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Science Content Standards...
Standards that all students are expected to achieve in the course
of their studies are unmarked.
Standards that all students should have the opportunity to learn are marked
with an asterisk (*).
Chemistry
Atomic and Molecular Structure
1. The periodic table displays the elements in increasing atomic number and
shows how periodicity of the physical and chemical properties of the elements
relates to atomic structure. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know how to relate the position of an element in the periodic
table to its atomic number and atomic mass.
b. Students know how to use the periodic table to identify metals, semimetals,
nonmetals, and halogens.
c. Students know how to use the periodic table to identify alkali metals,
alkaline earth metals and transition metals, trends in ionization energy,
electronegativity, and the relative sizes of ions and atoms.
d. Students know how to use the periodic table to determine the number
of electrons available for bonding.
e. Students know the nucleus of the atom is much smaller than the atom
yet contains most of its mass.
f. * Students know how to use the periodic table to identify the lanthanide,
actinide, and transactinide elements and know that the transuranium elements
were synthesized and identified in laboratory experiments through the use
of nuclear accelerators.
g. * Students know how to relate the position of an element in the periodic
table to its quantum electron configuration and to its reactivity with
other elements in the table.
h. * Students know the experimental basis
for Thomson's discovery of the electron, Rutherford's nuclear atom,
Millikan's oil drop experiment, and Einstein's explanation of the photoelectric
effect.
i. * Students know the experimental basis for the development of the
quantum theory of atomic structure and the historical importance
of the Bohr model of the atom.
j. * Students know that spectral lines are the result of transitions
of electrons between energy levels and that these lines correspond
to photons with a frequency related to the energy spacing between
levels by using Planck's relationship (E = hv).
Chemical Bonds
2. Biological, chemical, and physical properties of matter result from the
ability of atoms to form bonds from electrostatic forces between electrons
and protons and between atoms and molecules. As a basis for understanding this
concept:
Text Correlation: Chemistry in the Community-
a. Students know atoms combine to form molecules by sharing electrons to
form covalent or metallic bonds or by exchanging electrons to form ionic
bonds.
b. Students know chemical bonds between atoms in molecules such as H2 , CH4
, NH3 , H2 CCH2 , N2 , Cl2 , and many large biological molecules are covalent.
c. Students know salt crystals, such as NaCl, are repeating patterns of positive
and negative ions held together by electrostatic attraction.
d. Students know the atoms and molecules in liquids move in a random pattern
relative to one another because the intermolecular forces are too weak to
hold the atoms or molecules in a solid form.
e. Students know how to draw Lewis dot structures.
f. * Students know how to predict the shape of simple molecules and their
polarity from Lewis dot structures.
g. * Students know how electronegativity and ionization energy relate to
bond formation.
h. * Students know how to identify solids and liquids held
together by van der Waals forces or hydrogen bonding and relate these forces
to volatility and boiling/ melting point temperatures.
Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical reactions leads to the principle
of conservation of matter and the ability to calculate the mass of products
and reactants. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know how to describe chemical reactions by writing balanced
equations.
b. Students know the quantity one mole is set by defining one mole of carbon
12 atoms to have a mass of exactly 12 grams.
c. Students know one mole equals 6.02x1023particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its
chemical formula and a table of atomic masses and how to convert the mass
of a molecular substance to moles, number of particles, or volume of gas
at standard temperature and pressure.
e. Students know how to calculate the masses of reactants and products
in a chemical reaction from the mass of one of the reactants or products
and the relevant atomic masses.
f. * Students know how to calculate percent yield in a chemical reaction.
g. * Students know how to identify reactions that involve oxidation and
reduction and how to balance oxidation-reduction reactions.
Gases and Their Properties
4. The kinetic molecular theory describes the motion of atoms and molecules
and explains the properties of gases. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know the random motion of molecules and their collisions with
a surface create the observable pressure on that surface.
b. Students know the random motion of molecules explains the diffusion
of gases.
c. Students know how to apply the gas laws to relations between the pressure,
temperature, and volume of any amount of an ideal gas or any mixture of
ideal gases.
d. Students know the values and meanings of standard temperature and pressure
(STP).
e. Students know how to convert between the Celsius and Kelvin temperature
scales.
f. Students know there is no temperature lower than 0 Kelvin.
g. * Students know the kinetic theory of gases relates the absolute temperature
of a gas to the average kinetic energy of its molecules or atoms.
h. * Students know how to solve problems by using the ideal gas law in
the form PV = nRT.
i. * Students know how to apply Dalton's law of partial pressures to describe
the composition of gases and Graham's law to predict diffusion of gases.
Acids and Bases
5. Acids, bases, and salts are three classes of compounds that form ions
in water solutions. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know the observable properties of acids, bases, and salt solutions.
b. Students know acids are hydrogen-ion-donating and bases are hydrogen-ion-accepting
substances.
c. Students know strong acids and bases fully dissociate and weak acids
and bases partially dissociate.
d. Students know how to use the pH scale to characterize acid and base
solutions.
e. * Students know the Arrhenius, Brønsted-Lowry, and Lewis acid-base
definitions.
f. * Students know how to calculate pH from the hydrogen-ion concentration.
g. * Students know buffers stabilize pH in acid-base reactions.
Solutions
6. Solutions are homogeneous mixtures of two or more substances. As a basis
for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know the definitions of solute and solvent.
b. Students know how to describe the dissolving process at the molecular
level by using the concept of random molecular motion.
c. Students know temperature, pressure, and surface area affect the dissolving
process.
d. Students know how to calculate the concentration of a solute in terms
of grams per liter, molarity, parts per million, and percent composition.
e. * Students know the relationship between the molality of a solute in
a solution and the solution's depressed freezing point or elevated boiling
point.
f. * Students know how molecules in a solution are separated or purified
by the methods of chromatography and distillation.
Chemical Thermodynamics
7. Energy is exchanged or transformed in all chemical reactions and physical
changes of matter. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know how to describe temperature and heat flow in terms of the
motion of molecules (or atoms).
b. Students know chemical processes can either release (exothermic) or
absorb (endothermic) thermal energy.
c. Students know energy is released when a material condenses or freezes
and is absorbed when a material evaporates or melts.
d. Students know how to solve problems involving heat flow and temperature
changes, using known values of specific heat and latent heat of phase change.
e. * Students know how to apply Hess's law to calculate enthalpy change
in a reaction.
f. * Students know how to use the Gibbs free energy equation to determine
whether a reaction would be spontaneous.
Reaction Rates
8. Chemical reaction rates depend on factors that influence the frequency
of collision of reactant molecules. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know the rate of reaction is the decrease in concentration
of reactants or the increase in concentration of products with time.
b. Students know how reaction rates depend on such factors as concentration,
temperature, and pressure.
c. Students know the role a catalyst plays in increasing the reaction rate.
d. * Students know the definition and role of activation energy in a chemical
reaction.
Chemical Equilibrium
9. Chemical equilibrium is a dynamic process at the molecular level. As a
basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know how to use Le Chatelier's principle to predict the effect
of changes in concentration, temperature, and pressure.
b. Students know equilibrium is established when forward and reverse reaction
rates are equal.
c. * Students know how to write and calculate an equilibrium constant expression
for a reaction.
Organic Chemistry and Biochemistry
10. The bonding characteristics of carbon allow the formation of many different
organic molecules of varied sizes, shapes, and chemical properties and provide
the biochemical basis of life. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know large molecules (polymers), such as proteins, nucleic
acids, and starch, are formed by repetitive combinations of simple subunits.
b. Students know the bonding characteristics of carbon that result in the
formation of a large variety of structures ranging from simple hydrocarbons
to complex polymers and biological molecules.
c. Students know amino acids are the building blocks of proteins.
d. * Students know the system for naming the ten simplest linear hydrocarbons
and isomers that contain single bonds, simple hydrocarbons with double
and triple bonds, and simple molecules that contain a benzene ring.
e. * Students know how to identify the functional groups that form the
basis of alcohols, ketones, ethers, amines, esters, aldehydes, and organic
acids.
f. * Students know the R-group structure of amino acids and know how they
combine to form the polypeptide backbone structure of proteins.
Nuclear Processes
11. Nuclear processes are those in which an atomic nucleus changes, including
radioactive decay of naturally occurring and human-made isotopes, nuclear fission,
and nuclear fusion. As a basis for understanding this concept:
Text Correlation: Chemistry in the Community-
a. Students know protons and neutrons in the nucleus are held together
by nuclear forces that overcome the electromagnetic repulsion between
the protons.
b. Students know the energy release per gram of material is much larger
in nuclear fusion or fission reactions than in chemical reactions. The
change in mass (calculated by E = mc2 ) is small but significant in nuclear
reactions.
c. Students know some naturally occurring isotopes of elements are radioactive,
as are isotopes formed in nuclear reactions.
d. Students know the three most common forms of radioactive decay (alpha,
beta, and gamma) and know how the nucleus changes in each type of decay.
e. Students know alpha, beta, and gamma radiation produce different amounts
and kinds of damage in matter and have different penetrations.
f. * Students know how to calculate the amount of a radioactive substance
remaining after an integral number of half-lives have passed.
g. * Students know protons and neutrons have substructures and consist
of particles called quarks.
Earth Science
Standards that all students are expected to achieve in the course of their
studies are unmarked.
Standards that all students should have the opportunity to learn are marked
with an asterisk (*).
Earth's Place in the Universe
1. Astronomy and planetary exploration reveal the solar system's structure,
scale, and change over time. As a basis for understanding this concept:
Text Correlation:
a. Students know how the differences and similarities among the sun, the
terrestrial planets, and the gas planets may have been established during
the formation of the solar system.
b. Students know the evidence from Earth and moon rocks indicates that
the solar system was formed from a nebular cloud of dust and gas approximately
4.6 billion years ago.
c. Students know the evidence from geological studies of Earth and other
planets suggest that the early Earth was very different from Earth today.
d. Students know the evidence indicating that the planets are much closer
to Earth than the stars are.
e. Students know the Sun is a typical star and is powered by nuclear reactions,
primarily the fusion of hydrogen to form helium.
f. Students know the evidence for the dramatic effects that asteroid impacts
have had in shaping the surface of planets and their moons and in mass
extinctions of life on Earth.
g. * Students know the evidence for the existence of planets orbiting other
stars.
2. Earth-based and space-based astronomy reveal the structure, scale, and
changes in stars, galaxies, and the universe over time. As a basis for understanding
this concept:
Text Correlation:
a. Students know the solar system is located in an outer edge of the disc-shaped
Milky Way galaxy, which spans 100,000 light years.
b. Students know galaxies are made of billions of stars and comprise most
of the visible mass of the universe.
c. Students know the evidence indicating that all elements with an atomic
number greater than that of lithium have been formed by nuclear fusion
in stars.
d. Students know that stars differ in their life cycles and that visual,
radio, and X-ray telescopes may be used to collect data that reveal those
differences.
e. * Students know accelerators boost subatomic particles to energy levels
that simulate conditions in the stars and in the early history of the universe
before stars formed.
f. * Students know the evidence indicating that the color, brightness,
and evolution of a star are determined by a balance between gravitational
collapse and nuclear fusion.
g. * Students know how the red-shift from distant galaxies and the cosmic
background radiation provide evidence for the "big bang" model
that suggests that the universe has been expanding for 10 to 20 billion
years.
Dynamic Earth Processes
3. Plate tectonics operating over geologic time has changed the patterns
of land, sea, and mountains on Earth's surface. As the basis for understanding
this concept:
Text Correlation:
a. Students know features of the ocean floor (magnetic patterns, age, and
sea-floor topography) provide evidence of plate tectonics.
b. Students know the principal structures that form at the three different
kinds of plate boundaries.
c. Students know how to explain the properties of rocks based on the physical
and chemical conditions in which they formed, including plate tectonic
processes.
d. Students know why and how earthquakes occur and the scales used to measure
their intensity and magnitude.
e. Students know there are two kinds of volcanoes: one kind with violent
eruptions producing steep slopes and the other kind with voluminous lava
flows producing gentle slopes.
f. * Students know the explanation for the location and properties of volcanoes
that are due to hot spots and the explanation for those that are due to
subduction.
Energy in the Earth System
4. Energy enters the Earth system primarily as solar radiation and eventually
escapes as heat. As a basis for understanding this concept:
Text Correlation:
a. Students know the relative amount of incoming solar energy compared
with Earth's internal energy and the energy used by society.
b. Students know the fate of incoming solar radiation in terms of reflection,
absorption, and photosynthesis.
c. Students know the different atmospheric gases that absorb the Earth's
thermal radiation and the mechanism and significance of the greenhouse
effect.
d. * Students know the differing greenhouse conditions on Earth, Mars,
and Venus; the origins of those conditions; and the climatic consequences
of each.
5. Heating of Earth's surface and atmosphere by the sun drives
convection within the atmosphere and oceans, producing winds and ocean
currents. As a basis for understanding this concept:
Text Correlation:
a. Students know how differential heating of Earth results in circulation
patterns in the atmosphere and oceans that globally distribute the heat.
b. Students know the relationship between the rotation of Earth and the
circular motions of ocean currents and air in pressure centers.
c. Students know the origin and effects of temperature inversions.
d. Students know properties of ocean water, such as temperature and salinity,
can be used to explain the layered structure of the oceans, the generation
of horizontal and vertical ocean currents, and the geographic distribution
of marine organisms.
e. Students know rain forests and deserts on Earth are distributed in bands
at specific latitudes.
f. * Students know the interaction of wind patterns, ocean currents, and
mountain ranges results in the global pattern of latitudinal bands of rain
forests and deserts.
g. * Students know features of the ENSO (El Niño southern oscillation)
cycle in terms of sea-surface and air temperature variations across the
Pacific and some climatic results of this cycle.
6. Climate is the long-term average of a region's weather and depends on
many factors. As a basis for understanding this concept:
Text Correlation:
a. Students know weather (in the short run) and climate (in the long run)
involve the transfer of energy into and out of the atmosphere.
b. Students know the effects on climate of latitude, elevation, topography,
and proximity to large bodies of water and cold or warm ocean currents.
c. Students know how Earth's climate has changed over time, corresponding
to changes in Earth's geography, atmospheric composition, and other factors,
such as solar radiation and plate movement.
d. * Students know how computer models are used to predict the effects
of the increase in greenhouse gases on climate for the planet as a whole
and for specific regions.
Biogeochemical Cycles
7. Each element on Earth moves among reservoirs, which exist in the solid
earth, in oceans, in the atmosphere, and within and among organisms as part
of biogeochemical cycles. As a basis for understanding this concept:
Text Correlation:
a. Students know the carbon cycle of photosynthesis and respiration and
the nitrogen cycle.
b. Students know the global carbon cycle: the different physical and chemical
forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the
movement of carbon among these reservoirs.
c. Students know the movement of matter among reservoirs is driven by Earth's
internal and external sources of energy.
d. * Students know the relative residence times and flow characteristics
of carbon in and out of its different reservoirs.
Structure and Composition of the Atmosphere
8. Life has changed Earth's atmosphere, and changes in the atmosphere affect
conditions for life. As a basis for understanding this concept:
Text Correlation:
a. Students know the thermal structure and chemical composition of the
atmosphere.
b. Students know how the composition of Earth's atmosphere has evolved
over geologic time and know the effect of outgassing, the variations of
carbon dioxide concentration, and the origin of atmospheric oxygen.
c. Students know the location of the ozone layer in the upper atmosphere,
its role in absorbing ultraviolet radiation, and the way in which this
layer varies both naturally and in response to human activities.
California Geology
9. The geology of California underlies the state's wealth of natural resources
as well as its natural hazards. As a basis for understanding this concept:
Text Correlation:
a. Students know the resources of major economic importance in California
and their relation to California's geology.
b. Students know the principal natural hazards in different California
regions and the geologic basis of those hazards.
c. Students know the importance of water to society, the origins of California
's fresh water, and the relationship between supply and need.
d. * Students know how to analyze published geologic hazard maps of California
and know how to use the map's information to identify evidence of geologic
events of the past and predict geologic changes in the future.
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