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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science

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+ Assessment (GEs) + Learning Opportunity + Teaching Opportunity = Curriculum How do we read a GE? S5-6:14 Students demonstrate their understanding of Physical Change by…• Predicting the effect of heating and cooling on the physical state and themass of a substance. Science Concepts:a. Energy is required to transform the physical state of a substance from solidto liquid to gas, while conserving mass. Physical changes are reversible. S3-4:14 Students demonstrate their understanding of Physical Change by

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Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning S3-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system

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Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments S3-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and

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Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis S3-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction

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Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter S3-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are

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Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter S3-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science

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Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter S3-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers

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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science

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Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No S3-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No S3-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount

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Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force S3-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force

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Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No S3-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. S3-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec

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the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No S3-4:26 at this level No S3-4:27 at this level Grades 3-4 Grades 5-6 Physical Science

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reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation S3-4:28 Students

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b. All cells are enclosed in a membrane that allows materi- als to pass into and out of the cell. c. Most cells are microscopic. Survival of Organisms and Cells S3-4:30 Students demonstrate their understanding of Structure and Function–Survival Requirements by… • Identifying how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will

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Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction S3-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level

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Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No S3-4:32 at this grade level Chemical Reactions within Cells No S3-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how

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Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems S3-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. S3-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by

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Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems S3-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No S3-4

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Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things S3-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted

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Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity S3-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining

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Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems S3-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The

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Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease S3-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their

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Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No S3-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of

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Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System S3-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits

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Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation S3-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so

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Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle S3-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil water and gases). AND • Observing and describing the properties of rocks. Science Concepts: a. Soil is made partly

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Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface S3-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s

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Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons S3-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to

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Vermont Department of Education (Science Grade Expectations) S119 Science — Natural Resources S3-4:49 Students demonstrate their understanding of Processes and Change within Natural Resources by… • Observing and describing properties of living and non- living resources. AND • Explaining how the properties of living and n on-living resources make them suitable for use by humans. Science Concepts: a. The varied earth materials have different physical and chemical properties, which make

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Microsoft Word - South Dakota Science 2005.rtf

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calculations. • Convert between moles, mass, particles, volume. • Calculate empirical and molecular formulas from mass percents. • Determine limiting and excess reactants and percent yield in chemical reactions. (Application) 9-12.P.1.7A. Students are able to apply the kinetic molecular theory to solve quantitative problems involving pressure, volume, temperature, and number of moles of gas. • Apply Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Law, and Ideal Gas Law. (Synthesis) 9-12.P

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iii Gay DeJong, 7th Grade Science Teacher, Sioux Falls School District 49-5 Mark Emry, 6th Grade Science Teacher, Sioux Falls School District 49-5 Ronald Frary, High School Science Teacher, Chamberlain School District 07-1 Tricia Gainey, 4th Grade Classroom Teacher, Meade School District 46-1 Jon Gonsor, Science Instructor, T.F. Riggs High School, Pierre School District 32-2 Ken Graupmann, Science Teacher, Kadoka School District 35-1 Linda Heeren, 2nd Grade Teacher, Brandon Valley

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calculations. • Convert between moles, mass, particles, volume. • Calculate empirical and molecular formulas from mass percents. • Determine limiting and excess reactants and percent yield in chemical reactions. (Application) 9-12.P.1.7A. Students are able to apply the kinetic molecular theory to solve quantitative problems involving pressure, volume, temperature, and number of moles of gas. • Apply Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Law, and Ideal Gas Law. (Synthesis) 9-12.P

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Teacher, Sioux Falls School District 49-5 District Science Curriculum Committee Member Who's Who in American Education National Science Teachers’ Association, Member Julie Dahl, Center for the Advancement of Math and Science Education, Black Hills State University Gay DeJong, 7 th Grade Science Teacher, Sioux Falls School District 49-5 South Dakota Science Teachers’ Association, Member National Science Teachers’ Association, Member Mark Emry, 6 th Grade Science Teacher, Sioux Falls School

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Tennessee State Board of Education

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d Given the equation that describes the charging of a capacitor, identify the 1/e time constant and predict when the capacitor will be discharged. e Draw a curve that represents the cooling rate of an isolated container of hot liquid located in a room at some cooler temperature (T). #0;93256.7.4 Identify workplace applications in electrical and thermal systems where technicians measure or control time constants. 29.

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d Given the equation that describes the charging of a capacitor, identify the 1/e time constant and predict when the capacitor will be discharged. e Draw a curve that represents the cooling rate of an isolated container of hot liquid located in a room at some cooler temperature (T). #0;93256.7.4 Identify workplace applications in electrical and thermal systems where technicians measure or control time constants. 29.

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Science Final

WISCONSIN’S MODEL ACADEMIC STANDARDS 21 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○&...

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WISCONSIN’S MODEL ACADEMIC STANDARDS 21 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ SAMPLE TASK Students were asked to perform the experiment and answer questions about it. HOT STUFF! is an assessment task in which the students work in small groups in a lab setting to conduct the experiment. The paper and pencil responses to the questions are completed by each individual student and reflect his/her understand- ing of the experiment. Purpose In this inquiry work, you will investigate

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WISCONSIN’S MODEL ACADEMIC STANDARDS 21 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ SAMPLE TASK Students were asked to perform the experiment and answer questions about it. HOT STUFF! is an assessment task in which the students work in small groups in a lab setting to conduct the experiment. The paper and pencil responses to the questions are completed by each individual student and reflect his/her understand- ing of the experiment. Purpose In this inquiry work, you will investigate

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Core Content For Mathematics Assessment

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speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand

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speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand

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2006 Science and Technology/Engineering Curriculum Framework

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gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and the number of particles in a gas sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in pressure, volume, and temperature. 6.2 Perform calculations using the ideal gas law. Understand the molar volume at 273 K and 1 atmosphere (STP). 70 Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006

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gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and the number of particles in a gas sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in pressure, volume, and temperature. 6.2 Perform calculations using the ideal gas law. Understand the molar volume at 273 K and 1 atmosphere (STP). 70 Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006

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W HAT I T L OOKS L IKE IN THE C LASSROOM Local Wonders Adapted from the Building Big Activity Guide, pp. 36–37 (www.pbs.org/wgbh/buildingbig) Technology/Engineering, Grades 6–8 After building newspaper towers and talking about structures and foundations, sixth-graders at the Watertown, Massachusetts Boys and Girls Club brainstormed a list of interesting structures in their town. They selected St. Patrick’s, an elaborate church across the street from the clubhouse, as the focus for an

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clips, reference books, software, video laser discs, long-distance learning, CD-ROMs, and electronic bulletin boards Suggest how to adapt materials for students with differing levels of achievement Suggest enrichment and skill reinforcement activities for extended learning Include suggestions for a variety of assessment approaches such as portfolios, journals, projects, and informal and formal tests V. Student Assessment Materials Are free of inappropriate or derogatory material

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INTRODUCTION TO BIOLOGY

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the kinetic molecular theory. (DOK 3) b. Use the ideal gas laws to explain the relationships between volume, temperature, pressure, and quantity in moles. (DOK 2) • Difference between ideal and real gas • Assumptions made about an ideal gas • Conditions that favor an ideal gas c. Use the gas laws of Boyles, Charles, Gay-Lussac, and Dalton to solve problems based on the laws. (DOK 2) d. Explain the thermodynamics associated with physical and chemical concepts related to temperature

69 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=69 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

the kinetic molecular theory. (DOK 3) b. Use the ideal gas laws to explain the relationships between volume, temperature, pressure, and quantity in moles. (DOK 2) • Difference between ideal and real gas • Assumptions made about an ideal gas • Conditions that favor an ideal gas c. Use the gas laws of Boyles, Charles, Gay-Lussac, and Dalton to solve problems based on the laws. (DOK 2) d. Explain the thermodynamics associated with physical and chemical concepts related to temperature

139 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=139 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 139 SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4) Balance Scales Batteries Beakers Calculators Compass Computer Filters Fire Extinguisher First-Aid Kit Flashlights Funnels Graduated cylinders Hand magnifying lens Hot plate Magnets Medicine droppers Meter sticks Metric rulers Metric weights Microscope Mirrors Non-mercury Thermometers Pans and Buckets Petri dishes Ph Indicators

140 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=140 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Sugar Food coloring Tape measures Foil Test tubes and test tube racks Freezer bags Triple beam balance Funnels Tuning Forks Glycerine Vinegar Graduated cylinder Weather Instruments Hand lenses Wooden blocks Hot plate Hot wheel cars Hydrogen Peroxide Iron Filings Lab aprons Light bulbs Magnets Meter Sticks Metric rulers Metric weights Microscope Mirrors

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Science.qxd

1 0

of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third

180 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...

of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...

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null

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Identify the earth's layers. #0;93205.5.4 Identify geologic features associated with divergent, convergent, and transform plate boundaries. #0;93205.5.5 Identify the evidence for plate tectonics such as paleomagnetism, fossil record, continental boundaries, and hot spots. #0;93205.5.6 Describe how convection currents drive plate movement. #0;93205.5.7 Investigate the relationships among volcanoes, earthquake activity, and plate boundaries. #0;93205.5.8 Distinguish among reverse, normal, and

10 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=10 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=10

Identify the earth's layers. #0;93205.5.4 Identify geologic features associated with divergent, convergent, and transform plate boundaries. #0;93205.5.5 Identify the evidence for plate tectonics such as paleomagnetism, fossil record, continental boundaries, and hot spots. #0;93205.5.6 Describe how convection currents drive plate movement. #0;93205.5.7 Investigate the relationships among volcanoes, earthquake activity, and plate boundaries. #0;93205.5.8 Distinguish among reverse, normal, and

www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=10

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Science Standard 2: Materials and Their Properties

1 0

Enduring Understanding: The structures of materials determine its properties (cont’d). Perform simple calculations to show that if the pressure is held constant, changes in temperature (in Kelvin) and volume of an enclosed gas have a direct relationship. (Charles Law). Perform simple calculations to show that if the volume is held constant, changes in pressure and temperature (in Kelvin) of an enclosed gas have a direct relationship (Gay- Lussac’s Law). Use the Periodic Table to show trends within

16 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard2.pdf#page=16 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

Enduring Understanding: The structures of materials determine its properties (cont’d). Perform simple calculations to show that if the pressure is held constant, changes in temperature (in Kelvin) and volume of an enclosed gas have a direct relationship. (Charles Law). Perform simple calculations to show that if the volume is held constant, changes in pressure and temperature (in Kelvin) of an enclosed gas have a direct relationship (Gay- Lussac’s Law). Use the Periodic Table to show trends within

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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