| (D) describe the nature of the four fundamental forces:
gravitation; electromagnetic; the strong and weak nuclear forces,
including fission and fusion; and mass-energy equivalency; and
(E) construct and communicate an explanation based
on evidence for how changes in mass, charge, and distance affect the
strength of gravitational and electrical forces between two objects.
(6) Science concepts. The student knows the impact
of energy transfer and energy conservation in everyday life. The student
is expected to:
(A) design and construct series and parallel circuits
that model real-world circuits such as in-home wiring, automobile
wiring, and simple electrical devices to evaluate the transfer of
electrical energy;
(B) design, evaluate, and refine a device that generates
electrical energy through the interaction of electric charges and
magnetic fields;
(C) plan and conduct an investigation to provide evidence
that energy is conserved within a closed system;
(D) investigate and demonstrate the movement of thermal
energy through solids, liquids, and gases by convection, conduction,
and radiation such as weather, living, and mechanical systems;
(E) plan and conduct an investigation to evaluate the
transfer of energy or information through different materials by different
types of waves such as wireless signals, ultraviolet radiation, and
microwaves;
(F) construct and communicate an evidence-based explanation
for how wave interference, reflection, and refraction are used in
technology such as medicine, communication, and scientific research;
and
(G) evaluate evidence from multiple sources to critique
the advantages and disadvantages of various renewable and nonrenewable
energy sources and their impact on society and the environment.
(7) Science concepts. The student knows that relationships
exist between the structure and properties of matter. The student
is expected to:
(A) model basic atomic structure and relate an element's
atomic structure to its bonding, reactivity, and placement on the
Periodic Table;
(B) use patterns within the Periodic Table to predict
the relative physical and chemical properties of elements;
(C) explain how physical and chemical properties of
substances are related to their usage in everyday life such as in
sunscreen, cookware, industrial applications, and fuels;
(D) explain how electrons can transition from a high
energy level to a low energy state, emitting photons at different
frequencies for different energy transitions;
(E) explain how atomic energy levels and emission spectra
present evidence for the wave particle duality; and
(F) plan and conduct an investigation to provide evidence
that the rate of reaction or dissolving is affected by multiple factors
such as particle size, stirring, temperature, and concentration.
(8) Science concepts. The student knows that changes
in matter affect everyday life. The student is expected to:
(A) investigate how changes in properties are indicative
of chemical reactions such as hydrochloric acid with a metal, oxidation
of metal, combustion, and neutralizing an acid with a base;
(B) develop and use models to balance chemical equations
and support the claim that atoms, and therefore mass, are conserved
during a chemical reaction;
(C) research and communicate the uses, advantages,
and disadvantages of nuclear reactions in current technologies; and
(D) construct and communicate an evidence-based explanation
of the environmental impact of the end-products of chemical reactions
such as those that may result in degradation of water, soil, air quality,
and global climate change.
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