| (B) use preventative safety equipment, including chemical
splash goggles, aprons, and gloves, and be prepared to use emergency
safety equipment, including an eye/face wash, a fire blanket, and
a fire extinguisher.
(5) Matter and energy. The student knows the differences
between elements and compounds. The student is expected to:
(A) know that an element is a pure substance represented
by a chemical symbol and that a compound is a pure substance represented
by a chemical formula;
(B) recognize that a limited number of the many known
elements comprise the largest portion of solid Earth, living matter,
oceans, and the atmosphere; and
(C) identify the formation of a new substance by using
the evidence of a possible chemical change such as production of a
gas, change in temperature, production of a precipitate, or color
change.
(6) Matter and energy. The student knows matter has
physical properties that can be used for classification. The student
is expected to:
(A) compare metals, nonmetals, and metalloids using
physical properties such as luster, conductivity, or malleability;
(B) calculate density to identify an unknown substance;
and
(C) test the physical properties of minerals, including
hardness, color, luster, and streak.
(7) Matter and energy. The student knows that some
of Earth's energy resources are available on a nearly perpetual basis,
while others can be renewed over a relatively short period of time.
Some energy resources, once depleted, are essentially nonrenewable.
The student is expected to research and discuss the advantages and
disadvantages of using coal, oil, natural gas, nuclear power, biomass,
wind, hydropower, geothermal, and solar resources.
(8) Force, motion, and energy. The student knows force
and motion are related to potential and kinetic energy. The student
is expected to:
(A) compare and contrast potential and kinetic energy;
(B) identify and describe the changes in position,
direction, and speed of an object when acted upon by unbalanced forces;
(C) calculate average speed using distance and time
measurements;
(D) measure and graph changes in motion; and
(E) investigate how inclined planes can be used to
change the amount of force to move an object.
(9) Force, motion, and energy. The student knows that
the Law of Conservation of Energy states that energy can neither be
created nor destroyed, it just changes form. The student is expected
to:
(A) investigate methods of thermal energy transfer,
including conduction, convection, and radiation;
(B) verify through investigations that thermal energy
moves in a predictable pattern from warmer to cooler until all the
substances attain the same temperature such as an ice cube melting;
and
(C) demonstrate energy transformations such as energy
in a flashlight battery changes from chemical energy to electrical
energy to light energy.
(10) Earth and space. The student understands the structure
of Earth, the rock cycle, and plate tectonics. The student is expected
to:
(A) build a model to illustrate the compositional and
mechanical layers of Earth, including the inner core, outer core,
mantle, crust, asthenosphere, and lithosphere;
(B) classify rocks as metamorphic, igneous, or sedimentary
by the processes of their formation;
(C) identify the major tectonic plates, including Eurasian,
African, Indo-Australian, Pacific, North American, and South American;
and
(D) describe how plate tectonics causes major geological
events such as ocean basin formation, earthquakes, volcanic eruptions,
and mountain building.
(11) Earth and space. The student understands the organization
of our solar system and the relationships among the various bodies
that comprise it. The student is expected to:
(A) describe the physical properties, locations, and
movements of the Sun, planets, moons, meteors, asteroids, and comets;
(B) understand that gravity is the force that governs
the motion of our solar system; and
(C) describe the history and future of space exploration,
including the types of equipment and transportation needed for space
travel.
(12) Organisms and environments. The student knows
all organisms are classified into domains and kingdoms. Organisms
within these taxonomic groups share similar characteristics that allow
them to interact with the living and nonliving parts of their ecosystem.
The student is expected to:
(A) understand that all organisms are composed of one
or more cells;
(B) recognize that the presence of a nucleus is a key
factor used to determine whether a cell is prokaryotic or eukaryotic;
(C) recognize that the broadest taxonomic classification
of living organisms is divided into currently recognized domains;
(D) identify the basic characteristics of organisms,
including prokaryotic or eukaryotic, unicellular or multicellular,
autotrophic or heterotrophic, and mode of reproduction, that further
classify them in the currently recognized kingdoms;
(E) describe biotic and abiotic parts of an ecosystem
in which organisms interact; and
(F) diagram the levels of organization within an ecosystem,
including organism, population, community, and ecosystem.
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