1 Differentiate among the biochemical functions of proteins, carbohydrates, lipids, and nucleic acids
OC.29.C.2 Describe the manufacture of polymers derived from organic compounds: polymerization, crosslinking
AR.30.C. Chemistry: Nuclear Chemistry: Students shall understand the process transformations of nuclear radiation.
NC.30.C.1 Describe the following radiation emissions: alpha particles, beta particles, gamma rays, positron particles
NC.30.C.2 Write and balance nuclear reactions
NC.30.C.3 Compare and contrast fission and fusion
NC.30.C.4 Apply the concept of half life to nuclear decay
AR.31.C. Chemistry: Nuclear Chemistry: Students shall understand the current and historical ramifications of nuclear energy.
NC.31.C.1 Construct models of instruments used to study, control, and utilize radioactive materials and nuclear processes
NC.31.C.2 Research the role of nuclear reactions in society: transmutation, nuclear power plants, Manhattan Project
AR.32.C. Chemistry: Nature of Science: Students shall demonstrate an understanding that science is a way of knowing.
NS.32.C.1 Explain why science is limited to natural explanations of how the world works
NS.32.C.2 Compare and contrast hypotheses, theories, and laws
NS.32.C.3 Compare and contrast the criteria for the formation of scientific theory and scientific law
NS.32.C.4 Distinguish between a scientific theory and the term 'theory' used in general conversation
NS.32.C.5 Summarize the guidelines of science: explanations are based on observations, evidence, and testing; hypotheses must be testable; understandings and/or conclusions may change with additional empirical data; scientific knowledge must have peer review and verification before acceptance
AR.33.C. Chemistry: Nature of Science: Students shall design and safely conduct scientific inquiry.
NS.33.C.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.33.C.2 Research and apply appropriate safety precautions (refer to Arkansas Safety Lab Guide) when designing and/or conducting scientific investigations
NS.33.C.3 Identify sources of bias that could affect experimental outcome
NS.33.C.4 Gather and analyze data using appropriate summary statistics
NS.33.C.5 Formulate valid conclusions without bias
NS.33.C.6 Communicate experimental results using appropriate reports, figures, and tables
AR.34.C. Chemistry: Nature of Science: Students shall demonstrate an understanding of the current theories in chemistry.
NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review
NS.34.C.2 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review
NS.34.C.3 Research current events and topics in chemistry
AR.35.C. Chemistry: Nature of Science: Students shall use mathematics, science equipment, and technology as tools to communicate and solve problems in chemistry.
NS.35.C.1 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables
NS.35.C.2 Use appropriate equipment and technology as tools for solving problems
NS.35.C.3 Utilize technology to communicate research findings
AR.36.C. Chemistry: Nature of Science: Students shall describe the connections between pure and applied science.
NS.36.C.1 Compare and contrast chemistry concepts in pure science and applied science
NS.36.C.2 Discuss why scientists should work within ethical parameters
NS.36.C.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact
NS.36.C.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
AR.37.C. Chemistry: Nature of Science: Students shall describe various careers in chemistry and the training required for the selected career
NS.37.C.1 Research and evaluate science careers using the following criteria: educational requirements, salary, availability of jobs, working conditions
AR.1.ES. Environmental Science: Physical Dynamics: Students shall understand the physical dynamics of Earth
PD.1.ES.1 Describe the structure, origin, and evolution of the Earth's components: atmosphere, biosphere, hydrosphere, lithosphere
PD.1.ES.2 Relate eras, epochs, and periods of Earth's history to geological development
PD.1.ES.3 Determine the relative and absolute ages of rock layers
PD.1.ES.4 Categorize the type and composition of various minerals
PD.1.ES.5 Explain the processes of the rock cycle
PD.1.ES.6 Describe the processes of degradation by weathering and erosion
PD.1.ES.7 Describe tectonic forces relating to internal energy production and convection currents
PD.1.ES.8 Describe the relationships of degradation (a general lowering of the earth's surface by erosion or weathering) and tectonic forces: volcanoes, earthquakes
PD.1.ES.9 Construct and interpret information on topographic maps
PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: Ozark Plateau, Arkansas River Valley, Ouachita Mountains, Coastal Plain, Mississippi Alluvial Plain (Delta), Crowley's Ridge
PD.1.ES.11 Describe the physical and chemical properties of water
PD.1.ES.12 Compare and contrast characteristics of the oceans: composition, physical features of the ocean floor, life within the ocean, lateral and vertical motion
PD.1.ES.13 Investigate the evolution of the ocean floor
PD.1.ES.14 Investigate the stratification of the ocean: colligative properties (depends on the ratio of the number of particles of solute and solvent in the solution, not the identity of the solute); biological zonation (distribution of organisms in biogeographic zones)
PD.1.ES.15 Predict the effects of ocean currents on climate
PD.1.ES.16 Explain heat transfer in the atmosphere and its relationship to meteorological processes: pressure, winds, evaporation, precipitation
PD.1.ES.17 Compare and contrast meteorological processes related to air masses, weather systems, and forecasting
PD.1.ES.18 Construct and interpret weather maps
PD.1.ES.19 Describe the cycling of materials and energy: nitrogen, oxygen, carbon, phosphorous, hydrological, sulfur
AR.2.ES. Environmental Science: Biological Dynamics: Students shall understand the biological dynamics of Earth
BD.2.ES.1 Compare and contrast biomes
BD.2.ES.2 Describe relationships within a community: predation, competition, parasitism, mutualism, commensalism
BD.2.ES.3 Differentiate between primary and secondary succession
BD.2.ES.4 Construct a trophic-level pyramid (energy level)
BD.2.ES.5 Construct a food chain
BD.2.ES.6 Diagram a food web
BD.2.ES.7 Compare and contrast food webs and food chains
BD.2.ES.8 Describe biodiversity
BD.2.ES.9 Explain how limiting factors affect populations and ecosystems
BD.2.ES.10 Describe the natural selection process in populations
AR.3.ES. Environmental Science: Social Perspectives: Students shall understand the impact of human activities on the environment.
SP.3.ES.1 Explain the reciprocal relationships between Earth's processes (natural disasters) and human activities
SP.3.ES.2 Investigate the relationships between human consumption of natural resources and the stewardship responsibility for reclamations including disposal of hazardous and non-hazardous waste
SP.3.ES.3 Explain common problems related to water quality: conservation, usage, supply, treatment, pollutants (point and non-point sources)
SP.3.ES.4 Explain problems related to air quality: automobiles, industry, natural emissions
SP.3.ES.5 Evaluate the impact of different points of view on health, population, resource, and environmental issues: governmental, economic, societal
SP.3.ES.6 Research how political systems influence environmental decisions
SP.3.ES.7 Investigate which federal and state agencies have responsibility for environmental monitoring and action
SP.3.ES.8 Compare and contrast man-made environments and natural environments
SP.3.ES.9 Evaluate personal and societal benefits when examining health, population, resource, and environmental issues
SP.3.ES.10 Predict the long-term societal impact of specific health, population, resource, and environmental issues
SP.3.ES.11 Investigate the effect of public policy decisions on health, population, resource, and environmental issues
SP.3.ES.12 Explain the impact of factors such as birth rate, death rate, and migration rate on population changes
SP.3.ES.13 Distinguish between developed and developing countries
AR.4.ES. Environmental Science: Nature of Science: Students shall use mathematics, science equipment, and technology as tools to communicate and solve environmental science problems.
NS.4.ES.1 Collect and analyze scientific data using appropriate mathematical calculations, figures and tables
NS.4.ES.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
NS.4.ES.3 Utilize technology to communicate research findings
AR.5.ES. Environmental Science: Nature of Science: Students shall describe the connections between pure and applied science.
NS.5.ES.1 Compare and contrast environmental concepts in pure science and applied science
NS.5.ES.2 Explain why scientists should work within ethical parameters
NS.5.ES.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economical and political impact
NS.5.ES.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
AR.6.ES. Environmental Science: Nature of Science: Students shall describe various environmental science careers and the training required for the selected career.
NS.6.ES.1 Research and evaluate science careers using the following criteria: educational requirements, salary, availability of jobs, working conditions
AR.1.PS. Physical Science: Chemistry: Students shall demonstrate an understanding of matter's composition and structure.
C.1.PS.1 Compare and contrast chemical and physical properties of matter, including but not limited to flammability, reactivity, density, buoyancy, viscosity, melting point and boiling point
C.1.PS.2 Compare and contrast chemical and physical changes, including but not limited to rusting, burning, evaporation, boiling and dehydration
C.1.PS.3 Discuss and model the relative size and placement of sub-atomic particles
C.1.PS.4 Illustrate the placement of electrons in the first twenty elements using energy levels and orbitals
C.1.PS.5 Distinguish among atoms, ions, and isotopes
C.1.PS.6 Model the valence electrons using electron dot structures (Lewis electron dot structures)
C.1.PS.7 Explain the role of valence electrons in determining chemical properties
C.1.PS.8 Explain the role of valence electrons in forming chemical bonds
C.1.PS.9 Model bonding: ionic, covalent, metallic
C.1.PS.10 Identify commonly used polyatomic ions
C.1.PS.11 Write formulas for ionic and covalent compounds
C.1.PS.12 Name ionic and covalent compounds
C.1.PS.13 Identify the mole and amu (atomic mass unit) as units of measurement in chemistry
C.1.PS.14 Calculate the molar mass of compounds based on average atomic mass.
AR.2.PS. Physical Science: Chemistry: Students shall demonstrate an understanding of the role of energy in chemistry.
C.2.PS.1 Identify the kinetic theory throughout the phases of matter
C.2.PS.2 Create and label heat versus temperature graphs (heating curves): solid, liquid, gas, triple point, heat of fusion, heat of vaporization
C.2.PS.3 Relate thermal expansion to the kinetic theory
C.2.PS.4 Compare and contrast Boyle's law and Charles' law
C.2.PS.5 Compare and contrast endothermic and exothermic reactions as energy is transferred
C.2.PS.6 Distinguish between nuclear fission and nuclear fusion
C.2.PS.7 Compare and contrast the emissions produced by radioactive decay: alpha particles, beta particles, gamma rays
AR.3.PS. Physical Science: Chemistry: Students shall compare and contrast chemical reactions.
C.3.PS.1 Identify and write balanced chemical equations: decomposition reaction, synthesis reaction, single displacement reaction, double displacement reaction, combustion reaction
C.3.PS.2 Predict the product(s) of a chemical reaction when given the reactants using chemical symbols and words
C.3.PS.3 Balance chemical equations using the Law of Conservation of Mass
C.3.PS.4 Determine mole ratio from a balanced reaction equation
C.3.PS.5 Compare and contrast the properties of reactants and products of a chemical reaction
C.3.PS.6 Model the role of activation energy in chemical reactions
C.3.PS.7 Examine factors that affect the rate of chemical reactions, including but not limited to temperature, light, concentration, catalysts, surface area, pressure
C.3.PS.8 Identify the observable evidence of a chemical reaction: formation of a precipitate, production of a gas, color change, changes in heat and light
C.3.PS.9 Relate fire safety measures to conditions necessary for combustion
AR.4.PS. Physical Science: Chemistry: Students shall classify organic compounds.
C.4.PS.1 Summarize carbon bonding: allotropes (diamond, graphite, fullerenes); carbon-carbon (single, double, triple); isomers (branched, straight-chain, ring)
C.4.PS.2 Identify organic compounds by their: formula, structure, properties, functional groups
C.4.PS.3 Distinguish between saturated and unsaturated hydrocarbons
C.4.PS.4 Describe organic compounds and their functions in the human body: carbohydrates, lipids, proteins, nucleic acids
AR.5.PS. Physical Science: Physics: Students shall demonstrate an understanding of the role of energy in physics.
P.5.PS.1 Distinguish among thermal energy, heat, and temperature
P.5.PS.2 Calculate changes in thermal energy using: q = mcT (Where q=heat energy; m=mass; c=specific heat; T=change in temperature)
AR.6.PS. Physical Science: Physics: Students shall demonstrate an understanding of the role of forces in physics.
P.6.PS.1 Analyze how force affects motion: one-dimensional (linear), two-dimensional (projectile and rotational)
P.6.PS.2 Explain how motion is relative to a reference point
P.6.PS.3 Compare and contrast among speed, velocity and acceleration
P.6.PS.4 Solve problems using the formulas for speed and acceleration
P.6.PS.5 Interpret graphs related to motion: distance versus time (d-t); velocity versus time (v-t); acceleration versus time (a-t)
P.6.PS.6 Compare and contrast Newton's three laws of motion
P.6.PS.7 Design and conduct investigations demonstrating Newton's first law of motion
P.6.PS.8 Conduct investigations demonstrating Newton's second law of motion
P.6.PS.9 Design and conduct investigations demonstrating Newton's third law of motion
P.6.PS.10 Calculate force, mass, and acceleration using Newton's second law of motion: F = ma (Where F=force, m=mass, a=acceleration)
P.6.PS.11 Relate the Law of Conservation of Momentum to how it affects the movement of objects
P.6.PS.12 Compare and contrast the effects of forces on fluids: Archimedes' principle, Pascal's principle, Bernoulli's principle
P.6.PS.13 Design an experiment to show conversion of energy: mechanical (potential and kinetic), chemical, thermal, sound, light, nuclear
P.6.PS.14 Solve problems by using formulas for gravitational potential and kinetic energy
AR.7.PS. Physical Science: Physics: Students shall demonstrate an understanding of wave and particle motion.
P.7.PS.1 Compare and contrast a wave's speed through various mediums
P.7.PS.2 Explain diffraction of waves
P.7.PS.3 Explain Doppler effect using examples
P.7.PS.4 Calculate problems relating to wave properties: wavelength, frequency, period, velocity
P.7.PS.5 Describe how the physical properties of sound waves affect its perception
P.7.PS.6 Define light in terms of waves and particles
P.7.PS.7 Explain the formation of color by light and by pigments
P.7.PS.8 Investigate the separation of white light into colors by diffraction
P.7.PS.9 Illustrate constructive and destructive interference of light waves
P.7.PS.10 Differentiate among the reflected images produced by concave, convex, and plane mirrors
P.7.PS.11 Differentiate between the refracted images produced by concave and convex lenses
P.7.PS.12 Research current uses of optics and sound
AR.8.PS. Physical Science: Physics: Students shall demonstrate an understanding of the role of electricity and magnetism in the physical world.
P.8.PS.1 Calculate voltage, current, and resistance from a schematic diagram
P.8.PS.2 Calculate electrical power using current and voltage: P = IV (Where P=power, I=current, V=voltage)
P.8.PS.3 Calculate electrical energy using electrical power and time: E=Pt (Where E=energy, P=power, t=time)
P.8.PS.4 Explain the use of electromagnets in step-up and step-down transformers
P.8.PS.5 Research current uses of electromagnets
AR.9.PS. Physical Science: Nature of Science: Students shall demonstrate an understanding that science is a way of knowing.
NS.9.PS.1 Explain why science is limited to natural explanations of how the world works
NS.9.PS.2 Compare and contrast hypotheses, theories, and laws
NS.9.PS.3 Distinguish between a scientific theory and the term 'theory' used in general conversation
NS.9.PS.4 Summarize the guidelines of science: explanations are based on observations, evidence, and testing; hypotheses must be testable; understandings and/or conclusions may change with additional empirical data; scientific knowledge must have peer review and verification before acceptance
AR.10.PS. Physical Science: Nature of Science: Students shall design and safely conduct a scientific inquiry to solve valid problems.
NS.10.PS.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.10.PS.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
NS.10.PS.3 Identify sources of bias that could affect experimental outcome
NS.10.PS.4 Gather and analyze data using appropriate summary statistics
NS.10.PS.5 Formulate valid conclusions without bias
NS.10.PS.6 Communicate experimental results using appropriate reports, figures, and tables
AR.11.PS. Physical Science: Nature of Science: Students shall demonstrate an understanding of historical trends in physical science.
NS.11.PS.1 Recognize the factors that constitute a scientific theory
NS.11.PS.2 Explain why scientific theories may be modified or expanded using additional empirical data, verification, and peer review
NS.11.PS.3 Summarize the development of the current atomic theory
NS.11.PS.4 Analyze the development of the periodic table
NS.11.PS.5 Research historical events in physical science
NS.11.PS.6 Research current events and topics in physical science
AR.12.PS. Physical Science: Nature of Science: Students shall use mathematics, science equipment, and technology as tools to communicate and solve physical science problems.
NS.12.PS.1 Use appropriate equipment and technology as tools for solving problems (e.g., balances, scales, calculators, probes, glassware, burners, computer software and hardware)
NS.12.PS.2 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables
NS.12.PS.3 Utilize technology to communicate research findings
AR.13.PS. Physical Science: Nature of Science: Students shall describe the connections between pure and applied science.
NS.13.PS.1 Compare and contrast physical science concepts in pure science and applied science
NS.13.PS.2 Discuss why scientists should work within ethical parameters
NS.13.PS.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact
NS.13.PS.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
NS.13.PS.5 Describe in detail the methods used by scientists in their research
AR.14.PS. Physical Science: Nature of Science: Students shall describe various physical science careers and the training required for the selected career.
NS.14.PS.1 Research and evaluate physical science careers using the following criteria: educational requirements, salary, availability of jobs, working conditions
AR.1.P. Physics: Motion and Forces: Students shall understand one-dimensional motion.
MF.1.P.1 Compare and contrast scalar and vector quantities
MF.1.P.2 Solve problems involving constant and average velocity
MF.1.P.3 Apply kinematic equations to calculate distance, time, or velocity under conditions of constant acceleration
MF.1.P.4 Compare graphic representations of motion: d-t, v-t, a-t
MF.1.P.5 Calculate the components of a free falling object at various points in motion
MF.1.P.6 Compare and contrast contact force (e.g., friction) and field forces (e.g., gravitational force)
MF.1.P.7 Draw free body diagrams of all forces acting upon an object
MF.1.P.8 Calculate the applied forces represented in a free body diagram
MF.1.P.9 Apply Newton's first law of motion to show balanced and unbalanced forces
MF.1.P.10 Apply Newton's second law of motion to solve motion problems that involve constant forces: F=ma
MF.1.P.11 Apply Newton's third law of motion to explain action-reaction pairs
MF.1.P.12 Calculate frictional forces (i.e., kinetic and static)
MF.1.P.13 Calculate the magnitude of the force of friction
AR.2.P. Physics: Motion and Forces: Students shall understand two-dimensional motion.
MF.2.P.1 Calculate the resultant vector of a moving object
MF.2.P.2 Resolve two-dimensional vectors into their components
MF.2.P.3 Calculate the magnitude and direction of a vector from its components
MF.2.P.4 Solve two-dimensional problems using balanced forces
MF.2.P.5 Solve two-dimensional problems using the Pythagorean Theorem or the quadratic formula
MF.2.P.6 Describe the path of a projectile as a parabola
MF.2.P.7 Apply kinematic equations to solve problems involving projectile motion of an object launched at an angle
MF.2.P.8 Apply kinematic equations to solve problems involving projectile motion of an object launched with initial horizontal velocity
MF.2.P.9 Calculate rotational motion with a constant force directed toward the center
MF.2.P.10 Solve problems in circular motion by using centripetal acceleration
AR.3.P. Physics: Motion and Forces: Students shall understand the dynamics of rotational equilibrium.
MF.3.P.1 Relate radians to degrees
MF.3.P.2 Calculate the magnitude of torque on an object
MF.3.P.3 Calculate angular speed and angular acceleration
MF.3.P.4 Solve problems using kinematic equations for angular motion
MF.3.P.5 Solve problems involving tangential speed
MF.3.P.6 Solve problems involving tangential acceleration
MF.3.P.7 Calculate centripetal acceleration
MF.3.P.8 Apply Newton's universal law of gravitation to find the gravitational force between two masses
AR.4.P. Physics: Motion and Forces: Students shall understand the relationship between work and energy.
MF.4.P.1 Calculate net work done by a constant net force
MF.4.P.2 Solve problems relating kinetic energy and potential energy to the work-energy theorem
MF.4.P.3 Solve problems through the application of conservation of mechanical energy
MF.4.P.4 Relate the concepts of time and energy to power
MF.4.P.5 Prove the relationship of time, energy and power through problem solving
AR.5.P. Physics: Motion and Forces: Students shall understand the law of conservation of momentum.
MF.5.P.1 Describe changes in momentum in terms of force and time
MF.5.P.2 Solve problems using the impulse-momentum theorem
MF.5.P.3 Compare total momentum of two objects before and after they interact
MF.5.P.4 Solve problems for perfectly inelastic and elastic collisions
AR.6.P. Physics: Motion and Forces: Students shall understand the concepts of fluid mechanics.
MF.6.P.1 Calibrate the applied buoyant force to determine if the object will sink or float
MF.6.P.2 Apply Pascal's principle to an enclosed fluid system
MF.6.P.3 Apply Bernoulli's equation to solve fluid-flow problems
MF.6.P.4 Use the ideal gas law to predict the properties of an ideal gas under different conditions: Physics (PV=NkbT - N=number of gas particles; kb=Boltzmann's constant; T=temperature); Chemistry (PV=nRT - n=number of moles; R=Molar gas constant; T=temperature)
AR.7.P. Physics: Heat and Thermodynamics: Students shall understand the effects of thermal energy on particles and systems.
HT.7.P.1 Perform specific heat capacity calculations
HT.7.P.2 Perform calculations involving latent heat
HT.7.P.3 Interpret the various sections of a heating curve diagram
HT.7.P.4 Calculate heat energy of the different phase changes of a substance
AR.8.P. Physics: Heat and Thermodynamics: Students shall apply the two laws of thermodynamics.
HT.8.P.1 Describe how the first law of thermodynamics is a statement of energy conversion
HT.8.P.2 Calculate heat, work, and the change in internal energy by applying the first law of thermodynamics
HT.8.P.3 Calculate the efficiency of a heat engine by using the second law of thermodynamics
HT.8.P.4 Distinguish between entropy changes within systems and the entropy change for the universe as a whole
AR.9.P. Physics: Waves and Optics: Students shall distinguish between simple harmonic motion and waves.
WO.9.P.1 Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic motion
WO.9.P.2 Calculate the spring force using Hooke's law: F elastic=-kx (Where -k=spring constant)
WO.9.P.3 Calculate the period and frequency of an object vibrating with a simple harmonic motion
WO.9.P.4 Differentiate between pulse and periodic waves
WO.9.P.5 Relate energy and amplitude
AR.10.P. Physics: Waves and Optics: Students shall compare and contrast the law of reflection and the law of refraction.
WO.10.P.1 Calculate the frequency and wavelength of electromagnetic radiation
WO.10.P.2 Apply the law of reflection for flat mirrors
WO.10.P.3 Describe the images formed by flat mirrors
WO.10.P.4 Calculate distances and focal lengths for curved mirrors
WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors
WO.10.P.6 Solve problems using Snell's law
WO.10.P.7 Calculate the index of refraction through various media using the following equation: n=c/v (Where n=index of refraction; c=speed of light in vacuum; v=speed of light in medium)
WO.10.P.8 Use a ray diagram to find the position of an image produced by a lens
WO.10.P.9 Solve problems using the thin-lens equation: 1/p + 1/q + 1/f (Where q=image distance; p=object distance; f=focal length)
WO.10.P.10 Calculate the magnification of lenses: M=h'/h=q/p (Where M=magnification; h'=image height; h=object height; q=image distance; p=object distance)
AR.11.P. Physics: Electricity and Magnetism: Students shall understand the relationship between electric forces and electric fields.
EM.11.P.1 Calculate electric force using Coulomb's law
EM.11.P.2 Calculate electric field strength
EM.11.P.3 Draw and interpret electric field lines
AR.12.P. Physics: Electricity and Magnetism: Students shall understand the relationship between electric energy and capacitance.
EM.12.P.1 Calculate electrical potential energy
EM.12.P.2 Compute the electric potential for various charge distributions
EM.12.P.3 Calculate the capacitance of various devices
EM.12.P.4 Construct a circuit to produce a pre-determined value of an Ohm's law variable
AR.13.P. Physics: Electricity and Magnetism: Students shall understand how magnetism relates to induced and alternating currents.
EM.13.P.1 Determine the strength of a magnetic field
EM.13.P.2 Use the first right-hand rule to find the direction of the force on the charge moving through a magnetic field
EM.13.P.3 Determine the magnitude and direction of the force on a current-carrying wire in a magnetic field
EM.13.P.4 Describe how the change in the number of magnetic field lines through a circuit loop affects the magnitude and direction of the induced current
EM.13.P.5 Calculate the induced electromagnetic field (emf) and current using Faraday's law of induction
AR.14.P. Physics: Nuclear Physics: Students shall understand the concepts of quantum mechanics as they apply to the atomic spectrum.
NP.14.P.1 Calculate energy quanta using Planck's equation: E=hf
NP.14.P.2 Calculate the de Broglie wavelength of matter: wavelength=h/p=h/mv
NP.14.P.3 Distinguish between classical ideas of measurement and Heisenberg's uncertainty principle
NP.14.P.4 Research emerging theories in physics, such as string theory
AR.15.P. Physics: Nuclear Physics: Students shall understand the process of nuclear decay.
NP.15.P.1 Calculate the binding energy of various nuclei
NP.15.P.2 Predict the products of nuclear decay
NP.15.P.3 Calculate the decay constant and the half-life of a radioactive substance
AR.16.P. Physics: Nature of Science: Students shall demonstrate an understanding that science is a way of knowing.
NS.16.P.1 Describe why science is limited to natural explanations of how the world works
NS.16.P.2 Compare and contrast the criteria for the formation of hypotheses, theories and laws
NS.16.P.3 Summarize the guidelines of science: results are based on observations, evidence, and testing; hypotheses must be testable; understandings and/or conclusions may change as new data are generated; empirical knowledge must have peer review and verification before acceptance
AR.17.P. Physics: Nature of Science: Students shall safely design and conduct a scientific inquiry to solve valid problems.
NS.17.P.1 Develop the appropriate procedures using controls and variables (dependent and independent) in scientific experimentation
NS.17.P.2 Research and apply appropriate safety precautions (ADE Guidelines) when designing and/or conducting scientific investigations
NS.17.P.3 Identify sources of bias that could affect experimental outcome
NS.17.P.4 Gather and analyze data using appropriate summary statistics (e.g., percent yield, percent error)
NS.17.P.5 Formulate valid conclusions without bias
AR.18.P. Physics: Nature of Science: Students shall demonstrate an understanding of historical trends in physics.
NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review
NS.18.P.2 Research historical and current events in physics
AR.19.P. Physics: Nature of Science: Students shall use mathematics, science equipment, and technology as tools to communicate and solve physics problems.
NS.19.P.1 Use appropriate equipment and technology as tools for solving problems (e.g., balances, scales, calculators, probes, glassware, burners, computer software and hardware)
NS.19.P.2 Manipulate scientific data using appropriate mathematical calculations, charts, tables, and graphs
NS.19.P.3 Utilize technology to communicate research findings
AR.20.P. Physics: Nature of Science: Students shall describe the connections between pure and applied science.
NS.20.P.1 Compare and contrast the connections between pure science and applied science as it relates to physics
NS.20.P.2 Give examples of scientific bias that affect outcomes of experimental results
NS.20.P.3 Discuss why scientists should work within ethical parameters
NS.20.P.4 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact.
NS.20.P.5 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology
AR.21.P. Physics: Nature of Science: Students shall describe various physics careers and the training required for the selected career.
NS.21.P.1 Research and evaluate careers in physics using the following criteria: educational requirements, salary, availability of jobs, working conditions