iSEEK - Education

150 Advanced HS Standards 9-12.P.3.1A. (Synthesis) Explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. 9-12.P.3.2A. (Application) Describe the relationship between charged particles, static electricity, and electric fields. 9-12.P.3.3A. (Analysis) Describe the relationship between changing magnetic and electric fields.

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84 Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 6.P.3.1. Students are able to identify types of energy transformations. Examples: mechanical to electrical, chemical to light, kinetic to potential (and vice versa) #0;9 Explain basic principles of electricity and magnetism including static, current, circuits, and magnetic fields. #0;9 Investigate the properties of light (electromagnetic spectrum

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138 Advanced High School Physical Science Standards, Supporting Skills, and Examples Indicator 1: Describe structures and properties of, and changes in, matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Analysis) 9-12.P.1.1A. Students are able to distinguish between the changing models of the atom using the historical experimental evidence. Examples: Dalton, Thompson, Rutherford, Bohr, wave- mechanical models (Synthesis) 9-12.P.1.2A. Students are able to

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centripetal force to projectile or uniform circular motion. • Analyze and graph projectile motion. Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.P.3.1A. Students are able to explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. • Construct ray diagrams to show the relationship between image and focal point. • Compare properties of

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150 Advanced HS Standards 9-12.P.3.1A. (Synthesis) Explain wave behavior in the fundamental processes of reflection, refraction, diffraction, interference, resonance, and image formation. 9-12.P.3.2A. (Application) Describe the relationship between charged particles, static electricity, and electric fields. 9-12.P.3.3A. (Analysis) Describe the relationship between changing magnetic and electric fields.

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of cell. Diffraction The redistribution or spreading of waves in space due to the presence of an intervening object. Diffusion The movement of particles from an area of higher concentration to an area of lower concentration. Digestive system System of the body that breaks down food so that it can be used by an organism. Displacement reaction An atom or molecule replaces another in a compound. Dissolve To cause to pass into solution. DNA Deoxyribonucleic acid. DNA molecules carry the genetic

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structures. Intensity In sound waves, the amount of energy in each wave. Interaction The way one object relates to another. Interference The mutual effect of several waves by which they reinforce or neutralize each other. Interrelationships To bring into mutual relation. Invertebrate Organism that does not possess a backbone. Ion An atom or molecule that has gained or lost one or more electrons and has a negative or positive charge. Ionic bonding The combining of atoms by losing or gaining electrons

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adjust in such a way as to counter the stress. Lewis Acid-base An atom, ion, or molecule that accepts an electron pair (acid) or donates an electron pair (base) to form a covalent bond. Lewis structures A formula in which atomic symbols represent nuclei and inner-shell electrons; dot-pairs or dashes between two atomic symbols represent electron pairs in covalent bonds, and dots adjacent to only one atomic symbol represent unshared electrons. Life cycle The series of stages in form and functional activity

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objects (such as paper clips, sticks of gum, shoes, etc.). Non-vascular plant Plants lacking xylem and phloem. Nuclear change (reaction) A reaction which affects the nucleus of an atom. Nuclear dynamics Changes to stars caused by the nuclear fusion reactions which fuel them; these include changes in density, energy, pressure, temperature, mass, and size. Nucleus (1) Part of a eukaryotic cell that contains all of the genetic information needed to perform the functions; (2) part of an atom that contains

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169 Radioactive decay The spontaneous disintegration of a nucleus into a slightly lighter and more stable nucleus, accompanied by emission of particles, electromagnetic radiation, or both. Reactivity Tendency of a substance to be involved in a chemical reaction. Recycle To use again, especially to reprocess: recycle aluminum cans. Reduce To bring down, as in extent, amount, or degree; diminish; use less. Reflection (1) When a wave strikes an object and bounces off; (2) bouncing back of waves from a

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173 VSEPR theory Repulsion between the sets of valence-level electrons surrounding an atom causes these sets to be oriented as far apart as possible. Waning moon The decrease of the moon's illuminated visible surface. Water Cycle The sequence of conditions through which water passes from vapor in the atmosphere through precipitation upon land or water surfaces and ultimately back into the atmosphere as a result of evaporation and transpiration -- called also hydrological cycle. Wave A disturbance or

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Tennessee State Board of Education

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Standard 2 – Waves and Vibrations Conceptual Strand 2 The principles and laws of wave motion are essential for understanding the concept of wave energy. Guiding Question 2 How do the laws of wave motion relate to understanding the use of waves as a form of energy? Course Level Expectations CLE 3256.2.1 Describe wave motion in general. CLE 3256.2.2 Describe how waves transmit (move) energy. CLE 3256.2.3 List the characteristics that are used to describe a wave. CLE 3256.2.4

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Standard 2 – Waves and Vibrations Conceptual Strand 2 The principles and laws of wave motion are essential for understanding the concept of wave energy. Guiding Question 2 How do the laws of wave motion relate to understanding the use of waves as a form of energy? Course Level Expectations CLE 3256.2.1 Describe wave motion in general. CLE 3256.2.2 Describe how waves transmit (move) energy. CLE 3256.2.3 List the characteristics that are used to describe a wave. CLE 3256.2.4

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Microsoft Word - sciencesol.doc

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reactivity). PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include a) the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and b) the modern model of atomic structure. PS.4 The student will investigate and understand the organization and use of the periodic table of elements to obtain information. Key concepts include a) symbols, atomic number, atomic mass, chemical families (groups), and periods; b

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reactivity). PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include a) the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and b) the modern model of atomic structure. PS.4 The student will investigate and understand the organization and use of the periodic table of elements to obtain information. Key concepts include a) symbols, atomic number, atomic mass, chemical families (groups), and periods; b

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Science Standards of Learning 37 PH.10 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties and behaviors of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; and b) current applications based on the wave properties of each band. PH.11 The student will investigate and

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science_pub2003

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within atoms. Science Concepts: a. Electromagnetic energy has both wave and particle properties. S9-12:27 Students demonstrate their understanding of Electromag- netic Forces by… • Describing through words, models, or diagrams the pres- ence of electromagnetic forces in an atom. AND • Comparing and contrasting the electromagnetic and gravi- tational forces between the particles that make up an atom. AND • Explaining in words, models or diagrams how electric currents produce magnetic fields and how

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location within an atom, their relative size and their charge. AND • Writing formulae for compounds and developing models using electron structure (e.g., Lewis dot). Science Concepts: a. Atoms have a dense nucleus containing positively charged protons and neutral neutrons. The number of protons in the nucleus determines the identity of an element. b. The nucleus of an atom is surrounded by much lighter negatively-charged electrons in .mostly empty space. c. In neutral atoms the number of protons and

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Vermont Department of Education (Science Grade Expectations) S37 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 9-12 Properties of Matter S9-12:17 Students demonstrate their understanding of Nuclear Change by… • Explaining how alpha and beta emissions create changes in the nucleus of an atom, resulting in a completely different element. AND • Distinguishing between the reactants and products of a chemi- cal reaction and

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within atoms. Science Concepts: a. Electromagnetic energy has both wave and particle properties. S9-12:27 Students demonstrate their understanding of Electromag- netic Forces by… • Describing through words, models, or diagrams the pres- ence of electromagnetic forces in an atom. AND • Comparing and contrasting the electromagnetic and gravi- tational forces between the particles that make up an atom. AND • Explaining in words, models or diagrams how electric currents produce magnetic fields and how

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Vermont Department of Education (Science Grade Expectations) S57 Science — Grades 9-12 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation S9-12:28 Students demonstrate their understanding of Light Energy by… • Investigating examples of wave phenomena (e.g., ripples in water, sound waves, seismic waves). AND • Comparing and contrasting electromagnetic waves to me- chanical waves. Science Concepts: a. Mechanical waves are

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Science

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the carbons Alkyne Aliphatic hydrocarbons having one or more triple bonds between the carbons Anode The electrode where oxidation takes place; positive electrode Activation energy The minimum energy required to transform the reactants into an activated complex Amorphous A solid-appearing material without crystalline structure Aromatic Group of organic ring compounds in which electrons exhibit resonance Atom The smallest unit of an element that maintains the properties of that element Average atomic

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4 Chemistry: Atomic Theory Science Framework Revision 2005 Arkansas Department of Education Key: AT.2.C.1 = Atomic Theory. Standard 2. Chemistry. 1 st Student Learning Expectation Strand: Atomic Theory Standard 2: 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

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27 Chemistry: Oxidation-Reduction Reactions Science Framework Revision 2005 Arkansas Department of Education Key: ORR.25.C.1 = Oxidation-Reduction Reactions. Standard 25. Chemistry. 1 st Student Learning Expectation Strand: Oxidation-Reduction Reactions Standard 25: 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

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28 Chemistry: Oxidation-Reduction Reactions Science Framework Revision 2005 Arkansas Department of Education Key: ORR.26.C.1 = Oxidation-Reduction Reactions. Standard 26. Chemistry. 1 st Student Learning Expectation Strand: Oxidation-Reduction Reaction Standard 26 : 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

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the carbons Alkyne Aliphatic hydrocarbons having one or more triple bonds between the carbons Anode The electrode where oxidation takes place; positive electrode Activation energy The minimum energy required to transform the reactants into an activated complex Amorphous A solid-appearing material without crystalline structure Aromatic Group of organic ring compounds in which electrons exhibit resonance Atom The smallest unit of an element that maintains the properties of that element Average atomic

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An unoccupied orbital is represented by a line with the orbital’s name written underneath the line; electrons are represented as arrows on top of the line Organic compound A covalently bonded [compound] containing carbon, excluding carbonates and oxides Oxidation The loss of electrons Oxidation numbers The number assigned to an atom in a molecular compound that indicates the distribution of electrons among the bonded atoms Oxidizing agent A substance which tends to gain electrons Pauli’s exclusion

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44 Chemistry Glossary Science Curriculum Framework Revision 2005 Arkansas Department of Education Resonance A highly stable compound having simultaneously by the characteristics of two or more structural forms that differ only in the distribution of electrons; cannot be properly represented by a single Lewis structure Reversible reaction A reaction which the products can be changed back into the original reactants under the proper conditions Salt A compound formed form the positive ion of a base

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Page 94 Integrated Chemistry – Physics Science C P Standard 1 Principles of Integrated Chemistry – Physics Students begin to conceptualize the general architecture of the atom and the roles played by the main constituents of the atom in determining the properties of materials. They investigate, using such methods as laboratory work, the different properties of matter. They investigate the concepts of relative motion, the action/reaction principle, wave behavior, and the interaction of matter and energy

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Page 94 Integrated Chemistry – Physics Science C P Standard 1 Principles of Integrated Chemistry – Physics Students begin to conceptualize the general architecture of the atom and the roles played by the main constituents of the atom in determining the properties of materials. They investigate, using such methods as laboratory work, the different properties of matter. They investigate the concepts of relative motion, the action/reaction principle, wave behavior, and the interaction of matter and energy

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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

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destructive interference. Beats are heard when two sound waves with slightly different frequencies interfere. Two waves traveling in opposite directions can combine to produce a standing wave. b. Diffraction is the bending of a wave around an obstacle or an edge. When this happens, different intensities of the wave are observed downstream due to the wave interfering with itself. 4. a. When light reflects from a surface, the angle of incidence is equal to the angle of reflection. When light

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destructive interference. Beats are heard when two sound waves with slightly different frequencies interfere. Two waves traveling in opposite directions can combine to produce a standing wave. b. Diffraction is the bending of a wave around an obstacle or an edge. When this happens, different intensities of the wave are observed downstream due to the wave interfering with itself. 4. a. When light reflects from a surface, the angle of incidence is equal to the angle of reflection. When light

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Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf

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Science.qxd

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knowledge in biology. For example, electron microscopes, graphing calculators, personal computers, and magnetic resonance images have changed our lives, increased our knowledge of biology, and improved our understanding of the universe....

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knowledge in biology. For example, electron microscopes, graphing calculators, personal computers, and magnetic resonance images have changed our lives, increased our knowledge of biology, and improved our understanding of the universe.

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Revised 2004 113 Chemistry 5.05 Analyze oxidation/reduction reactions with regard to the transfer of electrons. • Assign oxidation numbers to elements in REDOX reactions • Identify the elements oxidized and reduced. • Write simple half reactions. • Assess the practical applications of oxidation and reduction reactions. 5.06 Assess the factors that affect the rates of chemical reactions. • The nature of the reactants. • Temperature. • Concentration. • Surface area. • Catalyst.

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law. • Articulate and utilize Ampere’s Law in the integral form to relate current to magnetic field strength. • Analyze magnetic field for a long straight wire, solid cylinder, and hollow cylinder using law of superposition. COMPETENCY GOAL 6: The learner will build an understanding of electromagnetism. 6.01 Evaluate and analyze electromagnetic induction using Faraday’s law and Lenz’s law. • Calculate the flux of a uniform magnetic field. • Calculate the magnetic flux of a nonuniform magnetic field using

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Microsoft Word - GLEsciALL.doc

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Science Grade-Level Expectations 37 20. Calculate the mechanical advantage and efficiency of simple machines and explain the loss of efficiency using the dynamics of the machines (PS-H-F1) 21. Explain and calculate the conversion of one form of energy to another (e.g., chemical to thermal, thermal to mechanical, magnetic to electrical) (PS-H-F1) 22. Analyze energy transformations using the law of conservation of energy (PS-H-F2) 23. Apply the law of conservation of momentum to collisions in one

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Science Grade-Level Expectations 34 Personal Choices and Responsible Actions 24. Identify the advantages and disadvantages of using disposable items versus reusable items (SE-H-D1) 25. Discuss how education and collaboration can affect the prevention and control of a selected pollutant (SE-H-D2) (SE-H-D3) 26. Determine local actions that can affect the global environment (SE-H-D4) 27. Describe how accountability toward the environment affects sustainability (SE-H-D5) 28. Discuss the reduction

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Science Grade-Level Expectations 37 20. Calculate the mechanical advantage and efficiency of simple machines and explain the loss of efficiency using the dynamics of the machines (PS-H-F1) 21. Explain and calculate the conversion of one form of energy to another (e.g., chemical to thermal, thermal to mechanical, magnetic to electrical) (PS-H-F1) 22. Analyze energy transformations using the law of conservation of energy (PS-H-F2) 23. Apply the law of conservation of momentum to collisions in one

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