Parents’ Guide

Bath Local Schools

Ninth Grade

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

Acknowledgements:

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

Ordering information for the series may be obtained from the Tuscarawas-Carroll-Harrison ESC.

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio 44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

4. Examine and discuss ways historical events have influenced the English language.

5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

6. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

2. Critique the treatment, scope and organization of ideas from multiple sources on the same topic.

3. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

4. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.

5. Analyze an author’s implicit and explicit argument, perspective or viewpoint in text.

6. Analyze the author’s development of key points to support argument or point of view.

7. Compare and contrast the effectiveness of the features (e.g., format, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

8. Identify the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.

English Language Arts

Reading Applications: Literary Text

Indicator

1. Identify and explain an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

2. Analyze the influence of setting in relation to other literary elements.

3. Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

4. Evaluate the point of view used in a literary text.

5. Interpret universal themes across different works by the same author and different authors.

6. Analyze how an author’s choice of genre affects the expression of a theme or topic.

7. Explain how foreshadowing and flashback are used to shape plot in a literary text.

8. Define and identify types of irony, including verbal, situational and dramatic, used in literary texts.

9. Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.

10. Explain how authors use symbols to create broader meanings.

11. Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

5. Use organizational strategies (e.g., notes and outlines) to plan writing.

6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose and use techniques to convey a personal style and voice.

10. Use available technology to compose text.

11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

12. Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose.

13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice.

Indicators continued on next page

English Language Arts

14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Writing Applications

Indicator

1. Write narratives that:

a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);

b. use a range of strategies and literary devices including figurative language and specific narration; and

c. include an organized, well developed structure.

2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.

3. Write business letters, letters to the editor and job applications that:

a. address audience needs, stated purpose and context in a clear and efficient manner;

b. follow the conventional style appropriate to the text using proper technical terms;

c. include appropriate facts and details;

d. exclude extraneous details and inconsistencies; and

e. provide a sense of closure to the writing.

4. Write informational essays or reports, including research that:

a. pose relevant and tightly drawn questions that engage the reader;

b. provide a clear and accurate perspective on the subject;

c. create an organizing structure appropriate to the purpose, audience and context;

d. support the main ideas with facts, details, examples and explanations from sources; and

e. document sources and include bibliographies.

5. Write persuasive compositions that:

a. establish and develop a controlling idea;

b. support arguments with detailed evidence;

c. exclude irrelevant information; and

d. cite sources of information.

6. Produce informal writings (e.g., journals, notes and poems) for various purposes.

English Language Arts

Writing Conventions

Indicator

1. Use correct spelling conventions.

2. Use correct capitalization and punctuation.

3. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).

4. Use parallel structure to present items in a series and items juxtaposed for emphasis.

5. Use proper placement of modifiers.

6. Maintain the use of appropriate verb tenses.

Research

Indicator

1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

4. Compile and organize important information and select appropriate sources to support central ideas, concepts and themes.

5. Integrate quotations and citations into written text to maintain a flow of ideas.

6. Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement.

7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

Communication: Oral and Visual

Indicator

1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

2. Identify types of arguments used by the speaker, such as authority and appeals to emotion.

3. Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

4. Identify the speaker’s choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning.

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

7. Vary language choices as appropriate to the context of the speech.

Indicators continued on next page

English Language Arts

8. Deliver informational presentations (e.g., expository, research) that:

a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;

b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);

d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and

e. draw from multiple sources, including both primary and secondary sources, and identify sources used.

9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10. Deliver persuasive presentations that:

a. establish and develop a logical and controlled argument;

b. include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias;

c. use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority and reason;

d. use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies); and

e. use speaking techniques (e.g., reasoning, emotional Appeal, case studies or analogies).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Identify and justify whether properties (closure, identity, inverse, commutative and associative) hold for a given set and operations; e.g., even integers and multiplication.

2. Compare, order and determine equivalent forms for rational and irrational numbers.

3. Explain the effects of operations such as multiplication or division, and of computing powers and roots on the magnitude of quantities.

4. Demonstrate fluency in computations using real numbers.

5. Estimate the solutions for problem situations involving square and cube roots.

Measurement

Indicator

1. Convert rates within the same measurement system; e.g., miles per hour to feet per second; kilometers per hour to meters per second.

2. Use unit analysis to check computations involving measurement.

3. Use the ratio of lengths in similar two-dimensional figures or three-dimensional objects to calculate the ratio of their areas or volumes respectively.

4. Use scale drawings and right triangle trigonometry to solve problems that include unknown distances and angle measures.

5. Solve problems involving unit conversion for situations involving distances, areas, volumes and rates within the same measurement system.

Geometry and Spatial Sense

Indicator

1. Define the basic trigonometric ratios in right triangles: sine, cosine and tangent.

2. Apply proportions and right triangle trigonometric ratios to solve problems involving missing lengths and angle measures in similar figures.

3. Analyze two-dimensional figures in a coordinate plane; e.g., use slope and distance formulas to show that a quadrilateral is a parallelogram.

Patterns, Functions and Algebra

Indicator

1. Define function with ordered pairs in which each domain element is assigned exactly one range element.

2. Generalize patterns using functions or relationships (linear, quadratic and exponential), and freely translate among tabular, graphical and symbolic representations.

3. Describe problem situations (linear, quadratic and exponential) by using tabular, graphical and symbolic representations.

4. Demonstrate the relationship among zeros of a function, roots of equations, and solutions of equations graphically and in words.

5. Describe and compare characteristics of the following families of functions: linear, quadratic and exponential functions; e.g., general shape, number of roots, domain, range, rate of change, maximum or minimum.

6. Write and use equivalent forms of equations and inequalities in problem situations; e.g., changing a linear equation to the slope-intercept form.

7. Use formulas to solve problems involving exponential growth and decay.

Indicators continued on next page

Mathematics

8. Find linear equations that represent lines that pass through a given set of ordered pairs, and find linear equations that represent lines parallel or perpendicular to a given line through a specific point.

9. Solve and interpret the meaning of 2 by 2 systems of linear equations graphically, by substitution and by elimination, with and without technology.

10. Solve quadratic equations with real roots by factoring, graphing, using the quadratic formula and with technology.

11. Add, subtract, multiply and divide monomials and polynomials (division of polynomials by monomials only).

12. Simplify rational expressions by eliminating common factors and applying properties of integer exponents.

13. Model and solve problems involving direct and inverse variation using proportional reasoning.

14. Describe the relationship between slope and the graph of a direct variation and inverse variation.

15. Describe how a change in the value of a constant in a linear or quadratic equation affects the related graphs.

Data Analysis and Probability

Indicator

1. Classify data as univariate (single variable) or bivariate (two variables) and as quantitative (measurement) or qualitative (categorical) data.

2. Create a scatterplot for a set of bivariate data, sketch the line of best fit, and interpret the slope of the line of best fit.

3. Analyze and interpret frequency distributions based on spread, symmetry, skewness, clusters and outliers.

4. Describe and compare various types of studies (survey, observation, experiment), and identify possible misuses of statistical data.

5. Describe characteristics and limitations of sampling methods, and analyze the effects of random versus biased sampling; e.g., determine and justify whether the sample is likely to be representative of the population.

6. Make inferences about relationships in bivariant data, and recognize the difference between evidence of relationship (correlation) and causation.

7. Use counting techniques and the Fundamental Counting principle to determine the total number of possible outcomes for mathematical situations.

8. Describe, create and analyze a sample space and use it to calculate probability.

9. Identify situations involving independent and dependent events, and explain differences between, and common misconceptions about, probabilities associated with those events.

10. Use theoretical and experimental probability, including simulations or random numbers, to estimate probabilities and to solve problems dealing with uncertainty; e.g., compound events, independent events, simple dependent events.

Social Studies

History

Indicator

1. Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism.

2. Explain connections among Enlightenment ideas, the American Revolution, the French Revolution and Latin American wars for independence.

3. Explain the causes and effects of the Industrial Revolution with emphasis on:

a. how scientific and technological changes promoted industrialization in the textile industry in England;

b. the impact of the growth of population, rural-to-urban migrations, growth of industrial cities and emigration out of Europe;

c. the changing role of labor and the rise of the union movement;

d. changes in living and working conditions for the early industrial working class, especially women and children; and

e. the growth of industrialization around the world.

4. Describe the political, economic and social roots of imperialism.

5. Analyze the perspectives of the colonizers and the colonized concerning:

a. indigenous language;

b. natural resources;

c. labor;

d. political systems; and

e. religion.

6. Explain the global impact of imperialism including:

a. modernization of Japan;

b. political and social reform in China; and

c. exploitation of African resources.

7. Analyze the causes and effects of World War I with emphasis on:

a. militarism, imperialism, nationalism and alliances;

b. the global scope, outcomes and human costs of the war;

c. the role of new technologies and practices including the use of poison gas, trench warfare, machine guns, airplanes, submarines and tanks; and

d. the Treaty of Versailles and the League of Nations.

8. Analyze the causes and consequences of the Russian Revolution including:

a. the lack of economic, political and social reforms under the tsars;

b. the impact of World War I;

c. the emergence of Lenin, Stalin and the Bolsheviks; and

d. the rise of communism in Russia.

9. Assess the global impact of post-World War I economic, social and political turmoil including:

a. disarmament;

b. worldwide depression;

c. colonial rebellion; and

d. rise of militarist and totalitarian states in Europe and Asia.

Indicators continued on next page

Social Studies

10. Analyze the causes of World War II including:

a. appeasement;

b. Axis expansion; and

c. the role of the Allies.

11. Analyze the consequences of World War II including:

a. atomic weapons;

b. civilian and military losses;

c. the Holocaust and its impact;

d. refugees and poverty;

e. the United Nations; and

f. the establishment of the state of Israel.

12. Analyze the impact of conflicting political and economic ideologies after World War II that resulted in the Cold War including:

a. Soviet expansion in Eastern Europe;

b. the division of Germany;

c. the emergence of NATO and the Warsaw Pact; and

d. the Chinese Communist Revolution.

13. Examine social, economic and political struggles resulting from colonialism and imperialism including:

a. independence movements in India, Indochina and Africa; and

b. rise of dictatorships in former colonies.

14. Explain the causes and consequences of the fall of the Soviet Union and the end of the Cold War including:

a. the arms build-up;

b. ethnic unrest in the Soviet Union;

c. independence movements in former Soviet satellites; and

d. global decline of communism.

15. Examine regional and ethnic conflict in the post-Cold War era including:

a. persistent conflict in the Middle East; and

b. ethnic strife in Europe, Africa and Asia.

People in Societies

Indicator

1. Analyze examples of how people in different cultures view events from different perspectives including:

a. creation of the state of Israel;

b. partition of India and Pakistan;

c. reunification of Germany; and

d. end of apartheid in South Africa.

2. Analyze the results of political, economic, and social oppression and the violation of human rights including:

a. the exploitation of indigenous peoples;

b. the Holocaust and other acts of genocide, including those that have occurred in Armenia, Rwanda, Bosnia and Iraq.

Social Studies

3. Explain how advances in communication and transportation have impacted:

a. globalization;

b. cooperation and conflict;

c. the environment;

d. collective security;

e. popular culture;

f. political systems; and

g. religion.

Geography

Indicator

1. Interpret data to make comparisons between and among countries and regions including:

a. birth rates;

b. death rates;

c. infant mortality rates;

d. education levels; and

e. per capita Gross Domestic Product (GDP).

2. Explain how differing points of view play a role in conflicts over territory and resources.

3. Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict.

4. Explain the causes and consequences of urbanization including economic development, population growth and environmental change.

5. Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past.

Economics

Indicator

1. Describe costs and benefits of trade with regard to:

a. standard of living;

b. productive capacity;

c. usage of productive resources; and

d. infrastructure.

2. Explain how changing methods of production and a country’s productive resources affect how it answers the fundamental economic questions of what to produce, how to produce and for whom to produce.

3. Analyze characteristics of traditional, market, command and mixed economies with regard to:

a. private property;

b. freedom of enterprise;

c. competition and consumer choice; and

d. the role of government.

4. Analyze the economic costs and benefits of protectionism, tariffs, quotas and blockades on international trade.

Social Studies

Government

Indicator

1. Explain how various systems of governments acquire, use and justify their power.

2. Analyze the purposes, structures and functions of various systems of government including:

a. absolute monarchies;

b. constitutional monarchies;

c. parliamentary democracies;

d. presidential democracies;

e. dictatorships; and

f. theocracies.

Citizenship Rights and Responsibilities

Indicator

1. Analyze and evaluate the influence of various forms of citizen action on public policy including:

a. the French Revolution;

b. the international movement to abolish the slave trade and slavery;

c. the Russian Revolution;

d. the independence movement in India;

e. the fall of communism in Europe; and

f. the end of apartheid.

2. Describe and compare opportunities for citizen participation under different systems of government including:

a. absolute monarchies;

b. constitutional monarchies;

c. parliamentary democracies;

d. presidential democracies;

e. dictatorships; and

f. theocracies.

3. Analyze how governments and other groups have used propaganda to influence public opinion and behavior.

Social Studies Skills and Methods

Indicator

1. Detect bias and propaganda in primary and secondary sources of information.

2. Evaluate the credibility of sources for:

a. logical fallacies;

b. consistency of arguments;

c. unstated assumptions; and

d. bias.

Social Studies

3. Analyze the reliability of sources for:

a. accurate use of facts;

b. adequate support of statements; and

c. date of publication.

4. Develop and present a research project including:

a. collection of data;

b. narrowing and refining the topic; and

c. construction and support of the thesis.

COMMENTS

Science

Earth and Space Sciences

Indicator

1. Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.

2. Describe the current scientific evidence that supports the theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago.

3. Explain that gravitational forces govern the characteristics and movement patterns of the planets, comets and asteroids in the Solar System.

4. Explain the relationships of the oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean currents, landforms).

5. Explain how the slow movement of material within Earth results from:

a. thermal energy transfer (conduction and convection) from the deep interior; and

b. the action of gravitational forces on regions of different density.

6. Explain the results of plate tectonic activity (e.g., magma generation, igneous intrusion, metamorphism, volcanic action, earthquakes, faulting and folding).

7. Explain sea-floor spreading and continental drift using scientific evidence (e.g., fossil distributions, magnetic reversals and radiometric dating).

8. Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly, through contributions from many different investigators (e.g., heliocentric theory and plate tectonics theory).

Life Sciences

Indicator

(No 9^th grade Life Science indicators.)

Physical Sciences

Indicator

1. Recognize that all atoms of the same element contain the same number of protons, and elements with the same number of protons may or may not have the same mass. Those with different masses (different numbers of neutrons) are called isotopes.

2. Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral.

3. Describe radioactive substances as unstable nuclei that undergo random spontaneous nuclear decay emitting particles and/or high energy wavelike radiation.

4. Show that when elements are listed in order according to the number of protons (called the atomic number), the repeating patterns of physical and chemical properties identify families of elements. Recognize that the periodic table was formed as a result of the repeating pattern of electron configurations.

5. Describe how ions are formed when an atom or a group of atoms acquire an unbalanced charge by gaining or losing one or more electrons.

6. Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals, water).

7. Show how atoms may be bonded together by losing, gaining or sharing electrons and that in a chemical reaction, the number, type of atoms and total mass must be the same before and after the reaction (e.g., writing correct chemical formulas and writing balanced chemical equations).

8. Demonstrate the pH scale (0-14) that is used to measure acidity and classify solutions as acidic, basic, or neutral substances.

Science

9. Investigate the properties of pure substances and mixtures (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductors).

10. Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

11. Explain how thermal energy exists in the random motion and vibrations of atoms and molecules (kinetic energy). Recognize that the higher the temperature, the greater the average atomic or molecular motion (potential energy), and during changes of state the temperature remains constant.

12. Explain how an object’s kinetic energy depends on its mass and its speed (KE = ½mv²).

13. Demonstrate that near Earth’s surface an object’s gravitational potential energy depends upon its weight (mg where m is the object’s mass and g is the acceleration due to gravity) and height (h) above a reference surface (PE = mgh).

14. Summarize how nuclear reactions convert a small amount of matter into a large amount of energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a larger nucleus at extremely high energies.)

15. Trace the transformations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy.

16. Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).

17. Demonstrate that thermal energy can be transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).

18. Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays).

19. Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium.

20. Describe how waves can superimpose on one another when propagated in the same medium. Analyze conditions in which waves can bend around corners, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material.

21. Demonstrate that motion is a measurable quantity that depends on the observer’s frame of reference and describe the object’s motion in terms of position, velocity, acceleration and time.

22. Demonstrate that any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

23. Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (Fnet = ma. Note that weight is the gravitational force on a mass.)

24. Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.

25. Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

26. Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., atomic theory, quantum theory, Newtonian mechanics).

27. Describe advances and issues in physical science that have important, long-lasting effects on science and society (e.g., atomic theory, quantum theory, Newtonian mechanics, nuclear energy, nanotechnology, plastics and ceramics and communication technology).

Science

Science and Technology

Indicator

1. Identify a problem or need, propose designs and choose among alternative solutions for the problem.

2. Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined.

3. Describe means of comparing the benefits with the risks of technology and how science can inform public policy.

Scientific Inquiry

Indicator

1. Distinguish between observations and inferences given a scientific situation.

2. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, Material Safety Data Sheets [MSDS], eyewash, goggles, ventilation).

3. Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts.

4. Decide what degree of precision based on the data is adequate and round off the results of calculator operations to the proper number of significant figures to reasonably reflect those of the inputs.

5. Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology.

6. Draw logical conclusion based on scientific knowledge and evidence from investigations.

Scientific Ways of Knowing

Indicator

1. Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence but share a common purpose - to better understand a portion of our universe.

2. Illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations.

3. Demonstrate that reliable scientific evidence improves the ability of scientists to offer accurate predictions.

4. Explain how support of ethical practices in science (e.g., individual observations and confirmations, accurate reporting, peer review and publication) are required to reduce bias.

5. Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing.

6. Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data.

7. Recognize that scientific knowledge and explanations have changed over time, almost always building on earlier knowledge.

8. Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study.

9. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

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